DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1919, No. 59 SOME PHASES OF EDUCATIONAL PROGRESS IN LATIN AMERICA By WALTER A. MONTGOMERY SPECIALIST IN FOREIGN EDUCATIONAL SYSTEMS BUREAU OF EDUCATION [Advance Sheets from the Biennial Survey of Education, 1916-1918] [Illustration: DEPARTMENT OF THE INTERIOR] WASHINGTON GOVERNMENT PRINTING OFFICE 1920 ADDITIONAL COPIES OF THIS PUBLICATION MAY BE PROCURED FROM THE SUPERINTENDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 10 CENTS PER COPY SOME PHASES OF EDUCATIONAL PROGRESS IN LATIN AMERICA. BY WALTER A. MONTGOMERY, _Specialist in Foreign Educational Systems, Bureau of Education_. CONTENTS.--Central America: Practical education; Guatemala; Salvador; Honduras; Costa Rica; Nicaragua; Panama--British Guiana: New school regulation--Argentina: Preliminary; illiteracy; report of National Council of Education; progress of education in the Provinces; changes under the projected law of 1918; secondary education; technical education; normal-school training; higher education--Brazil: Vocational education--Chile: Preliminary; illiteracy; primary education; secondary education; training of teachers; technical education--Uruguay: General introduction; primary education, public and private; rural schools; medical inspection of schools; secondary education; commercial education; training of teachers; higher education--Venezuela. PRACTICAL EDUCATION IN CENTRAL AMERICA. One of the most interesting aspects of the school situation in Central America and Panama is the important position occupied by commercial and industrial education in the courses of study of many institutions. Public men and teachers in Guatemala, Salvador, Honduras, Nicaragua, Costa Rica, and Panama have taken into account the need of offering to the new generation an education which shall be completely practical, with the purpose of turning the thoughts and energies of all the youth to fruitful service of their country. The teaching of arts and crafts, as well as that of commerce and agriculture, was formerly not begun, as in the United States, upon the student’s entering the secondary school, though there has for some time been a movement to make such instruction a part of the work of the advanced classes in the primary schools, to be continued in the liceo and the normal schools.