Despite unfavorable and antiquated programs of studies, the Province of Nuble has made noteworthy progress in female secondary education. In Chillan, its capital, are conducted four liceos, three of which are for girls. Ambitious courses in the classics, social sciences, and rudimentary science are offered. One of them, the Instituto Pedagogico, founded in 1912, exercises far-reaching influence over the social, moral, and artistic conditions of the Province. The American Liceo, a private institution, conducted by teachers from the United States, devotes especial attention to the teaching of English, colloquial and literary, and also gives instruction generally along thoroughly modern high-school lines. TRAINING OF TEACHERS. Chile’s system of training teachers is distinctively eclectic, borrowing, as it has done, from France, Sweden, Germany, and the United States. Before 1870 French influence predominated, the great Argentine educator, Sarmiento, himself a pupil of the school of Saint-Simon, having founded the first normal school in 1842 while in exile from the tyranny of the dictator Rosas. German influence became pronounced about 1880, when that nation began to supply men and women teachers in the normals and as instructors in all grades of education. Since 25 years ago the tide began to turn toward North American influence, especially of the type of education developed in the Northwestern States. The Chilean ideal is a judicious combination of (1) an institution for the training of teachers for public schools who shall have adequate culture, specialized training, manual skill, and theoretical and practical knowledge of modern subjects, and (2) an institution for training in social relations and habits, exercising steady influence on the social environment of the school by means of popular courses and conferences, and participation in popular movements. The full course in the 16 training colleges for teachers covers five years, of which the first three are devoted to general education and the last two to professional training. The course for the fifth year is essentially professional, consisting of pedagogy (history, methodology, and practice teaching), 17 hours weekly; Spanish, 1 hour; English or French or German, 4 hours; civics and economics, 2 hours; hygiene, 2 hours; horticulture or metallography, 2 hours; drawing, 1 hour; manual arts, 2 hours; music, 1 hour; physical education, 3 hours. All expenses are defrayed, in return for which the pupil is pledged to teach for seven years in the national schools.