South America; a popular illustrated history of the struggle for liberty in the Andean republics and Cuba . His life was one of beneficence. Under his influencethe republic made use of her great opportunity. Thechildren of the country will ever honor his name. Theprogress of education in South America has largely fol-lowed the views of Sarmiento, who especially valued theprimary and the normal school. The population of the South American republics is nowincreasing so rapidly that statistics are altered yearly, butthe following facts from recent official reports will givethe reader a view of th

South America; a popular illustrated history of the struggle for liberty in the Andean republics and Cuba . His life was one of beneficence. Under his influencethe republic made use of her great opportunity. Thechildren of the country will ever honor his name. Theprogress of education in South America has largely fol-lowed the views of Sarmiento, who especially valued theprimary and the normal school. The population of the South American republics is nowincreasing so rapidly that statistics are altered yearly, butthe following facts from recent official reports will givethe reader a view of th Stock Photo
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The Reading Room / Alamy Stock Photo

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1302 x 1919 px | 22 x 32.5 cm | 8.7 x 12.8 inches | 150dpi

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South America; a popular illustrated history of the struggle for liberty in the Andean republics and Cuba . His life was one of beneficence. Under his influencethe republic made use of her great opportunity. Thechildren of the country will ever honor his name. Theprogress of education in South America has largely fol-lowed the views of Sarmiento, who especially valued theprimary and the normal school. The population of the South American republics is nowincreasing so rapidly that statistics are altered yearly, butthe following facts from recent official reports will givethe reader a view of the educational field outside of theArgentine Republic: Bolivia, 1893.—Area, 784, 544 square miles; dividedinto 9 departments, the littoral being occupied by Chili;population, 2, 333, 350, of which 1, 000, 000 are Indians ofpure blood, and 600, 000 are Creoles; schools, 493, and 4universities. Brazil, 1893.—Area, 3, 251, 829 English square miles;divided into 20 states; population uncertain, but exceed-ing 14, 000, 000; immigration in 1891, 216, 659; schools, public, private and normal, 7500, with 300, 000 pupils;. SARMIENTO 199 especial attention given to primary and normal-schooleducation. Chili, 1893.—Area, 290, 828 square miles, divided into23 provinces; population, 2, 817, 552 (now 3, 267, 441);1201 free public schools, with 101, 954 pupils; nationallibrary, 70, 000 volumes. COLOMBIA.—Area, 504, 773 English square miles;population, 4, 000, 000, including 220, 000 Indians; schools, 16 normal, 1734 primary; primary education free.ECUADOR.—Area, 248, 350 square miles; divided into 17 provinces; population, 1, 272, 065; schools, 856, with1137 teachers; 17 journals are published in the republic. PARAGUAY.—Area, 88, 807 square miles; population, 600, 000; primary schools compulsory; the Normal Col-lege has 15 professors. PERU.—Area uncertain, estimated at 483, 147 squaremiles; population, 2, 621, 844; schools, 1177 primary;library of University of Lima, 20, 000 volumes. URUGUAY.—Area, 72, 172 square

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