Some phases of educational progress in Latin America

by Walter A. Montgomery

The marked educational awakening of Uruguay during the last biennium has been only one phase of the universal demand of the nation for a new social and economic adjustment. Perhaps the chief manifestation of this has been the adoption of the new constitution in place of the old, which had been in force exactly 90 years. At a plebiscite of November, 1917, the constitution as formulated was submitted to the people and adopted by a vote of 85,000 to 4,000; and it became the fundamental law of the land on March 1, 1919. As regards its bearings upon educational administration, the most noteworthy change—and perhaps that around which centered most opposition during its consideration—was the provision which divides the executive power between a President and a National Council of Administration.

The latter body, composed of nine members elected for six years directly by the people, and absolutely independent of the President, has charge of all matters relating to public instruction, public works, labor, industries, public charities, health, and the preparation of the annual national budget. The administrative officers of public instruction of all grades, including the minister, are appointed by the National Council and are subject to its authority according to such particular laws and regulations as the Congress may enact. This substitution of a composite board for an individual as the fountainhead of educational authority is an experiment whose operations will be observed with much interest in a country of South America habituated by tradition to authority concentrated in an individual.

ILLITERACY.

Instruction of adults and the night schools.—The problem of combating illiteracy, as in all the more progressive South American countries during the last biennium, has received more systematic consideration than during any previous period.[2] As will be seen later in the consideration of the rural schools, measures have been taken which are of unusual importance for the instruction of youthful illiterates. In the related field of instruction of adults who are illiterates or nearly so, work of a creative nature has been done in Uruguay. The mere statistics show progress, the courses offered for adults in the year 1916-17 being 55 in excess of the former year and the enrollment 5,284, an increase of 1,671 over that year; but the new spirit animating this branch is the notable feature. The authorities have kept it steadily in mind to carry adult education out from the capital city to the rural districts; and the national authorities of primary education have cooperated efficiently in lending schoolhouses as places for adult instruction and encouraging primary teachers to assist in this work. The Government has furthered the study of the problem in the researches of Señor Hipolito Coirolo, director of the largest night school for adults in Montevideo. Señor Coirolo spent nearly two years in collecting systematic data from Argentina, Brazil, Colombia, and Paraguay, which were naturally confronted by the same problems in adult illiteracy. In March, 1917, he presented to the authorities the results of his findings in a project for the organic reform of instruction for adults in the night schools. Señor Coirolo maintained that the time was ripe for progress in this field to keep pace with the other educational demands, more especially as it was admitted that the prevailing system was a more or less poorly made combination of regulations and practices covering many localities and periods, and had been only tentatively adopted by presidential decree in 1903, and given legal existence in 1907, when 35 night schools were organized. All familiar with conditions knew that they were now completely out of touch with modern social and educational demands.

[2] See executive message of May, 1917, accompanying project of law for appropriation of $50,000 for appointment of 100 assistant primary teachers for the Departments of the Republic.

Señor Coirolo found the curriculum of night schools too largely theoretical and bookish and in only a few instances offering practical instruction. After careful study of the subjects offered in the night schools of progressive countries, he urged that the night schools of the future be organized upon the following main lines:

1. The completion of 17 years of age requisite for admission.

2. The division into three classes, each occupying a year according to the degree of illiteracy, and the division of each class into three cycles of three months each, the cycle to be the unit of time, without limitation upon the transfer of pupils from one cycle to another.

3. The subjects to be introduced in logical sequence and to be taught in accordance with the development of the pupil and to consist of reading, language work, writing, arithmetic, elements of applied geometry, singing, drawing, moral instruction, elements of anatomy, physiology, hygiene, civic instruction, geography, and history (national and universal); talks and lessons on objects of daily life, manual arts, domestic economy, and household arts; elements of political economy, sociology, psychology, duties of parents, accounting, and industrial training. Individual conferences with teachers, reading, writing, and arithmetic are to be continued through all three years; and each year is to close with a review and finishing course, devoting attention to individual needs.

4. Under the head of general administration the proponent urged the elimination of religious instruction in night schools, less attention to examinations for promotion, the prohibition of holding night schools in buildings occupied by children during the day, and careful inspection of night schools by appointed authorities.