that great physical and moral dangers are involved in moving about from classroom to classroom was dismissed

as silly. There is no such danger in either system. The so-called "Show" Gary school is only one of thirty. The money appropriated to reorganize the school in question would have been required anyway for an additional building. In addition to providing a seat for every child the appropriation secured a garden of five acres, a playground a block large, swimming pool, two science laboratories, two drawing studios, shops and an auditorium.

and

As for the Gary plan not being as good for New York as it is for Gary, Ind., the answer is that playgrounds, auditoriums, shops, studios laboratories are good for the children of any city. Finally, if it is asserted that educators do not generally favor the plan a list of its friends will be found to contain the names of the most prominent and most democratic educators in the country.

One of the campaign leaflets contained the opinions of labor leaders, educators, physicians, parents, children, Gary teachers, Social workers and others.. DR. CLAXTON U. S. Commissioner of Education was quoted as saying:

"I am fully convinced that with proper adaptations to meet local needs the principles of the so-called Gary system cannot fail to result in greater efficiency and in larger returns for the money expended."

PROFESSOR ANGELO PATRI wrote: "Work-study-play. Can any system offer more than that? The Gary plan conserves the energy of both teachers

and pupils. Physically, mentally, spiritually, all are better off."

One of George Ade's slangy fables points the moral that a cultivated gentleman can get what he wants if he knows the right kind of a "roughneck" to help him. A "rough-neck" is a good fellow without polish. He is perfectly at home in a democracy. He knows a few things not generally understood by the "cultivated gentleman." If the fate of educational systems is to be bound up with the issue of a political campaign it will be necessary for the schoolman to master the mechanism of politics.

Many teachers were tried out as curb speakers during the campaign. The omen is for good. But the results of their efforts only show how much they even yet have to learn from their brethren of less classic attainments.

A volunteer for Army service when asked if he was going to fight to make the world safe for democracy disclaimed such intention saying that he did not know what the phrase meant and did not believe that the inquirer knew. He continued to the effect that democracy must take its chance in the world, and if it deserves to survive it will do so in whatever form proves most meritorious.

The same idea applies to the Gary System in New York. Whatever merit it has will undoubtedly survive and in the form that proves most advantageous. Possibly the rate of its developement will be accelerated by the fact, deplored by so many, that the schools of the great city have been drawn into politics.

so intricately interwoven with the religion of the country, Chile, that it is difficult to describe the one except in the terms of the other. In a country where the Church and State have not been separated, there is a sense in which all departments of life are connected directly or indirectly with ecclesiastical ideals and influence.

EDUCATION is

In the colonial period the Roman Catholic Church had virtually the entire charge of education in Chile, when the curriculum embraced principally, Latin, Medieval Theology and Philosophy. Certain elementary subjects were taught in the universities connected with the monasteries, and there were some schools founded for the purpose of instructing the Arucanian Indians in the rudiments

of the Spanish language. The entire aim, however, of this teaching was along the line of establishing the students in the faith of the Roman Catholic Church.

It is perhaps only to be expected that the later education of Chile should be colored largely by this type of religious training. In my talks with many Chileans who are today among the leading lawyers and public men of the country, I have constantly heard the remark when we asked concerning their early education, "Of course, we are Catholics, as you understand, most of the children of the best

families of Chile received their early training in the Church schools."

THE TYPE OF EDUCATION IN THE

CATHOLIC SCHOOLS

As to the character of this education, which still pervased the curriculum of most of the Church and Government schools as well, the description of PROFESSOR VILLAGRAM of the University of San Marcos, the old University of Lima, Peru, can be applied strictly to Chilean institutions, especially those under the wing of the

ecclesiastical authorities:

"We still maintain the same ornamental and literary education which the Spaniards implanted in South America for political reasons, instead of an intellectual education capable of advancing material well being; this education gives brilliancy to cultivated minds, but does not produce practical intelligence; it can amuse the rich, but does not teach the poor how to work; we are a people possessed of the same mania for speaking and writing as of old and decadent nations. We look with horror upon the active professions which demand energy and the spirit of strife. Few of us are willing to endure the hardships of mining, or incur the risks and cares of manufacture and trade. Instead, we like tranquility and security; the semirepose of public office, and the literary professions to which the public opinion of our society urges us."

himself a devout Catholic said:

"Our youth have been given a wrong lead. They have not been practically educated to meet the vast industrial and commercial possibilities of present day Chile. They find themselves inadequate to cope with competitive business life along modern lines with foreigners, and the sentiment of our country has not yet set strongly in the direction of the development of a great system of technical, agricultural and industrial schools. This is one of our greatest needs at present, and the lack of such training in the past was one of our chief one of our chief national mistakes."

When it is considered that Chile spends less in a year for her entire educational development than does any one of the dozen or more of the large universities in the United States, the need of a great nation-wide educational spirit is revealed.

An old Hindu once said to me relative to the youth of India: "You have a phrase in English 'Stir the conscience;' that is the phrase that should be written above the ideals of the educators of India."

It is along this line that the religious education of Chile, as of some other South American Republics, has fallen short. Religious teaching has taken too generally the line of committing rules and rites rather than being translated into the terms of religious thought and practice. It has had its seat in authority, not far removed from oligarchy, and the individual conscience has been left undeveloped, allowed to be blunted by very disuse.

GOVERNMENT SCHOOLS

In Chile as in few other countries we

schools are supported, maintained and directed even to the smallest detail by the national authorities. Virtually every teacher in all grades of the government institutions is appointed by government officials.

Chile has concentrated her attention chiefly upon her secondary schools and her University and her primary schools are decidedly lacking in numbers to accommodate the children of the country. When the South American Republics were formed, early in the nineteenth century, the University of Chile passed out of the hands of the clergy, and the models of administration and general plan of study were copied from European rather than from North American universities. The secondary schools, however, were formed according to the models found in the German gymnasia, with a concentric system of study, similar to that found thruout Germany. It has been estimated by careful students that Chile needs today at least ten thousand elementary schools to accommodate the 750,000 children of school age. At present there are only about 300,000 children enrolled in these primary schools, of which number there are something like 50,000 in the Church or parish schools.

Chile has at present sixty-one Government "colegios" or secondary schools, two-thirds of them being for boys, and she subsidizes sixty-seven private secondary schools.

There is at present a strong tendency on the part of the government to strengthen the curriculum of her secondary schools and her university, and many of these institutions, especially the University, compare favor

ably in their modern teaching and equipment with similar schools in the United States or Europe.

As far as moral and religious attitude is concerned on the part of these students and professors in the government institutions there is much to be desired. A strong reaction has set in in the higher institutions against formal religion, and as scientific instruction has entered the door, the Catholic religion seems to have flown out of the window. Altho the state, closely bound up with the Church religion of the country, protects and fosters the teaching of the Catholic religion by a priest and obligatory attendance on these classes, the sentiment of the university constitutency, as of many of the lyceos, is radically in opposition. The following statement by one intimately related to these government institutions is illuminative concerning the present condition:

"There is a certain enmity between the two systems (that of the State and that of the Church), that predisposes the student of the State schools against everything connected with those of the Church, and, since religious instruction is given entirely by representatives of the Roman Catholic Church, there must be a predisposition against it. Moreover, the religious instruction is limited, as in the schools of the Church itself, to a parrot-like repetition of rules and rites that have no bearing on the problems that confront the student and in no way prepare him to resist the numberless and insiduous temptations that throng him. In many of the lyceos and in the University, the tendency, fostered by foreign professors, often German rationalists,-is frankly atheistic or

agnostic. The principal of a large lyceo once remarked to the writer that he had dismissed his professor of religion because he found that 'he was teaching the students all about Hell and other foolish things."

EDUCATION BY EVANGELICAL CHURCHES

The missionaries who came to Chile nearly a half century ago began to establish schools as a part of their work. In a religious conference of Evangelical Missionaries recently held in Santiago there were reported nine secondary schools and twelve primary schools in connection with that particular conference.

The

The "Escuelas Populares" of Valparaiso in charge of an evangelical Church, has the distinction of being the only complete system of primary schools which has thus far developed on the West Coast. This type of school was founded in 1870 by Dr. DAVID TRUMBULL and it has now an an enrollment of 300 students with twenty girl boarders. The course of study covers eight years and commences with the kindergarten. English language is taught each year and in the last year all the subjects are taught in that language. Daily Bible instruction is given and once a week a missionary or a Chilean pastor conducts a special Bible class for all children. On Thursday evenings a Sunday school and preaching service are held. This type of school is followed in the main in the various missionary institutions thruout the country.

The secondary schools of the Evangelical Church, drawing their students largely from the upper, middle and

professional classes, generally are selfsupporting with the exception of the salaries of the directors, and therefore have found it necessary to secure their students from families having the ability to pay comparatively high tuition fees. Outstanding among these institutions are the Instituto Ingles for boys, established in Santiago in 1873; the Colegio Americano for boys founded in Concepcion in 1873, and the Concepcion College for Girls established in 1887. The Araucanian Mission has also established educational centers in three places in the south, and these schools, combining the literary course with agricultural and industrial branches, are in some cases founded on a co-education basis, a system rarely seen in Chile.

The aim of these Evangelical schools is expressed by one of their educators in a sentence. "Unless our education reaches the sources of action, and manifests its influence in nobler lives, it has failed."

There is little doubt but that many of the astute and progressive Chileans in professional life, as well as the professors and students in the government universities of Chile and South America, are now convinced that the almost purely literary or political training in which much of the knowledge was learned by rote, and having little meaning to the student's mind and small hold upon his moral life, has failed to meet the demands of the present age.