Uruguay has always been progressive in this field. In 1914 Señorita
Leonor Hourticou, the directress of the Normal Institute for Girls,
submitted to the national inspector of primary instruction a
far-reaching and systematic plan of reform in the aims and methods of
practice teaching. She urged the establishment of a general directorate
of teachers’ practice training, composed of directors of normal
institutes and the national technical inspector of schools, which
body was to operate through a salaried secretary. Practice teaching
for the first grade was to be required for one year with a minimum of
160 sessions and for the second year for at least three months with a
minimum number of 60 sessions. Twelve schools for practice teaching
were to be established at Montevideo. Local inspectors were to be
appointed by the general directorate. While this scheme was not enacted
into law, yet it had very great value in focusing the attention of the
educational authorities upon the practical problem of reorganizing
practice teaching.
These recommendations were allowed to lapse; but along with the
demand for improved schools went a similar one for the improvement of
the schools in towns and villages. In 1916 a committee of which the
directress of the Normal Institute for Girls was chairman was appointed
to formulate a training course for nonrural teachers which should be in
keeping with the recognized needs of modern schools. In October, 1916,
it presented as its report an outline of studies recommended to be
incorporated in the three years’ training course for primary teachers.
Taking up for the present only the teachers of the first and second
grades, the committee recommended the following courses: Arithmetic,
accounting, algebra, applied geometry, penmanship and drawing,
elements of biology, zoology, botany, mineralogy and geology, anatomy,
physiology and hygiene, physics and chemistry, studies in industries,
geography and cosmography, history (national, South American, and
universal), constitutional law, sociology and political economy,
literature and composition, French, philosophy, and pedagogy with
practice teaching. By the approval of the executive these courses were
to go into effect in September, 1917.
_Training of rural teachers._--The movement to improve the conditions
of rural life which has been mentioned before began in earnest in
1914. In that year a report based upon an intensive study of the
social and economic needs of the rural districts was presented to the
general direction of primary instruction by a committee of teachers
especially appointed for that purpose. Though no official action was
taken at the time, the ventilation of the subject was very opportune
and aroused public interest in a field so vital to the welfare of
the nation. In every phase of rural education, and especially in the
training of the teachers required, practical reforms were recognized
as urgently necessary. From the strictly pedagogical point of view,
the projects for teacher training as laid down in that report were of
supreme interest, as constituting the basis upon which all subsequent
suggestions have rested. They called for the establishment of a normal
school exclusively for women rural teachers, which was preferably to
be located either within the capital city or within easy access of it.
This school was to work along the three main lines of agriculture,
horticulture, and domestic science. For admission there was to be
required, in addition to the usual certificates of mental, moral, and
physical fitness, the certificate of completion of at least the third
year of the program of the rural schools.
The courses were to cover at least two years, preferably three, with
provision for four-year courses for pupils aspiring to the post of
rural inspectors, an aspiration which was encouraged in the report.
Only two or three scholarships were to be offered in each department,
and the number of pupils was to be restricted to 50 for the first
year. No purely theoretical instruction whatsoever was to be allowed.
Increasingly specialized work in the practice school annexed was to be
required of every pupil each year. For the last two years the work of
practice teaching was to be so arranged as to alternate by semesters
with the classroom work assigned. The latter, toward the end of each
semester, was to review all the work from the beginning.
The projected institute was to be provided with all grounds, buildings,
and equipment necessary for the teaching of every phase of rural life,
including the care of fowls and cattle, with library and laboratories,
with a modern gymnasium, with a hall for the teaching of the fine arts,
and, most important of all, with a mixed practice school under the
direction of the authorities of the institute, consisting of at least
three grades and preferably four.
Summer courses for teachers, both men and women, were to be offered,
emphasizing practical work in all courses related to rural life.
Traveling schools of agriculture were outlined to appeal especially
to youths of years beyond the rural school age and already engaged in
farming, each class to have not less than 8 pupils and not more than
15, and to continue for periods ranging from one week to two months
according to the demand in each locality. These traveling schools were
to be organized for the same unit of territory as the rural schools
already in existence. Each course was to be arranged in cycles as
follows: (1) Three years’ course in dairying; (2) four years’ course in
domestic science; (3) three years’ course for rural teachers, men and
women. Suitable certificates were to be awarded students satisfactorily
completing these courses.
As regards the courses in rural schools, the committee found that the
advantages accruing did not justify instructing pupils below 8 years
of age in formal agriculture, satisfactory progress being made if the
pupil was awakened to a love of nature and an interest in the life of
the farm. Pupils above 8 were to be instructed in agricultural courses
progressively adapted to their maturity and to the peculiar conditions
of locality, soil, and climate.
As regards courses in domestic science, though the subject does
not permit of a sharp age line of cleavage, yet the youngest girls
might most profitably be given the elements, while the older girls
might, in the discretion of trained teachers, take up the formal and
technical study of food values in connection with elementary chemistry,
physiology, and biology.
Anticipating the establishment of the normal schools for the exclusive
training of teachers for the projected rural schools, the executive
in November, 1917, sent to the Congress, along with the accompanying
message, the project of a law for establishing two normal schools of
agriculture in the Departments of Colonia and San Jose. These schools
were intended to minister to the special need of these outlying
departments. Their courses were to be intensive in character, adapted
especially to the training of teachers for these localities, and to
cover a year. Indeed, the bill specifically mentioned their purposes as
intimately related with the forthcoming rural schools. The bill at once
became a law, and the schools were to begin operation in March, 1918.