A few educated Indians, descendants of the Inca nobility, have aided the government in its purpose by trying to teach their benighted people the meaning of freedom and to instil in them an appreciation of personal rights. Phoccohuanca, who bears the Christian name of Carlos Portilla, a pure Indian of Puno, has proved himself a worthy descendant of the great Manco-Ccapac by his ambition, energy, and loyalty to his race. His story is not unlike that of other self-made men. A thirst for knowledge made him leave his native town when a mere child to seek an education in the capital. From town to town he trudged, working at anything that offered him a chance to gain a few pennies out of which a little was always put aside for the purchase of books and for tuition. He was intelligent, hard-working, patient, and economical, and succeeded in getting together the requisite funds for his education, which was often interrupted by “hard times,” but was always kept in mind as the goal of his efforts. Now, at twenty-two years of age, he holds a teacher’s certificate, with recommendations from several well-known educators of Peru, testifying to his “aptitude, morality, and diligence”; as a preceptor in the correctional school for boys, in Lima, his work has been eminently satisfactory. Another Indian is the editor and proprietor of a newspaper called _El Indio_, which bears the subtitle of “Defender of the social interests of the native race.” The new law governing primary education has already produced remarkable results. The number of schools has increased from one thousand four hundred and twenty-five under the support of the municipalities in 1905 to two thousand five hundred at present under the control of the central government; the staff of teachers that numbered one thousand six hundred and fifty-seven before the change of educational administration now comprises three thousand and twenty under state direction; and the pupils’ roll has swelled from one hundred thousand to one hundred and fifty thousand names since the adoption of the new system two years ago. The educational fund has been so greatly increased that the government has not only been enabled to add to the number of schools and teachers, but also to improve salaries, to provide instruction for a greater number of pupils, to build and repair school-houses, acquire new and modern pedagogical materials, maintain normal institutes, including one for the instruction of teachers in manual training, and send teachers to the United States for normal school training.