The purpose of this article is to trace the evolution of elementary education in Spanish America during the last four decades, by way of a broad analysis that allows the principal problems to be placed in their historical context. Given the wide scope of the subject, this account is necessarily schematic and general, putting more emphasis on that which the countries have in common than on their differences. Among the questions dealt with is the changing direction of educational policies, the most representative features of the administrative bodies, and the development of schools and teachers. Finally, the quantitative evolution is analyzed through statistics covering such matters as literacy, enrolment and repetition.