an attendance of 150 pupils. Matriculations were kept open until the enrolinient had reached 288, representing 40 towns from Panay, 6 from Negros Occidental, and 1 from Romblon. Owing to the bad weather, very largely, the average attendance was kept down to about 250 for the month of August.

The greatest enthusiasm prevailed throughout the school among teachers and pupils. A literary society was formed, made up principally of the best pupils in the school, which has assisted very greatly in maintaining an interest and spreading the reputation of the school. Following out a suggestion made to the presidentes, many pupils formed clubs for the purpose of reducing living expenses, and just before the outbreak of cholera arrangements were under way to accommodate 100 members with a Filipino and an American teacher in charge of the club. With the outbreak

of the cholera about August 28 the pupils began to leave, obeying the urgent requests sent in by parents for them to return. On September 2, in compliance with request made by board of health, the school was closed until cholera situation was so well in hand that the danger was practically over.

As these provincial high schools draw their students from all over the province, and in some cases from neighboring provinces as well, provision has been made by the provincial or municipal authorities in many cases for dormitories for the pupils, or for the provision of suitable board and lodging at a reasonable price on the club plan. These arrangements are made by the provincial or municipal authorities, but the teachers of the school have general oversight of the quarters.

INDUSTRIAL AND AGRICULTURAL INSTRUCTION.

In some parts of the islands, particularly in the provinces of Benguet, Lepanto, Bontoc, Nueva Vizcaya, and in Mindanao, the nature of the tribes makes especially important the instruction along industrial and agricultural lines, rather than along the lines of ordinary primary instruction. Consequently the provincial schools to be established in these places will conform largely to these necessities. In many of the high schools these branches will be given as regular courses, but the work will naturally proceed along more advanced lines in the civilized and more highly educated provinces. The following extract from a letter in reference to the industrial work at Iloilo will give a view of the latter conditions:

In asking what courses should be included at the beginning, the consensus of opinion was that carpentry, blacksmithing, mechanical and architectural drawing, woodworking, and machinery should be put in at once. Special emphasis was laid upon the last. A number of business men said it was by far the most important, as at the present time it is necessary for the haciendero to send to Manila whenever a piece of his machinery breaks for a man to go out to his hacienda to see what is the matter, and thus is often caused a delay of days and sometimes weeks.

The editors in Iloilo make a strong plea for the immediate establishment of printing. They say that they have to send to Manila for Tagalog printers; that these Tagalogs refuse to teach the Visayans their trade, and consequently much ill feeling is aroused. They wish this taught their own countrymen as soon as possible. Its worth as an educational work will be great; however, it is not of prominent interest as are the courses in carpentry, blacksmithing, woodwork, etc.

A view of conditions in the Igorrote provinces illustrates the opposite extreme of industrial work. In forwarding plans and specifications for a building to be erected to accommodate a combined agricultural and industrial school for the province of Bontoc, the division superintendent gives this interesting information:

The province is entirely mountainous and reached from the coast by a single trail, passable for horses and in very good condition.

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The entire province is inhabited by Igorrotes. So much has already been written about the Igorrotes that I shall not encumber this report with attempts to describe their habits or customs. It lies within the scope of the report, however, to say that they are not in any social condition to be benefited by any attempts to educate them along the lines laid down for the more civilized tribes of Filipinos. They are centuries behind the other races in race development.

I think it would be wise, in entering upon a plan to educate the Igorrote, to take account of the backward condition of the race and adapt the methods to the needs. Their homes are wretched and filthy. Their habits of dress and eating are shiftless

and unsatisfactory from a civilized point of view. Their filthy personal habits can not but breed disease. Their methods of providing the means of livelihood are primitive. They are, however, industrious in a measure and their conditions may be improved by very simple industrial and sanitary instruction.

For this reason I believe the school suggested herein is the most feasible plan for undertaking their improvement. The plan recommended to build or establish in Bontoc, the capital of the province, an industrial school which will accommodate about 150 to 200 boys and perhaps half as many girls; to provide for the pupils to live at the school under the control of an American teacher who shall have the responsibility of their supervision, both as to their studies and their living, cooking, eating, clothing, etc.; to teach them by actual direction the better ways of living, possible under their circumstances, seems the most hopeful way of bettering them by means of education.

Their soil is productive and the climate is as good as any on the archipelago. Their chief products at present are rice and a kind of sweet potato. They display rather remarkable understanding and diligence in the cultivation of their rice. The tillable land is all in very steep and narrow mountain valleys. The Igorrotes have terraced the sides of these valleys, building up the sides of the terraces with stone walls and directing the small mountain streams into them in such a way that all the rice land is admirably irrigated. The sweet potatoes are cultivated on the sides of the mountains and are produced in abundance. The soil and climate are such as would make a great variety of products possible. There is already grown in various places a small quantity of cacao and coffee. There is no reason why live stock should not thrive, as there is an abundance of grazing and water.

The following is an extract from the letter of Mr. Smith accompanying the estimates for the school:

"There is much in the furnishing and equipping the school here that can be made in Bontoc by the boys and girls, and of materials that can be secured by the natives; the boys and girls can have the same things in their homes when they leave school if they so desire. In this line are the dishes and beds. We will have only to ask the Department to furnish us with knives, forks, spoons, blankets, and domestic (cloth). It is estimated that we will need 100 each of knives, forks, and spoons; 1,000 yards of domestic, 100 blankets, 2,500 yards of cloth for clothing, which could be made up by the school. I think pine-tenths of all the work can and should be done by the pupils of the school, and that everything should be made of material that can be obtained by the native and is within his reach in his present condition. It is my idea to have the school make as many as possible of the things needed and used, and to have the life of the pupil approach as near that of the civilized man as is practical for the Igorrote under the present conditions of the entire people. "I think that the Department ought to be asked to furnish us with at least 50 sheep, 50 goats, 10 cows, 10 carabaos, 10 mares, and 10 pigs."

The variety of natives in Mindanao of the lower types of civilization gives rise to peculiar conditions and leads to a consideration by the division superintendent of the industrial work there, as follows:

I believe the introduction of industrial education among the regular Christian or Filipino population to be feasible, but attended with many difficulties, chief of which is the Filipino mental attitude toward work. The line of least resistance with the older pupils will run along the industries and occupations held in most esteem by their parents. These vary in different localities, but never include the work done chiefly by the pagans of the region involved-much less that done by the Mohammedans. In Cuyo Mr. Stone has found a satisfactory beginning in pottery, and I expect Mr. Tarbox to find this same line satisfactory in Cagayan. In other localities other industries will form the center. The cultivation of the soil should begin with the things the growing of which is esteemed by the people, even if this confines us to floriculture, as it will in certain localities. This can be followed with the introduction of new things, and in the course of time we may hope to reach the proper cultivation of standard crops, in one locality camotes (which can be indefinitely improved), in another cassava (which is far from its best development here), and so on, in each case adapting the work to the local needs. The work for the big girls is already laid out in most places, and consists in sewing, needlework, fancywork, and in some cases weaving. This furnishes a basis for a beginning. Girls also take an interest in gardening, especially flower gardening. The little children do not feel so much the home prejudices and they can be handled more easily. Pandamus leaf work will be found very interesting and valuable to them, if wisely handled. The simple weaving of mats will soon tire them; but the mat work can be made into an

endless variety of beautiful and useful things of which these people know little. Grasses and various fibers will be useful in similar lines and developments.

The "New Christians" have no prejudices against work, and they are anxious for help. All we shall have to trouble about with them is the decision as to what would be most profitable to them and how to give it them. They are very largely agricultural people, and their form of industrial education should be governed accordingly. The various Moro tribes vary greatly in their manners of life, and consequently in their needs. At Zamboanga their work must be largely mechanical. In Jolo and the regions roundabout the mechanical and the agricultural elements should be combined. I am longing to get into the region of Lake Lanao, as I feel confident we can help the people there. Their needs seem from this distance to be largely agricultural, as are their tastes. But for the present we can do so little for the Moros that they hardly need be taken into account in forming general schemes for immediate action.

The pagans are nearly all agricultural peoples, although in other respects they differ greatly. We have done absolutely nothing for them as yet, and shall be able to do so little for the present that they, like the Moros, need not enter into our general calculations.

The first and most important item in the equipment needed is the mental equip ment of the teacher. This applies especially to the American teacher. That teacher who fails to recognize in this the most serious and important work he has to do will hardly do anything worth the doing. Next to the attitude which will lead a teacher to give this work his most serious attention and constant thought is knowledge of the details of such work and skill with the hands. In most cases we must trust the Filipino teacher to furnish these, while the American teacher furnishes general guidance and enthusiasm. We shall have to bear in mind that the Filipino teacher shares the general Filipino prejudices on the subject of work, and needs encouragement to feel the importance of what he is set to do.

The equipment in the way of tools and apparatus required can not be determined till we know exactly what is to be done in the several localities. For pandanus and allied work the teacher ought at least to have a pocketknife worth a quarter-two or three such knives will be found convenient and useful. A few "Diamond dyes" will be required, but it will be possible to pay for these out of the product of sales of manufactured articles in nearly all cases. A sewing outfit, with such material as it will be necessary to buy, will average probably a cost, by the year, of 50 cents (United States) per girl; but the details of this requirement can be made out by others better than by me. A dozen mattocks or pickaxes, a dozen hoes, two rakes, and two spades will be found a fair outfit with which to begin gardening. Of course seeds, in addition to those to be found in the immediate neighborhood, will be needed soon. A pocket knife is a good tool with which to begin wood carving. Pottery work can be done without a wheel, but this latter will be found very desirable before the work has progressed far. Bamboo splints can be made into additional tools with the help of a knife only. Should clay work develop along artistic lines, as I have no doubt it will in some cases, essentially no additional tools will be required except those which can be made by the artists themselves. As to the necessary kiln for burning clay work, I shall have to refer you to Mr. C. H. Stone, who has had experience in that line in this division. Finally, let me express my strong conviction that it is very desirable, from the educational point of view, to do this work with the simplest practicable apparatus and tools, and to give preference to that which can be made on the ground with ordinary everyday tools.

NIGHT SCHOOLS.

Within the past year great progress has been made in the education of adult Filipinos in English and the common branches by means of the night schools which have been held throughout the archipelago. The first night schools were opened in the city of Manila in September, 1900, and they were so successful that with the establishment of regular day schools in the provinces in the first half of 1901 steps were taken to provide for night schools as well. The salary at this work was fixed at $15 a month for conducting evening schools an hour and a half three times a week and is paid by the insular government. Outside of the city of Manila the night school-teachers were almost invariably the regular day teachers, but in the city of Manila the services of a considerable number of well-educated civil employees in the various government offices were obtained, together with some regular day schoolteachers as instructors and principals.

The growth of these schools has been rapid, and at the end of the last school year in nearly every town where there was an American there was at least one night school. During the year ending with June, 1902, 484 teachers had taught night schools. Of the teachers who have separated from the service 71 had taught night schools, leaving approximately 413 individual night schools conducted for a longer or shorter portion of the school year. Of this number probably 300 had been in operation during the school year. The enrollment, being reported only to the division superintendents, is not accurately known at this office, but is between 15,000 and 20,000, with a high average attendance.

The city of Manila bears all the expenses of its night schools, including salaries of the American teachers. [A list gives the night schools of Manila during the last half of the school year just passed showing a total of 84 teachers, with 2,057 students enrolled.]

Some of these schools, notably the Victoria night school, teach higher arithmetic, geography, history, bookkeeping, stenography, typewriting, and telegraphy. In these advanced classes the Filipinos are being prepared for the civil-service examinations while at the same time carrying on their daily work as before. Already a considerable number have taken civil positions, their qualifications including bookkeeping, typewriting, and even stenography, and many others are working industriously toward the same goal.

In the provinces the instruction in English is the principal subject, and in connection with the learning of the language the common branches are taken up, both as a direct help in the teaching and as additional training. In this work the pupils are constantly drilled in conversation, and in reading, writing, and spelling the language. The people attending these night schools represent every occupation, from the poorest field laborers to the presidentes, and even the provincial governors in two or three cases, all with a practical object in view in studying the English language. The interest shown in these schools by the older persons, less to be expected than in the case of children, is deep and continued.

[Letters quoted by Superintendent Atkinson show the difficulties the superintendents encounter. One writes as follows:]

The great weakness of the system of instruction as practiced in the public schools of this division is lack of supervision of the work of the native teachers. Each Filipino teacher has his or her own classes, sometimes in the same room with the American teacher, but more frequently in a separate room. The American has his own classes also, and his entire time is given to personal teaching, without intermission. True, the American may sometimes take the class of the Filipino, but in that case the latter takes in exchange the class of the former. Both are busy the entire time. The American teacher has no time nor opportunity to observe and criticise the work and methods of the native, and the native entirely lacks opportunity of learning by observation of the methods of the American.

* * *

My solution of the difficulty is to relieve the American teacher of regular teaching, so that he will not be tied down to a class of children every moment of his time, and thus enable him to make his work supervisory. To do this it will be necessary in many cases to employ additional Filipino teachers. The American teacher then must visit constantly the different departments of the school, each of which is under a native teacher, carefully observe the work and methods of the latter, and make notes, either mentally or in writing, of the errors in speech, method, and management. In most cases he will not criticise the teacher before the pupils, but will do so in the teachers' class, or in some cases privately, after dismissal. At times, however, it will be necessary for the American to make a correction, tactfully and considerately, in the presence of the class. At times the method will be so faulty that the supervising teacher will politely request the class, and will proceed to teach the matter in hand by the correct method, the native meanwhile studiously observing the methods of the American. There may be certain subjects which the American teacher should teach personally, and if so, he can do so.

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The main point is to arrange it so the American teacher can teach as much or as little as the circumstances may seem to require from day to day, and devote the remainder of his time to careful study and supervision of the work going on under the native teachers.

AMERICAN TEACHERS.

No better presentation of the varied aspects of the teacher's life and work in this archipelago can be presented than the following paper on "The American teacher in the community," read before the American Teachers' Institute at Cebu, June 16, 1902, by John A. Staunton, jr., the deputy division superintendent for the province. It was particularly valuable on account of a large number of teachers being present who had recently arrived in the city of Cebu on the way to their stations. The conditions described may be considered as typical of the larger part of the archipelago, and the attitude of the writer is equally characteristic of the spirit in which the problems have been approached by the large majority of the teachers and supervisors. * The American teacher comes to these islands not as a contract laborer but as a representative of the Government in one of its branches; he stands for all that is included in the word citizenship, and he is concerned with all that is human.

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And he comes to educate. If there ever was a place where the schoolmaster's art has been thrown sharply into contrast with education in its true meaning it is here in the Philippine Islands under the Spanish Government. For the Spanish occupants of the islands, whether civil or ecclesiastical, never sought to draw out what there is in the native, but to put that into him which, like an embalming fluid in a corpse, would preserve him from corruption, indeed, but would never make him a master either of knowledge or of himself. The obvious advantage of this system from the Spanish point of view was that it postponed indefinitely the day when the Filipino would become master of his masters. Upon his arrival in Cebu a point of departure in methods of teaching may be profitably noted by the American teacher by attending a session in some barrio school where the Spanish system has not yet been discarded. The parrot-like recitation in concert from a text-book which admits of but little variation from this method will make the newly arrived teacher appreciate to the full the advantages he has to offer. Born of the contrast he will have a new enthusiasm for the object-lesson method; he will newly appreciate both its utility and its necessity. He will better understand that the servile work of a master in the old sense is not to be compared in dignity with the work of an educator, and that he is an educator. And so, believing in himself and his work, the American teacher will enter the community which for two years at least is to be not simply his residence, but more than likely the scene of a struggle against ignorance, conservatism, and indolence which will demand all of his knowledge, tact, and ability.

One Filipino community is very much like another, and yet, in respects, there is a very great difference. Nothing is more noticeable to one who travels about this island of Cebu, for example, than the conformity to a common type in the arrangement of most pueblos. A large church of stone, with tiled roof, faces a plaza in the center of the town. To one side, and frequently connected with the church by cloisters, is the convent, or residence of the clergy. On the other side of the church, perhaps, or at no great distance from it, stands the tribunal, the town hall of the municipality; and on the other side of the plaza the schools-one for boys and another for girls. In each town the elected officeholders-the president, vice-president, treasurer, secretary, and councilmen-officially regulate the municipal affairs, and, in perhaps the majority of cases, are themselves unofficially regulated, or at least largely influenced, by the parish priest who dominates the community very much as the church dominates its buildings. On every Sunday and festival the people, almost to a man, flock to church where the priest sings the mass. The parish priest alone among the residents of the pueblo enters every house and comes in direct contact with every individual; he marries, he confesses, he gives holy communion to each soul in the village; and in each household if there is not a birth with almost immediate baptism in the course of a year, there is at least a death with the necessity for immediate burial and the rites of the church. The padre necessarily dominates the town, and he will as long as the people are Catholics.

[After adding that it is no part of the teacher's business to attempt to disturb this relationship between priest and people but to recognize it fully and conduct himself accordingly, with all the tact he is capable of, the author proceeds to point out that there are differences between Filipino communities as well as uniformity. The uniformity in municipal government, in public and church buildings, and in religious observances throughout the islands is due, he says, to outside influence, while the differences in customs and habits between different communities are due to the natural characteristics of the natives themselves, who, as a rule, do not care to leave their homes and travel about, but prefer to remain isolated in their villages, content with their own ways, which thus become in a manner peculiar to each pueblo. He then goes on to say:]

Perhaps some one will be surprised, however, to learn that in making the circuít of this island of Cebu one will be accosted with several different forms of native salu