MUNICIPAL, PROVINCIAL, AND INSULAR SUPPORT OF SCHOOLS.

While the public school system as at present organized provides for primary and secondary instruction and for certain special schools, as yet no important step has been taken to make provision for higher or university education. This form of instruction in a very short time will be imperatively needed, since the students from the provincial schools of secondary instruction will have completed their courses, and many of them will require opportunity for further study and training. While it may be desirable to send considerable numbers to the United States, where, under the actual conditions of life, they may acquire a knowledge of American civilization, yet for the great body of Filipinos there must be provided in these islands all the opportunities for education which they will ever be able to enjoy. A university, therefore, organized to supplement the instruction given in the provincial schools will be demanded by the Filipino youth. They will need to be taught not only in those legal and historical subjects which will tend to enable them to comprehend and aid in the administration of the government under which they live, but also those practical sciences, such as civil and electrical engineering, chemistry and its numerous applications in manufacturing, and the various forms of mechanical work which lie at the basis of the material progress of the country, and such an institution it will be the duty of the government in the very near future to provide.

[From report of Fred W. Atkinson, General Superintendent of Public Instruction for the Philippine Islands.]

THE YEAR'S WORK.

The past year has been a busy one, and the educational movement has gone forward with great strides in spite of many difficulties entirely fundamental in character. Briefly, the tangible results since October 1, 1901, are:

A deputy division superintendent has been appointed for each province; 926 American teachers, including division superintendents and deputy division superintendents (the maximum number at any one time) have been engaged in school work, and thus instruction in the English language has been provided for in about 1,858 schools, in which it is estimated over 200,000 children are enrolled; 400 night schools for adults and those unable to attend during the day have been opened; high schools have been established in 23 provinces, with an enrollment of over 1,500; an encrmous quantity of schoolbooks, school supplies and a few thousand modern school desks have been distributed. Through the efforts of the division superintendents, whose duty it is to appoint native teachers, salaries of Filipino teachers have been increased, and a definite announcement has been made to them that the American teachers are here not to displace them, but to prepare them to take charge of their own schools. The Filipino teachers have received daily instruction in English, and in addition to this, when they have progressed sufficiently with the language itself, have been taught the common branches and the methods of teaching these. Vacation normal courses have been conducted in the various school divisions to train the native teachers. Courses in normal instruction are now provided for in the provincial high schools. Industrial instruction has not progressed rapidly, but the industrial school in Manila has at present a steady attendance of 149. Industrial instruction in rather an elementary way also forms a part of the regular work of the provincial high schools. Plans for trade schools in Benguet, Lepanto-Bontoc, and Paragua provinces are maturing, furthered by a regular appropriation for this work which is now available. As a means of preparing the Filipino for work in the signal corps, telegraphy is now a branch taught in the Manila trade school. The present number pursuing this branch in day and evening classes is 85. An art course has been

arranged for in connection with the Manila normal school as a preliminary step, it is hoped, to the establishment of a school of fine arts in the future.

Every portion of the archipelago has been visited by some member of the bureau and the peculiar conditions and special needs of these localities investigated. Circulars of inquiry have been sent out to the provincial governors, presidentes, superintendents, and teachers, and a mass of valuable data is accumulating. The needs and conditions of the different provinces, and in some cases the different parts of a province, have been studied carefully in order that the greatest amount of good may be given to those whom we have been set the task of educating. Transportation is an important factor. Very inadequate are the facilities of getting about in this archipelago, made up of several hundreds of islands, extending from north to south over about 15 degrees of latitude.

The church and religious affiliations, the seasons of harvesting, the customs and notions that have been handed down for centuries, and last, but not least, the natural inertia of the people, are all conditions which must be reckoned with and most carefully considered, necessitating different methods, different work, and different sessions in the school year in order to obtain the best results.

The following table gives some of the more important data concerning school divisions:

Number of school divisions....

Estimated total area, square miles..

Number of elementary American teachers in the field...

Number of American teachers en route or awaiting transportation

Number of secondary American teachers.......

Number of Filipino teachers appointed by division superintendents......

Size of teaching force, American and Filipino .......

Total number of American teachers and division superintendents in the field.

Total number of Filipino teachers (estimated)..

Number of children enrolled in day schools (more than).

Night school enrollment of past year (estimated).....

THE FIELD AND THE WORK.

THE FIELD.

17

114, 792

790

39

40

847

2,625

3,400

4, 247 200, 000 25,000

To give a complete survey of the field and the many factors which enter into the school problem would be very interesting, but would necessitate much time and space. A few extracts from reports will be given, showing in a measure some of the difficulties and the diverse features of the problem. As the center of the archipelago, and the portion most cosmopolitan in its make-up, work in the city of Manila is summed up as follows:

There are employed in the Manila public schools 48 American teachers. Of these, 5 are engaged in grammar school work with Filipino students, 9 are employed in the American grammar school, 1 is employed in the Chinese school, and the remainder are employed with Filipino teachers in the elementary schools.

Of the Filipino teachers employed in the city 80 are men and 64 are women.

Two

of them are engaged in giving instruction in drawing; 1 of the women is a leper and is engaged in teaching the inmates of the San Larazo leper hospital. In addition to the foregoing, 2 Chinese are employed in the Chinese public school on Calle Asuncion. There are maintained in the city 38 schools, including the American grammar school and the 2 graminar schools for Filipinos. In a few instances 2 schools are located in the same building, and the number of schools is therefore greater than the number of school plants, there being 30 of the latter.

On account of the prevalence of cholera at the opening of the schools on June 16, 1902, and its slow abatement, also on account of antagonistic ecclesiastical influences exercised during vacation, the schools did not receive the desired matriculation, but, contrary to the records of the preceding year, the number of matriculants has gradually increased, so that on August 30, 1902, there were enrolled in all the schools 3,014 students.

The following extracts from report by the division superintendent of the provinces of Ilocos Sur, Union, Lepanto, and Benguet may be considered as fairly typical of the diversity of conditions and difficulties throughout the archipelago. This division includes not only some of the most thickly settled and progressive portions of the country, but also includes some of the uncivilized fribes, the education of which presents difficulties greater than the work among the American Indians.

People.-The principal inhabitants of this coast plateau [of Luzon] are Ilocanos, They own, occupy, cultivate, and control the greater portion of the arable land in Ilocos Sur and La Union. Along the base of the mountains are a number of small barrios or "rancherias" containing Tinguianies, perhaps three thousand in number. Here we also find perhaps two thousand Igorrotes and less than two hundred Negritos. The latter are harmless, nomadic, and are rapidly dying off.

Ilocano.-The Ilocano, I consider, is the most desirable native in Luzon. He is kindly, domestic, not unreasonably ambitious, and seems well disposed toward Americans. While possessing perhaps less energy than the Tagalog, he more than supplies the deficiency by being satisfied to remain at home, till the soil, and edncate his children. In the last report of the Manila Normal I notice that Union Province is more strongly represented in its classes than any other province in the Archipelago.

In general physical characteristics the Ilocano does not differ from the rest of the coast people. His face is more pleasant than that of the Tagalog and his stature is perhaps a trifle greater. The home life of these people is peaceful and pleasant. There are, as in all countries, the two classes, rich and poor. Here, as in most countries, the rich man rules and exacts from the poor; but here, unlike the custom in many countries, the rich support the poor in time of need. The mendicant is seldom turned from the door. The common "rice paddy hombre" may feel reasonably certain that some of the good things of the fiesta will find their way to his table. These people are Christians, and have a language and grammar of their own. Spanish is spoken fluently by only the best educated class. In many sections people speak nothing but Ilocano. Their morals are reasonably good. In their dealings with each other they are honest. In method and business instinct they are certainly not American, but much of our criticism is unjust because based upon an imperfect knowledge of conditions and customs.

Perhaps the best quality possessed by the Ilocano is his peaceful disposition. He is not a warrior by choice. During the days of Spanish rule the Ilocano provinces were quiet and easily managed. Our own experience has been similar. The fighting which was done here was really forced upon the people by their warlike neighbors from the south. It is stated by Spaniards that during a former insurrection practically all Spanish troops were taken from the Ilocano provinces, the natives not being disposed to cause trouble.

The people commonly included under the term "Ilocano" may be divided into three classes. The first, and I believe the most substantial class, consists of the pure blood natives. The next class in point of desirability is the Spanish-mestizo. The third class, and the one with which I have experienced greatest difficulty and the members of which show least inclination to accept the American idea, is the Chinesemestizo.

The pure-blood native Ilocano is a rather sturdy individual. He is satisfied to work and confine himself to practical things. His ability is not less than that of the other two classes mentioned, as is shown by the advancement made by the native children in school, as well as by the business and professional ability of men of this class who hold prominent positions in the provinces.

The Spanish-mestizo seems to have so much of history and tradition inseparably connected with him that he is able to acquire new ideas only after a thorough course of forgetting.

The Chinese-mestizo is an exceedingly difficult fellow to manage. He combines the keenness and stolidity of the Chinaman with the smoothness and secretiveness of the native. The combination is not a particularly pleasant one. The greater portion of the trouble that Americans have experienced in these provinces has been caused by this class.

*

* *

The capacity of Tinguianies for education is unknown, schools not yet having been established among them. My impression is, however, that they can learn easily. The Tinguianie is not an aggressive person. He does not impress me as one who would contend strongly for his rights. This is perhaps the reason why he clings to the low foothills between the Igorrotes and Ilocanos. He is satisfied to be allowed to remain alone. His face, though pleasant, indicates a lack of the aggressive element necessary for a successful contest among opposing races.

* * *

Towns.-The provinces of Ilocos Sur and Union are somewhat overpopulated. All through these provinces the people are collected into centers having an average population of 10,000, with an average distance of 4 miles between centers. These towns are practically all built along the coast wagon road, which follows the general direction of the coast line and runs the entire length of the division. The towns are built upon the plan which is general throughout the islands, the poblacion or central pueblo regularly laid out, usually containing good brick or stone buildings, and barrios scattered all around the center.

My impression is that the towns of Union are generally more prosperous than those of Ilocos Sur. This is partly due to the fact that this province was not so impoverished by war as was Ilocus Sur and partly to the fact that the soil of Union is deeper and richer.

Schools. The progress of school work in the coast provinces during the past six months has been entirely satisfactory. Presidentes, with a few exceptions, are interested in school work, and every town has a comfortable schoolhouse, fairly good furniture, and a compulsory school law. Local school boards have been organized and are proving helpful. The last vestige of church opposition has been removed. In almost every town the padre is actively interested in school work. In several towns padres assisted at opening of school after vacation. In some towns church bells are rung so as to serve as calls to school. The people seem genuinely interested in the work, and have evidently accepted the idea of English as a common language.

The most valuable work in this direction has been done in the night schools. With few exceptions the attendance in these night schools has been made up of the principales of the town. In many towns the entire municipal government, presidente, vice-presidente, treasurer, and consejales have attended. In this way American influence is brought to bear upon a class of people which can not be reached in any other way. Classes for business men are contemplated in a few towns.

School attendance is strong and steadily increasing. The complete organization of schools is being perfected, and in most towns the school is the central feature. Almost without exception American teachers are deeply interested in the work. Only one complaint of dissatisfaction with station has reached me. In this case the teacher, who complains of heart trouble, wishes transfer to station with another teacher. This transfer has been recommended.

Native teachers are generally satisfactory. The exceptions are the old ones who come down to us from former times, and whose retention is necessary because of popularity in community. Progress made by younger teachers is remarkable. Some of them speak English almost perfectly, teach like Americans, and are full of ambition. In another year many of these teachers will be qualified to take charge of schools. The normal institute was particularly helpful to these teachers. Teachers' classes also assist materially.

*

*

*

I am of the opinion that the greatest improvement which has been effected in school work in this division during the past six months is in the case of native teachers, particularly those of the barrio schools. I found a great majority of these teachers absolutely worthless. Many of them, while regularly appointed, had never seen an American, and had no idea of the proper manner of conducting a school. Not 5 per cent of them understood a word of English or showed any disposition to learn.

This condition has been radically changed. The American teachers almost without exception deserve great credit for effort in this direction. Teachers' classes have been organized in the central pueblo, and native teachers have been compelled to attend and study. A knowledge of English is rapidly becoming an indispensable qualification. Teachers showing no disposition to learn are dropped. The country is full of desirable young men and women eager to teach.

I wish particularly to commend the work and attitude of American teachers in this division. From the beginning I have accorded them the greatest degree of latitude consistent with good conduct. In hardly any case has this been abused. They have worked hard and effectively. Perhaps the best results have been accomplished in the direction of organization and conciliation of antagonistic elements among the natives. The greatest effort has been expended upon organization. The endeavor has been made, and with general success, to make the school the strongest and most fashionable institution in the town. In order to accomplish this it has been necessary to work in a number of directions. In the beginning I proceeded upon the assumption that all padres, presidentes, and ilustrados were antagonistic, but necessary to our success. Indifference is the worst we have encountered from the common "gente."

The above-described condition has been entirely changed. The work of conciliation has been ably performed by the teachers. As before stated, padres are with Presidentes are not so favorable generally, but are assisting us materially. Their activity in enforcing compulsory school laws has gone far beyond expecta

us.

tions. Our hardest work has been with the "ilustrados," particularly Chinesemestizos. For a long time they were disposed to stand aloof and criticise. This disposition was not apparent in Vigan. I am pleased to note that during the month of June the boys' school of Vigan has added to its rolls more than 100 of this class. Great gains have also been made in provincial towns. The following increases during the month of June are so great as to deserve special mention: Vigan, boys, 127 to 293; Magsingal, 286 to 358; Santo Domingo, 158 to 315.

* * *

The only solution of the problem of education in the mountains which I can offer is the industrial school. One of these is to be established at Baguio, Benguet; one at Cervantes, Lepanto, and one at Bontoc. In these schools the elements of an English education should be taught, but only to make possible the teaching of more important things. Our endeavor should be to impart simple practical knowledge. I believe the future of the Igorrote should be properly confined to his little farm. In him I see no possibilities beyond. Business and professional men of all kinds may reasonably be expected from the coast people. I believe that the best we can do for the Igorrote is to make him better satisfied with his present occupation.

[Another report reads:]

The conditions in Sorsogon Province are not so favorable. There the country is unsettled, and the indications are that it will remain so for some time. In general throughout the province the schools are in rented buildings, and these are very inferior to those of Albay Province. There are no roads throughout the country, and money is quite scarce, hence repairs will be slower than in other provinces. The anting-anting brigands are still active, and at the present time the country is much stirred, owing to recent attacks on different towns. This makes the outlook for next year's work rather dark, as I am assured that if the present activity continues it will be unsafe for teachers to remain in some towns. During my visit to the province a town in which I was spending the night was attacked by fanatic bolomen while I was there, but they were driven off, leaving some dead and wounded and five of their number as prisoners. Since my return I am informed that a party of Filipinos in the constabulary was set upon and literally cut to pieces by the bolomen. Notwithstanding these conditions, there is no complaint from the teachers of that province.

The newly elected governor of Sorsogon, Señor Monreal, is apparently much interested in schools, and I have reason to believe that he will live up to his statements. The former governor was unpopular throughout the province, but the new governor seems to have the confidence and respect of all parties. He has pledged his sympathy and helpfulness, and already has done much to help us.

The province of Ambos Camarines is probably in a worse condition than either Albay or Sorsogon, for while those provinces are wealthy in hemp, Camarines must depend almost entirely on the cultivation of rice. The recent death of nearly all the carabaos and cattle has left the province in a bad condition financially. Great poverty exists among the people in some sections, and this has somewhat interferred with the attendance of the children at school, as they have been compelled to assist in the struggle for bread. Apart from this the results have been very satisfactory, All of the civil officials, and practically all of the military officials, from General Grant down, have personally expressed to me their high appreciation of our work. The character of the buildings used for schools is probably below the average of other provinces, and in some cases we can hardly hope for much improvement for some time to come, as many of the municipalities can not raise enough money to keep up their running expenses.

* *

The people of this and the other provinces, as a general rule, are very anxious for schools, and many cases where parents have made sacrifices to send their children to school have come to my own notice, and I am confident that they appreciate their privileges.

For the benefit of those who wished to study English and could not attend the day schools, night schools were established throughout the division and at first were well attended, but the attendance gradually fell off until most of them had to be abandoned for lack of interest, but I think this is not due to any fault of the American teacher. * *

*

The moral tone [of the American teachers] is on a high level, except in a few cases. I have heard rumors of some immorality, but have no reliable evidence, except in one case and this case was soon adjusted.

I have personally found teachers smoking in the schoolroom, and I am informed that one at least of the American teachers is gambling continuously with the padre of his pueblo, but I could not find reliable proofs, although I am reasonably satisfied that it is a fact.

Some of the Filipino teachers have made excellent progress, but a few of them