Evening star., 1942-03-15

Chue. THIS Is the SeDenth OF
mem series OF articles BY Mr..
Rogers on South America.
BY HAROLD b. ROGERS.
Brazil, with its one man govern
ment. insists that its new educa-
tional system is not a planned ed
ucation' such as that in totalitarian
countries.
It's aims are not to resist the
greater diffusion Of knowledge but,
according to ofilcial records, 1t
strives to form men who are use
full to the economic expansion OF
the country"
With that end in view, more en-
phasis has been placed on voca-
tional training to help train youth
to cope with the problems of making
. living.
These principles are explained in
brochures issued under the name Of
the Brizilian Ministry Of Foreign
Affairs. They present compre-
hensive picture of the geographic.
economic and social conditions OF
the country. Brazil, larger than the
United States, occupies nearly half
Of the continent of South America.
Despite the difference in forms OF
government, the two countries ap-
parently are drawing closer together.
The institutions of Brazil, there
fore, particularly its educational
system, are of vital interest to the
United States. AS gesture OF
friendship to this country, Brazil
has named one of its schools THE
United States School," in Rio de
Janeiro.
The educational system has been
changing for some time, but the
Vargas regime has given it a new
slant-Brazilians call it a practical
slant. Those I talked with IN Rio
de Janeiro feel 1t is working well
for the future of their country.
New Laws More Definite.
For instance, it is pointed out, the
old constitution of 1884 gave pow
ers to the federal government to
draw up. coordinate and control
q national plan of education.
The constitution OF 1887, instituted
by President Vargas, and the laws
which followed it are clearer and
more definite. 1T must. however,
be pointed out" a report on Bra
lillian cultural survey explains. that
there does not exist planned edu-
cation as is observed in totalitarian
countries. The attempt OF the ad-
ministration is to limit, with the
greatest care, the basic policies OF
the educational system and to Gre
ate permanent services and or make
changes, when necessary.
1T is not system where the in
fuence Of an entirely free or spon-
taneous educational force is limited
by a system rigidly determined, but
project. which is constantly
checked in its effects. Thus it is not
a planned education. but what might
be called an educational system al
ways under planning. This agrees
with the principles Of the demo-
cratic regime as fixed by the con-
stitution Of 1887. ..
Degrees Not Sufficient.
The conviction has risen little by
little" continues the review of Bra
zil's educational philosophy, that
education today must not be con-
ceived merely as formality Of
youth for the receipt of certificate
or diploma or that the possession
Of this academic degree is a title
to any of the numerous careers.
Indeed, the general attitude today
favors no more than the assump-
ton that a graduate is prepared for
the economic and social struggle in
which the ablest are entitled to sue
ceed.
administrative measures. such as
the establishment of the civil serv-
ice examination system effective
now for some years. have contributed
to this change in the publics point
of view, in the giving of preference
not to diplomas, but to the abili-
ties and merits of the candidates.
The old tradition, coming from the
time when secondary and higher
education were closely connected
with class distinction. and under
which system the goal of the Bra
lillian youth naturally turned to the
possession of diploma which would
open the way to liberal professions,
Is now rapidly fading away"
Useful Man Is Objective.
In his speeches President Vargas
has defined this new point of view.
He has declared, I'm the phase Of
evolution in which we find our
selves, intellectual culture without
q clear and defined aim should be
considered luxury accessible to a
few individuals and Of slight profit
to the community" Furthermore,
he said, After more than half
century Of free labor, we have not
yet travelled very far from educa-
tional objectives of another epoch
and another society"
As If to conclude this idea and put
It into application, the review de-
clares, "All education action, there
fore should be developed with the
purpose of forming men who are
useful to the economic expansion
Of the country"
The attitude of those who fought
for the development of education.
until q short time ago, hesitated
between the opinion favoring a for
NAL attack on illiteracy, and that
favoring the formation Of an elite
through the development OF higher
education. 1t Is believed today that
both aspects are essential. but above
Ill, it may be said that the orienta-
ton of the training Of youth IN
such q manner as to direct youth
towards activities in connection with
economic production is require
ment of the utmost urgency"
Two Cycles Proposed.
The decree law Of 1889 provided
for establishment OF courses and
schools in factories and workshops,
while the Ministries of Education
and Labor were entrusted with the