The greatest evidence of educational progress in Peru is afforded by the report of the past school year, especially as regards primary instruction. According to the new law of December 5, 1905, primary instruction was taken out of the hands of the municipalities and made subject to the central government, and a special fund for educational purposes was created in such a manner that it is bound to go on increasing with the growth of population and the development of wealth. Attendance at school was not only made obligatory but absolutely gratuitous, schoolbooks, paper, etc., being provided free of charge to the pupil. The name of President José Pardo will go down to posterity with that of his illustrious father, as the friend of the helpless and the protector of the humble, inspired by the true patriotism which seeks the ennoblement and aggrandizement of the State by raising to the highest mental and moral standard every citizen, from the proletaire to the plutocrat. The reform of 1875 sought to extend to the poorest class the blessings of education. But the law was impeded in its beneficent action by inadequate funds and lack of unity in purpose. So long as public instruction remained under municipal government, its advantages could not be uniform or satisfactory. Political changes, the fluctuation of rents, and other causes contributed to make the support of municipal schools unsettled and dependent. A new law, passed in 1901, improved conditions by the creation of a central Directorate of Primary Instruction; but the efforts of this body were handicapped because the local Councils and Commissions acting under its authority represented municipal interests conflicting with its purposes. Complete centralization was the only way to secure the successful establishment of the educational system on a basis that would ensure permanent and increasing progress, and elevate the national standard of culture. [Illustration: THE SCHOOL OF ARTS AND TRADES, LIMA.] In his programme four years ago, President Pardo set his government the noble task of raising the Indian out of his apathetic and ignorant condition and making him an active and conscious factor in citizenship, declaring this to be a necessity as urgent as the building of railways, the establishment of a fixed currency, or any of the reforms that have contributed to the prosperity of the country. To stimulate a sense of individual responsibility and worthy ambition in a race that for centuries has lived only to obey,—under the Incas, the Curaca; under the Spaniards, the priest; under the republic, the provincial governors and the proprietors of estates on which they are employed—is an undertaking that calls for tremendous patience, tact, and courage. President Pardo believes that no effort should be considered too great which will accomplish this noble task. [Illustration: THE SCHOOL OF ENGINEERS, LIMA.]