The past biennium has seen a considerable development of interest in commercial education. By executive recommendation and by law of January, 1916, there were introduced in the liceos and national schools of commerce in the capital and three of the larger cities courses of varying length for the training of boys for the consular, diplomatic, and foreign agency services. By ministerial decree of April, 1917, there were incorporated in the national schools of commerce courses in civil and commercial law, American history, and advanced courses in accounting and bookkeeping; and legal permission was given the individual school to extend the latter courses into the fifth year wherever deemed suitable. In common with students finishing the courses in the liceos, those from national school of commerce were granted opportunity to compete for scholarships abroad offered by decree of January, 1918. These scholarships are good for one or more years according to the success of the holder, and are apportioned among the departments according to the discretion of the council of secondary and preparatory education. Among the usual scholastic requirements called for are periodical reports from the holder of such a scholarship concerning the social and economic conditions of the people among whom he has been sent to study. Following the plan drawn up at Montevideo in the summer of 1918 by governmental and educational representatives from most of the South American countries, invitations were sent to all interested in commercial education to attend the South American Congress of Commercial Education to be held in that city in January-February, 1919. The best talent in this division of education was assigned the discussion of topics which were considered as most urgent at the present time. They were treated under two main heads, those of (_a_) economic commercial expansion and (_b_) commercial instruction. The former head, not being essentially educational, calls for no notice here. The latter included the following topics: 1. From what points, how, and by what means commercial education should be developed on the American continent; extent and sub-division of such instruction. 2. Means of stimulating acquaintance among the peoples of the Americas. 3. The centers of commercial education as professional schools, and as institutions of modern culture. 4. Should courses in business ethics be included in the curriculum of the advanced classes? Morale, character, and culture of students of commerce and of consular service. 5. Universal history of commerce as an indispensable element in the training of competent consuls. 6. Are screen films necessary in giving instruction in commerce and geography? 7. Countinghouse practice. 8. How should commerce be taught? 9. Teaching of languages in the centers of commercial education. 10. Preparation of women for a commercial career.