By executive resolution of July, 1917, the long-discussed change in the school year was made by which it shall hereafter open March 1 and close December 15. As with the similar change in Argentina, beneficial results, especially in the rural schools, are expected, as this arrangement is in conformity with climatic conditions. The change was made after investigation among the teaching force, and the country teachers won a victory over their city fellows, who favored vacations in the summer. This is but another and a significant effect of the steady centripetal attraction of the overshadowing capital city, more marked even in the new countries of South America than in the old ones of Europe. The country teachers have openly expressed their wish to spend the longest possible time in the capital, in spite of the inconveniences of such a sojourn in the summer. A further light upon the country teacher’s point of view is shown by the information that the long vacations in winter permit the small landowner to employ his children in labors of battage, which begin in December and last most of the winter. The schools are therefore practically empty in winter. It is manifestly wiser to put the former long vacation of July at this time. Complaints having become more frequent in regard to the blocking of educational administration in certain departments because of disagreements among inspectors, more drastic requirements were laid down by resolutions of the National Inspection of Primary Instruction, dated February, 1917. The authority of the departmental inspector over the subinspectors was confirmed; in the event of disagreement or insubordination the departmental inspector was required to present the case to the Department of National Inspection; the visitation of schools was distributed as nearly equally as possible; and the responsibility for inaction was put squarely upon the inspectors. These provisions, rigorous as they were, did not prove adequate, and much of the business of the schools of the outlying departments still remained blocked. The executive, therefore, in November, 1917, transmitted to the Congress, along with a message emphasizing the necessity of the law, a project for the establishment of three divisions of regional inspectors of primary education to exercise general supervision over the departmental inspectors and the schools of the Republic. These regional inspectors acting as a unit were to constitute the technical inspection of the school authorities. Their functions were to be regulated by the executive in accordance with the reports of the national inspection and the general direction of primary instruction. The hitherto existing chief inspectors, technical, adjunct, and chief of statistics were to be transformed into regional inspectors, and under their immediate supervision were to be put all the departmental inspectors. The projected law encountered unexpected opposition, and its passage has not as yet been secured.