some few thousand square meters; it was destined for a garden and orchard in the care of the girls. About one-half a kilometer's distance from the building a field of 2 hectares was devoted to agricultural experiments. From the very first moment one of the conditions desired was obtained-the collaboration of those living near the school district in the work of the school children. Because, as they were informed of the purpose which was sought-a result which was obtained in a conference that took place with the members of the school commission-their cooperation began; neighbors of the place helped the children to fence in the land, and from that time on their interest increased.

The field was divided into sections, once it was clear, and they were devoted, some to the cultivation of the ordinary products of the locality, in two distinct classes, in conformity with traditional customs and in conformity with the advice of the department of agriculture, in order that the people might be convinced, practically, of the advantages and difficulties of the two proceedings; other portions were destined for experiments in new cultivation in the locality. In the school at San Vicente wheat was experimented with, and it turned out to be of excellent quality, though it is not cultivated on either a great or small scale in the fields of the neighborhood.

To this work the hours of the morning were devoted; the children worked in groups that were responsible for the task given to them. An exact account was kept of the value of the work and the products according to the current market prices, and the value of the hours of work of the students was computed. All these calculations were the basis of exercises in arithmetic and geometry. The problems arose in the same field as the herbs and the flowers. There the pupils sang and had their education in physics; there they learned botany and agriculture, zoology and meteorology, applied to life, avoiding unnecessary technicalities. The themes of conversation and composition were produced there without distinction of hours, but mingled with the life of every moment of rural activity.

During the noon hours materials were distributed in such a way that they filled the idle time that had been noted in the daily work, and the partial explanations which had been made were completed. A preponderant position was occupied by such manual work as was adequate for satisfying the necessities of the school in the first term-repairing objects in a bad condition, constructing measures and handles, adjusting floors, whitening walls, making boxes for containing the products, rope, etc. The girls, for their part, divided their time between work in the kitchen, sewing, and learning common matters, subordinating them to the necessities of their daily life. Some time during each week was given to gardening and some hours to making simple garments, after the pupils had learned to cut them, making use of measures. Forty children from the school, breakfasted daily in the dining hall of the school with the food prepared by the girls during the kitchen lesson. The purpose of this lesson was simply that of learning to cook with the elements used in all the farmhouses, in the most suitable way for safe and agreeable nourishment. The products of the field were divided in two groups-those which were destined for the school kitchen and those which were sent to be sold on the school's account.

Among the 40 children-boys and girls-the poorest always breakfasted in the school, and, alternately with them, 4 or 6 of the richest of the place, who were chosen during the morning according to their conduct or the accomplishment of their duties. A student who arrived late did not enjoy the privilege of sitting at the table with his companions; hence an almost perfect attendance and new resources of educational discipline. After the breakfast each student washed his plate and cover.

Both the classes in sewing and in kitchen were made so interesting that several ladies of the place attended in order to learn what they needed to satisfy their own necessities. The school festivals, with the assistance of the authorities, attracted the neighbors, so that the school in this way was converted into a small center of popular culture.

Some of the girls began to be interested in barnyard fowls, and it was our intention to appoint others to the care of bees. At the end of the first year of this experiment, a cow was selected for observation, with the plan to buy it and improve its condition by care and nourishment so that the children might have a direct observation of the change produced in the animal as a consequence of the change of conditions. The results of this experiment lead me to the following conclusions:

1. The ordinary rural school, a modification of the urban school, does not arouse the interest of rural populations, and for this reason does not receive their support, and on the other hand the rural school, organized as an end to itself and inspired from the principle that the school does not prepare for life, but that it is a fragment of life itself, worthy of being lived in reality, is converted into a center of cultural education. 2. Dignifying the tasks of the field is the most efficacious method of avoiding the depopulation of the fields.

3. The rural school must be endowed with the greatest flexibility, to fit itself to the necessities of each locality, and it must not be constructed on the same pattern as a piece of machinery.

4. The feeding of poor children within the school attracts the greatest consideration and sympathy of the rural population, and the rich people of the place feel themselves impelled to protect, defend, and improve it.

5. The school farm greatly favors the extension of postscholastic culture of an economic and social character.

It entered into my plan, collaborating with the department of agriculture, to place within the rural school the elements of savings banks for agricultural purposes. It is possible that my successor may introduce this improvement.

The Government of Panama has adopted measures in accordance with a law passed by the last Congress, for the establishment of two agricultural schools in the State. An agronomical engineer from Paris, Mr. J. René Piot, has been chosen as director of one of the institutions, and it is understood that the other will be an American, if possible, who is an expert in tropical cultivation. Mr. Piot has been engaged in perfecting plans for the buildings and grounds for the first school, to be located near New Gorgona.

It is proposed also that an agricultural experiment station shall be established as soon as possible. By a presidential decree issued in 1913 a night school for adults has been opened in Panama City, in which instruction has been given in languages, writing, drawing, history, arithmetic, geography, etc., to all males over 15 years of age, on all week days, except Thursdays, from 7 to 9 p. m.

A second decree issued in 1913 provides for the reform of the course of study in the National Institute and Normal School for Women.

STATES OF SOUTH AMERICA.

INTRODUCTION.

The importance of closer relations between the United States and the South American countries has been emphasized by the completion of the Panama Canal and by the changes in commercial relations resulting from the war in Europe. These events have also given impetus to the efforts in those countries for promoting popular education, especially in its relation to industrial progress.

In

many of the States these efforts are interrupted by political disturbances and are hindered by the lack of financial resources; in other States educational activity is steady and well supported, at least in particular districts and populous centers. The increase of population by immigration is an important factor in the development of several of the South American countries, notably Argentina, Uruguay, and certain States of Brazil. All of these have offered inducements to settlers in the way of favorable terms for farm lands, distribution of seeds, and aid in securing implements and stock. Many colonies of farmers and farm laborers, chiefly from Italy, Portugal, and Germany have been established, and these newcomers are eager to secure for their children education and opportunity in the New World.

EDUCATIONAL CONDITIONS.

Theoretically every State of South America has a comprehensive system of education, including elementary and secondary schools and higher institutions. The traditional regard for the education of a select class has been accompanied by indifference to popular education; so that while secondary schools and universities have been supported,1 primary education for the masses has been neglected. At the present time, there is a general movement throughout South America to overcome this tendency; but the lack of comprehensive surveys makes it difficult to show the actual condition. In the leading States investigation has recently been made for the purpose of obtaining accurate information respecting the provision of elementary schools and school attendance. The most complete statement thus far issued covering the subject was comprised in the third census of Argentina. According to estimates based upon that census, the population of this State in 1912 was about 7,500,000, of whom 30,000 were Indians. The new arrivals in the country during that year numbered 287,000 (165,662 Italians; 80,583 Spaniards). Educational statistics for the same year show an enrollment in public primary schools of 666,049 pupils; in private primary schools of 113,944, a total enrollment equivalent to 10.3 per cent of the population.

Brazil has a land area greater than that of the United States, omitting the outlying possessions of the latter. Its estimated population in 1913 was 24,308,219, the average density of population being 5.4 per square mile; in the Federal District the density reaches 1,359 per square mile, but of the several States only six exceed 20 inhabitants to a square mile. The population is not only widely scattered in the greater part of the country, but is in a low state of

1 See Bureau of Education, Bulletin, 1912, No. 30, Latin-American Universities and Special Schools. For list of South American Universities, see Report, 1913, Vol. I, ch. 30, pp. 714-716. To the list should be added Peru: Universidad Mayor de San Marcos de Lima, and Universidad del Cuzco.

intellectual and industrial advancement, which renders the spread of education extremely difficult. The eastern States, however, are active in promoting both primary and industrial education, and the cities on the coast compare favorably with cities of the leading nations in the number and equipment of their public schools.

Rio de Janeiro, the capital of Brazil, is noted for its fine school buildings, which are specially adapted to the tropical climate. A characteristic type is illustrated by the Escola Ferreira Vianna, which occupies a one-story building with windows opening on all sides; the spacious grounds afford ample room for recreation, and also for decorative plants, shrubbery, and shade trees. All the classrooms are well supplied with modern appliances, globes, maps, charts, blackboards, etc., and are adorned with pictures, including the portraits of eminent men.

Among schools arranged for open-air classes is the Escola Campos Salles, which is situated in the midst of a beautiful grove, where noonday lunch is served to the children.

At the head of the system of public education in Rio de Janeiro are two technical schools, one for boys, the other for girls; these schools are supplied with workshops, finely equipped drawing rooms, and all the needed appliances for teaching manual arts, specialized according to the careers open to boys and girls respectively. The girls are trained in dressmaking, millinery, and laundry work. A special feature of the technical school for boys is the military drill, which is conducted by officers detailed for that purpose. The military band of this school is often called to take part in competitive exercises.

The city maintains a fine service of medical inspection for its schools, in which respect, however, it is fully equaled by the city of Sao Paulo, as well as by Buenos Aires and Montevideo in the neighboring States.

The statistical bureau of Chile, in its report published in 1913, brings the survey of the country down to December 31, 1912. The population at that date was 3,505,317, an increase of 256,038 above the total given in the census of 1907. Primary schools to the number of 2,947 are supported by the Government, which also subsidizes 302 private primary schools; the enrollment in the Government schools in 1912 was 287,115; in subsidized primary schools, 36,577. For secondary education there are 78 liceos, of which 40 are for boys and 30 for girls. There are also 44 monastery or convent schools of secondary grade, which receive no aid from the State, and 79 private secondary institutions aided by the State.

The importance of commercial education is indicated by the fact that there are 11 institutions having this order of instruction; these are supported in whole or in part by the Government. The Instituto Superior de Comercio ranks high among schools of this class.

Provision for technical and industrial education for boys is made by numerous well-equipped institutions, which enrolled in 1912 a total of 6,368 students. In the vocational schools for girls, of corresponding grade, there were 4,414 students.

Recently great interest has been shown in physical culture and manual training; it is estimated that 22,000 pupils receive instruction in the use of tools in the workshops annexed to public schools and 6,500 pupils similar training in special schools.

For higher education there is a State university at Santiago registering annually about 2,000 students and a Catholic university at the same city with about 250 students. During the current year the Chilean Government developed a comprehensive scheme of public buildings to be carried out in 10 years, at a total cost of $22,995,000. The work is in charge of the general inspector of architecture at Santiago, and includes, in addition to several important Government buildings, many public schoolhouses. The latter are indispensable for the realization of plans for increasing school attendance adopted by the Government in 1913. In accordance with these plans, appropriations for the schools have been increased, amounting in round numbers to $8,000,000 for the current year.

INTERNATIONAL RELATIONS.

The policy of sending selected students, at Government expense, to complete their liberal or professional studies in foreign countries, is one of long standing in the States of both Central and South America. Preference has generally been given to French or German universities and technical schools, the choice having been determined partly by the reputation of the institutions and partly by racial and intellectual sympathies. The latter have been promoted by the influence of young men and women of wealthy families who in large numbers are sent to European schools and by the immediate efforts of professors and teachers from European countries who are found in many of the chief institutions of Latin America.

For the promotion of intellectual relations with the countries considered, France maintains a regular organization, the "Groupement des Universités et Grandes Ecoles de France pour Rapports avec l'Amérique Latine." This work is conducted under university auspices, with aid from the Government, and is carried on by the exchange of professors, by publications, and by the agency of a permanent office in Paris which comprises a library of works having to do with Latin-American affairs.

For the information of students of those countries the organization has prepared a manual in the Spanish language relating to the universities and special schools of France. This publication is freely circulated in South and Central America.