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In a less formal manner a knowledge of German institutions is brought to the attention of the student world of South America, and the educational methods and system of Germany have been impressed upon important institutions at several centers by the employ ment of professors from that country.

In this respect the influence of the United States upon the States of Latin America is comparatively small, although there appears to be an increasing disposition to assign students to the colleges and technical schools in this country.

Apart from Government action in this matter, many parents, especially in Mexico and Central America, who send their sons and daughters abroad to finish their education, prefer schools in the United States. This choice is generally determined by religious sympathies. Catholic schools in California are particularly attractive, and representatives of the College of Christian Brothers, St. Louis, Mo., and nuns from the Convents of the Sacred Heart in that city and St. Charles have been successful by their personal influence in securing students from Mexico and other Latin States for those institutions.

The following statements indicate means by which the foreign relations are promoted at present:

Chile. The Pedagogic Institute at Santiago de Chile has been a center of German influence from its origin in 1813, when the faculty was largely drawn from that country. There are at present 35 German colleges in that Republic; the Chilean Army has German instructors and sends a number of officers yearly to Germany for military instruction.

On the occasion of the recent visit of representatives of the Boston Chamber of Commerce to Chile, Sr. Carrasco, chief of the commercial section of the department of foreign affairs, expressed the opinion that his Government would be willing to send a number of young university graduates to the United States and bear the expense of their journey. The plan is likely to be soon realized through the public spirit of a prominent Chilean, Sr. Don David Montt, resident in the United States, who has arranged to carry out the details of the scheme with the hope of bringing into closer relations the commercial interests of the two countries.

Ecuador has a number of students studying the plastic arts in Europe, and the superior board of public instruction of Quito has recently issued regulations providing that each scholarship student of this class shall forward annually to the department of public instruction of Ecuador two samples of his work in the branch of art to which he is assigned under the contract granting him a scholarship. Examples are to be exhibited in a special section of the annual exposition of fine arts held in Quito August 10. Art students not complying with these requirements will forfeit their scholarships.

The Government of Ecuador has also recently contracted for a French instructor to teach in the normal school at Ambato.

Venezuela. An executive decree of September, 1909, created scholarship funds available for young men who are selected to pursue studies or research in foreign countries. As a rule selection is made of graduates who are prepared for advanced studies or who engage to pursue a specialty. Choice is made in every case of technical institutions of high repute. Within the last decade there has been an increase in the number of students sent to technical schools of the United States. In 1913, out of 13 student holders of Government scholarships, 9 were sent to European institutions and 4 to those of the United States. The amount allowed by the Venezuelan Government for this purpose was 58,920 bolivars ($11,371).

Paraguay has several students in the higher art institutions of Italy who send to their Government periodical reports of their progress.

As a result of the efforts for promoting scholastic relations between France and Latin America, exchanges of university professors have already been arranged as follows: In 1912, M. Sauvaire-Jourdan, professor of law at the University of Bordeaux, and Dr. Bonnet, of the Pasteur Institute, were sent to the University of Santiago de Chile. The same French professors will begin an exchange with the University of Buenos Aires in January, 1915. In both these cases the expenses of the professors are paid by the university visited. In exchange, lectures have been arranged for at the French universities by professors from Santiago and Buenos Aires. An informal exchange has taken place between France and Brazil resulting in a "Course of Brazilian studies" given by lectures at the Sorbonne, and corresponding lectures at Rio de Janeiro and Sao Paulo by professors from France.

INTERCHANGE OF STUDENTS BETWEEN LATIN-AMERICAN STATES.

Peculiar interest attaches to the exchange of students between neighboring States in South America. Six young girls of Brazil have received scholarships giving them free tuition in the normal school at Montevideo. Three of these scholarships were provided by the Government of Uruguay and the other three by the Brazilian State of Rio Grande do Sul.

Preliminary measures have been taken during the present year for the establishment of an industrial Chilean-Argentine college to prepare students for industrial posts in the two countries.

The normal schools at Santiago de Chile, at Montevideo, Uruguay, and at Sucre, Bolivia, are institutions of high repute to which many intending teachers from neighboring States go for professional training.

THE NORMAL SCHOOL OF COMMERCE, MONTEVIDEO.

The importance of the Normal School of Commerce at Montevideo, Uruguay, as a center of influence has been greatly increased by a recent executive order providing for the establishment of a museum of manufactures as an adjunct of the college. The order is as follows:

MINISTRY OF PUBLIC INSTRUCTION,

Montevideo, September 2, 1913. The reports relating to the organization of a Museum of Manufactures in the School of Commerce having been seen, the Executive

RESOLVES:

Article I. To create in the Museum of Manufactures of the National School of Commerce a public, free, permanent, and renewable exposition of natural and industrial products of the different parts of the world which are objects of commercial transactions.

Article II. For the acquisition of those products the School of Commerce shall request from the national manufacturers free samples of the products they manufacture, together with data relative to their quality, price, sale conditions, marks, forms of requesting the article and references on the representatives for the sale in the country, offering in exchange the exhibition which is mentioned in the previous article; and the consular representatives of Uruguay shall make a similar request to the manufacturers of the countries to which they are accredited, in accord with the instructions which shall be furnished through the ministry of foreign affairs.

Article III. On receipt of samples, the National School of Commerce shall catalogue them, distributing them in the different sections in which the museum is divided, and record the industry from which each proceeds, its different species and qualities.

Article IV. Once the museum is organized, the School of Commerce shall invite the merchants and manufacturers of the country to visit it.

Article V. The expenses caused by the compliance of this resolution shall be charged to "Expenses of office, cabinets, and museum of manufactures," etc.

Article VI. Communicate, etc.

BATLLE Y. ORDONEZ
BALTASAR BRUM.
E. BARBAROUX.

73226°

-ED 1914-VOL 1-43

CHAPTER XXXI.

EDUCATIONAL MOVEMENTS IN GREAT BRITAIN AND

IRELAND.

Introduction.

CONTENTS.

England and Wales: Expansion of the system of elementary education-Schools and school attendanceLegislation-Welfare services-The teaching service-Training of teachers-Annual meeting of the National Union of Teachers-North of England educational conference-Statistical summary-Secondary education--Boy scout movement-Trade and technical education-Statistics of higher schools in receipt of Government grant.

Scotland: Scope of the system of public education-Statistics-Welfare activities-Edinburgh scheme for dealing with child neglect and child relief-Link between elementary and higher education-Funds for elementary education-The Carnegie Trust.

Ireland: The system of national schools-Secondary education-Technical education.

INTRODUCTION.

Great Britain and Ireland form a constitutional monarchy, comprising a population of 46,035,570 (estimated 1913), distributed as follows: England, 36,919,339; Scotland, 4,733,700; Ireland, 4,382,531. The three divisions have independent systems of education, but all are aided by Parliamentary grants. The direct control of education rests in each division with local authorities; for the administration of the grants, central departments or boards have been created with authority to determine the conditions upon which schools and school managers may share in the grants.

ENGLAND AND WALES.

EXPANSION OF THE SYSTEM OF ELEMENTARY EDUCATION.

The English system of State-aided education was limited at the beginning to elementary education, which still forms its main work. The system is based upon the Forster Act of 1870, by which the Government assumed the responsibility of seeing that every child in the Kingdom should have access to an approved elementary school. The duty of establishing these schools was placed upon local authorities, who received grants from the Government in aid of the work upon specified conditions. For the administration of the grants a central authority (committee of council) was formed, which maintained an inspection of the schools in respect to the conditions upon which the grants were allowed. The province of the Central Government in this respect and the obligation of local authorities have been greatly

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