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. Certain of these provisions were embodied in a ministerial decree of October, 1917, which stressed the importance of this branch of education in the national life, and appropriated $10,000 for the increase of the staff of teachers in commercial subjects and domestic arts. PRIMARY EDUCATION, PUBLIC AND PRIVATE. In 1917 slightly less than 100,000 pupils were enrolled in the 1,014 public primary schools of Uruguay, an increase of 2,500 over the preceding year. Of these, nearly 65,000 were enrolled in the city of Montevideo alone. In administration and inspection the authorities in this field were active and progressive. Tentative reforms in the programs of study for the schools of towns and villages, a step long urged by them, were outlined by the minister of education; and wider latitude was allowed such individual schools in the matter of adapting nature study and practical courses to regular school work in accordance with local conditions and occupations. This step was in keeping with the attention paid to rural schools, which will be discussed later.