Evening star. [volume] (Washington, D.C.) 1854-1972, 1931-10-03
ME HONOLULU ADVERTISER.
Did you know that the Mar
quis de Lafayette, loyal friend
Of America in her dark DAYS

4UAo NC AAldyCILc, 1OydA 4AICLO
i Of America in her dark days
and Washingtons favorite boy
general in the Revolution, had to
Godge bill collectors and had an all-too-
familiar experience with writs for the
satisfaction of overdue debts?
In the event you didn't know It, you
are in good company, for neither did
anybody else, save q very limited circle,
until the other day. when a collection
of hitherto unpublished letters and
documents Of the marquis came into
possession of the University Of Chicago
Every Schoolboy> knows that America
owes a great debt to Lafayette, but it is
somewhat disturbing to discover just
how great that debt Is. The youthful
general, only 10 when he left his French
estates and came over to aid the ragged
Continentals, so overreached himself in
his expense in fitting out our troops
that he jeopardized his patrimony and
frequently was broke" In the collec-
ton just unearthed are letters from his
Paris solicitors warning him that he
was purchasing his fame at the cost
CT his fortune"
At one time the beloved Frenchman
owed Alexander Barring, the London
banker, the sum Of 10000 francs-a
considerable fortune in those days.
Among the letters are IS written by La
fayette to Fanny Ward, distinguished
EngliShwoman with whom he appar-
emily had something of an affaire de
occur.
Chicago University'S find is an i'm
portant contribution to the history of
a noble and picturesque figure.
4 X
Education Held Greatest
United States Contribution.
FL ProgreSo, San Juan-A third OF
q century has passed under the Ameri-
can regime and the present affords a
good opportunity to take stock of its
accomplishments. Senior Jose Padin,
commissioner of education, is firmly
convinced that the most important con-
tribution Of the United States has been
in the field of education. Relatively,
with the conditions Of SO years ago, the
record is quite impressive. In 1898 the
island faced the same problem that the
Spanish Republic is facing today-viz.,
the creation of q system of elementary
public schools. Today such system Is
in operation.
The number Of teachers has increased
from 623 to nearly 5000 and the en-
600 to 100000. The number of school
buildings has increased from none to
1880, with q total of 1880 class rooms.
Expenditures have increased from less
than 100000 to nearly $6,O00,0 900 an
nually. School property in Porto Rico
is now worth over 10000, 900 and illit-
eracy has been reduced from 77.3 per
cent in 1898 to Alt per cent in 1881.
These are but q few of the principal
and most conspicuous results. The intan-
gible achievements are more easily felt
than calculated. and it is here the pub
lie school has done its best work. The
average man in Porto Rico has q wider
view of his condition, keener sense of
his opportunities and a growing desire
to occupy higher plane Of activity and
service.
It Ii true that social and economic
problems still are quite difficult and
that, though we are spending 40 per
cent OF our revenues for education, less
than 90 per cent of the children of
scholastic age are in the schools. This
Is because our needs are for o more
practical education and less general
culture.
This year a vocational training sys-