pine Nautical School, established in 1839 by the Board of Commerce of Manila and reopened soon after American occupation.

The Philippine Normal School.-During the past year this institution has made gratifying progress. The attendance has increased by one-third and the requirements for entrance have been raised very materially. A corresponding improvement in the quality of students entering has been noted. The work of the high schools throughout the provinces has shown itself not only in the better preparation of those entering the lower classes, but has also given a considerable number of desirable students for the more advanced classes. All of the 15 members of last year's graduating class are now teaching in the public schools.

A departure was made this year in the admission of advanced students who do not expect to become teachers. Courses in advance of those offered in the provincial high schools have been announced. These are adapted to prepare students for entering American colleges or the future University of the Philippines.

The following statistics are taken from the normal school report for the month of July, 1904:

The Philippine School of Arts and Trades.-In the past year there has been great increase in interest in the work of this school. This is especially gratifying, inasmuch as a year ago there was some difficulty in securing the attendance of desirable students sufficient to fully use the accommodations provided. In the current year it has been necessary to decline fully 75 applicants. The • present equipment of the school is adequate for about 150 pupils. By conducting both day classes and night classes, 270 pupils in all are now receiving instruction. The following table indicates the increase in the present year in the day classes:

The school has furnished 40 telegraph operators to the Philippine constabulary. These young men have done their work satisfactorily, and many have been promoted. The drawing department has furnished 6 men for work, 4 being teachers and 2 draftsmen. This department has also assisted the office of the general superintendent by making charts and drawings for bulletins of the bureau and various drawings for school buildings.

The Philippine Nautical School. The oldest educational institution in the islands under the supervision of the bureau of education is the Philippine Nautical School, which was established by the board of commerce of Manila in the year 1839. The school was begun in a building on Calle Cabildo, Intramuros, the exact location of which is not certainly known, and was conducted in this place until the year 1863, when the building was totally destroyed by an earthquake. The friends of the institution, unwilling that it should cease to exist, secured a site on Calle San Juan de Letran. About 1884 the school was removed to Calle Palacio and in 1898 to its present site on Calle Santa Elena, in the district of Binondo.

The study of mathematics has always been made the strongest feature of the course, and from time to time a considerable sum of money, amounting in all to something over $10,000, was provided by the board of commerce and expended for equipment by the educational officials of the Spanish Government,

some of the apparatus being yet in the possession of the school and in use in its work.

Several additions to the school equipment have recently been made, including a valuable chronometer and four 10-oar 28-foot boats.

Before the end of the Spanish rule the school had been placed under the direction of the civil government of the islands.

MUSIC, DRAWING, AND KINDERGARTEN.

Work in these lines has been conducted in the city schools of Manila during the past year. Owing to the necessity for special teachers for these lines of work this instruction while in the experimental stage has been limited with a few exceptions to the city of Manila.

SCHOOLS FOR PAGAN TRIBES.

In the preceding portion of the report figures relating to population, taxation, school attendance, etc., have embraced only the Christian population of the islands. Very little teaching has yet been done among the pagan tribes. These peoples are found in considerable numbers, yet it will be some time before anything more than tentative experiments for their education can be undertaken. There are a few wild inhabitants in Panay and Negros (the Bukitnon) and a similar but more numerous element in Misamis and Surigao. Eventually, of course, these people should have instruction at public expense and be assisted toward civilization. No schools have been started for the Mangyan of Mindoro, but even the Christian towns of this island have received so little in the way of public instruction in the past that the work of the bureau in this province will probably be entirely devoted to them for some time to come. On the islands of Busuanga and Paragua there is a small, scattered pagan element and in the south of Paragua a Mohammedan Malay element. No schools have as yet been established for these people. The only practical plan in view is to secure a few bright representatives of each settlement or band and educate them at some provincial school to become instructors and leaders of their own people. In the Province of Zambales one school has been established in the barrio of Botolan for Negrito children-the only effort being made at present to educate these little blacks. The experiment has not yet proceeded far enough to indicate anything. In northern Luzon, however, in the Cordillera Central, the pagan element is numerous and relatively very important. Here is the great stock of primitive Malayan tribes known as the Igorrote. These people number something over 200,000, being most numerous in the old Spanish politico-commandancias of Bontoc, Quiangan, Lepanto, and Benguet, and in the Province of Abra. Schools were established among the Igorrote of Benguet three years ago, but there have been few results proportionate to the effort made. It is desirable, however, that a few young men in each of the strong and powerful towns which cover the steep mountain sides of the Cordillera should receive the rudiments of an English education and thereby be able to serve as interpreters and local officials among their own people. The Spanish system was to place an Ilocano with the title of "directorcillo" in each of these towns as soon as they were conquered or subdued. These officers, as representing Spanish authority, practically governed the towns. Their presence was and is distasteful to the Igorrote, who are beginning to appreciate the advantages that would accrue to them through having members of their own tribe competent to represent the government. With this object in view, training schools have been established for Igorrote boys at Baguio, Benguet; Cervantes, Lepanto-Bontoc ; in Quiangan at the site of the old Spanish cuartel and mission station, and at Alilem, Amburayan. These schools have not yet progressed very far. The one at Baguio is the oldest and most fully organized. Appropriation was made by the insular government for school buildings and a central recitation building with several other buildings for the accommodation of the boys have been built. These buildings are, however, of poor type. Something over 100 boys were in attendance at this school last year. At Bontoc a school building has been erected and is now complete, costing $280 to the government. Some 60 boys have received profitable instruction at this school in the past year. At Cervantes a site has been chosen and an appropriation of $2,000 made by the government. At Quiangan, which is the very heart of the head-hunting region, occupied by a fierce but industrious people numbering altogether about 40,000, very interesting work has been begun under a teacher of large experience in

Indian schools in the United States. School gardening and elementary tool work have been started here. An appropriation is needed for the construction of buildings.

A provisional course of study covering about four years has been outlined for these Igorrote schools. It provides for instruction in the English language to a point where a child can speak, read, and write it readily, for elementary arithmetic, for enough geography to give the child an idea of the world existing outside of his own wild mountains, and some study of the plant and animal life of his own mountain region. Industrial work is planned to cover agriculture, elementary carpentry work, and elementary ironwork. In a few Igorrote towns skillful ironwork is done by the people. This industry being altogether localized, the hammers and anvils are of stone and the bellows are of the rude cylindrical style common throughout Malaysia. Yet with these tools the Igorrote produces very carefully made bolos, axes, and spears. He is naturally interested in improving his ironwork and the tools with which he conducts it, and there promises to be no difficulty in securing a large attendance of boys for this kind of instruction. In ironwork, as well as in carpentry, the instruction will be simple in character and limited to teaching dexterity in the use of a few useful American tools. On the other hand, the teaching of agriculture must be advanced and scientific in character. The Igorrote is already the best and practically the only scientific agriculturist in the Philippines. At enormous labor, extending over many generations, these mountain people have built up astounding terraces covering the mountain mile after mile. These terraces are usually under irrigation. They are carefully fertilized and tended. The crops are camotes, rice, tobacco, taro, several vegetables, and cotton. His agriculture can, however, be benefited by the introduction of improved seeds, by the destruction of noxious insects, and by making more general the cultivation of certain products which are now localized.

For the girls, industrial work will center around the teaching of spinning and weaving. As stated above, cotton is raised, but only in a few localities.

SCHOOLS IN THE MORO PROVINCE.

Since the organization of the Moro Province under special form of government in September, 1903, the schools of southern Mindanao and the Sulu Archipelago have been administered separately from this bureau. The school superintendent for this region is one of the five members of the provincial council.

The popu

The school problem presented here is an exceedingly difficult one. lation is of three kinds: A small Christian population which followed the Spanish soldiers and missionaries into southern Mindanao and formed settlements in the vicinity of the Spanish forts; the Mohammedan population, which comprises the large majority of the inhabitants, and the pagan tribes living in the hilly interior of the mainland of Mindanao. By none of these three classes are public schools thoroughly welcomed. The Christian population is devotedly attached to their own parochial schools, which are supervised by Jesuit missionaries who have returned to their parishes. The Moros retain all the conservatism of the Mohammedan devotee everywhere, and have been unable to decide whether the American is to be accepted or resisted. The pagan tribes are in a state of barbarism in which it is impossible for them to understand the reason or advantages of schools.

In spite of these difficulties, public education, especially in the last year, has made encouraging progress in this part of the archipelago. The organization of the government of the Moro Province led to a marked change in the management of the public schools. Their administration was centralized, and sufficient funds secured for their support. By act No. 1 of the Moro legislative council, all schools of the Moro region were made provincial institutions. During the past year 52 such schools were in operation, 10 of which had been newly established. The majority of these are among the Christian tribes and attended for the most part only by Christians, but there are 7 which are attended by Moros and 2 by pagan Bagobos in the Gulf of Davao. There are on duty in this province 15 American teachers and 54 native teachers, 9 of whom are Mohammedans. These are all paid from provincial funds. The total enrollment of these 52 schools was 2,114, of whom the boys numbered 1,289 and the girls 825. About 240 of these pupils were Moros, 110 Bagobos, and the balance of Christian parentage.

A four years' course of primary instruction has been put into effect by the school superintendent of the province. It covers much the same ground as the primary course prescribed by this office for the archipelago. The study of English has had foremost attention, but the Moro Province, unlike other parts of the archipelago, requires some attention paid to the native languages. The Christian population of southern Mindanao, and especially that of Zamboanga, speak a corrupt Spanish, the native dialects having disappeared. The Moros speak a number of different dialects, nearly all of which have been reduced to writing by means of Arabic characters. The number of Moros who can read and write in the native characters is estimated by the superintendent of schools as 8 per cent, 4 per cent among the Sulus, less than 2 per cent among the Samals. The Moro Province appropriated $42,615.48 for educational purposes for the nine months ending July, 1904, and the expenditures were $23,449.08, leaving an unexpended balance of $19,166.34.

Statement showing the proportion of children at present reached by school work to the total population of children of school age.

Children for whom additional primary instruction must be organized
I'ercentage of children in school..

Percentage of children to be yet reached.

7, 183, 510 1,428, 691

468, 487

280, 414

194, 154

199, 076

19

14

CENSUS STATISTICS OF PUBLIC AND PRIVATE SCHOOLS.

The preceding account apparently takes cognizance only of the public schools under the American bureau of education, and therefore affords no information as to the other educational facilities in the islands. The census of the Philippine Islands, taken in 1903, however, gives statistics of private and religious

The basis of this estimate, as indicated in the body of the report, is one-third of the total number of children between the ages of 6 and 14.

schools which supplement those contained in the foregoing report of the superintendent of education. There is a discrepancy between the statistics taken from the two sources indicated, which may partly be explained by the statement on page 671 of the Census Report, Volume III, that it was found difficult to separate with certainty the public schools from the private and religious schools in the census schedules. There were undoubtedly schools which were essentially public, being free and supported by the funds of the local government or private contributions, but which were not under the control of the bureau of education. Most of these, if not all, were called public schools in the schedules, and have been so tabulated. Their inclusion is probably the reason for the magnitude of the figures relating to public schools compared with those of the bureau of education.

With this explanation, which does not, however, account for a number of particular discrepancies, we reprint some of the census statistics relating to the primary and secondary schools. No report of the condition of the university has been received since the publication of the report of this bureau for 1897–98.

This makes the total number of schools in the islands (including those of university grade) 2,962. It is remarkable that only 1,593 public schools are given by the census, if the 2,286 primary day schools reported by the superintendent of education are public schools. The census figures show that only 55.8 per cent of the primary schools were public schools, the private (951) and religious (314) schools amounting to 44.2 per cent. In secondary education the private (52) and religious (10) schools took the lead over the public (40) schools. According to the report of the superintendent of education quoted above, the secondary schools under the bureau are in process of organization.

The census adds on this point: In 38 out of the 50 political subdivisions above given public schools outnumbered the private and religious schools taken together. In certain provinces nearly all the schools were public. In 11 other provinces mentioned, including the rich provinces of Albay and Manila, the private and religious schools outnumbered the public schools. Of the 52 private secondary schools 18 were in Albay, 10 in Manila, and 7 in one other province. The large number of private and parochial schools is partly due to a reactionary feeling in regard to the secular character of the public schools, in which no religious instruction is allowed during the school session. This prejudice is, however, dying out since the school law allows religious instruction for one and one-half hours three times a week in the school building.