"The country will bless your memory, sir," said the schoolmaster, "if you carry out the beautiful plans of your dead father! You wish to know the obstacles which the progress of education meets? Well then, under present circumstances, without substantial aid education will never amount to much; in the very first place because, even when we have the pupils, lack of suitable means, and other things that attract them more, kill off their interest. It is said that in Germany a peasant's son studies for eight years in the town school, but who here would spend half that time when such poor results are to be obtained? They read, write, and memorize selections, and sometimes whole books, in Spanish, without understanding a single word. [63] What benefit does our country child get from the school?" "And why have you, who see the evil, not thought of remedying it?" The schoolmaster shook his head sadly. "A poor teacher struggles not only against prejudices but also against certain influences. First, it would be necessary to have a suitable place and not to do as I must at present--hold the classes under the convento by the side of the padre's carriage. There the children, who like to read aloud, very naturally disturb the padre, and he often comes down, nervous, especially when he has his attacks, yells at them, and even insults me at times. You know that no one can either teach or learn under such circumstances, for the child will not respect his teacher when he sees him abused without standing up for his rights. In order to be heeded and to maintain his authority the teacher needs prestige, reputation, moral strength, and some freedom of action. "Now let me recount to you even sadder details. I have wished to introduce reforms and have been laughed at. In order to remedy the evil of which I just spoke to you, I tried to teach Spanish to the children because, in addition to the fact that the government so orders, I thought also that it would be of advantage for everybody. I used the simplest method of words and phrases without paying any attention to long rules, expecting to teach them grammar when they should understand the language. At the end of a few weeks some of the brightest were almost able to understand me and could use a few phrases."