■ J c4 rLi i^kSk 
 
 UNITED STATES 
 
 BULLETIN, 1915, NO. 26 
 
 BUREAU OF EDUCATION 
 
 . - - - - WHOLE NUMBER 653 
 
 CENTRAL AMERICA, SOUTH AMERICA, 
 AND THE WEST INDIES: 
 
 By ANNA TOLMAN SMITH 
 
 SPECIALIST IN FOREIGN EDUCATIONAL SYSTEMS 
 
 bureau of education:'; 
 
 WASHINGTON -V^- 
 GOVERNMENT PRINTING OFFICE 
 1915 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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Digitized by the Internet Archive 
 in 2019 with funding from 
 Columbia University Libraries 
 
 https://archive.org/details/secondaryschooliOOsmit 
 
BUREAU OF EDUCATION 
 
 ADMINISTRATION BUILDING, FACULTY OF SECONDARY AND PREPARATORY EDUCATION, UNIVERSITY OF MONTEVIDEO, RE JBLIC 
 
 OF URUGUAY. 
 
% 
 
 UNITED STATES BUREAU OF EDUCATION 
 
 BULLETIN, 1915, NO. 26 - -■ - - - - WHOLE NUMBER 653 
 
 SECONDARY SCHOOLS IN THE STATES OF 
 CENTRAL AMERICA, SOUTH AMERICA, 
 AND THE WEST INDIES: 
 
 SCHOLASTIC SCOPE AND STANDARDS 
 
 By ANNA TOLMAN SMITH 
 
 SPECIALIST IN FOREIGN EDUCATIONAL SYSTEMS 
 BUREAU OF EDUCATION 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFFICE 
 1915 
 
ADDITIONAL COPIES 
 
 OF THIS PUBLICATION MAY BE PROCURED FROM 
 THE SUPERINTENDENT OF DOCUMENTS 
 GOVERNMENT PRINTING OFFICE 
 WASHINGTON, D. C. 
 
 AT 
 
 10 CENTS PER COPY 
 
CONTENTS. 
 
 Page. 
 
 Letter of transmittal. 5 
 
 Introductory survey. 7 
 
 Costa Rica: 
 
 Administration of school system. 9 
 
 Standard program—secondary schools. 10 
 
 Panama: 
 
 National Institute. 13 
 
 San Salvador: 
 
 National Institute. 13 
 
 Argentina: 
 
 Recent measures pertaining to secondary education. 14 
 
 Organization of secondary institutions. 15 
 
 Plan of studies. 16 
 
 A new departure. 18 
 
 Uruguay: 
 
 Proposed reforms. 19 
 
 The departmental liceos (secondary schools). 20 
 
 Course of study. 20 
 
 Purpose. 20 
 
 Relations to higher education. 21 
 
 Studies preparatory to the university faculties. 21 
 
 Chile: 
 
 Classification of secondary schools. 22 
 
 Program of humanities. 23 
 
 Peru: 
 
 Attempted reforms. 24 
 
 The present status of secondary schools. 24 
 
 Venezuela: 
 
 Recent developments. 25 
 
 The new programs. 26 
 
 Brazil: 
 
 Distinctive characteristics. 27 
 
 Gymnasio Nacional at Rio de Janeiro., 28 
 
 Remaining States: 
 
 Trend of activities. 29 
 
 Common elements in the different programs. 30 
 
 The West Indies: 
 
 Opposite tendencies. 34 
 
 Cuba— 
 
 Official plan of studies for secondary schools. 34 
 
 Jamaica— ^ 
 
 Typical programs. 35 
 
 The Cambridge local examinations. 36 
 
 Sources of information. 37 
 
 Bibliography. 38 
 
 3 
 

 
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LETTER OF TRANSMITTAL 
 
 Department of the Interior, 
 
 Bureau of Education, 
 Washington, June 1, 1915 . 
 
 Sir: The new interest which the people of the United States are 
 taking in the countries of Central and South America calls for infor¬ 
 mation not only in regard to their industrial and commercial develop¬ 
 ment, but in regard to their social, civic, and political life, and also 
 information in regard to their schools and their agencies of education, 
 on which all else depends. A knowledge of the means by which these 
 countries are trying to meet the need for education in modern dem¬ 
 ocratic society can not fail to be helpful to us in our efforts to read¬ 
 just our schools to constantly changing conditions; all problems in 
 education have become in a very real sense international. I there¬ 
 fore recommend that the accompanying manuscript on the Scholastic 
 scope and sta ndards of secondary schools in the States of Central America, 
 South America, and the West Indies be published as a bulletin of the 
 Bureau of Education. This manuscript has been prepared by Miss 
 Anna Tolman Smith, the bureau’s specialist in foreign educational 
 systems. 
 
 Respectfully submitted. 
 
 P. P. Claxton, 
 
 Commissioner. 
 
 The Secretary of the Interior. 
 
 5 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
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SECONDARY SCHOOLS IN THE STATES OF CENTRAL AMERICA, 
 SOUTH AMERICA, AND THE WEST INDIES—SCHOLASTIC SCOPE 
 AND STANDARDS, 
 
 INTRODUCTORY SURVEY. 
 
 The States of Central America and South America are in the midst 
 of an industrial development which imparts new impulses to their 
 educational activities. There is at once an awakened sense of the 
 economic hearings of elementary or popular education and of the 
 need of a readjustment of the work of the long-established secondary 
 schools. Efforts in the latter direction are of special interest to 
 other nations, as it is in the secondary schools that the directive 
 classes are educated. Schools of this order determine in great 
 measure the opinions and purposes of the men who control public 
 affairs and promote international sympathies and interests. 
 
 Educational reports and periodicals published in the States referred 
 to abound in discussions of the changes that are required to meet 
 the new demands. Many of these discussions reveal merely con¬ 
 scious needs for which as yet no adequate provision can be made. 
 But in a few States the problems are clearly defined and, in par¬ 
 ticular, definite plans have been adopted for the reform or devel¬ 
 opment of the courses of study in secondary schools. 
 
 The official programs afford a clearer idea of the subject, both in 
 the States that have lately revised their courses of secondary instruc¬ 
 tion and in those which have made no changes, than any general 
 discussions. These programs, it should be said, are not announce¬ 
 ments of ambitious institutions, but the expression of matured 
 plans adopted by the educational authorities in full view of public 
 resources and social demands either at the present time or at an 
 earlier period. By reference to the several programs presented 
 below it will be seen that the idea of education as a culture process 
 has not been sacrificed in those of recent date. 
 
 For a better understanding of the scholastic work of the schools 
 considered, it is desirable to have in mind certain features of their 
 organization which may properly be called common to the different 
 States. 
 
 In all the States secondary education is the preparatory stage 
 to higher institutions and in several instances forms a department 
 
 7 
 
 96905°—15-2 
 
8 
 
 SECONDARY SCHOOLS. 
 
 in the university organization. This is notably the case in Uruguay, 
 the University of Montevideo including a faculty of secondary 
 instruction which is charged with administrative functions; 1 the 
 public college of this city is practically an adjunct of the university. 
 This same relation is illustrated by the National Institute of Panama 
 and the college of the University of La Plata. 
 
 The public secondary schools are supported by Government 
 funds alone or in combination with provincial and departmental 
 appropriations or by municipalities. The schools may be either for 
 day students solely or include boarding departments. The private 
 colleges which abound in all the States are boarding schools. They 
 are often subsidized and follow in the main the official programs of 
 secondary education. 
 
 The course of secondary instruction is generally arranged for six 
 years, covering the ages 12 to 18; in a few States the course may 
 be completed in five years. Pupils may pass from the primary 
 schools to the public secondary schools; as a rule, private secondary 
 schools include a preparatory class for children from 10 to 12 years 
 of age. In several States the successful completion of the secondary 
 studies entitles the student to the bachelor’s degree; in other States 
 additional study in a university faculty of letters and philosophy 
 is required before a diploma is obtained. 
 
 The institutional life which forms such an important factor in the 
 secondary schools of other countries plays a very small part in the 
 public secondary school of the Spanish-American States. The ad¬ 
 ministrative staff of the schools is usually large, comprising a chief 
 executive (rector or director), a treasurer, secretary, etc. The pro¬ 
 fessors, who are appointed by the government, central or local, are 
 assigned to particular subjects for a definite number of hours, and 
 have no further relation with their classes. As a rule they are men 
 holding university diplomas and engaged in professional practice. 
 This peculiar system, which prevails also in the universities, prevents 
 the close unity of a corporate body, although it brings students into 
 contact with men of affairs. One of the most significant signs of 
 progress in the leading States is the effort to replace this system by 
 that of permanent professors having special preparation for the 
 service. 
 
 The features of organization to which attention has been called 
 affect in various ways the general spirit of the schools and the con¬ 
 duct of studies; but the purpose here is to consider mainly the scho¬ 
 lastic scope and standards of secondary education as illustrated by 
 official programs. These programs incidentally reveal differences in 
 
 1 See plate of the administration building (frontispiece); original was received from the Uruguayan 
 Government by the courtesy of Dr. Harry Erwin Bard, secretary of the Pan American Society of the 
 United States. 
 
IN CENTRAL AMERICA. 
 
 9 
 
 the schools of the different States, but notwithstanding the fact that 
 each State is an independent unity, the differences are not greater 
 than appear in the secondary schools of the different sections of the 
 United States. 
 
 The intimate view of the content of secondary education in the 
 States of Central and South America afforded by the particulars 
 which follow is of interest to all persons engaged in promoting inter¬ 
 national relations, and particularly so to those who must determine 
 the equivalence of the scholastic standards maintained in different 
 countries. 
 
 CENTRAL AMERICA. 
 
 COSTA RICA. 
 
 In Central America, Costa Rica has taken the lead in practical 
 measures for extending the scope of public education and adapting 
 the course of instruction to local conditions. The purpose is pro¬ 
 moted by the centralized control of education, which is exercised by 
 an undersecretary in a department including other executive duties. 
 The chief officer of the division of public instruction, however, is 
 generally chosen with regard to his special fitness for that service.- 
 
 The governors of the five Provinces into which the State is divided 
 are responsible for the execution of the school laws in their respective 
 areas. The immediate direction of public primary schools is com¬ 
 mitted to Government inspectors, who are responsible to the central 
 authority. Public secondary and higher institutions are directly 
 under the secretary for public instruction. 
 
 In the projects of reform submitted to the Congress of Costa Rica 
 in 1913, the importance of unifying the entire scheme of education 
 so that the course of the secondary schools (liceos) should be con¬ 
 tinuous with that of primary schools and both better adapted to 
 present needs was urged by the undersecretary for public instruc¬ 
 tion, Senor Brenes-Mesen. 1 Propositions embodying these views 
 were authorized by decrees issued by the President of Costa Rico 
 the same year. Among these was a decree of March 5 reorganizing 
 the plans of study for the Liceo de Costa Rica, the Normal School, 
 and the School of Commerce. There are five public secondary schools 
 in the State, namely, the Liceo de Costa Rica and the Colegio Supe¬ 
 rior de Senoritas, both at San Jose; the Liceo de Heredia; Instituto 
 de Alajuela; and Colegio de Cartago. The first three institutions 
 are supported entirely by national funds, while the expenses of the 
 last two are met equally by municipal and national funds. 
 
 1 At present Senor Brenes-Mesdn is envoy extraordinary and minister plenipotentiary to the United 
 States from Costa Rica. 
 
10 
 
 SECONDARY SCHOOLS 
 
 The new program for the Liceo de Costa Rica, which fixes the 
 standard for the secondary schools, is as follows: 1 
 
 Standard Program. 
 
 PREPARATORY COURSE. 
 
 Subjects assigned for the year. 
 
 The mother tongue. 
 
 Writing (includes forms of correspondence) 
 
 Elementary arithmetic and geometry. 
 
 Geography and history of Costa Rica. 
 
 Hygiene and physical culture. 
 
 Elementary science. 
 
 Manual training. 
 
 Music. 
 
 Drawing. 
 
 V/ eekly 
 periods. 
 
 5 
 
 2 
 
 4 
 
 4 
 
 2 
 
 4 
 
 2 
 
 2 
 
 2 
 
 HUMANIDADES. 
 
 Secondary course of study. 
 
 FIRST YEAR. 
 
 [Minimum: 20 (11 periods obligatory, 9 elective). Maximum: 26.] 
 
 Obligatory subjects. 
 
 W eekly 
 periods. 
 
 Electives. 
 
 Weekly 
 
 periods. 
 
 Spanish (Castilian) (I). 
 
 5 
 
 English or French (I). 
 
 5 
 
 Mathematics: Algebra and arithmetic. 
 
 5 
 
 History (I): Ancient. 
 
 4 
 
 Hygiene and gymnastics. 
 
 1 
 
 Biology (Ij, botany, and zoology. 
 
 4 
 
 
 
 Manual arts (I). /..T.. 
 
 2 
 
 
 
 Drawing (I). 
 
 2 
 
 
 
 Music. 
 
 2 
 
 SECOND YEAR. 
 
 [Minimum: 24 (10 periods obligatory, 14 elective).] 
 
 Obligatory subjects. 
 
 Spanish (Castilian) (I).. 
 
 Geography. 
 
 Hygiene and gymnastics 
 
 Weekly 
 
 periods. 
 
 Electives. 
 
 5 
 
 4 
 
 1 
 
 History (II): Medieval and modern. 
 
 Mathematics (II): Algebra (II) and plane 
 geometry. 
 
 English or French (II). 
 
 Biology (II), botany, and zoology. 
 
 Physics (I). 
 
 Manual arts (II). 
 
 Drawing (II).... 
 
 Writing. 
 
 Music (II). 
 
 Typewriting (I). 
 
 
 W eekly 
 periods. 
 
 3 
 
 4 
 
 5 
 4 
 3 
 2 
 2 
 2 
 2 
 2 
 
 1 Memoria de instruccibn publica, 1914, pp. 4-9. 
 
IN CENTRAL AMERICA. 
 
 11 
 
 Standard Program— Continued. 
 humanidades— continued. 
 
 THIRD YEAR. 
 
 [Minimum: 25 (13 periods obligatory, 12 elective). Maximum: 34.] 
 
 Obligatory subjects. 
 
 Weekly 
 
 periods. 
 
 Spanish (Castilian) (Till. 
 
 5 
 
 Physiology (I). 
 
 3 
 
 Hygiene and gymnastics. 
 
 1 
 
 History (III): Contemporary. 
 
 4 
 
 
 
 Electives. 
 
 W eekly 
 periods. 
 
 English or French. 
 
 5 
 
 Mathematics (III): Algebra, solid geome- 
 trv, goniometrv. 
 
 4 
 
 Physics (II). 
 
 4 
 
 Chemistry (I). 
 
 3 
 
 Drawing (III). 
 
 2 
 
 Manual arts (III). 
 
 2 
 
 Music (III). 
 
 2 
 
 Typewriting and shorthand. 
 
 2 
 
 Civics. 
 
 2 
 
 
 
 FOURTH YEAR. 
 
 [Minimum: 28 (7 periods obligatory, 21 elective). Maximum: 37.] 
 
 Obligatory subjects. 
 
 Spanish (Castilian) (IV) 
 Civil government. 
 
 Weekly 
 
 periods. 
 
 Electives. 
 
 W eekly 
 periods. 
 
 5 
 
 English or French (IV). 
 
 5 
 
 2 
 
 Mathematics: Advanced algebra and 
 trigonometry. 
 
 4 
 
 
 Chemistry (II). 
 
 4 
 
 
 Physiology (II). 
 
 2 
 
 
 Geology and meteorology. 
 
 3 
 
 
 Drawing (IV). 
 
 2 
 
 
 Political economy. 
 
 2 
 
 
 Typewriting (III). 
 
 2 
 
 
 Manual arts (IV). 
 
 2 
 
 
 Music (IV). 
 
 2 
 
 
 
 
 FIFTH YEAR. 
 
 [Minimum: 18 (6 periods obligatory, 12 elective). Maximum: 29.] 
 
 Obligatory subjects. 
 
 W eekly 
 periods. 
 
 Electives. 
 
 W eekly 
 periods. 
 
 Science of health. 
 
 2 
 
 Calculus and analytical geometry. 
 
 2 
 
 Manual arts.. 
 
 2 
 
 General literature. 
 
 4 
 
 Typewriting. 
 
 2 
 
 Logic and debate. 
 
 3 
 
 
 
 General biology. 
 
 3 
 
 
 
 Elements of sociology. 
 
 3 
 
 
 
 History: Historical investigation. 
 
 5 
 
 
 
 Anthropogeography.. 
 
 3 
 
 In order to enter the liceo, pupils from the primary schools must 
 pass through the preparatory year, which forms the link between 
 primary and secondary instruction. 
 
 The important change effected by the program of 1913 consists in 
 systemizing the studies. By means of the obligatory subjects all 
 students secure a common basis of general knowledge of which a 
 culture language (Castilian) with its literature is the chief element. 
 The elective studies are grouped by means of the final examination 
 so that a student is directed in his choice by considerations of his 
 
12 
 
 SECONDARY SCHOOLS. 
 
 ultimate purpose. The relations are indicated by the numbers in 
 par an theses. 
 
 In the first, second, and third years of the secondary course an 
 elective subject is not given unless at least 10 students request it, and 
 in the fourth and fifth years unless at least 5 students take it. 
 
 The degree of bachelor of humanities (Bachiller en Humanidades) 
 is conferred upon students who finish the full course of five years and 
 pass an examination. The subjects of the examination and their 
 relative values are as follows: 
 
 Obligatory Subjects (value 14 units). 
 
 Units. 
 
 Castilian. 5 
 
 Arithmetic and geometry. 1 
 
 French or English. 3 
 
 Contemporaneous history. 1 
 
 Sanitary science and hygiene. 1 
 
 Public administration. 1 
 
 Typewriting. 1 
 
 Manual training.,. 1 
 
 The electives are grouped for the examination as follows: 
 
 Electives. 
 
 First group, 16 units. 
 
 Second group, 17 units. 
 
 Third group, 16 units. 
 
 Mathematics, I-Y. 
 
 Physics, I, II. 
 
 Chemistrv, I. 
 
 General biology, I. 
 
 Geology and meteorology, I. 
 Geography, I. 
 
 Manual training, I, II. 
 Drawing, I, III. 
 
 Biology, I-III. 
 
 Physiology, I, II. 
 
 Hygiene, I-III. 
 
 Chemistry, I, II. 
 
 Physics, I, II. 
 
 Geography, I. 
 
 Gymnastics, I, II. 
 Drawing, I, II. 
 
 French or English, I-III. 
 Logic and debate, I. 
 History, I-IV. 
 
 Geography, I. 
 
 Elements of sociology, I. 
 Political economy, I. 
 General biology, I. 
 
 Civics, I. 
 
 Drawing, I. 
 
 Music, I. 
 
 The 33 units required for the pass mark can be completed from the 
 following subjects: Manual training, II and III; drawing, II-IV; 
 music, I-IV. 
 
 PANAMA. 
 
 In various ways the closer relations that have been promoted 
 between the United States and Central America are affecting educa¬ 
 tional practices and standards in the latter. An interesting example 
 of these relations is afforded by the call of Dr. Edwin G. Dexter from 
 the United States to take charge of the Instituto Nacional of Panama. 
 It is the intention of the Government that this shall become a central 
 university, drawing students from the neighboring States. Fol¬ 
 lowing the usual custom in Latin-American States, a secondary course 
 
IN CENTRAL AMERICA. 
 
 13 
 
 of instruction is provided under the general direction of the institute. 
 This secondary school, the liceo, is arranged in two cycles, after the 
 model of the French lycee, each cycle covering a three years’ course. 
 The program provides for the traditional studies in Latin-American 
 schools with the introduction of Latin as an alternative to French and 
 with greater stress than usual upon English. The scheme of study 
 and the relative time given to each branch are shown in the following 
 conspectus: 
 
 Panama. 
 
 NATIONAL INSTITUTE. 
 
 Program of studies for the liceo} 
 
 
 Number of lessons a week. 
 
 Subjects. 
 
 Cycle I. 
 
 Cycle II. 
 
 • 
 
 First 
 
 year. 
 
 Second 
 
 year. 
 
 Third 
 
 year. 
 
 First 
 
 year. 
 
 Second 
 
 year. 
 
 Third 
 
 year. 
 
 Philosophy. 
 
 
 
 
 
 3 
 
 3 
 
 Castilian. 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 English. 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 3 
 
 Latin or French 2 . 
 
 
 2 
 
 2 
 
 4 
 
 4 
 
 4 
 
 Geography. 
 
 2 
 
 2 
 
 2 
 
 3 
 
 
 
 History. 
 
 2 
 
 2 
 
 2 
 
 3 
 
 2 
 
 2 
 
 Mathematics. 
 
 6 
 
 5 
 
 5 
 
 4 
 
 3 
 
 3 
 
 Physics and chemistry. 
 
 3 
 
 3 
 
 3 
 
 3 
 
 
 Natur a 1 s ciences. 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Physiology and hygiene. 
 
 1 
 
 1 
 
 
 
 
 Civics. 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 Bookkeeping. 
 
 
 
 3 
 
 
 
 
 Manual training. 
 
 2 
 
 2 
 
 2 
 
 } 2 
 
 
 
 Singing.7. 
 
 o 
 
 2 
 
 2 
 
 2 
 
 2 
 
 
 
 
 
 
 
 Total 3 . 
 
 25 
 
 30 
 
 31 
 
 30 
 
 28 
 
 25 
 
 
 1 Panama: Informe, Secretario de Estado en el Despacho de Instruccion Publica, 1914. pp. 29-31. 
 
 2 Optional in the first cycle. 
 
 3 In addition to the subjects tabulated drawing and gymnastics occupy each 2 periods a week through¬ 
 out the first and second cycles. 
 
 Significant features of the program are the prominence given to 
 English and the introduction of Latin as an alternative to French. 
 The decree authorizing the liceo was issued in 1913, hence time has 
 not sufficed for students to reach the second cycle. 
 
 The Instituto Nacional is to be comprehensive in scope, and in 
 addition to the liceo, or secondary school, comprises a normal school 
 and a commercial school; all of these will be adjuncts of the uni¬ 
 versity, for which plans are now in progress. 
 
 SAN SALVADOR. 
 
 In his official report for 1913 the minister of education for San 
 Salvador dwells upon plans for improving the course of study and the 
 standards of the national institute situated at the capital. This 
 school has had more than local prestige, and it is the purpose of the 
 authorities to bring it into accord with the new demands that are 
 
14 
 
 SECONDARY SCHOOLS. 
 
 arising. Complaint has been made, in particular, that students pre¬ 
 senting themselves for examination to enter the lowest class of the 
 institute were not sufficiently prepared; the new plan of studies 
 includes a preparatory or complementary course which pupils from 
 the ordinary primary schools must pass through in order to enter 
 upon the true course of secondary studies. The program recently 
 developed is similar as regards the subjects of instruction to that 
 arranged for the Panama institution with the omission of Latin. 
 
 SOUTH AMERICA. 
 
 South America comprises 10 independent States, which, with the 
 exception of Brazil, were originally Spanish colonies. The systems 
 of secondary and higher education retain some characteristics derived 
 from the early colonists, although they have been more largely 
 influenced by French theories and models. In order to avoid need¬ 
 less repetitions, selection is here made of a few official programs of 
 secondary education which adequately illustrate its scope and stand¬ 
 ards in all the States. 
 
 ARGENTINA. 
 
 RECENT MEASURES PERTAINING TO SECONDARY EDUCATION. 
 
 The subject of secondary education has occupied the serious 
 attention of the Government of Argentina for several years, and in 
 December, 1911, several decrees were issued by the President of the 
 Republic providing for the better administration and closer organiza¬ 
 tion of the national secondary schools (colegios). 
 
 A decree of December 15 provided for the creation of a new division 
 in the ministry of pubhc instruction for the service of secondary 
 education. The division was organized under the charge of a director 
 general, with whom was associated an assistant director. The force 
 was completed by subordinate officials and clerks. Ten inspectors 
 were also authorized for the official supervision of the schools them¬ 
 selves. 
 
 The qualifications for the chief officials in this division were care¬ 
 fully determined by the decree; in particular it was required that 
 candidates for the positions of director and subdirector should be at 
 least 30 years of age and should have had not less than six consecutive 
 years’ experience either as professors or education officials. 
 
 A second decree of the same date determined in detail the require¬ 
 ments for the administrative authorities of secondary schools (rectors, 
 vice rectors, directors, and vice directors), and also those for pro¬ 
 fessors of secondary education. 
 
IK SOUTH AMERICA. 
 
 15 
 
 The requirements for professorships as set forth in the decree 
 illustrate the new conception of that service which is gradually 
 developing in the most progressive States. 
 
 In general, positions in secondary education have been held by 
 men engaged in professional duties quite apart from education. The 
 present tendency is to regard teaching even in the higher institutions, 
 as a profession having its recognized standards of qualification and 
 chief claim upon the mind and time of the incumbents. In accord¬ 
 ance with this idea the recent decree in Argentina provides that 
 candidates for professorships in the secondary schools shall present a 
 “diploma of capacity” issued by one of the following institutions: 
 The pedagogical section of the University of La Plata, the National 
 Institute for Secondary Professors, the Normal School for Pro¬ 
 fessors of Living Languages, the Normal School of Physical Educa¬ 
 tion, the National Academy of Fine Arts, or other institutions which 
 prepare candidates for positions in secondary education. 
 
 Candidates for the professorships in national history, civics, and 
 morals must be citizens of Argentina, natural or adopted. In the 
 latter case they must have had at least 10 years’ experience in the 
 service. 
 
 The decree also provides for professors who have not secured the 
 diplomas above mentioned, but who have already served at least five 
 consecutive years in the university faculties or as professors in second¬ 
 ary schools. Those who have served for 10 years may obtain a 
 diploma from the minister of public instruction, which will give them 
 the same rights and privileges as those conferred by the institutions 
 mentioned. 
 
 ORGANIZATION OF SECONDARY INSTITUTIONS. 
 
 A decree was issued by the President on February 12, 1912, 
 determining the classification of secondary schools (colegios) and the 
 subjects of instruction and duration of courses for the different 
 classes. This decree is as follows: 1 
 
 CLASSES OF COLLEGES AND DURATION OF COURSES OF INSTRUCTION. 
 
 Article 1. Secondary education shall be general or professional. The former is to 
 be given in national colleges for one or the other sex, and the latter in establishments 
 having specific purpose. 
 
 Article 2. The national colleges shall comprise two classes: Elementary colleges 
 having a four-year course, and superior colleges having a course of six years. Elemen¬ 
 tary colleges may be established in places having more than 15,000 inhabitants; the 
 superior colleges shall be established at the Federal capital, the capitals of Provinces, 
 whatever their population may be, and in towns of more than 30,000 inhabitants. 
 
 1 Ministerio de Justicia e Instruccion Publica. Direccion general de ensenanza secundaria y especial, 
 1913. pp. 17-18. 
 
 96905°—15-3 
 
16 
 
 SECONDARY SCHOOLS. 
 
 PURPOSES. 
 
 Article 3. The purposes of the national colleges are (a) to give to the pupils solid 
 and well-balanced knowledge, general scientific and literary, and to develop in them 
 the intellectual and moral, physical, and esthetic faculties which shall fit them for 
 the active duties of society, or for the successful pursuit of higher studies; (b) to form 
 their characters and inculcate in them the sentiment of patriotism and the desire to 
 cooperate in the effort to realize the ideals of the nation and of humanity. 
 
 SCOPE OF THE INSTRUCTION. 
 
 Article 4. The minimum course of study in the national colleges shall be as follows: 
 
 Plan of Studies. 1 
 A. 
 
 FIRST YEAR. 
 
 I. 
 
 Hours a 
 
 Subjects. week. 
 
 Spanish (Castilian). Reading and composition, (a) Pronunciation and 
 
 orthography; (b) purifying and enriching vocabulary and forms. 3 
 
 History. Brief summary of the history of the ancient Orient and of Greece, Rome, 
 
 and the Middle Ages. 4 
 
 French. 4 
 
 II. 
 
 Mathematics. Plane geometry, 2 hours; arithmetic, 3 hours. 5 
 
 Geography of Europe, general, and detailed for selected coimtries.. 3 
 
 III. 
 
 Drawing. Lineal and ornamental. 2 
 
 Penmanship. 2 
 
 Gymnastics. Systematic games and exercises for developing the physique. 2 
 
 25 
 
 SECOND YEAR. 
 
 I. 
 
 Hours a 
 week. 
 
 Subjects. 
 
 Spanish (Castilian), (a) Analysis; (b) purifying and enriching vocabulary and 
 
 forms. 3 
 
 History. Modem and contemporary. 3 
 
 French. 3 
 
 English. 4 
 
 II. 
 
 Mathematics. Plane geometry, 2 hours; arithmetic and accounts, 2 hours. 4 
 
 Biological sciences. Zoology and botany. 3 
 
 Geography of Argentina. 3 
 
 1 From decree of the minister of public instruction, February 16,1912. (Official copy.) 
 
IN SOUTH AMERICA. 
 
 17 
 
 III. 
 
 Subjects. 
 
 Drawing. Lineal and ornamental. 
 
 Penmanship. 
 
 Gymnastics 1 . 
 
 Houra a 
 week. 
 
 .. 2 
 
 .. 1 
 
 .. 2 
 
 28 
 
 THIRD YEAR. 
 
 I. 
 
 Subjects. 
 
 Spanish (Castilian), (a) Syntax and elements of linguistics and 
 
 purification and enrichment of vocabularies and forms. 
 
 History, Argentine. 
 
 Civics and the national constitution. 
 
 French. 
 
 English. 
 
 Hours a 
 week. 
 
 etymology; (b) 
 
 . 3 
 
 . 4 
 
 . 2 
 
 6 
 
 . o 
 
 . 4 
 
 II. 
 
 Mathematics. Plane geometry, 2 hours; algebra, 2 hours. 4 
 
 Biological sciences. Zoology and botany. 3 
 
 Geography. North and South America. 2 
 
 III. 
 
 Drawing. Drawing of natural forms and simple study of works of art. 2 * 
 
 Gymnastics 1 . 2 
 
 29 
 
 FOURTH YEAR. 
 
 I. 
 
 Hours a 
 
 Subjects. week. 
 
 Philosophy. Concepts; general problems, division, methods, etc., of psychology, 
 
 logic, ethics, sociology, and metaphysics. 3 
 
 Literature. Literary theories; study of the literature of Argentina and of Spanish 
 
 America. 3 
 
 History. America and Argentina. 3 
 
 French. 3 
 
 English. 4 
 
 II. 
 
 Mathematics. Geometry of space, 2 hours; algebra, 2 hours. 4 
 
 Physics and chemistry. Elements of both sciences; their laws and general 
 
 problems; their division, etc. 2 
 
 Biological sciences. Anatomy, physiology, and hygiene. 3 
 
 Geography. Asia, Africa, and Oceania. 2 
 
 III. 
 
 Drawing. Drawing of natural forms and simple study of works of art. 2 
 
 Military exercises. 2 
 
 31 
 
 1 Same as first year with extensions. 
 
18 
 
 SECONDARY SCHOOLS. 
 
 HIGHER COLLEGES (FINAL COURSE). 
 
 B. 
 
 FIFTH YEAR. 
 
 I. Hours a 
 
 Subjects. week. 
 
 Philosophy. Logic and critique of knowledge, psychology. 3 
 
 Literature. History of Castilian literature. 3 
 
 History. History of America and Argentina since 1810. 2 
 
 Latin... 6 
 
 Italian. 2 
 
 II. 
 
 Mathematics. Geometry of space, 2 hours; algebra, 3 hours.. 5 
 
 Physics. Mechanics, acoustics, and heat. 3 
 
 Chemistry. Inorganic chemistry and mineralogy. 4 
 
 General geography and geology. 2 
 
 III. 
 
 Military exercises. 2 
 
 32 
 
 SIXTH YEAR. 
 
 I. Hours a 
 
 Subjects. week. 
 
 Philosophy. Ethics, sociology, and metaphysics. 2 
 
 Moral and civic instruction. Comparative study of the national constitution; 
 
 duties and rights of the citizen. 1 
 
 Literature. Epitomes of French, Italian, English, and German literatures. 3 
 
 History. Argentine history from 1810 to 1910; summary of the history of civiliza¬ 
 tion and human culture. 4 
 
 Latin. 6 
 
 Italian. 2 
 
 II. 
 
 Mathematics. Trigonometry, 3 hours; cosmography, 2 hours 
 
 Physics. Optics, magnetism, and electricity. 
 
 Chemistry. Organic and analytic chemistry. 
 
 III. 
 
 Military exercises and gun practice. 
 
 A NEW DEPARTURE. 
 
 5 
 
 3 
 
 4 
 
 o 
 
 32 
 
 The University of La Plata, which is the youngest and most 
 modern institution of higher education in South America, includes in 
 its organization a secondary or preparatory school. The latter 
 represents a new departure in respect both to its scholastic scheme 
 and its general conduct. While the curriculum does not differ 
 radically, in respect to the studies included, from that of other col¬ 
 leges in the State, the equipment for scientific studies is unusually 
 
IN' SOUTH AMERICA. 
 
 19 
 
 complete, and the professors have been chosen with special reference 
 to their familiarity with scientific methods. Hence the spirit of the 
 instruction is thoroughly modern. For the boarding department the 
 home unit idea has been adopted, separate residences having been 
 provided, each of which accommodates about 35 students. These 
 homes contain dining hall, kitchen, clubroom, library, and individual 
 bedrooms for each of the inmates. The buildings are in the midst of 
 a fine campus, affording ample opportunity for sports and physical 
 exercises, which are conducted much after the plan of those of the 
 English public schools. 
 
 URUGUAY. 
 
 PROPOSED REFORMS. 
 
 In Uruguay, as in several other South American States, secondary 
 education is under the immediate direction of the university authori¬ 
 ties, which include a council (consejo de la seccion de ensenanza 
 secundaria y preparatoria) charged with the development of courses 
 of instruction for the secondary schools and their adjustment to the 
 programs of the primary schools and the higher institutions. The 
 reform of secondary education has been a subject of serious delibera¬ 
 tion in the council for several years. The most important result thus 
 far accomplished is the law bearing date January 5, 1912, as set forth 
 in a presidential decree of February 16, 1912. 1 This decree provided 
 for the establishment of a departmental liceo in the capital city of 
 each department, as soon as the necessary arrangements could be 
 made. For admission to these liceos it was required that the candi¬ 
 date should give proof of having completed the entire course of the 
 rural primary schools, or the fifth year of the urban primary schools, 
 or should pass an examination in the following subjects: Arithmetic, 
 geography, grammar with composition, geometry, national history, 
 and the constitution of the Republic. 
 
 COURSE OF STUDY. 
 
 The plan of studies for the departmental liceos previously recom¬ 
 mended by the council was sanctioned by the decree. This plan, 
 which is given below, is tentative and may be modified to suit local 
 conditions. The studies assigned for each year of the course occupy 
 one period daily or on alternate days, a day’s session comprising five 
 hours. The alternate subjects may form half-year courses if 
 preferred. 
 
 1 See Anales do la Universidad, 1912-13. Pp. 359-366. 
 
20 
 
 SECONDARY SCHOOLS. 
 
 The Departmental Liceos (Secondary Schools). 
 
 OFFICIAL PROGRAM . 1 
 
 First year. 
 
 Second year. 
 
 Castilian grammar and idioms. 
 Mathematics (arithmetic and algebra). 
 French. 
 
 Natural history (zoology and zoography). 
 History, American and national. 
 Geography. 
 
 Drawing. 
 
 Castilian. 
 
 Mathematics (algebra and geometry). 
 French. 
 
 English or German. 
 
 Natural history (botany and mineralogy). 
 Universal history. 
 
 Geography. 
 
 Physics and chemistry. 
 
 Drawing. 
 
 Third year. 
 
 Fourth year. 
 
 Castilian idioms and literature. 
 
 French. 
 
 English or German. 
 
 Mathematics. 
 
 Physics and chemistry. 
 
 Natural history. 
 
 Universal history. 
 
 Typewriting. 
 
 Drawing. 
 
 Literature. 
 
 French. 
 
 English or German. 
 
 Universal history. 
 
 Civics. 
 
 Cosmography. 
 
 Drawing. 
 
 Typewriting. 
 
 Bookkeeping. 
 
 Drawing. 
 
 Gymnastics and physical training are maintained throughout the four years of the 
 course. 
 
 PURPOSE. 
 
 The departmental liceos have been created for the purpose of in¬ 
 creasing the public provision for secondary education and correlating 
 its programs with those of the public primary schools forming thus 
 a continuous plan of study as do the courses of instruction in the 
 graded and high schools of the United States. 
 
 The liceos are open alike to boys and girls, but the need of special 
 arrangements for girls is indicated by the creation of a section of the 
 university council to consider the interests of young women as related 
 to both secondary and preparatory studies. By order of the minister 
 of public instruction Doctora Senorita Clotilde Luissi was appointed 
 dean of this section December 16, 1912. 
 
 The admission of pupils to the liceos who have finished the three- 
 year course of the rural primary schools or the fifth year of the urban 
 primary schools makes it possible for the transfer to take place in the 
 case of children too young or not sufficiently prepared to enter with 
 profit upon the secondary studies. Such pupils are found to be at a 
 disadvantage as compared with those who enter the liceos by exami- 
 
 1 Anales de la Universidad, 1912-13, pp. 191-194. 
 
IN SOUTH AMERICA. 
 
 21 
 
 nation, which is not open to candidates under 12 years of age. This 
 experience agrees with the tendency in older countries to make 12 
 years the lower age limit of secondary studies. 
 
 The departmental liceos of Uruguay, it should be recalled, have 
 only been in existence two years and have not yet passed the experi¬ 
 mental stage. The first report of their operations was made in 
 January, 1914, at which time they numbered 18, with a registration 
 of 969 students. Of the total schools, 11 had completed the first 
 and second years of the course and 7 the first year only. The report 
 of their work has already led to proposed modifications, having 
 special reference to raising the standard of admission and relieving 
 the over-crowded programs. 
 
 RELATIONS TO HIGHER EDUCATION. 
 
 The significance of this recent departure in Uruguay, in a com¬ 
 parative view of secondary education in different countries, is found 
 in the relation of the local liceos to higher institutions. In the law 
 and decree creating the liceos it is distinctly set forth that they are 
 not intended to prepare students for the university faculties. They 
 give the basis, however, for such preparation which must be com¬ 
 pleted by the courses of study required for admission to each faculty. 
 
 The studies of the liceos lead to a certificate (certificado de sufi- 
 cienca iiceal) which is conferred upon the students who complete 
 the course and pass the annual examinations. The law provides 
 that this certificate shall admit a student to the schools of commerce, 
 agriculture, and veterinary surgery, and it will have value for those 
 who would enter upon the courses of study preparatory to the special¬ 
 ized faculties, although it does not exempt them from other tests. 
 It appears, then, that the course of secondary instruction in Uruguay, 
 using the term in its broad sense covering the entire work of general 
 education from the elementary school to the university, comprises 
 the work both of the liceos and the so-called preparatory studies. 
 The latter are determined by the university council charged with 
 the double interest, which includes representatives of the several 
 faculties. The period of preparatory study and the branches com¬ 
 prised are determined for each faculty separately. 
 
 STUDIES PREPARATORY TO THE UNIVERSITY FACULTIES. 
 
 Provision for the courses of study required for entrance to the 
 university faculties is made in three institutions at Montevideo, 
 namely, Instituto Universal, Instituto de Ensenanza Secundaria, 
 and the liceo. Government scholarships are offered in each depart¬ 
 ment to assist pupils of the local liceos to continue their studies at 
 the capital with a view of ultimately preparing for professional 
 careers. 
 
22 
 
 SECONDARY SCHOOLS. 
 
 According to the latest regulations, the period of preparation fol¬ 
 lowing the four years of the secondary course ranges from one year 
 required for the studies that lead to the university courses for notary 
 public and odontology to three years required for preparation for 
 the faculties of law, medicine, engineering, and architecture. The 
 preparatory courses of three years’ duration include as common 
 subjects an extension and deepening of the literary and historical 
 studies included in the secondary course. To these are added 
 branches determined by the subsequent professional courses. The 
 complete course of preparatory studies prescribed for admission to 
 the faculty of law is as follows: (I) Literature; (II) universal history, 
 in particular Roman and contemporaneous history and philosophy 
 of history; (III) American history; (IV) theoretic and practical 
 courses in physics, chemistry, natural history, and cosmography; 
 (Y) philosophy; (VI) practical courses in French and English or 
 German; (VII) physical exercises. 
 
 In the courses preparatory to the medical faculty special stress 
 is placed upon the sciences, i. e., natural history (zoology, zoography, 
 botany, and anthropology); physics; chemistry; drawing in connec¬ 
 tion with the science studies. 
 
 Students who finish the entire course of secondary and preparatory 
 studies may be admitted to the university examinations for the 
 degree of bachelor. It will be observed that the entire course pre¬ 
 paratory for this degree is quite as extensive as the customary" col¬ 
 lege course in the United States, but differs essentially from that in 
 the absence of the classical languages, Latin and Greek. The propo¬ 
 sition to create in the university a faculty of letters and philosophy 
 is under consideration, and it has been proposed to include the 
 classics in its program. 
 
 CHILE. 
 
 CLASSIFICATION OF SECONDARY SCHOOLS. 
 
 The main features of the administration and organization of the 
 public secondary schools of Chile were determined by law of January 
 9, 1879. In accordance with the provisions of this law the secondary 
 schools (liceos and colejios) are of two classes, first and second. The 
 former offer a complete course of instruction covering six years; the 
 latter class, which includes the Instituto Nacional at Santiago de 
 Chile and the liceos of the Province of Tacna, concentrate on the last 
 three years of the course. A preparatory section provided for in 
 the plan of the liceos comprises a three-year course of study including 
 the following branches: Spanish (Castilian), mathematics, French, 
 geography and history, object lessons, drawing and writing, and 
 religion. 
 
1 1ST SOUTH AMERICA. 
 
 23 
 
 The course of secondary instruction (humanidades), authorized by 
 a decree of January 2, 1912, is as follows: 
 
 Program of Humanities. 1 
 
 FIRST, SECOND, AND THIRD YEARS. 
 
 Hours a week. 
 
 Spanish (Castilian). 4 
 
 French. 3 
 
 English or German. 3 
 
 Mathematics. 4 
 
 Natural sciences. 2 
 
 History and geography. 3 
 
 Drawing and penmanship. 3 
 
 Religion. 2 
 
 Manual work. 2 
 
 Singing and gymnastics. 3 
 
 FOURTH YEAR. 
 
 Spanish (Castilian). 
 
 French. 
 
 English or German. 
 
 History and geography. 
 
 Mathematics. 
 
 Natural sciences. 
 
 Physics and chemistry. 
 
 Civic instruction. 
 
 Religion. 
 
 Drawing 2 . 
 
 Manual work. 
 
 Singing and gymnastics 
 
 29 
 
 Hours a week. 
 
 . 4 
 
 . 3 
 
 . 3 
 
 . 4 
 
 . 4 
 
 . 2 
 
 . 2 
 
 . 2 
 
 . 1 
 
 . 2 
 
 . 2 
 
 . 3 
 
 FIFTH AND SIXTH YEARS. 
 
 Spanish (Castilian). 
 
 Philosophy. 
 
 French. 
 
 English or German. 
 
 History and geography. 
 
 Mathematics. 
 
 Natural sciences (hygiene). 
 
 Physics. 
 
 Chemistry. 
 
 Civic instruction.. 
 
 Religion. 
 
 Drawing 2 . 
 
 Manual work. 
 
 Singing and gymnastics. 
 
 32 
 
 Hours a week. 
 
 . 3 
 
 . 2 
 
 3 
 
 3 
 
 3 
 
 2 
 
 2 
 
 2 
 
 2 
 
 1 
 
 2 
 
 2 
 
 3 
 
 33 
 
 1 Anuario del Ministerio de Instruccion Publica. Recopilacion de leyes i reglamentos relativos a los 
 servicios de instruccion superior, secundaria i especial, 1912. pp. 290-294. 
 
 2 Optional. 
 
24 
 
 SECONDARY SCHOOLS. 
 
 Applicants for admission to the lowest class of a liceo must not be 
 less than 10 years of age nor more than 13, and must give proof that 
 they have mastered the studies of the primary schools; for admission 
 to higher classes the candidate must pass an examination in the 
 studies of the lower. The council of public instruction has the sole 
 right of deciding on the admission of girls to a liceo intended for boys. 
 On account of the increasing number cf young women who desire to 
 follow professional careers, a project for raising the standards of the 
 public liceos for girls has been submitted to the Government. 
 
 Students who complete the course in humanities may matriculate 
 in the faculties of philosophy and letters as candidates for the degree 
 of bachelor. 
 
 PERU. 
 
 ATTEMPTED REFORMS. 
 
 Peru was one of the earliest States in South America to undertake 
 a general reorganization of its system of education in view of modern 
 requirements. With this purpose in view, a special commission was 
 appointed in 1910, and an expert from the United States 1 was called 
 in to aid the work of the commission by advice and suggestions. 
 As a result of the deliberations of this body a comprehensive plan 
 was submitted to the Government which provided, among other 
 matters, for important modifications of the system of secondary 
 education. Before final action could be taken political changes pre¬ 
 vented the consummation of the project. It was evident, however, 
 that all parties favored to some extent the changes recommended, 
 and while the general plan of recasting the system of education failed, 
 improvements have gradually been made in all departments of the 
 system. 
 
 PRESENT STATUS OF THE SECONDARY SCHOOLS. 
 
 There are at present 27 secondary schools (colegios) maintained by 
 the Government, 3 of which are for girls exclusively. The course 
 of study for the colegios for boys is uniform throughout the coun¬ 
 try, and comprises the same subjects as those in the programs pre¬ 
 viously cited, with the addition of the elements of church doctrine. 
 The duration of the entire course is four years, which, it is admitted, 
 is too brief for the variety and range of studies attempted; improve¬ 
 ments are taking place in the direction of reducing the amount of 
 each study and making the instruction more intensive. This course 
 of study is in direct continuation with that of the public primary 
 schools, and therefore the period of secondary-school studies is com¬ 
 parable with that of the high schools in the United States as regards 
 
 1 The choice fell upon Dr. H. E. Bard, who had had experience in educational administration in the 
 Philippines. 
 
IN SOUTH AMERICA. 
 
 25 
 
 duration; this likeness is increased by the fact that the universities 
 of Peru include faculties of letters and science or philosophy; the 
 curricula of these faculties is arranged for three years, and is in direct 
 continuation of the course in the secondary schools. The bachelor’s 
 degree can be obtained at the end of two years of study in the faculties 
 named. The third year is regarded as postgraduate and leads to the 
 degree of doctor. 
 
 VENEZUELA. 
 
 The reorganization of the system of education has been undertaken 
 recently by the Government of Venezuela on a broader scale than the 
 similar effort in other South American States. The endeavor was 
 preceded by investigations of school systems in foreign countries, and 
 the conclusions finally reached by the committee were submitted to 
 the National Congress, with an exhaustive report on the defects of the 
 existing system and the grounds for the changes proposed. The 
 recommendations of the committee were in the main approved by 
 the National Congress in its session of 1912-13, and instructions were 
 issued authorizing the minister of public instruction to adopt meas¬ 
 ures for carrying the reforms into effect. The present is, therefore, a 
 time of change and experiment, preliminary to final adjustments which 
 must work out gradually. 
 
 Secondary education is the province of colleges, classified by their 
 sources of support as Federal, municipal, and private. The aim of all 
 these institutions was originally that of preparing students for uni¬ 
 versity matriculation or examinations, but the pressure of modern 
 demands has caused other purposes to be considered, and hence the 
 courses of study have been extended to include subjects special to 
 commercial business, such as stenography, bookkeeping, commercial 
 geography, etc., or in the direction of science courses required by stu¬ 
 dents looking toward agricultural and mining pursuits. 
 
 For the scholastic session 1913-14 new programs were issued by the 
 minister of public instruction for the Federal colleges. These pro¬ 
 grams were not intended to make a decided break in the established 
 courses of study, but to systematize them. The entire scheme of 
 study is organized in two sections—the preparatory, covering two years, 
 and the course of philosophy, covering four years. The preparatory 
 course is correlated with the six-year course for the graded primary 
 schools and with the latter forms a fairly adequate preparation for 
 commercial and business pursuits. The course of philosophy, or bac¬ 
 calaureate course, prepares candidates for the examination for the 
 bachelor’s degree, which is conducted by a university board on which 
 the professors of secondary education are represented. 
 
 The new scheme for the secondary schools (colegios) will be seen 
 by the following conspectus, which comprises two elements—the sub- 
 
26 
 
 SECONDARY SCHOOLS. 
 
 jects of study and the hours assigned for each subject. On account 
 of the options allowed students, the time element indicates only the 
 relative weight of each subject as compared with others in the course. 
 It should be stated, further, that the time allowed for each branch 
 provides for the advanced lesson and a review of the previous work 
 in the proportion two-thirds for the fonner and one-third for the 
 latter: 
 
 Official Program. 
 
 STUDIES AND HOURS A WEEK. 1 
 
 Preparatory division. 
 
 Subjects. 
 
 First 
 
 year. 
 
 Second 
 
 year. 
 
 Castilian grammar. 
 
 Hours. 
 
 6 
 
 Hours. 
 
 Rhetoric and composition. 
 
 3 
 
 Stenography... 
 
 2 
 
 
 Latin. 
 
 2 
 
 2 
 
 French. 
 
 4 
 
 3 
 
 English. 
 
 4 
 
 4 
 
 Arithmetic. 
 
 6 
 
 6 
 
 Geography (Venezuela). 
 
 3 
 
 
 
 3 
 
 6 
 
 Elements of natural science and chemistry. 
 
 
 3 
 
 Hveiene. 
 
 
 3 
 
 
 
 
 Total.-. 
 
 30 
 
 30 
 
 
 COURSE OF PHILOSOPHY. 
 
 Subjects. 
 
 First 
 
 year. 
 
 Hours. 
 
 Castilian literature (authors and history) 
 
 Latin. 
 
 Greek (elements). 
 
 German. 
 
 Algebra. 
 
 Geometry. 
 
 Botany and zoology. 
 
 Mineralogy and geology. 
 
 Physics. 
 
 Chemistry. 
 
 History. 
 
 Philosophy. 
 
 Total. 
 
 2 
 
 1 
 
 4 
 6 
 6 
 
 5 
 
 6 
 
 30 
 
 Second 
 
 year. 
 
 Hours. 
 
 4 
 
 4 
 
 5 
 
 6 
 6 
 
 5 
 
 30 
 
 COURSE OF PHILOSOPHY. 
 
 Subjects. 
 
 Third 
 
 year. 
 
 Fourth 
 
 year. 
 
 Ca.sf.ilinn 1 item,tore (authors and history). 
 
 Hours. 
 
 4 
 
 6 
 
 6 
 
 6 
 
 6 
 
 Hours. 
 
 4 
 
 6 
 
 6 
 
 o 
 
 O 
 
 6 
 
 3 
 
 Cosmography and chronology. 
 
 
 Biology and anthropology. 
 
 Philosophy. 
 
 Mineralogy and geology... 
 
 Total. . . 
 
 
 28 
 
 28 
 
 
 i Venezuela. Memoria, Ministerio de Instruccion Publica, 1914. Vol. 2, pp. 2S6-288. 
 
IN SOUTH AMERICA. 
 
 27 
 
 The program given above differs from those previously cited by 
 the inclusion of short courses in Latin and Greek. The purpose of 
 these courses as indicated by the elaboration of individual subjects 
 in the official instructions is to acquaint the students with their rela¬ 
 tion to the Spanish language. The Latin language, in particular, is 
 treated in its relation to the origin and early development of the 
 Spanish language. 
 
 The endeavors of the Venezuelan Government to perfect the or¬ 
 ganization of the school system and to raise the scholastic standards 
 have excited wide attention; in his report for 1914 the minister notes 
 with satisfaction that, following the example of other foreign coun¬ 
 tries, the Spanish Government has announced that the baccalau¬ 
 reate conferred in Venezuela will be recognized as equivalent to the 
 corresponding Spanish diploma for admission to the universities of 
 Spam. 1 
 
 BRAZIL. 
 
 DISTINCTIVE CHARACTERISTICS. 
 
 Brazil comprises 20 States, 1 National Territory, and 1 Federal 
 District, covering an area greater than that of the United States, ex¬ 
 clusive of the outlying possessions. Each State of the Republic of 
 Brazil has independent management of its primary and secondary 
 schools. The direction of higher education throughout the country 
 has been reserved to the Central Government, which also has entire 
 control of education in the Federal District and the Territory. The 
 extent and varied character of the country, a part of which has 
 scarcely yet been explored, the sparse and mixed population, and the 
 independence and the undeveloped resources of the constituent 
 States all combine to prevent the general diffusion of education. 
 There are, however, centers of progress, especially in the eastern sec¬ 
 tion of the country, in which schools are flourishing and high stand¬ 
 ards are maintained. In these centers two tendencies are noticeable— 
 one growing out of modem conditions, the other resulting from the 
 early relations of the country with Portugal and the ideals fostered 
 at the capital during the long reign of Dom Pedro II. 
 
 The first tendency referred to is illustrated by the excellent systems 
 of graded schools in Rio de Janeiro, Sao Paulo, Bahia, and several 
 other eastern cities. These systems include high schools of modern 
 type leading to various classes of vocational schools—commercial, 
 agricultural, etc. The older influences have affected particularly the 
 provinces of secondary and higher education, which before the rise 
 of public schools were regarded as a privilege of the upper classes. 
 This traditional relation still prevails to a great extent, and hence the 
 
 1 Memoria, 1914. Vol. 1, p. LXX. 
 
28 
 
 SECONDARY SCHOOLS. 
 
 secondary schools maintain the earlier ideals of culture, leaving to 
 the modern public schools the work of preparing students for prac¬ 
 tical careers. This distinction is promoted by the peculiar system of 
 higher education. Brazil has no university, but in its place profes¬ 
 sional faculties which are situated in different cities, and therefore 
 have no organic union. 
 
 Naturally the requirements for admission to the distinct faculties 
 have chief effect in determining the courses in secondary education, 
 which as a rule is the province of private colleges, either secular or 
 clerical in character. Since the Central Government has control of 
 higher education, it exercises a certain unifying influence over the 
 .secondary schools, but this influence is somewhat lessened by reason 
 of the special character of the faculty groups. There is, however, a 
 strong unifying influence coming from the long-established ideals of 
 culture. 
 
 One of the oldest secondary schools in the country is the Collegio 
 Pedro II at Rio Janeiro, now generally known as the Gymnasio 
 Nacional. The official program of this institution may be taken as a 
 type of secondary education in Brazil. The subjects which it com¬ 
 prises and the relative value given to each are shown in the following 
 conspectus: 
 
 Gymnasio Nacional at Rio de Janeiro. 1 
 
 DAILY PERIODS ALLOTTED. 
 
 Subjects. 
 
 First 
 
 year. 
 
 Second 
 
 year. 
 
 Third 
 
 year. 
 
 Fourth 
 
 year. 
 
 Fifth 
 
 year. 
 
 Sixth 
 
 year. 
 
 Maternal language: 
 
 (Portuguese). 
 
 3 
 
 3 
 
 3 
 
 3 
 
 
 
 Foreign languages: 
 
 English or German. 
 
 
 3 
 
 3 
 
 4 
 
 
 
 French. 
 
 3 
 
 3 
 
 3 
 
 
 
 
 Latin. 
 
 
 
 
 
 5 
 
 5 
 
 Greek. 
 
 
 
 
 
 3 
 
 3 
 
 Mathematics. 
 
 4 
 
 4 
 
 4 
 
 6 
 
 
 
 History... 
 
 
 
 
 
 4 
 
 4 
 
 Civics.■. 
 
 
 
 
 
 
 3 
 
 Geography. 
 
 3 
 
 3 
 
 3 
 
 
 
 
 Natural science. 
 
 
 
 
 
 3 
 
 3 
 
 Hygiene. 
 
 
 
 
 
 3 
 
 
 Physics and chemistry. 
 
 
 
 
 
 3 
 
 3 
 
 Drawing. 
 
 3 
 
 3 
 
 2 
 
 4 
 
 
 
 Physical training. . 
 
 3 
 
 3 
 
 3 
 
 3 
 
 
 
 
 
 
 
 
 
 
 Total. 
 
 19 
 
 22 
 
 21 
 
 20 
 
 21 
 
 21 
 
 
 i Ministerio da justica e negocios interiores. Regulamento do Collegio Pedro II, 1911. 
 
 The purpose of the Gymnasio Nacional is to provide a well-balanced 
 course of study cultivating and at the same time practical in character. 
 The institution is organized for both day and boarding students, the 
 latter, however, being limited to the first four years of the course. 
 The distinctions between the studies and those of the Spanish- 
 American States pertain chiefly to language. 
 
IN SOUTH AMERICA. 
 
 29 
 
 Portuguese, the native tongue, and French occupy equal time 
 during the first three years of the course. Choice between English 
 and German is allowed in the second year and continues to the fifth 
 year, when Latin and Greek are introduced. 
 
 The mathematical course for the last three years comprises algebra 
 through the binomial theorem and the general principles of the for¬ 
 mation and solution of equations; geometry, plane and solid; and rec¬ 
 tilinear trigonometry. 
 
 In the final examination in mathematics new problems are offered 
 embodying the principles that have been studied during the course. 
 
 The final tests in Latin and Greek consist of translations of pas¬ 
 sages taken from some one of the authors studied during the two 
 years, and also passages selected for sight translation. 
 
 Students who pass the examination successfully receive a diploma 
 (certificado do curso fundamental). This certificate or its equivalent 
 admits a student to the university faculties. 
 
 THE REMAINING STATES. 
 
 This survey of the scope of secondary education in the Latin- 
 American States has been based upon official programs taken as a 
 rule from reports of the States in which the course of study has 
 recently been reorganized. The survey would be incomplete with¬ 
 out considering the extent to which these examples are typical of 
 corresponding courses of instruction in the remaining States. 
 
 In respect to Central America it may be said that all systems of 
 education are in a transition stage. It should be noted, however, 
 that a formal agreement for the unification of primary and secondary 
 instruction has been signed by the Governments of the five States of 
 Central America, which may be taken as a guaranty that common 
 standards will prevail. The secretaries of public instruction in all 
 these States have recently emphasized the importance of maintain¬ 
 ing secondary education at a high degree of efficiency, not only be¬ 
 cause of its relation to the general welfare, but also because of its 
 effect upon the standards of university education. 
 
 The remaining States of South America are all actively engaged in 
 improving education within their borders, although then* efforts have 
 been more particularly directed to increasing the provision for pri¬ 
 mary education and the establishment of special schools of agricul¬ 
 ture, mining, etc. 
 
 The secretary of public instruction for Colombia, hi his report for 
 1913, calls attention to recent developments in the Colegio Nacional 
 de San Bartolome, the only secondary school for boys in the State 
 which depends upon the ministry. The secretary states that during 
 
30 
 
 SECONDARY SCHOOLS. 
 
 the year covered by his report the literary studies of the school were 
 conducted in a very satisfactory manner. In response to the pres¬ 
 sure of modern demands the subjects of natural history, physiology, 
 and the experimental sciences have been introduced, and in ordei to 
 provide for practical instruction in these matters a museum has been 
 founded in the college and is in charge of Prof. Miguel Gutienez, S. J., 
 who is well known for his scientific attainments. This institution 
 prepares students for the bachelors diploma, as do also the depart- 
 mental colleges in this State. 
 
 The report of the minister of public instruction of Ecuador for the 
 year 1913 calls attention to resolutions submitted by a committee of 
 the professors of secondary education to the superior council. These 
 resolutions emphasize the need of professors specially qualified for 
 the service of the secondary schools and also the importance oi a moie 
 thorough systematization of the course of study. The report also 
 presents a model time-table for secondary schools which corresponds, 
 as regards the subjects included, with those already given, excepting 
 that for philosophy in the fifth and sixth years psychology and ethics 
 are substituted. 
 
 During the present year the Government of Bolivia commissioned 
 Senor Georges Houma, director general of primary, secondary, and 
 normal schools in the State, to take measures for reorganizing the 
 system of education. The preliminary measures include requests to 
 foreign Governments for full information as to the administration 
 
 O • 
 
 and conduct of schools in their respective countries. 
 
 The professed purpose of this undertaking is to systematize the 
 work of the schools of all orders and adjust it more closely to mod¬ 
 ern demands. 
 
 COMMON ELEMENTS IN THE DIFFERENT PROGRAMS. 
 
 From the survey of secondary schools here presented it is obvious 
 that certificates from liceos or colegios in South America, whether 
 merely proofs of graduation or carrying the bachelor’s degree, 
 represent different standards, but there is sufficient uniformity to 
 form the basis for a general determination of values. 
 
 In all the States excepting Brazil the basis of the literary studies 
 is Castilian, that form of the Spanish language which has preserved 
 continuity and purity from age to age by reason of its rich and 
 varied literature. The thorough manner and serious spirit in which 
 this instruction is conducted may be illustrated by the elaborated 
 program for Argentina. In the first year of the course stress is 
 placed upon the formation and pronunciation of words and their 
 accents; this is followed the second year by the study of simple 
 sentences, parts of speech, and their inflections; and the third year 
 
IN SOUTH AMERICA. 
 
 31 
 
 syntax is taken up, including the principles of composition and 
 figures of rhetoric. From the first, the grammatical instruction is 
 accompanied by readings from Spanish authors. As a rule the works 
 selected at this early stage treat of Spanish history and the relations 
 between Spain and her American colonies; in the third year the 
 study is begun of the works of native authors as well as those of 
 Spain. 
 
 From the fourth to the sixth year the study of Castilian is replaced 
 by that of literature taken in a more extended sense. The literatures 
 of Argentina and Spanish America in general occupy the time for 
 the fourth year; and the history of Castilian literature the corre¬ 
 sponding period in the fifth year. 
 
 The course for the fifth year is divided into six periods, following 
 the development of Castilian literature from the earliest stage to its 
 culmination and later, though less brilliant manifestations. A large 
 part of the course is given by resumes and compendiums. Among 
 the authors that are critically considered are Herrera, representing 
 the national classical epoch; Lope de Rueda, Lope de Vega, and 
 Calderon, the period of dramatic poetry; Cervantes, the novel; 
 de Huerta and Martinez de la Rosa, the drama; and Zorrilla, the 
 later romantic period. 
 
 The official instructions comprise lists of reference books and 
 critical editions of the authors as well as cheaper school manuals. 
 Among critical editions of well-known works are the following: 
 La gesta de Mio Cid, ed. by Ramon Menendez Pidal; El ingenioso 
 hidalgo Don Quijote de la Mancha, ed. by F. Rodriquez Marin. 
 
 In the list of critical resumes appear the history of the Spanish 
 literature by George Tichnor, Castilian and Portuguese literature, by 
 Wolff; and the anthologies of Castilian poetic literature, critical 
 history of esthetic ideas in Spain, and other similar works by Men¬ 
 endez y Pelayo. 
 
 The official instructions accompanying the program urge that 
 reading of the authors be made the basis of the entire study of 
 literature. This reading should precede as far as possible all com¬ 
 mentary and exposition of rhetorical principles. Discussions of 
 style should be based upon the texts which illustrate the principles 
 elucidated. In this way an eminently practical character is imparted 
 to the instruction in literature. It is interesting to note in tins 
 connection, also, that the study of universal history is conducted by 
 periods marked by great movements, and that in connection with 
 each the literature of the period is specially emphasized. 
 
 The course in literature as outlined in the official programs is very 
 extended, but it should be considered that the instruction in this 
 subject is given largely by lectures and critical readings on the part 
 of the professors, the students taking notes during the class, on 
 
32 
 
 SECONDARY SCHOOLS. 
 
 which they are subsequently questioned. The intensive study of 
 authors and literary periods is continued as a rule in special insti¬ 
 tutions and the university faculties. 
 
 In Brazil the study of the Portuguese language is carried out in 
 the same thorough manner as the study of Spanish in the neighboring 
 States. Composition and exercises in paraphrasing are required as a 
 means of giving the pupils facility of expression and familiarity with 
 the distinctions between prose and verse. The literature of Portugal 
 is studied by selected authors illustrating its chief epochs. 
 
 In all discussions of the instruction in living foreign languages 
 emphasis is placed upon the use of the natural or practical method, 
 which is very readily employed, since the professor in charge of each 
 language is proficient in the same. Hence conversation upon familiar 
 subjects, dictation, and translation, at first of simple sentences and 
 gradually of more extended matter, are common features of the class 
 exercises. As a result a large proportion of the students from the 
 secondary schools of South America have a ready use of the French 
 language and very generally of the English or German also. 
 
 In the complete or six-year course of secondary instruction the 
 mathematical studies, including algebra, geometry, and trigonometry, 
 are carried about as far as in the high schools of the United States. 
 
 The similarity of the courses in science outlined for the schools of 
 the different States indicates their development under common 
 influences. The introduction of these subjects is undoubtedly due 
 to the enthusiasm awakened in France by the work of Buff on and his 
 immediate successors in the Museum of Natural Plistory, Paris, and 
 the interest which these scientific efforts awakened in the minds of 
 learned men throughout Europe. The sequence of subjects follows 
 the development of science itself. Attention is first directed to the 
 branches of natural science which lend themselves readily to observa¬ 
 tion and description. Illustrative plates and cabinet collections 
 afford material for what is termed the intuitive method, which, how¬ 
 ever, appears to be limited in the main to a mere description of the 
 object. The tendencies in this respect are criticised by Dr. Lapeyre, 
 dean of the department of secondary and preparatory studies, Uru¬ 
 guay, in his latest report. He complains that in the study of anatomy 
 a professor will content himself with naming the bones and describing 
 their relation to the skeleton, or with pointing out the general position 
 of the main organs of the body without reference to their functions 
 or the part which they play in the life of the individual. This defect 
 he attributes to the want of professors familiar with the scientific 
 method and to the absence of material equipment in the liceos. On 
 the latter point he says: 
 
 The liceos have not been furnished always with the material for science instruction, 
 museums, cabinets, and laboratories; but it is no less certain that in some places where 
 
IN SOUTH AMERICA. 
 
 33 
 
 this material exists the result has been the same, which leads me to observe that the 
 material appliances in every case serve merely as a decorative element, an adornment. 
 
 In the advanced classes physics and chemistry are introduced. 
 With respect to these sciences the detailed programs and official 
 instruction accompanying are very similar, as regards scope and the 
 emphasis placed upon practical demonstrations, to the corresponding 
 courses in the high schools of the United States. The course in 
 physics is extended to include aeronautics and electricity, the latter 
 in its applications as a motor power. 
 
 It is a general complaint that the schools are not provided with the 
 equipment for practical or experimental instruction, and that where 
 this need is supplied the appliances are used mainly by the pro¬ 
 fessors for demonstration. In this respect, indeed, the practice is 
 similar to that very commonly followed in the lycees of France. In 
 the latter country the opinion is supported by many scientists that 
 laboratory practice and independent experiment should not be under¬ 
 taken by students until after their admission to special schools and 
 the faculties of science. 
 
 The greatest distinction between the course of secondary instruction 
 in South American schools and those of the United States is in the 
 importance given to philosophy. As elaborated for Argentina, in 
 which State the subject has unusual extension, philosophy comprises 
 the following: Psychology, especially in its modern extensions; logic; 
 evolution of philosophical ideas and systems. 
 
 The proper place of philosophy in a complete scheme of liberal 
 education—that is, whether it should be taken up in secondary 
 schools or deferred to the university stage—is a matter of very earnest 
 discussion on the part of educational leaders. Its present position 
 appears to be due to the influence of French precedents, and the 
 division of opinion brought out in the discussion of the place of 
 philosophy in an ideal scheme of higher education is similar to that 
 which has taken place in the French council of public instruction. 
 
 The purpose of this summary has been to emphasize the salient 
 elements in the courses of study to which it relates without entering 
 at all upon comparison with like courses in other countries. As 
 bearing upon this purpose it is of interest to cite here the opinion of 
 Dr. Brandon, who has given great attention to the subject from the 
 university standpoint. He says: 
 
 The age of the liceo graduate is about the same as that of the American boy when he 
 finishes the high school. The Latin American is perhaps superior in breadth of vision, 
 cosmopolitan sympathy, power of expression, and argumentative ability, but, on the 
 other hand, perhaps inferior in the powers of analysis and initiative and in the spirit of 
 self-reliance. 1 
 
 1 Latin-American Universities and Special Schools. By Edgar Ewing Brandon, vice president of 
 Miami University. U. S. Bureau of Education Bulletin, 1912, No. 30. 
 
34 
 
 SECONDARY SCHOOLS. 
 
 WEST INDIES. 
 
 OPPOSITE TENDENCIES. 
 
 The West Indies afford examples of two different systems of gov¬ 
 ernment and of social life, one of which, represented by Cuba, is the 
 result of the same influences that have shaped the destinies of Latin 
 America generally, and has reached a similar stage in progress and 
 conscious needs. The other system is represented by Jamaica, which 
 has been a British possession for two and one-half centuries, and has 
 an educational system modeled upon that of England. It would be 
 out of place to consider the latter island in this connection, but for the 
 fact that the standards applicable to its schools apply equally to the 
 British colony of Honduras, in Central America, and British Guiana, 
 on the northern shore of South America. 
 
 In the case of the British possessions as in that of the Latin Ameri¬ 
 can States a special reason for considering the character and scope of 
 secondary education is found in the increased number of their students 
 who seek admission to higher institutions in the United States and 
 whose attainments, therefore, have to be measured by the entrance 
 requirements of those institutions. 
 
 CUBA. 
 
 All schools and higher institutions supported by the Government 
 in Cuba are under the direction of the secretary of public instruction 
 and fine arts. Within his province are included the public institu¬ 
 tions for secondary education, situated, respectively, in the capitals 
 of the six Provinces into which the island is divided. 
 
 The candidates for admission to the secondary schools must have 
 completed the thirteenth year of age and give proof either by certifi¬ 
 cates or examinations that they have finished an elementary course of 
 study in the following branches: Castilian, English, or French, arith¬ 
 metic as far as ratio and proportion, lineal drawing and elements of 
 geometry, detailed geography of Cuba, and elements of general 
 geography, history of Cuba and the American Continent, and ele¬ 
 ments of physical geography, hygiene, physiology, zoology, and 
 botany. 
 
 The official plan of studies for the secondary schools comprises 
 seven groups of studies, forming a course of four years of eight 
 months each (usually October to May, both inclusive). The groups 
 of studies are arranged in courses, each course occupying a year unless 
 otherwise indicated. An hour a day is given to each study during 
 the period assigned. The groups of studies are as follows: 1 
 
 A. Castilian grammar and literature (3 courses). B and C. English and French 
 (2 courses). D. Geography and history (2 courses, respectively). E. Mathematics: 
 
 1 Official letter bearing date Tune 3, 1914, and Memoria Anual, Instituto de secunda eusenanza de 
 Matanzas. 
 
11ST THE WEST INDIES. 
 
 35 
 
 Arithmetic, algebra, geometry, and trigonometry (3 courses). F. Physics (2 courses) 
 chemistry (1 course). G. Cosmology (1 term); biology (1 term); and natural history 
 (1 year). H. Logic, sociology, and civics (2 courses). 
 
 Students have choice between English and French. The studies of 
 group G are optional. The degree of bachelor of letters is conferred 
 upon students who complete the course and pass the required exami¬ 
 nations. 
 
 Secondary education may be given also in private colleges incorpo¬ 
 rated in the several Provinces, but degrees conferred by such institu¬ 
 tions have no validity. Their students must appear before the 
 official examining board to secure the degree of bachelor of letters 
 and science. 
 
 JAMAICA. 
 
 TYPICAL PROGRAMS. 
 
 Secondary education in Jamaica is the province of two Govern¬ 
 ment schools, which are largely supported by public funds, and of 
 endowed or private schools. The course of study in the different 
 schools varies somewhat, but they all prepare students for certain 
 external examinations, which has a tendency to unify their curricula. 
 The following tabulation pertaining to St. George’s Colleges com¬ 
 prises subjects which, with one or two exceptions to be noted, enter 
 into the course of study for all secondary schools of the island. The 
 table indicates by the distribution of hours in a week the relative 
 weight given to each study. 
 
 St. George’s College. 
 
 COURSE OF ACADEMIC STUDIES. 1 
 
 
 Distribution of weekly hours. 
 
 Subjects. 
 
 Fourth-year terms. 
 
 Third-year terms. 
 
 
 First. 
 
 Second. 
 
 First. 
 
 Second. 
 
 
 Hours. 
 
 Hours. 
 
 Hours. 
 
 Hours. 
 
 Latin. 
 
 8 
 
 8 
 
 5 
 
 5 
 
 English. 
 
 5 
 
 5 
 
 f 
 
 4 
 
 Mathematics (arithmetic, algebra). 
 
 5 
 
 5 
 
 5 
 
 5 
 
 Christian doctrine. 
 
 2 
 
 2 
 
 2 
 
 2 
 
 History. 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Physical geography . 
 
 2 
 
 2 
 
 
 
 Greek or shorthand and bookkeeping. 
 
 H 
 
 11 
 
 11 
 
 li 
 
 Elocution. 
 
 1 
 
 1 
 
 1 
 
 1 
 
 Modern languages. 
 
 2 
 
 2 
 
 2 
 
 2 
 
 1 From report in manuscript. 
 
 It will be seen by reference to the table that the main subjects as 
 regards the amount of time given to them are Latin, English,^ and 
 mathematics. Slight reduction takes place with respect to the first 
 two after the fourth year. The program for the third year is iden¬ 
 tical with that for the second and first years. 
 
36 
 
 t 
 
 SECONDARY SCHOOLS. 
 
 The particulars in which the course for St. George’s College differs 
 materially from that of several other secondary schools are as follows: 
 Geography, less extended; Greek, made an alternative with commer¬ 
 cial subjects; elocution, maintained throughout the course; modern 
 languages, limited to French. The school includes a preparatory 
 department, to which boys are not admitted till they have passed 
 the tenth year of age. The general age for admission to the aca¬ 
 demic department is 12 years. This school does not make a spe¬ 
 cialty of preparing students for external examinations, though it has 
 had fair success in this work. 
 
 The Potsdam school has a course of study arranged for six forms 
 or years and having special reference to the requirements of the 
 Cambridge local examinations. The standard of the school may be 
 illustrated by the following synopsis of the principal branches cov¬ 
 ered by the fifth and sixth, or two highest forms: 1 
 
 English composition, (a) Essays and the planning thereof; (b) the art of summa¬ 
 rizing—precis-writing; (c) punctuation (prose and verse); (d) correction of faulty con¬ 
 structions; (e) paraphrasing; (f) letter writing; (g) 1. Memorizing and recitation of 
 selected prose passages and examination thereof; 2. Memorizing and recitation of 
 selected passages and examination thereof. 
 
 English literature, (a) Shakespeare—Macbeth, Tempest, and four additional dra¬ 
 mas; (b) Ruskin—Sesame and Lillies; (c) Spencer—Faery Queene; (d) Plutarch’s 
 Lives; (e) Chaucer—Prologue; (f) Addison—Coverley Papers; (g) Andromeda. 
 
 Latin. Fifth form—translation. Virgil, dEneid, Book II, and Livy, Book V. 
 Passages are regularly set for translation at sight, and passages of continuous prose are 
 rendered into Latin. Sixth form—Same authors; more advanced prose attempted 
 and harder passages set for translation at sight. 
 
 Mathematics. Form five—1. Arithmetic continued; 2. Algebra, including loga¬ 
 rithms, the binomial and allied theorems; 3. Plane trigonometry up to the solution 
 of triangles, de Moivre’s theorem and simple applications; 4. Algebraic geometry; 
 5. Elementary differential and integral calculus; 6. The elements of statics and dy¬ 
 namics; 7. Geometry, including solid geometry. Form six—Continues the subjects 
 of form five with extensions, including, in mathematics, solid geometry and the ele¬ 
 mentary parts of modern pure geometry. 
 
 The study of geography is continued through five forms. French is the modern 
 language selected. 
 
 THE CAMBRIDGE UNIVERSITY LOCAL EXAMINATIONS. 
 
 The Cambridge local examinations have promoted unity in the 
 curricula of secondary schools in ail the British outlying possessions. 
 In an official letter of recent date the director of education for 
 Jamaica says: 
 
 It has, since 1881, been possible for Jamaica students to sit for the Cambridge senior 
 local certificate, which are admitted pro tanta by all the English universities and by 
 several American and Canadian universities. 
 
 The Jamaica College, Potsdam and Hampton and Wolmer’s (boys and girls) schools 
 have every year, or nearly every year, had several students holding good positions 
 
 1 From manuscript report. 
 
IN THE WEST INDIES. 
 
 37 
 
 in the Cambridge senior, and any one of them would probably obtain the recognition 
 of any American body of regents, as the Jamaica College has actually done at one 
 university. Other schools have from time to time sent in students who have obtained 
 good places, but hardly in sufficient numbers to enable any external authority to 
 judge of the standing otthe upper forms in the school, except, possibly, in the case 
 of the Montego Bay Secondary School. ... 
 
 (1) All our schools are open to white and colored children equally, and are used by 
 both. (2) The schools named do, in their upper classes, reach the standard required 
 for matriculation in English and American and Canadian universities. (3) Boys 
 and girls from them do each year enter some of these universities. (4) All the best 
 pupils in them—and in some of the other schools—enter for the Cambridge senior 
 and higher local exams or the London matriculation or intermediate B. A. exami¬ 
 nation. 
 
 Similar examinations are held at Belize, British Honduras. 
 
 SOURCES OF INFORMATION. 
 
 On the administrative side the systems of education in Latin 
 America are characterized by a closer' coordination of the different 
 departments than is found in European systems. This relation is 
 emphasized by the official reports, which, as a rule, deal with the 
 systems as a whole. The scope of these reports is shown by the 
 annotations in the appended bibliography, which comprises the 
 publications consulted in the preparation of this circular. 
 
BIBLIOGRAPHY. 1 
 
 Argentine Republic. Ministerio de justicia e instruccion publica. Direccion 
 general de ensenanza secundaria y especial. La ensenailza secundaria; decretos 
 organicos; resoluciones de la direccion general; plan de estudios; programas 
 analfticos. Buenos Aires, Talleres graficos de la penitenciarfa nacional, 1913. 
 419 p. 4°. 
 
 As indicated in the title, this work gives full official status, laws, rules, and regulations for sec¬ 
 ondary education, including plans of studies carefully analyzed. 
 
 - Provincia de Buenos Aires. Direccion general de escuelas. Memoria . . . 
 
 1910-11. . . La Plata, Peuser, 1912. vols. 1-3. 4°. 
 
 The first volume of this extensive work (817 pages) treats of the central administration of the schools, 
 including economic factors, school classification, statistics; teachers and pupils; nationalization of 
 education; school finances and architecture, with numerous diagrams. The volume includes a 
 number of theses and discussions of various educational topics. 
 
 Volume 2 (526 pages) presents in a comprehensive way the results of the general inspection of 
 schools. Among topics treated are: Instructions to inspectors, special schools for abnormals, vacation 
 schools, programs, and promotion of patriotism. 
 
 Volume 3 (568 pages) discusses the medical and hygienic side of the schools, treating the different 
 topics at length. Among these subjects are the prevention of contagious diseases, rules as to medical 
 inspection, schools for abnormals, schools for debilitated children, finger prints of abnormal children. 
 This volume contains also a number of lectures and original investigations of school children from 
 the medical point of view. 
 
 -Direccibn general de estadistica. Resumenes estadfsticos retros- 
 
 pectivos. Buenos Aires, Imprenta de G. Kraft, 1914. 234 p. 8°. 
 
 Under head of “Estadistica escolar” (pp. 210-231) is a short introduction followed by statistical 
 tables, including number of schools, teachers, and pupils for each year in the different provinces 
 from 1903 to 1912. 
 
 Brazil. Ministerio da justiza e negocios interiores. Regulamento do collegio Pedro 
 II, approvado pelo decreto n. 8.660, de 5 de Abril de 1911. Rio de Janeiro, 
 Imprensa nacional, 1911. 18 p. 8°. 
 
 Contains text of the decree determining the organization of the institution and statement of its 
 purposes. 
 
 Chile. Ministerio de instruccion publica. Anuario. Recopilacion de leyes i 
 reglamentos relativos a los servicios de instruccion superior, secundaria i especial 
 ... Santigo de Chile, Imprenta universitaria, 1912. ci, 607 p. 4°. 
 
 A chronological, alphabetical, and analytical index of the laws and regulations is given as a preface 
 to the volume. 
 
 •- Oficina central de estadistica. Anuario estadlstico de la Republica de Chile. 
 
 Instruccion. Afio 1911. Santiago de Chile, Soc. imp. y lit. uni verso, 1913. 
 x, 228 p. 8°. 
 
 The educational section of a general statistical report. Statistical tables only; these are in detail 
 and quite complete. No comments are given with the tables. 
 
 Colombia. Ministro de instruccion publica. Informe . . . al congreso de 1913. 
 Bogota, Imprenta nacional, 1913. 256 p. 4°. 
 
 A report of the minister of education, giving detailed statistics of educational matters of the Re¬ 
 public, illustrated with photographs of pupils and buildings in different localities. The report is 
 made to the Colombian Legislature. 
 
 Costa Rica. Secretaria de instruccion publica. Memoria de instruccion publica, 
 presentada al congreso constitucional por Roberto Brenes Mesen. . . 1914. 
 San Jose, Tipografia nacional, 1914. xiii, 339 p. 8°. 
 
 The secretary in his introduction considers recent educational reforms in his country. Extensive 
 statistics in tabular form give details as to present status of education in its various departments. 
 
 38 
 
 1 Prepared by Arthur MacDonald. 
 
BIBLIOGRAPHY. 
 
 39 
 
 Cuba. Instituto de segunda ensenanza de Matanzas. Memoria anual. Corres- 
 pondiente al curso academico de 1908 £ 1909. Matanzas, Imprenta de Quiros 
 y Estrada, 1908. 
 
 Comprises report of the institution and the course of study prescribed for all the national secondary 
 schools. 
 
 Ecuador. Ministerio de instruccion publica, correos, telegrafos, etc. Informe anual 
 que Luis N. Dillon . . . presenta a la nacion en 1913. Quito, Imprenta y 
 encuadernacion de la escuela de artes y oficios, 1913. 2 vols. 4°. 
 
 Volume 1 contains an extensive exposition (75 pages) of the different classes of education—primary, 
 secondary, etc.—to which is annexed a series of reports from educational officials of the different 
 Provinces discussing questions of school attendance, material conditions, school organization, physical 
 and moral education, native idioms, civic, and esthetical education, and previous condition of 
 education; also methods of instruction, textbooks, school administration and finances, direction 
 of studies, inspectors’ visits, libraries, suggestions of school councils, and school discipline. 
 
 Under secondary and higher education attention is given to courses of study in detail, degrees, 
 reports from professors and rectors. These, with other topics, cover 459 pages. 
 
 Volume 2 presents in detail (483 pages) plans, articles, and rules for primary education, including 
 executive decrees as to public instruction, ministerial circulars, official letters, etc.; articles or rules 
 for school authorities and school inspectors of different classes; also rules and instructions as to school 
 discipline, supervision, classification; classes of teachers, their qualifications and examinations. 
 
 Guatemala. Ministerio de instruccion publica. Memoria de la Secretana de instruc¬ 
 cion publica de Guatemala, presentada a la Asamblea nacional legislativa en 
 1914. Guatemala, Tipografia nacional, 1914. 402 p. 8°. 
 
 This memoria gives a somewhat full report of educational statistics. 
 
 Jamaica. Announcements of individual schools and official correspondence. 
 
 In manuscript. 
 
 Nicaragua. Ministerio de instruccion publica. Memoria de relaciones exteriores e 
 instruccion publica presentada al Congresso nacional. . . Octobre de 1911 a 
 deciembre de 1913. Managua, Tipografia nacional, 1914. 2 vols. 8°. 
 
 In volume 2 are given resumes of some educational statistics in tabular form. 
 
 Panama (Republic). Secretana de instruccion publica. Memoria que el secretario 
 de estado en el despacho de instruccion publica presenta a la asamblea nacional de 
 1914. Panama, Imprenta nacional, 1914. 477 p. 8°. 
 
 This report has a general introduction of 50 pages treating of the different phases of education in the 
 Republic and also of special institutions. Among the latter are the National Institute, normal 
 school for teachers, schools of arts and trades, conservatories of music and oratory, and schools of 
 painting. The report contains much detailed information, including names of officials, programs of 
 studies, and reports of local officers. 
 
 [Peru.] Lockey, Joseph B. Estudios sobre la instruccion primaria en al departamento 
 de Lima y la provincia constitucional del Callao. Lima, Peru, Gil, 1914. xiii, 
 290 p. tables, plans, etc. 8°. 
 
 This work is divided into three parts, the first containing general considerations pertaining to va¬ 
 rious subjects: among these scientific management applied to school administration, physical edu¬ 
 cation, agricultural education, vocational education, and some anthropometrical studies of pupils. 
 
 The second part consists mainly of official letters and circulars having reference to subjects of cur¬ 
 rent interest; such as school hygiene, school exhibitions, etc. The third part consists of 31 statistical 
 tables of a comprehensive or retrospective character for the Department of Lima and the Province of 
 Callao. 
 
 - Ministerio de instruccion. Informaciones sobre la segunda ensenanza en la 
 
 reptiblica. Edicion oficial. Lima, Tipografia de “El Lucero,” 1906. 2 vols. 
 
 The two volumes comprise an exhaustive survey of secondary education in Peru in the form of 
 communications from directors and professors of national and private colleges and educational authori¬ 
 ties. The matter was submitted in response to a call from the Legislature in view of proposed modifi¬ 
 cations and reforms in the department of secondary education. 
 
 Salvador. Ministerio de instruccion publica. Memoria de los actos del poder ejecu- 
 tivo en el ramo de instruccion publica presentada a la honorable asamblea nacional 
 el dia 10 de Marzo de 1913, por el sr. subsecretario de estado Dr. Gustavo S. Baron. 
 
 San Salvador, Imprenta, Melen dez, 1913. 4°. 
 
 After a general introduction, this report gives detailed information chiefly in the form of statistical 
 tables for the different educational institutions of the country, i. e., technical, commercial, and 
 special schools, as well as primary, secondary, and higher educational schools. 
 
40 SECONDARY SCHOOLS. 
 
 Uruguay. Direccibn general de estadistica. Anuario estadistico . . . con varios 
 datos de 1911. (Anos 1909-10.) Libro 22 del “ Anuario ” y 36 de las. Tomo 1. 
 Montevideo, Dornaleche, 1912. xxxix, 471 p. (Apbndice, i-cxx p.) 4°. (Libro 
 22 del “Anuario ” y 36 de las publicaciones de la direccion general de estadistica.) 
 
 In the appendix is a census (p. 13-15) of education for 1908, giving number of pupils, students, 
 teachers, and professors for primary, secondary, higher, and special education; also registration in 
 different faculties, and results of examinations for all orders of education, including entrance exami¬ 
 nations. 
 
 - Direccibn general de instruccion primaria. Anales de instruccion primaria. 
 
 Ano 11-12. Tomo 13, nos. 1-12. Montevideo, Imp. “El sigl. illustrado,” de 
 G. V. Marino, 1914. 979 p. 8°. 
 
 This work comprises articles on and the results of the original investigations of many modern phases 
 of primary education, by specialists of the country. 
 
 - Montevideo. Universidad. Proyecto de plan de estudios para la seccibn de 
 
 ensenanza secundaria y preparatoria. Anales . . . 1912. Tomo 21, no. 88. 
 
 Montevideo, Tip de la Escuela nacional de artes y oficios, 1912. p. 1-194. 8°. 
 
 This volume comprises the plan of secondary studies and of studies preparatory to the university 
 faculties, submitted by the section of the university council charged with that interest, according to 
 article 18, law of December 31, 1908; also the discussions and final action of the university council 
 respecting the proposed plan and the decree of the President of the Republic authorizing the adoption 
 of the plan of studies, p. 1-194. The remainder of the volume is occupied by articles and official 
 papers pertaining to university matters. 
 
 Venezuela. Ministerio de fomento. Direccibn general de estadistica de Venezuela. 
 Anuario estadlstico . . . 1910. Caracas, Imprenta nacional, 1913. xxi, 504 p. 
 8 °. 
 
 Contains documents pertaining to 1911 and 1912. 
 
 On pages 57-72 of this yearbook are given statistical tables of primary education, including number 
 of schools, teachers, and pupils of public and private schools; classes of schools and divisions by ages; 
 also statistics and colored graphs (p. 400-403) illustrating them from 1908 to 1910. 
 
 - Ministerio de instruccion publica. Memoria. Exposicion. Direccion pri- 
 
 maria y secundaria. Documentos. Tomol. Caracas, Imprenta nacional, 1914. 
 cxiv, 495 p. 4°. 
 
 -- Direccibn de instruccibn superior y de bellas artes. Docu¬ 
 mentos. Tomo 2. Caracas, Imprenta nacional, 1914. 538 p. 4°. 
 
 --Direccion de estadistica y contabilidad. Documentos. Tomo 
 
 3. Caracas, Imprenta nacional, 1914. 335 p. 4°. 
 
 In the first volume (495 pages), after an extensive introduction (100 pages), Minister F. Guevara 
 Rojas calls especial attention to certain points, including the following: 
 
 Primary education. Creation of new graded schools; work of first school census; foundation of 
 anti-Catholic education in the country; organization of manual labor in the schools. 
 
 Normal school instruction. Establishment of the internat in both normal schools. 
 
 Secondary instruction. Rules for written examination in colleges; official edition of previous pro¬ 
 grams of study; installation of chemical laboratory in the college for boys at Caracas; scholarships for 
 young men delegated to study branches of technical education in foreign countries. 
 
 Institutions for university extension. Designation of a delegate to represent Venezuela in the Sixth 
 Pan-American Congress of Lima; organization of a circulating library; establishment of four meteoro¬ 
 logical stations. 
 
 Special education. Reorganization of the academy of plastic arts, conservatory of music and decla¬ 
 mation; creation of a professorship of composition in the academy; scholarships for young men to 
 study the fine arts in foreign countries. 
 
 School of arts and trades for men. Formation of classes in tailoring and photography, in physics and 
 mechanics of automobiles; competition for scholarship in school of arts and trades of Santiago de Chile. 
 
 School of arts and trades for ivomen. Creation of new professorships of materials and costumes, mak¬ 
 ing of hats, artistic flowers, etc.; organization of a school for nurses. 
 
 The remainder of volume 1 contains official papers comprising letters from the minister to the 
 President of the Republic, and from State superintendents to the minister; also lists of the students 
 graduating, and numerous tables of details. 
 
 The second volume (538 pages) bound with the third, consists of official papers on the direction of 
 superior instruction and fine arts. 
 
 The third volume (339 pages) deals especially with statistics and accounts. 
 
BULLETIN OF THE BUREAU OF EDUCATION 
 
 [Note. —With the exceptions indicated, the documents named below will be sent free of charge upon 
 application to the Commissioner of Education, Washington, D. C. Those marked with an asterisk (*) 
 are no longer available for free distribution, but may be had of the Superintendent of Documents, Govern¬ 
 ment Printing Office, Washington, D. C., upon payment of the price stated. Remittances should be made 
 in coin, currency, or money order. Stamps are not accepted. Numbers omitted are out of print.] 
 
 1906 . 
 
 ♦No. 3. State school systems: Legislation and judicial decisions relating to public education, Oct. 1, 1904, 
 to Oct. 1, 1900. Edward C Elliott. 15 cts. 
 
 1908 . 
 
 ♦No. 5. Education in Formosa. Julean II. Arnold. 10 cts. 
 
 ♦No. 6. The apprenticeship system in its relation to industrial education. Carroll D. Wright. 15 cts. 
 
 1909 . 
 
 ♦No. 1. Facilities for study and research in the offices of the United States Government in Washington. 
 Arthur T. Hadley. 10 cts. 
 
 ♦No. 2. Admission of Chinese students to American colleges. John Fryer. 25 cts. 
 
 ♦No. 3. Daily meals of school children. Caroline L. Hunt. 10 cts. 
 
 No. 5. Statistics of public, society, and school libraries in 1908. 
 
 ♦No. 6. Instruction in the fine and manual arts in the United States. A statistical monograph. Henry 
 T. Bailey. 15 cts. 
 
 No. 7. Index to the Reports of the Commissioner of Education, 1867-1907. 
 
 ♦No. 8. A teacher’s professional library. Classified list of 100 titles. 5 cts. 
 
 ♦No. 9. Bibliography of education for 1908-9. 10 cts. 
 
 No. 10. Education for efficiency in railroad service. J. Shirley Eaton. 
 
 ♦No. 11. Statistics of State universities and other institutions of higher education partially supported by 
 the State, 1908-9. 5 cts. 
 
 1910 . 
 
 ♦No. 1. The movement for reform in the teaching of religion in the public schools of Saxony. Arley B. 
 Show. 5 cts. 
 
 No. 2. State school systems: III. Legislation and judicial decisions relating to public education, Oct. 1, 
 1908, to Oct. 1, 1909. Edward C. Elliott. 
 
 ♦No. 5. American schoolhouses. Fletcher B. Dresslar. 75 cts. 
 
 1911 . 
 
 *No. 1. Bibliography of science teaching. 5 cts. 
 
 ♦No. 2. Opportunities for graduate study in agriculture in the United States. A. C. Monahan. 5 cts. 
 ♦No. 3. Agencies for the improvement of teachers in service. William C. Ruediger. 15 cts. 
 
 ♦No. 4. Report of the commission appointed to study the system of education in the public schools of 
 Baltimore. 10 cts. 
 
 ♦No. 5. Age and grade census of schools and colleges. George D. Strayer. 10 cts. 
 
 ♦No. 0. Graduate work in mathematics in universities and in other institutions of like grade in the United 
 States. 5 cts. 
 
 No. 9. Mathematics in the technological schools of collegiate grade in the United States. 
 
 ♦No. 13. Mathematics in the elementary schools of the United States. 15 cts. 
 
 ♦No. 14. Provision for exceptional children in the public schools. J. II. Van Sickle, Lightner Witmer, 
 and Leonard P. Ayres. 10 cts. 
 
 ♦No. 15. Educational system of China as recently reconstructed. Harry E. King. 10 cts. 
 
 No. 19. Statistics of State universities and other institutions of higher education partially supported by 
 the State, 1910-11. 
 
 1912 . 
 
 ♦No. 1. A course of study for the preparation of rural-school teachers. F. Mutchler and W.J. Craig. 5 cts. 
 ♦No. 3. Report of committee on uniform records and reports. 5 cts. 
 
 ♦No. 4. Mathematics in technical secondary schools in the United States. 5 cts. 
 
 ♦No. 5. A study of expenses of city school systems. Harlan Updegraff. 10 cts. 
 
 ♦No. 6. Agricultural education in secondary schools. 10 cts. 
 
 ♦No. 7. Educational status of nursing. M. Adelaide Nutting. 10 cts. 
 
 I 
 
II 
 
 BULLETIN OF THE BUREAU OF EDUCATION 
 
 *No. 8. Peace day. Fannie Fern Andrews. 5 cts. [Later publication, 1913, No. 12. 10 cts.] 
 
 *No. 9. Country schools for city boys. William S. Myers. 10 cts. 
 
 *No. 13. Influences tending to improve the work of the teacher of mathematics. 5 cts. 
 
 *No. 14. Report of the American commissioners of the international commission on the teaching of mathe 
 matics. 10 cts. 
 
 *No. 17. The Montessori system of education. Anna T. Smith. 5 cts. 
 
 *No. 18. Teaching language through agriculture and domestic science. M. A. Leiper 5 cts. 
 
 *No. 19. Professional distribution of college and university graduates. Bailey B. Burritt. 10 cts. 
 
 No. 22. Public and private high schools. 
 
 *No. 23. Special collections in libraries in the United States. W. D. Johnston and I. G. Mudge. 10 cts. 
 No. 27. History of public-school education in Arkansas. Stephen B. Weeks. 
 
 *No. 28. Cultivating school grounds in Wake County, N. C. Zebulon Judd. 5 cts. 
 
 No. 29. Bibliography of the teaching of mathematics, 1900-1912. D. E. Smith and Chas. Goldziher. 
 No. 30. Latin-American universities and special schools. Edgar E. Brandon. 
 
 1913 . 
 
 No. 1. Monthly record of current educational publications, January, 1913. 
 
 *No. 2. Training courses for rural teachers. A. C. Monahan and R. II. Wright. 5 cts. 
 
 *No. 3. The teaching of modern languages in the United States. Charles II. Ilandschin. 15 cts. 
 
 *No. 4. Present standards of higher education in the United States. George E. Mac Lean. 20 cts. 
 
 *No. 6. Agricultural instruction in high schools. C. H. Robison and F. B. Jenks. 10 cts. 
 
 *No. 7. College entrance requirements. Clarence D. Kingsley. 15 cts. 
 
 *No. 8. The status of rural education in the United States. A. C. Monahan. 15 cts. 
 
 *No. 12. The promotion of peace. Fannie Fern Andrews. 10 cts. 
 
 *No. 13. Standards and tests for measuring the efficiency of schools or systems of schools. 5 cts. 
 
 *No. 16. Bibliography of medical inspection and health supervision. 15 cts. 
 
 *No. 18. The fifteenth international congress on hygiene and demography. Fletcher B. Dresslar. 10 cts. 
 *No. 19. German industrial education and its lessons for the United States. Holmes Beckwith. 15 cts. 
 *No. 20. Illiteracy in the United States. 10 cts. 
 
 *No. 22. Bibliography of industrial, vocational, and trade education. 10 cts. 
 
 *No. 23. The Georgia club at the State Normal School, Athens, Ga., for the study of rural sociology. E. C. 
 Branson. 10 cts. 
 
 *No. 24. A comparison of public education in Germany and in the United States. Georg Kerschensteiner. 
 5 cts. 
 
 *No. 25. Industrial education in Columbus, Ga. Roland B. Daniel. 5 cts. 
 
 *No. 28. Expressions on education by American statesmen and publicists. 5 cts. 
 
 *No. 29. Accredited secondary schools in the United States. Kendric C. Babcock. 10 cts. 
 
 *No. 30. Education in the South. 10 cts. 
 
 *No. 31. Special features in city school systems. 10 cts. 
 
 No. 32. Educational survey of Montgomery County, Md. 
 
 *No. 34. Pension systems in Great Britain. Raymond W. Sies. 10 cts. 
 
 *No. 35. A list of books suited to a high-school library. 15 cts. 
 
 *No. 36. Report on the work of the Bureau of Education for the natives of Alaska, 1911-12. 10 cts. 
 
 No. 37. Monthly record of current educational publications, October, 1913. 
 
 *No. 38. Economy of time in education. 10 cts. 
 
 No. 39. Elementary industrial school of Cleveland, Ohio. W. N. Hailmann. 
 
 *No. 40. The reorganized school playground. Henry S. Curtis. 10 cts. 
 
 *No. 41. The reorganization of secondary education. 10 cts. 
 
 No. 42. An experimental rural school at Winthrop College. H. S. Browne. 
 
 *No. 43. Agriculture and rural-life day; material for its observance. Eugene C. Brooks. 10 cts. 
 
 *No. 44. Organized health work in schools. E. B. Hoag. 10 cts. 
 
 No. 45. Monthly record of current educational publications, November, 1913. 
 
 *No. 46. Educational directory, 1913. 15 cts. 
 
 *No. 47. Teaching material in Government publications. F. K. Noyes. 10 cts. 
 
 *No. 48. School hygiene. W. Carson Ryan, jr. 15 cts. 
 
 No. 49. The Farragut School, a Tennessee country-life high school. A. C. Monahan and Adams Phillips. 
 *No. 50. The Fitchburg plan of cooperative industrial education. M. R. McCann. 10 cts. 
 
 *No. 51. Education of the immigrant. 10 cts. 
 
 *No. 52. Sanitary schoolhouses. Legal requirements in Indiana and Ohio. 5 cts. 
 
 No. 53. Monthly record of current educational publications, December, 1913. 
 
 No. 54. Consular reports on industrial education in Germany. 
 
 No. 55. Legislation and judicial decisions relating to education, Oct. 1,1909, to Oct. 1,1912. James C. 
 Boykin and William R. Hood. 
 
 No. 58. Educational system of rural Denmark. Harold W. Foght. 
 
 No. 59. Bibliography of education for 1910-11. 
 
 No. 60. Statistics of State universities and other institutions of higher education partially supported by 
 the State, 1912-13. 
 
BULLETIN OF THE BUREAU OF EDUCATION 
 
 III 
 
 1914 . 
 
 *No. 1. Monthly record of current educational publications, January, 1914. 5 cts. 
 
 No. 2. Compulsory school attendance. 
 
 ♦No. 3. Monthly record of current educational publications, February, 1914. 5 cts. 
 
 No. 4. The school and the start in life. Meyer Bloomfield. 
 
 No. 5. The folk high schools of Denmark. L. L. Friend. 
 
 No. 6. Kindergartens in the United States. 
 
 No. 7. Monthly record of current educational publications, March, 1914. 
 
 *No. 8. The Massachusetts home-project plan of vocational agricultural education. It. W. Stimson. 15 cts. 
 No. 9. Monthly record of current educational publications, April, 1914. 
 
 *No. 10. Physical growth and school progress. B. T. Baldwin. 25 cts. 
 
 ♦No. 11. Monthly record of current educational publications, May, 1914. 5 cts. 
 
 ♦No. 12. Rural schoolhouses and grounds. F. B. Dresslar. 50 cts. 
 
 No. 13. Present status of drawing and art in the elementary and secondary schools of the United States. 
 
 Royal B. Farnum. 
 
 No. 14. Vocational guidance. 
 
 No. 15. Monthly record of current educational publications. Index. 
 
 No. 16. The tangible rewards of teaching. James C. Boykin and Roberta King. 
 
 No. 17. Sanitary survey of the schools of Orange County, Va. Roy K. Flannagan. 
 
 No. 18. The public-school system of Gary, Ind. William P. Burris. 
 
 No. 19. University extension in the United States. Louis E. Reber. 
 
 No. 20. The rural school and hookworm disease. J. A. Ferrell. 
 
 No. 21. Monthly record of current educational publications, September, 1914. 
 
 No. 22. The Danish folk high schools. H. W. Foght. 
 
 No. 23. Some trade schools in Europe. Frank L. Glynn. 
 
 No. 24. Danish elementary rural schools. H. W. Foght. 
 
 No. 25. Important features in rural school improvement. W. T. Hodges. 
 
 No. 26. Monthly record of current educational publications, October, 1914. 
 
 No. 27. Agricultural teaching. 
 
 No. 28. The Montessori method and the kindergarten. Elizabeth Harrison. 
 
 No. 29. The kindergarten in benevolent institutions. 
 
 No. 30. Consolidation of rural schools and transportation of pupils at public expense. A. C. Monahan. 
 No. 31. Report on the work of the Bureau of Education for the natives of Alaska. 
 
 No. 32. Bibliography of the relation of secondary schools to higher education. R. L. Walkley. 
 
 No. 33. Music in the public schools. W ill Earhart. 
 
 No. 34. Library instruction in universities, colleges, and normal schools. Henry R. Evans. 
 
 No. 35. The training of teachers in England, Scotland, and Germany. Charles H. Judd. 
 
 ♦No. 36. Education for the home—Part I. General statement. B. R. Andrews. 10 cts. 
 
 ♦No. 37. Education for the homo—Part II. State legislation, schools, agencies. B. R. Andrews. 30 cts. 
 No. 38. Education for the home—Part III. Colleges and universities. B. R. Andrews. 
 
 No. 39. Education for the home—Part IV. Bibliography, list of schools. B. R. Andrews. 
 
 No. 40. Care of the health of boys in Girard College, Philadelphia, Pa. 
 
 No. 41. Monthly record of current educational publications, November, 1914. 
 
 No. 42. Monthly record of current educational publications, December, 1914. 
 
 No. 43. Educational directory, 1914-15. 
 
 No. 44. County-unit organization for the administration of rural schools. A. C. Monahan. 
 
 No. 45. Curricula in mathematics. J. C. Brown. 
 
 No. 46. School savings banks. Mrs. Sara L. Oberholtzer. 
 
 No. 47. City training schools for teachers. Frank A. Manny. 
 
 No. 48. The educational museum of the St. Louis public schools. C. G. Rathman. 
 
 No. 49. Efficiency and preparation of rural school-teachers. II. W. Foght. 
 
 No. 50. Statistics of State universities and State colleges. 
 
 1915 . 
 
 No. 1. Cooking in the vocational school. Iris P. O’Leary. 
 
 No. 2. Monthly record of current educational publications, January, 1915. 
 
 No. 3. Monthly record of current educational publications, February, 1915. 
 
 No. 4. The health of school children. W. H. Heck. 
 
 No. 5. Organization of State departments of education. A. C. Monahan. 
 
 No. 6. A study of colleges and high schools. 
 
 No. 7. Accredited secondary schools in the United States. Samuel P. Capen. 
 
 No. 8. Present status of the honor system in colleges and universities. Bird T. Baldwm. 
 
 No. 13. The schoolhouse as the polling place. E. J. Ward. 
 
 No. 14. Monthly record of current educational publications, May, 1915. 
 
 No. 15. Monthly record of current educational publications. Index, Feb., 1914-Jan., 1915. 
 
 No. 16. Monthly record of current educational publications, June, 1915. 
 
 No. 17. Civic education in elementary schools as illustrated in Indianapolis. A. W. Dunn. 
 
IV 
 
 BULLETIN OF THE BUKEAU OF EDUCATION 
 
 No. 18. Legal education in Great Britain. H. S. Richards. 
 
 No. 19. Statistics of agricultural, manual training, and industrial schools, 1913-14. 
 No. 20. The rural school system of Minnesota. H. W. Foght. 
 
 No. 21. Schoolhouse sanitation. William A. Cook. 
 
 No. 22. State versus local control of elementary education. T. L. MacDowell. 
 No. 23. The teaching of community civics. 
 
 No. 24. Adjustment between kindergarten and first grade. Luella A. Palmer. 
 No. 25. Public, society, and school libraries. 
 
 O