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 Rh When visiting Mexico at the beginning of the nineteenth century, Humboldt professed himself greatly surprised at the development of education in the capital, and at the number and worth of its scientific institutions. But the Spanish-American has always been most amenable to educational and refining influences. Indeed, few races in the world exhibit such signs of enthusiasm for culture as do those of Latin-America. The movement was strongly fostered by President Diaz, who, indeed, regarded it as the basis of Mexican existence. Diaz made a thorough personal study of educational methods and requirements, and may indeed be said to have founded the present machinery of instruction in vogue within the Republic.

A National Congress of Education was convened in December, 1899, and also in the following year; and its provisions were carried into effect in 1892 through a law regulating free and compulsory education in the Federal District and national territories. Prior to this, Mexican public education had been under the supervision of a company known as the Compania Lancasteriana, so called after Joseph Lancaster (1778-1838), the English educationist whose system was matter for so much controversy at the beginning of last century, and which consisted to a great extent of instruction by monitors and mnemonics. This doubtful and antiquated method was now abandoned, and the schools taken in charge by the Department for Public Education; but no comprehensive or far-reaching scheme was arrived at until 1896, when a simple yet liberal plan was constituted. At first, the various States objected to educational interference within their boundaries; but, later, they came to see the evils accruing to a lack of uniformity. In 1904, over 9,000 public schools were opened for instruction, with an enrolment of 620,000 pupils. Nearly 3,000 of the schools were supported by the municipalities, and there were also over 2,000 private and religious establishments with 135,000 pupils. Secondary instruction was by no means neglected,