_Instruction of adults and the night schools._--The problem of
combating illiteracy, as in all the more progressive South American
countries during the last biennium, has received more systematic
consideration than during any previous period.[2] As will be seen
later in the consideration of the rural schools, measures have been
taken which are of unusual importance for the instruction of youthful
illiterates. In the related field of instruction of adults who are
illiterates or nearly so, work of a creative nature has been done in
Uruguay. The mere statistics show progress, the courses offered for
adults in the year 1916-17 being 55 in excess of the former year and
the enrollment 5,284, an increase of 1,671 over that year; but the new
spirit animating this branch is the notable feature. The authorities
have kept it steadily in mind to carry adult education out from the
capital city to the rural districts; and the national authorities of
primary education have cooperated efficiently in lending schoolhouses
as places for adult instruction and encouraging primary teachers to
assist in this work. The Government has furthered the study of the
problem in the researches of Señor Hipolito Coirolo, director of the
largest night school for adults in Montevideo. Señor Coirolo spent
nearly two years in collecting systematic data from Argentina, Brazil,
Colombia, and Paraguay, which were naturally confronted by the same
problems in adult illiteracy. In March, 1917, he presented to the
authorities the results of his findings in a project for the organic
reform of instruction for adults in the night schools. Señor Coirolo
maintained that the time was ripe for progress in this field to keep
pace with the other educational demands, more especially as it was
admitted that the prevailing system was a more or less poorly made
combination of regulations and practices covering many localities and
periods, and had been only tentatively adopted by presidential decree
in 1903, and given legal existence in 1907, when 35 night schools
were organized. All familiar with conditions knew that they were now
completely out of touch with modern social and educational demands.
[2] See executive message of May, 1917, accompanying project of law
for appropriation of $50,000 for appointment of 100 assistant primary
teachers for the Departments of the Republic.
Señor Coirolo found the curriculum of night schools too largely
theoretical and bookish and in only a few instances offering practical
instruction. After careful study of the subjects offered in the night
schools of progressive countries, he urged that the night schools of
the future be organized upon the following main lines: