Some phases of educational progress in Latin America

by Walter A. Montgomery

Outside the scope of the National Council are the powers of the provincial councils. These are local, auxiliary, and reinforcing in character. Some of the Provinces are practically inactive on the side of primary education, contenting themselves with the provisions made in that field by the National Government. Others, however, among them Santa Fe, San Luis, Cordoba, Entre Rios, and, of course, Buenos Aires, are worthy of note and commendation for steady interest in matters educational, and in financial support of schools carried on independently of the central authority.

Progress in the Province of Santa Fe, as evidenced by the annual message of the governor of that Province for 1917, was steady, despite the need of economy in provincial finances due to conditions resulting from the World War. An increase of 14 provincial schools over the year previous and of the grades in 36 schools was noted. Two problems were kept steadily in view: The improvement in the teaching personnel, accentuated by the disclosure of the fact that more than one-third of the teachers in the provincial schools lacked teacher training, and the construction of better school buildings. It was estimated that with these from 25 to 30 per cent of additional pupils could be taught by the same teaching force.

In the Province of San Luis the general inspector of provinces reported for 1916 the establishment of 160 local associations of the national Amigos de la Educacion. This society, composed of parents and others interested in primary education, has for its objects the close linking of home and school, the fight against illiteracy, the promotion of good feeling and companionship between natives and immigrants, the celebration of national festivals, the securing of better primary enrollment and attendance especially by the poorer children, with the inculcation of their self-respect, and cooperation with the regional and national authorities in the safeguarding of public health.

In this Province, by volunteer organizations of teachers and others interested, local patriotic conferences were inaugurated on topics of national history, hygiene, political economy, ethics, and themes generally related to home and school matters.

In the Province of Buenos Aires school excursions have been developed and made an organic part of instruction in civic and national spirit. They have been so arranged that children in the several zones may come by personal touch to know and correspond by letter with each other. In some places participation in these excursions has been made a reward of good lessons and conduct. They are to be taken in the last 15 days of October, and children are not to remain more than 3 days in one locality. Groups of not more than 12 pupils are recommended.

In July, 1916, the council general of the Province of Buenos Aires initiated courses in the normal school for the training of teachers and graduates of the normal schools in the recognition and study of retardation and its causes, and in early correction of abnormalities most frequently met. The program of courses includes a series of 16 lessons on related medical and pedagogical topics.

Of direct bearing upon educational problems among the rural population is the project of the law recently sent by the executive of the Province of Buenos Aires to the legislature, providing for the issuance of bonds to the amount of $45,000,000 for the expropriation of parts of the great landed estates and the division of the land thus expropriated into small tracts for the use of small farmers. Subsequent purchase under advantageous terms is to be encouraged. According to reports, the prevailing system of “arrendatorios,” or small tenants for short terms, has led to so acute an agrarian unrest, with the consequent shifting and aimless wandering of an increasing element of the population, as to constitute a social and economic menace no longer to be ignored. The educational effects in the increase of illiteracy and the general retardation of primary education have been manifest.

In 1918 the Legislature of the Province of Entre Rios enacted into law a series of provisions guaranteeing the stability of the scale of salaries for teachers in provincial schools. Promotion and increase of salary were based rigorously upon merit; teachers were declared unremovable during good conduct and fitness; initial salaries were fixed as follows: (a) For normal teacher, $160 per month; (b) for rural normal teacher, $120 per month; (c) for rural teacher, $100 per month; (d) for special teacher, $80 per month. Every five years the teacher who has worked in the same place for that period shall receive a bonus of 20 per cent on his initial salary.

The government of the Province of Cordoba has approved a plan for the introduction of agricultural courses in the primary schools, presented and prepared by experts in agronomy and pedagogy, without dislocation of existing courses and schedules.

The inspectors of this Province presented for the consideration of the provincial chamber of deputies the project of a law to establish a normal school for the preparation of rural teachers exclusively, the courses offered being: