On a basis of population estimated (1917) at slightly more than eight
millions, 725,000 were estimated to be illiterate, about 42 per cent
of the school population. Illiteracy is most rife in remote Provinces
of the Andes and in the Territories, sparsely settled and inhabited by
people of roving habits and poorly developed industrially. Under the
lead of the director general of the schools of the Province of Mendoza,
a systematic campaign to eliminate illiteracy was begun in 1916. It
was recognized that financial considerations made it impossible to
establish the number of primary schools which would be demanded,
certainly not for the many remote points where only the legal minimum
of 15 or 20 illiterates were to be found. Home schools (_escuelas del
hogar_) were therefore established, officially ranking as auxiliary to
the already existent schools, for illiterates of 8 to 20 years, and
offering as a minimum curriculum reading, writing, the four fundamental
operations of arithmetic, the duties of the Argentine citizen, elements
of ethics, and personal hygiene. Such schools may begin any day of the
year, and with a minimum of five pupils. Any person desiring to open
such a school must fulfill the following conditions:
(_a_) He must be at least 20 years of age, of good moral reputation,
certified by the chief civil official of his residence.
(_b_) He must speak the national language correctly and be able to give
instruction in it.
Such schools shall not be established at less distance than 5
kilometers from an established primary school supported by national,
provincial, or local funds, but if the school be intended exclusively
for boys from 15 to 20 years old it may be located at any point. Such
schools are to be visited freely by school and civil authorities, and
by persons designated by the provincial general inspectors.
Related in character to the _escuelas del hogar_ of the Province are
the _escuelas tutoriales_, established by national decree of 1916,
applying to all the Provinces and especially to the Territories.
In these schools, established at points designated by the National
Council of Education, any number of children not regularly enrolled in
the primary schools may be taught by private individuals who conform
to the requirements of primary teachers, and by teachers regularly
engaged in primary work. The latter, by special exception, receive
additional compensation for such instruction. The same law also
provides remuneration, to be fixed by the general council of education
of the Province or Territory for all persons, not teachers, who are
certificated to have taught illiterates, whether children or adults, to
read and write.
Most novel of all undertakings for the wiping out of illiteracy are
the traveling schools (_escuelas ambulantes_). Provided for by the
original organic school law of 1884, these schools were not, because
of lack of funds, put into operation until 1914. Up to that time there
was a conviction that their need was insignificant by contrast with
the greater problem of illiteracy in the cities, and that to scatter
funds available for combating illiteracy was not prudent. How serious
this mistake was appeared in 1914 when it was ascertained by systematic
count that of nearly 35,000 children of the Territories not in school
only 6,000 lived in towns.
Located first in Province of Catamarca, and in the mountain regions
of Rio Negro and the Chubut, these schools are built of materials
easily transportable, and accommodate an average of 25 pupils. Sites
are selected for them which are most accessible to the largest number
of children in the district. Teachers traverse such regions on foot
or muleback, carrying necessary equipment for instruction, and remain
four and one-half months at each place, giving instruction in reading,
writing, elements of arithmetic, and hygiene. A decided advantage is
found in this succinct curriculum, the average of successful study
by the pupils of these schools being, it is claimed, fully on a par
with that of the pupils of the nine months’ primary schools, who are
required to take the standard number of subjects.
Within their first two years of existence, 20 of these schools were
established, as reported by the National Council of Education in
December, 1916; and 12 were added in 1917. The report of the inspector
general of the Province of Mendoza concluded as follows:
This new type of school must exist for many years in Argentina to
answer the needs of the actual distribution of the population, the
lack of adequate means of communication, and the impossibility of
maintaining fixed schools in the greater part of the zones engaged
in agriculture and cattle raising. It behooves the authorities,
therefore, to continue the improvement of the system in such manner
that its efficiency shall be steadily greater, and that results shall
amply compensate for their maintenance.
An interesting phase of social conscience is shown in the generous
offer of the women pupils of the third and fourth years of the normal
school at Santa Fe to instruct illiterates afternoons and nights in
reading, writing, the elements of arithmetic, national language and
history, and practical personal and school hygiene. This offer has
been highly commended both by Argentine and foreign educators as a
step toward solving the problem of illiteracy, worthy of imitation
nationally and locally.
The struggle against illiteracy has been the subject of serious
consideration by the executive, the chief school authorities, and the
Congress. The executive has constantly urged the National Council of
Education to intensify its campaigns and has cooperated by all means in
his power in the steady diffusion of education. The Houses of Congress
have also busied themselves especially with this grave problem. These
efforts have borne fruit which, if not visible at the present time, is
certainly destined to raise the level of popular education within the
next few years. The authorities have judged that what is needed is the
patient labor which does not require an immediate and striking solution
of a most difficult problem, but is willing to continue to exercise an
ever-increasing influence upon the rising generation, confident of the
spread of education and enlightenment with the increase of population
and the improvement in means of communication; and that it is not
wise to sow schools broadcast throughout the Republic merely for the
pleasure of doing something and of doing it rapidly. The success of the
struggle against illiteracy, certain as it is, has its roots not in
merely spending much money, but in spending money well.