The following table is interesting as showing the periods of construction of the school buildings of the islands:

The census gives a larger number of public school buildings than the bureau of education, besides the private schools, as is shown in the following summary:

The census gives an aggregate of 5,925 teachers, of whom 3,667 were in the public, 1,657 in the private, and 601 in the religious schools. The bureau of education gives 4,195 public school teachers. There were 434 teachers in the secondary schools, of whom 161 were in the public, 191 in the private, and 82 in the religious schools. There were 65 professors in the two superior institutions (University of Santa Tomas at Manila, and the Institute Aclan, a private university in Calibo, province of Capiz). Of the 5,925 teachers, 4,898 were Filipinos (3,120 men and 1,778 women) and 785 were Americans (551 men and 234 women); 236 were Spanish (133 men and 103 women), besides 5 Chinese (4 men, 1 woman), and 1 Englishman.

It further appears that of the 3,667 public school teachers in 1903, 2,880 of the Filipinos were Catholics and 13 Protestants, 60 of the Americans were Catholics and 708 Protestant; there were 6 of other faiths. Of the 2,258 private or religious school teachers, 2,003 Filipinos were Catholics and 2 Protestants; 7 Americans were Catholics and 10 Protestants, and the 236 Spaniards were all Catholics.

The census (1903) gives the enrollment at 356,385, of whom 266,362 were in the public schools, 63,545 in the private, and 26,478 in the religious schools. Of this number, 341,938 were enrolled in the primary grade, 261,615 being in the public primary, 56,405 in the private primary, and 23,918 in the religious (parochial) schools. The secondary grade included a total of 14,011, of whom 4,747 were in the public, 7,022 in the private, and 2,242 in the religious schools. There were also 436 university students. (The census school age was 5 to 17, and there were 2,137,397 children of this age.)

The enrollment in the public schools was 74.8 per cent of the total, and 96 per cent of the enrollment was in the primary grade. Nine and one-half per cent of the people outside of Manila could use English.

FILIPINO STUDENTS IN THE UNITED STATES.

[Extracts from the report of the superintendent of Filipino students in the United States.]

The plan to send students from the Philippines for education, even complete Americanization, to the United States, has been the purpose of the educational authorities since soon after the implantation of civil government in the archipelago by the Americans. It took definite form with the passage of act No. 854 by the Philippine Commission on August 26, 1903.

A resolution of the Commission fixed the number for the first year at 100 students, 75 of whom were to be appointed from throughout the archipelago. The apportionment was based roughly upon the school population and the importance in industrial lines of the respective provinces.

For the purpose of selecting the students in the various provinces the provincial governor and the division superintendent of schools were instructed to propose candidates for appointment, under the conditions mentioned in the telegram hereinafter quoted. With very few exceptions the provincial governors are Filipinos, the exceptions being Americans. The division superintendents of schools are all Americans. These two officials of course possessed a complete knowledge of local conditions, the governor being acquainted with the character and social standing of the individual applicants, while the division superintendent, personally and through his teachers, had a complete knowledge of the educational qualifications of the students. The concurrence of both of these officials was necessary, and they were guided wholly by the terms of the following telegram, which was sent to each of the provincial governors:

After conference with the division superintendent of schools, select for appointment a students in the United States at the expense of the government, Filipino students of the public schools between 16 and 21 years of age. Each candidate is subject to examination in Manila, and in case of rejection his expenses to Manila and return home will be paid by the government. Each student must be of unquestionable moral and physical qualifications, weight being given to social status. He must be well advanced in English, mathematics, history, geography, and of exceptional general intelligence. We must have the best boys in your province. Appointees must sign agreement to conform to reasonable regulations and to enter the Philippine civil service upon return to islands for a period equal to that spent in the United States at government expense. Every qualification mentioned is imperative. Expenses of appointees will be paid by the government after embarkation at Manila for the United States. Telegraph selections immediately in the name of yourself and division superintendents, and hold candidates in readiness to proceed at once, upon telegraphic orders, to Manila and the United States. Certify immediately this telegram to division superintendent of schools. Prompt action is desired.

TAFT, Civil Governor.

Practically all of these provinces held competitive examinations, and those students securing the highest averages, who presented the other qualifications necessary, were certified to the civil governor by the officials named. Upon these certifications the appointments of the 75 students were made, and they were directed to proceed to Manila in season to embark.

The other 25 of the first hundred were chosen from a large number of applicants, and were proposed after examination by a committee composed of Dr. T. H. Pardo de Tavera, Philippine Commissioner; Hon. A. W. Fergusson, executive secretary, and the superintendent of the Filipino students. This selection was made without reference to attendance upon public schools, as was necessary in the case of the 75. Natural ability, together with special mental and physical fitness and promise, moral character, and general availability determined the selection.

The students were distributed from Los Angeles on the 12th and 13th of November and were located as follows: At Santa Barbara, 7 students; at Ventura, 6; at Hueneme, 4; at Santa Paula, 4; at Claremont, in the public schools, 4, and in the Pomona College, 8; at San Diego, in the high school, 5, and in the State Normal School, 9; in National City, 5; at Compton, 4; at Whittier, 6; at Redlands, 6; at Riverside, 16. Two students already in the United States at the time of their appointment were located, 1 at Berkeley, Cal., and 1 at Ann Arbor, Mich.

Several reasons induced me to bring them to southern California at that time, the climate of course furnishing the most potent. The schools of Cali

fornia are of a superior grade, and they were freely offered for our purposes. Half tuition was granted at Pomona College, no tuition being paid elsewhere. A warm and hospitable reception was awaiting the students in the homes of the people of the communities where they were placed, and they will be in every respect better fitted for a change to a different climate and entrance into new schools next fall.

In accordance with my recommendation, made and repeated in former reports, the Commission has seen fit generously to provide in act 1133, amendatory to act 854, that the necessary expenses of medical attendance upon the Filipino students shall be paid in addition to, and not deducted from, the regular annual allowance of $500 for each student.

During the period covered by this report (from October 10, 1903, to June 30, 1904) the students have expended for education and maintenance an average sum, approximately, of $295 each.

In every town students have been given private instruction. In some cases this special tuition has been paid for, but in the majority of cases it has been furnished by the regular teachers outside of school hours, and solely on account of the personal interest felt by the teachers in the students. Not one of the hundred students comprising the first expedition to the United States failed of promotion at the close of the first year, and many were promoted during the year as well. They have kept pace nearly always on equal terms with, and often a little ahead of, their American schoolmates, and not only in studiousness and seriousness are they often cited to their American companions as desirable examples, but many teachers have stated to me that they have been a very noticeable influence for gentleness, courtesy, and neatness upon their American fellow-students. Not the least of the many beneficial results of this Filipino student movement has been this effect upon the American students and others with whom they have associated. It has amounted in many cases to a conversion from prejudice and antagonism to real friendship for and interest in the Filipino people and their government. They have been received into the best families and into the best social circles in practically all of the towns in which they have been located. Indeed, it has been necessary in several cases for me to request the students to abstain from accepting invitations to social functions except on Friday evenings and Saturdays. Of course there is danger in too much social attention, but in reason their social life is quite as important as any other. It is interesting to note that at a number of places the students have taken part, always in English, in public entertainments connected for the most part with their schools.

The schools of southern California have in many ways proven of exceptional adaptability to the Filipino student's needs. Many of the schools, especially high schools, in southern California have new buildings and the latest equipment in all departments, while the teaching force of all the schools, whether in small or large towns, is of a standard scarcely excelled in any other State. There are many Spanish-speaking people, Mexicans, in this region, remnants of Mexican domination, or immigrants from our neighboring Republic. Many of these have attended the same schools with the Filipinos, and the Filipino is in many respects more like the Mexican than he is like any other race I know of. The sectional or race issues are unknown, and the typical western hospitality has been extended to the visitors.

The selection of permanent schools-that is, schools for the students to attend during the remainder of their stay in America-has been a matter of serious study and careful investigation. The States in which most of the students will be placed are those of Massachusetts, Connecticut, New York, Pennsylvania, Ohio, Illinois, Indiana, Michigan; a few in Maryland, West Virginia, Tennessee, and Missouri.

The superintendent, Mr. William Alexander Sullivan, visited the States above mentioned and arranged for the admission of the Filipino students at the following institutions: The Pennsylvania School of Industrial Art, at Philadelphia; the State Normal School, West Chester, Pa.; the State Normal and Training School, at Trenton, N. J.; the high school, Meriden, Conn.; the Massachusetts Institute of Technology, Boston, Mass.; the State Normal School, Oswego, N. Y.; Cornell University, Ithaca, N. Y., and the Ithaca High School. A number of students will be sent to the Carnegie School of Technology, at Pittsburg, when that institution is completed. The next schools selected were the high

school at Cumberland, Md.; the high school at Parkersburg, W. Va.; the Kentucky University, Lexington, Ky.; the high school at Chattanooga, Tenn., and the University of Tennessee, at Knoxville. The preparatory technical school of the University of Cincinnati was next selected; then Oberlin College, Oberlin, Ohio; then Michigan University, Ann Arbor (engineering). The State Normal School, De Kalb, Ill.; the State Normal University, Bloomington, Ill.; the University of Indiana (law), and the University of Missouri (medicine), at Columbia, Mo., complete the list.

A TEACHER'S NOTES ON THE SCHOOLS OF THE PHILIPPINE ISLANDS. By ROBERT B. VAILE.

The school system of the Philippine Islands, which is providing elementary and secondary education to more than 400,000 pupils who are scattered over a territory about equal in area to that of Ohio, Indiana, and Illinois, is the product of a process of development from virtually nothing, save the relics of a former system in the form of a certain amount of crude equipment and an approach to a school-going habit among the children.

It was in the fall of 1901 that about 600 teachers, of which number 200 were women, were assigned to the United States army transport Thomas for transportation to Manila. They had received their appointments upon the recommendation of a university or of a State superintendent, and a college or normal school training was presupposed. Three or four of the men in the company had been in the islands before as soldiers, but all of the rest had only second-hand information about the islands, and not very much of that.

Upon arriving in Manila they were provided with quarters by the school authorities, who were aided materially by the military authorities. They were sent out in parties to their respective stations within the course of a month, and then it was that the real work began. My own experience was nearly typical of the situation generally.

It was my fortune to be assigned to Abra Province. There were 6 teachers sent to that Province, and to get to it we traveled on a Spanish coasting vessel for two days to Vigan, a point on the west coast of Luzon about 300 miles north of Manila, and then on a bamboo raft, through the courtesy of the military authorities, up the Abra River about 18 miles to Banguid, the provincial town of Abra Province. We arrived in Banguid on a Saturday night, and on Sunday I proceeded the additional 7 miles I had to go on another raft.

I was told by the commanding officer of the troops in the province that the company of soldiers which had been occupying the town to which I was going for the past few months was just moving away. So it was that I took up my residence in a town in which I was quite unable to talk with a single individual save by means of a dictionary. I took up my school work the next morning. The schoolhouse I found to be a substantial one-storied building with a thatched roof, stone walls, a good board floor, and 15 or 20 hard-wood benches, each made for 5 pupils. The building was divided into two equal rooms by a stone partition; the boys had one of these rooms and the girls the other. There was only one blackboard, about 3 feet square, a box of chalk, and a quantity of ruled paper for writing exercises, besides a reading chart, in the schoolhouse by way of equipment. I found that some of the children had American slates, and also some had primers, which I learned had been distributed by the military authorities. There was a Filipino man teacher in the boys' school and a woman teacher in the girls' school who had attendance records, kept in Spanish, running back for some years.

Thus it appears that under the Spanish régime real attention had been given to school affairs, and even during the interval preceding the American occupation the schools had not been allowed to go out of existence. The friar in each town had had control of the school, as was shown by his signature on the retained copies of the old reports that I saw. Apparently not a great deal had been attempted in the way of instruction, since the only text-books that I saw were primers, catechisms, and elementary arithmetics. The Spanish friars used to have private classes in Spanish, and in the larger towns there were academies which offered instruction in Spanish only. In Manila there are still two large schools-one under the charge of the Jesuits, besides a school of medicine and one of law.

The first morning upon which I confronted the 70 or 80 little boys, each of whom had on a long shirt, while some had no more, found me with hardly a single point of contact with my pupils. They knew not a word of English and I knew hardly a word of either their dialect or of Spanish. As for the value of Spanish, the children virtually knew nothing of it, the teacher could use it only indifferently, and I found that there were only about a dozen men in the whole village, of about 4,000 inhabitants, who could carry on a conversation in it, and even they did not use the subjunctive mood with any degree of facility or accuracy.

From a drill on vowel sounds, accomplished by means of much sign language, the children proceeded to our consonant sounds, some of which proved to be extremely difficult for their tropical vocal organs. Then, by means of object and motion lessons, of endless repetition, of crude translation, and explanation, with the help of the Filipino teacher, through Spanish into Ilocano, the local dialect of that region, they read in the primer with a fair degree of understanding. Of course, the older ones-some of them were 16 years old-made the best progress, and at the end of the first school year they were finishing a first reader.

Writing exercises were the easiest for them all, and a number acquired considerable ability in drawing. Their sense of number was not very acute, save in exceptional instances, and, of course, geography and history were so abstract to them as to be difficult. Only four or five in the whole school had ever been outside of the province, which is no larger than most Illinois counties. They learn very readily to sing, taking up with avidity anything that was set before them, especially our southern dialect songs, and also our usual school songs. Committing to memory selections to be spoken at school or at an exhibition is a particular delight to them, and they have an aptitude for contests of that sort, with money prizes. They like drills also, and tableaux, and even plays. Holidays are naturally most pleasing to them, and to judge from the old school records they came frequently. The people kept all of the church days, of course, and all of the Spanish days. The harvest seasons—the rice-planting and rice-cutting seasons-interfered with continuous school work. The inhabitants of Abra Province, together with those of the adjoining provinces of Ilocos Norte and Ilocos Sur, are known as Ilocanos. That means today simply that they use the dialect called Ilocano, for while it is true they have facial characteristics and social customs which might tend to differentiate them from the Tagalos and Visayans, still those differences have so far disappeared that they would seem to be almost negligible for ordinary purposes. The existence of the barrier, however, of language, as well as that of the mountain chain or ridge or the sea, which almost invariably separates those speaking one dialect from those using another, has even to this day effectually tended to keep apart the ten or twelve larger divisions of the people, or the thirty or more subdivisions, if the lesser dialects be considered. Thus it is that there is