Such schools General Wood regarded as of little value, and he took prompt measures, though at the cost of a somewhat acrimonious controversy with Mr. Frye, to improve the system under which they were being created. On January 24 he issued an order creating a Board of Superintendents of Schools, instead of leaving the work to one man, and he appointed as its members Mr. Frye, Esteban Borrero Echeverria, and Lincoln de Zayas. The Board continued to act under the law of December 6, but applied it in a somewhat different way, with impressive results. It opened a great many more schools than Mr. Frye had done, and saw to it that they were better equipped than his had been. Within six months the number of schools was increased from 635 to 3,313. Indeed, on March 3 it was found necessary to put on brakes, by issuing an order that no more new schools should be opened for the present. That year more than $4,000,000, or nearly a fourth of the total revenue of Cuba, was spent on public schools. [Illustration: EVELIO RODRIGUEZ LENDIAN One of the foremost educators of Cuba, Dr. Evelio Rodriguez Lendian, was born at Guanabacoa in 1860, and was educated at the University of Havana, where he is Professor of History and Dean of the Faculty of Science and Letters. He is also President of the Academy of History, and Director of the Athenaeum. He has written a number of books and has great repute as a public speaker.] In addition to primary and grammar schools, which were made universal, trade schools of various kinds were established. In the principal cities, especially in Havana, there were free schools of stenography and type-writing. These latter were designed partly to supply a competent and up-to-date clerical force to the various government offices, and partly to promote modern business methods in private concerns. Of course they provided profitable occupation to a large number of persons who otherwise might have been out of employment. The creation of the public schools also provided employment for several thousand persons, as teachers. These were almost entirely Cubans and, as in the United States, were very largely young women. Considering the paucity of numbers of those reported by the census as possessing "superior education" it was extraordinary that a sufficient staff of teachers could be obtained. Normal schools for the training of teachers in modern methods of education were established, and were largely attended by young Cubans eager to participate in the work of advancing the intellectual interests and indeed also the social and industrial interests of their country.