Taking up for the present only the teachers of the first and second grades, the committee recommended the following courses: Arithmetic, accounting, algebra, applied geometry, penmanship and drawing, elements of biology, zoology, botany, mineralogy and geology, anatomy, physiology and hygiene, physics and chemistry, studies in industries, geography and cosmography, history (national, South American, and universal), constitutional law, sociology and political economy, literature and composition, French, philosophy, and pedagogy with practice teaching. By the approval of the executive these courses were to go into effect in September, 1917. _Training of rural teachers._--The movement to improve the conditions of rural life which has been mentioned before began in earnest in 1914. In that year a report based upon an intensive study of the social and economic needs of the rural districts was presented to the general direction of primary instruction by a committee of teachers especially appointed for that purpose. Though no official action was taken at the time, the ventilation of the subject was very opportune and aroused public interest in a field so vital to the welfare of the nation. In every phase of rural education, and especially in the training of the teachers required, practical reforms were recognized as urgently necessary. From the strictly pedagogical point of view, the projects for teacher training as laid down in that report were of supreme interest, as constituting the basis upon which all subsequent suggestions have rested. They called for the establishment of a normal school exclusively for women rural teachers, which was preferably to be located either within the capital city or within easy access of it. This school was to work along the three main lines of agriculture, horticulture, and domestic science. For admission there was to be required, in addition to the usual certificates of mental, moral, and physical fitness, the certificate of completion of at least the third year of the program of the rural schools. The courses were to cover at least two years, preferably three, with provision for four-year courses for pupils aspiring to the post of rural inspectors, an aspiration which was encouraged in the report. Only two or three scholarships were to be offered in each department, and the number of pupils was to be restricted to 50 for the first year. No purely theoretical instruction whatsoever was to be allowed. Increasingly specialized work in the practice school annexed was to be required of every pupil each year. For the last two years the work of practice teaching was to be so arranged as to alternate by semesters with the classroom work assigned. The latter, toward the end of each semester, was to review all the work from the beginning.