For this branch of education the National Educational Association
in 1917 recommended that there be established by law a Council of
Industrial Education composed of a director and 12 members, four of
whom shall be professors of the fundamental technical branches, one
a woman inspector of vocational schools for women, one an inspector
general of primary education, one the director general of railroads,
and one a director and inspector of army munitions. Their duties should
be to exercise superintendency over the entire system of technical
and industrial education to be organized in the Republic, over the
national school of arts and trades, and over such industrial schools
for girls and women as might be established. On this board should be
likewise all inspectors and officials of such branches as might be
later established. A bill embodying these provisions was introduced in
the Congress but has not as yet been acted upon.
Steady progress in all branches of technical education has been shown.
The schools of higher primary grade offering technical courses
number 288, with physical training and gymnastics compulsory in all
grades. There were also in operation 29 technical colegios for women;
6 agricultural colegios; 10 commercial schools, controlled by the
commission upon commercial education; and 3 schools of mines.
The department of industrial promotion has urged upon the Congress the
establishment of a chain of industrial and agricultural schools.
With the establishment by law of the Industrial University of
Valparaiso there will be completed the full cycle of industrial
education in Chile, consisting of: (1) Elementary industrial training
in two schools already established and in six more to be established;
(2) secondary industrial training in the School of Arts and Crafts; and
(3) higher industrial training in the Technical School of Valparaiso.
In November, 1918, met the first National Congress of Dairying,
organized under the auspices of the Agronomic Society of Chile.
It urged the legal organization of instruction in this branch in
(1) special schools of dairying in northern and central Chile; (2)
courses annexed to already established schools of agriculture; (3)
in establishments of secondary education for youths of both sexes in
popular meetings and public traveling courses; (4) in rural primary
schools for illiterate adults.
It is appropriate to mention just here the comprehensive project of
the board of missions of the Methodist Episcopal Church of the United
States for the establishment of an agricultural and industrial system
of education in southern Chile. It has been approved by the Government
of Chile as a potent aid in the uplift of the peon class. A ranch of
nearly 4,000 acres has been purchased along the Malleco River, on
which it is purposed to train the native population in the rudimentary
subjects of instruction, and especially in modern agricultural methods.
The management will employ the best available experts in horticulture,
agriculture, and domestic arts to be found in the South American
countries who may be acquainted with the needs of Chilean rural life.