HoUinger Corp. pH8.5 1" 6' T ANCE SHEETS UNITED STATES BUREAU OF EDUCATION. I'TKK FROM TUK RKPORT OF THE (^OMMISSIoNKU OF EDUCATION For 1S99-1900. Chapter XXIX. EDDCATION IN THE PHILIPPINES, CUBA. PORTO RICO, HiWAlI, AND SAMOA. WASHINGTON: GOVEHNMENT PRINTING OFFICE, 1 « (1 1 . \ ^'k-Ji^- R EDUCATIOJS' OF THE FILIPINOS. 1635 AuiVK, .Josk. Album de las diferc'utes razas de Mindanao. Manila, Fototipografio de J. Marty, 1899. [Instantaneous photographs of the Inhabitants of Mindanao.] Bagnios o tifones de 1894. Estudio de lo.s mismos, seguido de algiinas conslderaciones gcnerales acerca de los caracteres de estos meteoros en el extremo Oriente. Madrid, 1805. pi. chart. 180 pp. (Observatorio de Jlanila. ) Alvarez, GUEKRA Ji'AN. Viajes por Filipinas. De Manila a Marianas. Madrid, 1887. 307 pp. 12°. De Manila & Albay. 318 pp. 12°. De Manila A Tayabas. 388 pp. 12°. Alv.\rez y Tejero, Lui% Prudencio. De las islas Filipinas. Memoria eserita y publicada. Valen- cia, 1812. 92 pp. 8°. Aknual Register, for the year 1763. London, 1782. 8°. (Siege of Manila.) Arag6n, Ildefoxso. Descripci6n geogrdfica y topogr&fica de la isla de Luzon, o Nueva Castilla. Con las particulares de las diez y seis provincias 6 partidos que comprehende. Manila, 1819-1821. Arias, Evabisto Fernaxdez, Fr. Memoria hist6rico-cstadi.stica sobre la ensenanza secundaria y superior en Filipinas; eserita con motivo de la exposicion colonial de Amsterdam por en- cargo de la subeomision de estas islas. Manila, 1883. 4°. 29 tables. Puralelo entre la conquista y dominacion de America y el descubrimiento y pacificacion de Filipinas. Madrid, 1893. 8°. Barrantes, V. El teatro tagalo. Madrid, 1889. 299 pp. 8°. Balbas Y Castro (Tom^s). Minas de cobre de Lepanto. Manila, 1861. Beauregard, Olivier. Anthropologie et philologie aux Philippines. (Bull, de la Soc. d'anthropol. de Paris, ser. 3, vol. 10, pp. 482, 515. ) Belloe y Sanchez, Vicente. Los misioneros en Filipinas, sus relaeiones con la civilizaeion y dominacion espaiiola. Madrid, 1895. 55 pp. 16°. Bergjiann, — . Der malayische Archipel im Lichte des Zeitalters der Entdeckungen. (Das Ausland, Jahrg.G6: 357-360; 375-378; 391-393. 1893.) Best, Eladon. Prehistoric civilization in the Philippines. The Tagalo Bisayo tribes. (Journal of the Poly-iesian Soc. Vol. 1: 195-201. 1893.) Blanco, Manuel, Fr. Flora de FilipiTias scgiin el sistema sexual de Linneo. Manila, 1837. En la imprenta de St". Tomds. (Different parts, 1845, 1877, 1878, 1879, 1880, 1883.) 4 vols. test. 2 vols. pi. Blumentritt, F. Ascension du volcan Apo, dans I'ile de Mindanao, par le docteur B. Schadenberg et le docteur O. Koch. (In Sociote academique indo-chinoise. Bulletin, 2 ser.. Tome 2: 496-rOl. Paris, 1883-1SS5.) Breve diceionario etnograflco de Filipinas. Manila, 1889. Das Stromgebiet des Rio Grande de Mindanao. Mit Karte. (Petermann's Mittheilungen, v. 37: 108-114. 1891.) Aufstand a. d. Philippinen. (In Anschluss a. d. japanesisehen Krieg.) (Botanisches Cen- tralbl., 70. B. pp.213.) — Der Ahnencultus und die religiosen Anschauungeii der Malaien des philippin. Archipels. Wien, L. C. Zamanski,1882. 4°. 45 pp. Der Aufstand auf den Philippinen. (Geogr. Zeitung, vol. 2: 545-547) or (Globus, vol. 70: 213. 1895.) I)ie Erschaffung der Welt und der ersten Mensehen, nach der Schopfungsgeschichte der alten Philippiner. (Globus, vol.63: 146.) • Die Filipiner als Herren im eigenen Hause; eine ethnographisch-politische Studie. ■ Die Ilongoten (Luzon). Nach den Missionsberichten. (Globus, vol.64: 165.) Die religiosen Anschauungen der Bisayas und Tagalen. (Oesterr. Monatsschr., vol. 19: 45.) Sitten und Briiuehe der Ilocaner auf Luzon. (Globus, vol. 51: 359-361,376. 1887.) ■ Streiflichter auf die philippinische Revolution. (Oesterr. Monatsschr. ftir den Orient, vol. 23: 109-113.) , translator. (Plasencia, Jnan de.) Die Sitten und Briiuehe der alten Tagalen. MS. d. J. de Plasencia. Herausg. von T. H. Pardo de Tavera. (Zeitschr. fiir Ethnologic, vol. 25: 1, 21. Berlin, 1893. Smithsonian.) Organisation communale des indigenes des Philippines placees sous la domination espagnole. Traduit par A. Hugot. Paris, 18S1. 11 pp. (Bulletin de la Society academique indo- chinoise.) ■ Ueber die Namcn der malaischen Stiimme der philippinischen Inseln. (Globus, vol. 97; 334-337. Bride, Capt. Ch. La guerre hispano-americaine de 1898. Avec de nombreux croquis dans le texte. Paris, 1899. 275 pp. Maps. — '- — La guerre hispano-am6ricaine, ses origines; la lutte; le traits de Paris; I'insurrection de 1895- 1898 . . . Brijac, Jean Leopold Emile. Precis de quelques campagnes contemporaines. La guerre hispano" americaine. Paris, 1899. 1636 EDUCATIOiq' KEPORT, 1899-1900. Cabeza y Pepeiro (A.). La isla de Ponap(5. (Carolinas.) Geografia, etnografla, bistoria. Manila, 1895. (4°, con mapas 6 ilustraciones.) Campo EcHEVAERiA, A. del. Espana en Oceania. Descripcion hiatorico-geografica y estadistica de nuestras posesiones en aquella parte del mundo; religi6n, usos, costumbres de sus habi- tantes . . . Santander, Planchard, 1897. 8°. 152 pp. CaSamaque, rEANCisco. La province de Zambales de I'ile de Lufon. Traduit de I'espagnol par A. W. Taylor. (In So& academique indo-chinoise. Bulletin, 2" si5r., tome 1: 154-169. Paris, 1882.) editor. Memoria sobre Filipinas y Jolo, redactada en 1863 y 1864 ^or el Excmo. Seiior D. Patricio de la Escosura. Madrid, 1882. Canga, ArgiJelles y Villalba Felipe. La isla de Mindanao. Conferencia. (In Boletin de la Sociedad geogriiflca de Madrid, vol. 22: 226-262. 1887.) La isla de la Paragua. (Bol. de la Soe. geogr., vol. 23: 205-243, 1887; vol. 24: 43-88, 1888.) La isla de la Paragua. Estudio geogrdfico politico-social. Madrid, 1888. 88 pp. 8°. Centeno y Garcia, Josii;. Memoria geologico-minera de las islas Filipinas. Madrid, 1876. (Folded map.) viii 61(3) pp. Clemente (M.). La Venganza de Fajardo. Relato historico. (Manila, 1621.) Madrid, 1898. 8°. CoMYN, TOMAS DE. Estado de las islas Filipinas en 1810. Madrid, 1820. Cornish, Sir Samuel, and Draper, ,S7?- William. A plain narrative of the reduction of Manila and the Philippine Islands. London, 1781. (In The Field of Mars, vol. 2.) ■ Letter from Manila Bay. Ibid. Cosmopolis, vol. C: 475-488: L'insurrection des Philippines. By E. Planchet. 1896. vol. 17 (1897): 475. Delgardo, Juan J. Historia general sacroprofana politica y natural de las islas del poniente llamadas Filipinas. Manila, 1892. Drasche, E. v. Datos para nn estudio geologico de la isla de Lnz6n. Folded map. (In Boletin de la comision del mapa geologica de E.spana. Madrid, 1881. Fragmente zu eiuer Geologic der lusel Luzon (Philippinen). Mit einem Anhange iiber die Foiaminiferen der Tertiiiren, etc. Wien, 1878. Geological papers on Luzon. Verhandlungen, Jahrg. 1876: 89-93 and 251-2.55 (Kai.serl.-konigl.- geolog. Reichsanstalt, Mineral. Mitth., 157-166. Wien, 1876.) Elera, C. de, dontinico. Catalogo sistematico de toda la fauna de Filipinas conocida hasta el pre- sente, y A la vez el de la coleccion zoologica del museo del Colegio-Universidad de Manila. Manila, 1895-96. Fabie, a. M. Ensayo historico de la legislacion espaiiola en sus Estados de Ultramar. Madrid, 1897. Feced (P.). (Quioquiap.) Filipinas. Esbozos y pinceladas. Manila, 1888. Foreman, John. The Philippine Islands. A historical, graphical, ethnological, social, and com- mercial sketch of the Philippine Archipelago and its political dependencies, with maps and illustrations. 2d cd. New York, 1899. Frenzel, a. Mineralogisches aus dem Ostindischen Archipel. (Jahrb. der Kaiserl.-Konigl. geolo- gischen Reichs-Anstalt. Mineralog. Mittheil.: 302-304. Wien, 1877.) Gonzales y Martin, R. Filipinas y sus habitantes, lo que son y lo que deben ser. Bajar, 1896. 287 pp. 8°. Great Britain. Calendar of Home Office papers of the reign of George III, 1760, 1765, contains papers relating to the capture and restoration of Manila by the British. Foreign Office. Miscellaneous series 1887. Report on native manufactures in the Philippines. London, 1887. Gumma y Marti, Alfred. El Archipielago Dondi.i, el nombre de Luzon y los origenes del cristia- ni-smo en Filipinas. (Bolet. de la sociedad geogrAficade Madrid, vol.39: 21—16. Madrid, 1897.) Heger, Franz. Goldgeriite von den Philippinen. (With plate.) (Mitth. d.Anthroplog.Gesellschaft, Wien, vol. 22: 216-220. 1893.) Iles Philippines, extrait d'un ouvrage public a Manila. (In Nouvelles annales des voyages. 2» .ser. Tome 12: 1-12. Paris, 1879.) Jacquet, E. Considerations sur les alphabets des Philippines. Paris, Imp. Royale, 1831. JAGOE. Eeisen in den Philippinen. BeHin, 1873. . JoRDANA Y Morera, Ra.mon. Bosquejo geogKaflco e historico-natural del archipielago Filipino. Madrid, 1885. La Gironiijre, Paul de. Vingt annees aux Philippines. Paris, 1887. Lola, Ramon Reyes. The Philippine Islands. K. Y., Continental Publ. Co. 1899. 342 pp. L6PEZ, Ventura Fernandez. La religion de los antiguos Indies Tagales. Madrid, 1894. 55 pp. 16°. Malibran y Maetin6n, Arturo de. Resumen de las tareas de la real sociedad econ6miea lilipina de amigos del pais durante el periodo de 1881 d 1885. Manila, 1886. Mallat. Les iles Philippines: histoire, geographie, mamrs, agriculture, industrie et commerce. 2 v, Paris, 1846. Marche, Alfred. Lufon et Palaouan. Six annees de voyage aux Philippines. Paris, 1887. EDUCATION OF THE FILIPINOS. 1637 Marcilla y Martix, Cipriano. Kstudio de los antiguos alfabetos filipinos. Malabon (Luzon), 1895. 109 pp. 4°. Mass, Miguel Saderra. La seismologla en Filipinas. Dato.s para el e.studio de terremotos del Archi- pi61ago Filipino. Manila, 1895. 132 pp. 8°. (Observatorio de Manila.) Medina, Jos^: Torribio. La imprenta en Manila desde sus orlgenes hasta 1810. Santiago de Chile, 1896. xcvi, 277 pp. EI primer peri6dico publicado en Filipinas y sus origenes. Madrid, 1895. Mendez de Vigo, Agustin de la Cavada. De la liistoria, geognlflca, geologica y estadistica de Filipinas. Manila, 1877. 2 v. Maps. Mextrida, Alonso de. Arte de lengua Bisaj-a-Hiligryna de la isla de Panay. Manila, 1818. Mayer, A. B., anrf SCHADENBERG, A. Album von Philippinen-Typen, etc. Dresden, 1891. (Repro- duction of photos.) 19 pp. • Die Mangianenschrift von Mindoro. Speciell bearb. von W. Foy, (Kgl. zoOl. u. aiithro- polog. Museum, Dresden. Abtheil. u. Berichto, 1894-95. No. 15, 34 pp. 4 pi.) MiNARD. Sur les gisementsd'ordes Philippines. (Society geol. de France, Bull., 3' s6r. Vol, 2: 403— 40G. Paris, 1874.) MoNTAXo, J. Excursion ii I'interieur et sur la cote orientale de Mindanao. With map. (Bull.de la Soci^te de geogr., 7= stSr. Tome 3: 593-616. Paris, 1882.) Rapport sur une mission aux lies Philippines et en Malaisie, 1879-18S1. Paris, 1881. Voyage aux Philippines. Paris, 1886. MoNTERO Y Vidal. Historia general de Filipinas desde el descubrimiento de dichas islas hasta nuestras dias. 3 vols. Madrid, 18S7-95. MoRGA, Antonio de. The Philippine Lslands, Moluccas, Slam, Cambodia, Japan, and China, at the close of the 16th century. Translated from the Spanish with notes and preface and a letter from Louis de Torres, describing his voyage through the Torres straits, by Henry J. Stanley. London, Hakluyt soc., 1868. Sucesos de las islas Filipinas; obra publ. in M^-jico el aiio de 1609. Nuevamente sacada a luz y anotada por JosiS Rizal . . . Paris, 1889. Native inhabitants of the Philippine Islands. (Jour, of the Anthropolog. Inst, of Gt. Britain. Vol.23: 198.) Obbeke, K. Beitriige znr Petrographie der Philippinen. (Neues Jahrb. fiir Mineralogie, Beilage,B. 1:451-501. Stuttgart, 1881.) Pardo de Tavera, T. H. Contribucion para el estudio de los antiguo.-i alfabetos filipinos. Losana, 1834. Las costumbres de los Tagalos en Filipinas segun el padre Pla.seneia. Madrid, 1892. Consideraciones sobre el origen del nombre de los niimeros en Tagalog. Manila, 1889. Noticias sobre la imprenta y cl grabado en Filipina.s. Madrid, 1893. El sdnscrito en la lengua Tagalog. Paris, 1887. Planchet, Edmond. Negritos et Samoges de I'ile Lufon. (Revue Scientifique, 1887: 228-235.) Plasencia, Juan de. La familia Tagalog. Madrid, 1892. La antigna civilisaci6n Tagalog. Madrid, 1887. El Barangay. Madrid, 1892. PoLiTiCA (La) de Espa55a en Filipinas. Revista quincenal. Jladrid, 1891-98. POLITISCHE (Die) Lage der Philippinen. (Unsere Zeit, Dec, 1889: 512-531.) Retana, W. E. Archivo del bibliofilo iilipino. 3 vols. Madrid, 1897. (Contains republications of historical papers and bibliography). Bibliography of Mindanao. Mando del General Weyler en Filipinas, 1888, Nov. 17, 1S91. pp. XXIII (1), 437. Madrid, 1896. Portrait. 12°. Cuestiones filipinas. Avisos y profecias. Madrid, 1892. El periodismo filipino. Noticias para su historia. (1811-1894.) Apuntes bibliograficos. Indi- caciones biogrAficas. Notas criticas. Semblanzas. An(Jcdotas. Madrid, 1895. 8°. ■ Supersticiones de los Indies Filipinos. Un libro de Aniterias. Madrid, 1894. Filipinas. El precursor de la politica redentorista. Breves comentarios a un libro raro. Madrid, 1894. Reyes y Florentino, Isabelo de los. El folk-lore filipino. Manila, 18S9. Prehistoria de Filipinas. . Historia de Ilocos (Filipinas). Manila, 1892. 2 vols. Pt.l: Prehistoria. — i Las Islas Viscayas en la 6poca de la conquista. Die religiosen Anschauungen der Iloeanen (Luzon). Mitth. der geogr. Gesellsch. Wien. Vol.31: 552-575.) Sitteii und Briiuche der alten Tagalen. (Zeitschr. fiir Ethnologic. Vol. 25: 1-21, 1893.) KizAL, Josfe. Ueber tagalische Verskunst. (Zeitschr. fur Ethnologie, 1887: 293-95. ) , editor. See Morga. Rosario y Sales, A. del. Apuntes para el estudio de un nuevo entofilo. Manila, 1887. 1638 EDUCATION EEPORT, 1899-1900. Saderea Maso, Miguel. La seismologia en Filipinas. Datos para el'estudio de torremotos del archipit>lago lilipino. Manila. 1S95. San Agustix, Fr. Gaspar de. Compendio del arte de la lengua tagala. 3d ed. Manila, 1S79. Saxtos, Fr. Domingo de los. Vocabulario de la lengua tagala. Part 1: Spanish-Tagal. Part 2: Tagal-Spanish. (First ed. printed on rice paper at Tayabas, Philipi)ines, in 1703 reprinted 1793 at Manila.) Sawyer, Frederick H. Memb. Inst. C. E. Memb. In,st. N. A. The Inhabitants of the Philippines. New York, 1900. Schadekberg, A. Beitriige zur Ethnographic von Nord-Luz6n (Philippinen) . Wien, Holder, 1888. (Reprinted from Mlttheil. d. anthropolog. Gesell.schaft, Wien.) On native races. (Ztschr. fiir Ethnol. Vol. 19: 14.5-159; 20: 31-42; 21: 674-700; 17: 8-37 and 4.5; 12: 133-174,1885.) (Das Ausland. Vol.56: 1012-1028.) Scheidnagel, MA^'^EL. Les Igorrotes de I'isle de Lu^'on. Traduit de I'espagnol par Eug6ne Gibert. (In Societe academique indo-chinoise. Bulletin, 2" ser. Tome 2: 316-317. Paris, 1883-85.) ■ Colonizaci6n espanola. Estudios acerca de la misma, en nuestras pose.siones de Oceania. Con un prologo do Emilio Bonelli. Jladrid, 1893. 12°. Semper, Karl. Die Pliilippinen und ihre Bewohner. Wiirzburg, 1869. Die Palay. Inseln im Stillen Ocean. Leipzig, Brockhaus, 1873. Keise durch die-nordostlichen Provinzen der Inscl Luzon. (Ztschr. fiir allgemeine Erdkunde, N.F. Vol.10: 2-19-266; 13: 81-96. Berlin, 1861-62.) Skutchley, Ethelbert Forbes. Cagayan, Sulu: Its customs, legends, and superstition.s, (Royal A.siatic Soc'y, of Bengal, Journal, vol. 65, 47-57.) Taylor, A. VV. lies Philippines. La province de Zambales de I'ilc de Lueon d'apres la monographie de M. Francisco Canamarque. Paris, 18S1. Torres Lanzas, P. Relacion de.seriptiva do los mapas, pianos, etc., de Filipinas. Madrid, 1897. 8". ToTANAS, Sebastian de. Arte de la lengua tagala, y manual tagalog, para la admini.straei6n de los Santos sacramentos que de orden de sus superiores compueso. Manila, 1850. U.STARiz, Bernardo. Relafi6n de los sucesos y progresos de la mision de Santa Cruz de Paniqui [and others] . Manila, 1745. (On Chinese paper; curious and very rare work on the history of the religious missions in the Philippines. ) Vergara, Francisco Euqracio. La masoneria en Filipinas. Estudio de actualidad; apuntes para la historia de la colonizaci6n espanola en el siglo XIX. Paris, 1896. A^idal y Soler, SebastiIn. Sinopsis de familias y geiieros de plantas lefiosas de Filipinas. Intro- duccion &, la flora forestal del archipiclago Filipino. Manila, 1883. ViRCHOW, Rudolph. Die Bev51kerung der Philippinen. (K. k. Akad. d. Wissen.sch. Berlin, 1897.) Die Bevolkerung der Philippinen. (Sitsungsb. d. kgl. preuss. Akademie der Wissenschaften. 279-289.) Waitz, Theodor. Die Volker der Siidsee. Ethnographic. Leipzig, 1865-72. 3 vols, in 2. Folded map. 8°. Walls y Merino, M. La musica popular de Filipinas, con un preludio de Antonio Peiia y Gone. Madrid, 1892. Zeferino, a. Certamen cientlflco-literario y velado que en su honor celebro la I'uiver.sidad de Manila. Manila, 1885. ZCniga. Estadismo de las Islas Filipinas, 6 mis viajes por este pais. Por el padre Fr. Joaquin Martinez de Zuiiiga. (Published by W. E. Retana.) 2 vols. Madrid, 1893, (Appendixes contain bibliography and account of printing in the Philippines from the first settlement to 1893.) EDUCATION OB' THE FILIPINOS. 1639 APPENDIX II. TAGALOG ALPHABET USED BY FR. FRANCISCO LOPEZ, 1621. The following alphabet was used by Fr. Francisco Lopez in a catechism printed in 1G21. Fr. Lopez improved the original Tagalog alphabet by introdneing the sign f underneath the alphabetical sign in order to make the latter a simple consonant like the equivalent letter in Spanish. The alphabet is taken from a work by the R. P. Fr. Cipriano Marcilla y Martin, entitled Estudio de los Antiguas Alfa- betos Filipinos, published in Malabon,. Luzon, 1895. The conclusion of the author is that all the Filipino alphabets were imitations or adaptations of the Tagalog. The vowels have the continental sound. The point placed above or below the letter gives the vowel sound as shown. a e or i o or u Vw L-w C»>J L*J C--S (yy * -t b ca ke or ki be or !ji bo or bu ^ ? CO or cu c, k or q » ^ 31 do or (lu d ga gi da de or di • t go or gu K) ^ K) ^ "T nga nge or ugi ngo or ngu ng la leor li T \P ^ tP ^ lo or lu 1 ma me or mi mo or mu m a\ • • m t n \C vc na ne or ni no or nu pa pe or pi • ¥ CO c>o CO ii po or pu • P ha he or hi 9 ho or hu >3 iJ 1/3 ^ "n t^ sa se or si so or su s ta te or ti • to or tu t 3 va 5 ve or vi • vo or vu + V 'LO • CX) ya ye or yi yo or 3'U y 1640 "EDUCATION EEPOET, 1899-1900. The following- comparative table of alphabets was prepared by the Filipino author Isabelo de los Eeyes y Florentine. Nos. 1 and 2 are Filipino alphabets (Visayas); 3 and 4 are Malay (Sumatra and Celebes); 5 is Indian (Asoka); 6 is from Borneo, while 7 is ancient Javanese. A B D E-I G H K L M N NG o-u p s T V 1 V o ^ v/w. n C^O j: 3-^ -v T >^ 3 \/ V? >^ x; 2 \^ \r 3 C^ c^ /N r^ — > -»•>-> '^ry -- CSC — e> < ■#- r .„_ _ ^ s? 4 A/:v ^ V < ^ oo II "^ V /CV \ ^ rJ o A A>S S H Q \>i- A I + J JJ JL Q ^ I /^ A i 6 u\ ^ OfV\ n^ m V iin? on ^V Oa Xf\ 7 ^ o £. n ri ^ m lly u tr s: I A. lA ^ s W CUBA. As soon as the Americans had taken possession of the island the American mihtary governor assumed, in regard to education, the functions of the Spanish Governor- General, who had represented the King of Spain. The details of the system of edu-- cation, even to the minutest particulars, were directed by orders from the American military governor as they had been previously by royal decrees. Under American^ rule some radical changes have been made in the organization of the elementary school system in order to make it more like that of the common schools of the United States, and the schools were placed under a superintendent. The courses of study in the secondary schools (the institutes in the different provinces), the special and art schools of Habana, and the university are still arranged by printed orders from the military governor, the changes being made upon the recommendation of the secretary of public instruction. Professors were also appointed by the military governor until by the order of February 7, 1900, it was directed that the assistant professors should be appointed by the secretary of public instruction upon the recommendation of the faculties. The new programme of the school of commerce in the Institute of Habana shows that increased attention is being given to commercial studies, and a school of stenography and typewriting has also been established in that institute. The new programme of the faculty of pharmacy at the University of Habana shows that increased attention is being given to i^ractical studies in the university also. The course in jjhysics and other experimental or laboratory studies has been extended. From an interesting address by l)r. Carlos de Pedroso, of tlie Institute of Habana, before the Harvard Teachers' Association, we learn that the principal needs of the institutes are laboratories, museums, and apparatus for practical work in experi- mental sciences. The changes which have been made in the elementary school system since the American occupation may be seen from a comparison of the condition of affairs in the island before that event, as described in the following account taken from the census of Cuba, published by the War Department, and the recent condition as shown by the statistics and enactments, which are given next in order: The system in operation at the time of American occupation, January 1, 1S99 was based on the law of 1865 as modified by that of 1880, and had in view a progressive course of public and private instruc- tion through primary and secondary schools to the special schools and university and it may be EDUCATION IN CUBA. 1641 said at once that the plan of studies as thus prescribed was excellent in theory, and had it been thoroughly carried out by meausof liberal appropriations and more attention to details, the figures of the census would have been reversed as far as they represent the condition of literacy in general. But, as will be shown later in this report, the appropriations for the schools were far from adequate, and their administration most imperfect, and thus the sche7iic of popular education, v/hich as a theoretical proposition was almost beyond adverse criticism, utterly failed to accomplish its ostensible purpose, as the figures of the census prove. Under the law of 1880 the general supervision of public instruction in all its branches was vested in the governor-general and administered by him through the superior board of public instruction, composed of a vice-president and twelve other members appointed by the home government on the recommendation of the governor-general, who was ex officio president of the board. * * * In addition to the superior board of education there was a board of education in each province, performing its duties under the supervision of tl-.e provincial governor and the provincial deputation. The provincial board was composed of the governor of the province, an ecclesiastic to represent the diocese, and nine others. * * * The local or municipal boards of education consisted of the mayor as president, one alderman, the parish priest, and three fathers of families. In towns of more than 1,000 inhabitants the number of members could be increased on the recommendation of the mayor by adding more heads of families. For the periodical examination of the schools and other educational institutions the law provided inspectors, who were certain- members of the superior board of education. Other inspectors were ecclesiastics designated by the church to examine the text-books and instruction of the professors, in order to determine whether anything prejudicial to Catholic doctrine was incorporated in the religious education of the pupils. Primary instruction was divided into the elementary and superior. The complete course of instruc- tion included Ciiristian doctrine and the outlines of sacred history arranged for children; reading, writing, and the elements of Spanish grammar, with exercises in spelling; principles of arithmetic, with the legal system of weights, measures, and money; brief outline of agriculture, industry, and commerce, according to localities, and the constitution of the state. Elementary instruction not embracing all the subjects just mentioned was considered incomplete, and the elementary schools were called "complete," or "incomplete," according to the instruction given. Primary superior instruction embraced, in addition to a reasonable extension of the subjects men- tioned as elementary, the principles of geometry, lineal drawing, and as applied to the elements of surveying; the rudiments of history and geography, especially of Spain, and the elements of physics and natural history. In the elementary instruction of girls, sewing, embroidery, and drawing as applied to same, and the elements of domestic hygiene were substituted for agriculture, industry, and commerce, and the elementary superior course was omitted. The law further required the elementary education of the deaf, dumb, and blind in the institu- tions established for them. All Spanish children between the ages of 6 and 9 were required to receive elementary instruction in the public primary schools unless their parents or guardians pro- vided such instruction at home or in private schools, the fine for failing to do so being from 2 to 20 reales. All elementary instruction was given free to children whose parents were not able to pay for it, and instruction in Christian religion and sacred history was subjecfto the supervision of the parish priest, who was required to visit the schools once each week for this purpose. * * * As to the distribution of the primary schools throughout the municipalities, the law required every town of 500 souls to maintain at least one elementary school for boys, and another, although, per- haps, incomplete, for girls. Incomplete schools for the boys were only allowed in the smaller towns. In towns of 2,000 inhabitants two complete schools for boys and two for girls were required ; in towns of 4,000, three, and so on, the nimiber of schools increasing by one for each sex for every 2,000 inhabi- tants, including private schools, one- third of all schools, however, to be public. The superior schools were established in the capitals of vhe provinces, and one in each town of 10,000 inhabitants, but the municipal authorities (council) could establish superior schools in towns of less population if thought advisable, provided it could be done without detriment to the main- tenance of the required number of elementary schools. The law further required the governor-general to provide infant schools (kindergartens) and night and Sunday schools, in which linear and ornamental drawing were to be taught, in the capitals of provinces and in towns of 10,000 inhabitants, and to promote the education of the deaf, dumb, and blind by providing at least one school for them in Habana, and a normal school for the education of teachers in the capital of each province. Next in the regular course of public education was "secondary instruction," given in the institutes (institutos), of which there was one in each province, maintained by provincial funds and under the immediate supervision of the provincial deputations, through which the appropriations were paid. Secondary instruction embraced a course of five years and comprised general studies or a special course of scientific studies. The course of general studies included a daily lesson in Spanish or Latin grammar, the elements of rhetoric and poetry, one lesson daily; outlines of geography, three lessons 1642 EDUCATION EEPOET, 1899-1900. weekly; outlines of universal history, three lessons weekly; history of Spain, three lessons weekly; arithmetic and algebra, daily; geometry and plane trigonometry, daily; elements of physics and chemistry, daily; outlines of natural history, three lessons woekly; psychology, logic, and moral philosophy, daily; physiology and hygiene, three lessons weekly; and elements of agriculture every alternate day. For admission to the course it was necessary to pass an examination in the complete course of primarj' elementary instruction. The special studies of the institutes or "secondary instruction" were linear, topographic, orna- mental, and figure drawing; outlines of theoretical and practical agriculture; industrial mechanics and chemistry as applied to the arts; topography, measures of area, and construction of plans; com- mercial arithmetic and bookkeeping; accounts and correspondence, and commercial transactions; outlines of political economy, commercial and industrial legislation, physical geography and com- mercial statistics; English, German, and Italian languages, and shorthand. * * « On completing the course of general studies, pupils received the degree of A. B. and were eligible to the University of Habana. Those who had followed the scientific course were eligible to certificates as surveyors (when 20 years old), and mechanical or chemical experts, according to their proficiency in the special studies provided. A pupil could take the general and scientific studies simultaneously if desired, and receive the instruction in languages and drawing at home. Following the course in the institutes came the Univer.sity of Habana, whose curriculum embraced law, medicine and pharmacy, philosophy and belles-lettres, and the exact sciences. For the higher education of engineers of roads, canals, and ports, mining and civil engineers, the industrial arts, belles-lettres, and diplomacy, the special schools of Spain were open. The law also provided for a school of sculpture, painting, and engraving in Habana; one for the education of notaries, and, whenever thought advisable, an industrial college, a veterinary school, a commercial college, a nautical school, and one for master workmen, overseers, and surveyors. Of these special schools only the art school, the professional school, the normal school, and the school of arts and trades were carried on. In addition to the public schools the law authorized all Spaniards to establish private schools, the government reserving the right to inspect their moral and hygienic condition and to direct such remedies as might be necessary to correct existing defects. There were, as a result of this privilege, a large number of private primary elementary schools, and a number of colleges, which, as they conformed to certain provisions of the law, were incorporated with the provincial institutes for which they prepared their pupils. Some of these colleges were mo.st excellent in.stitutions, where boys could qualify for the university, besides being carefully trained in other ways. Such were the Jesuit College of Belen, established in Habana in 1853; the Colegios de Escuelas Pias, in Guanabacoa and Puerto Principe, and the Catholic Institute of Santiago, although, with the exception of the latter, they are not now able to confer the degree of A. B. In short, they are on the same footing as other colleges and merely prepare pupils for the institutes. Forty other colleges were in operation when the census was taken. * * * While the laws made ample provi-sion for the free education of the mass of children, the number of schools and their administration were so deficient, through failure fo provide even the funds voted in the municipal, provincial, and insular budgets, that only a small fraction of the children of school age were provided for. By the census it appears that only about one-sixth attended school during 1899, and only two-thirds of these went to the public schools. The ten years' war was a serious interruption to the schools, and during the last war they were all closed by Captain-General Weyler, except in the provincial capitals and garrisoned towns occupied as military headquarters. Even many of these schools were slimly attended or abandoned by the teachers, who, as they received no pay, were unable to maintain themselves or their schools. In February, 1898, the secretary of public instruction of the autonomous government rescinded the decree of General Weyler and ordered the reestablishment of the schools, but they remained very much in the condition they then were until nearly a year after the American occupation. * * * While the law required the compulsory attendance of children between 9 and 13 years of age at either public or private schools, it was not enforced, nor could it be, as the number of schools was totally insufificient. Again, while provision was made for secondary and universit5' education, the fees for instruction and matriculation were so great that only the sons of parents or guardians able to pay ever passed beyond the elementary course of study, and many of those who qualified in the institutes were unable to enter the university because unable to pay for their diplomas. Although the teachers were supposed to be appointed after competitive examination, it was well understood that their selection was usually a personal or political question, to be decided without much reference to other qualifications. They were classified according to their salaries, and were also known as regular, temporary, or substitutes. As they were generally obliged to provide the schoolrooms, the schools v/ere usually held in their homes, very few municipalities owning school buildings. Of school furniture, such as desks, books, slates, blackboards, maps, etc., there werefref-^ quently none, and the pupils, without respect to race, blacks and whites mixed, sat on benches with no backs for five or six hours consecutively, the in.struction being usually given simultaneously to the classes, study and recitation being exceptional and impracticable. But a single teacher was allowed the elementary schools, no matter how many pupils, although the superior olementary sehools were sometimes provided with assistants. EDUCATIOI^ IN CUBA. 1643 The schools for girls were separaterl from those for boys, and were invariably in charge of women. The schoolrooms were badly ventilated, with insufficient and foul privies, and no playgrounds. Physical culture was not taught. That the children learned as much as they did under such condi- tions was apparently due to tlicir precocity and docility, traits which appear to be common to them throughout the island. On December 6, 1899, the American military governor published an order reor- ganizing the elementary and secondary school sysTem of the Lsland. It provided that there should be a boarci of education in each municipality to take charge of the schools, with the mayor as president, who should appoint the other members; that there should be one public school for boys and one for girls in every tov.'n of 500 inliabitants, and more as the population is larger. In smaller towns " iucomiilete " schools were provided. It made attendance compulsory under penalty of a fine of $5 to $25; provided for the payment of the teachers, for superintendence and insi^ec- tion of the schools, free text-books, and other details. The course of study Avas pre- scribed by the superintendent of schools. On March 1, 1900, there were 3,099 schools (or schoolrooms) in operation with 3,500 teachers and 130,000 children enrolled. In 1899 there had been only 200 schools with an attendance of 4,000. This enormous increase was said to be due to impressing upon the mayors of the municipalities the necessity of elementary schools, and assitring theni tiiat the United States Government would pay the salaries of the teachers. The expenditures up to the end of March, 1900, had been f!3,500,000, the school fund being taken from the customs receipts, and the estimate for 1900 was $4,000,000. The most comprehensive regulations regarding the isublic schools are the following, and the extracts taken show the organization of the entire school system of the island. Headquakters Division op Cuba, Habana, June 30, 1000. The military governor of Cuba, upon the recommendation of the secretary of public instruction, directs the publication of the following regulations for the public schools of the island of Cuba: COilMISSIONER OF PUBLIC SCHOOLS. Commissioner the chief execulirr officer. — There shall be a chief executive ofRcer for the public schools of the island, to be appointed by the military governor and to be known as the commissioner of public schools, and in the performance of his duties as such he shall be guided by this order, and by such rules and orders as may be promulgated hereafter by the military governor or the secretary of public instruction. Ditties of commissicmer. — It shall be the duty of the commissioner of public schools to see that all orders and instructions from the proper authority p&rtaining to the public schools of the island are rigidly and impartially enforced. He shall make annually, to the secretary of public instruction, a report of the public schools of the island, which shall contain an abstract of the reports herein required to be made to him, and such other information as he may deem valuable ; and he shall make such special reports as may be required by the military governor or secretary of public instruc- tion. It shall be his further duty to superintend the building of schoolhouses throughout the island, and direct the purchase and disposition of such supplies as the military governor may authorize. BOARD OF SUPERINTENDENTS. Composition of the board. — There shall be ar superintendent of the public schools of the island, to be appointed by the military governor upon the recommendation of the secretary of public instruc- tion and to be known as the island superintendent of public schools, who shall be assisted in each province in the performance of his duties by an assistant to be appointed in the same manner as the island superintendent, and to be known as the provincial superintendent of public schools ; the Lsland superintendent as president, with the provincial superintendents as members, shall constitute a board of superintendents for the public schools of the island. Duties of board and individual superintendents. — Each provincial superintendent is the assistant and agent of the commissioner of public schools in the general government and management of the public schools of the island. The board of superintendents shall fix upon and introduce proper methods of teaching in the public .schools of Cuba, and shall select text-books, and arrange the courses of studies for the different grades of public schools throughout the island ; and in all schools of the island which are of the same grade, the same text-books and the .same courses of study shall be used. 1644 EDUCATION KEPORT, 1899-1900. CLASSIFICATION OF DISTRICTS. Classes of school dislr ids. —The island is hereby divided into school districts to be styled, respectively city districts of the first class, city districts of the second class, and municipal districts. City districts of the first class. — Each city of the island having a population of 30,000 or more by the last preceding census of the island shall constitute a city district of the first class. Under this para- graph the following cities are announced as forming city districts of the first class: Habana, Santi- ago, Matanzas, Cienfuegos, and Puerto«Principe. City districts of the second class. — Each city having a population of more than 10,000 and less than 30,000 by the last preceding census of the island shall constitute a city district of the second class. Under this paragraph the following cities are announced as forming city districts of the second class: Cardenas, Manzauillo, Guanabacoa, Santa Clara, Sancti Spiritus, Regla, Trinidad, and Sagua la Grande. Mill) icijml districts.— 'Each organized municipality, exclusive of any of its territory included in a city district, shall constitute a school district, to be styled a municipal district. CITY DISTRICTS OF THE FIRST CLASS. Board of education. — The board of education in city districts of the first class shall consist of a school council and a school director. School council. — A legislative power and authority shall be vested in the school council, which shall consist of seven members to be elected by the qualified electors residing in such district, and no two members of the council shall be residents of the same ward. School council election and term. — The first election for such council shall be held on the same day as the annual municipal elections in 1901, at which election three members of the council shall be elected for a term of two years, and their successors shall be elected at the annual municipal election for 1903, and biennially thereafter, and four members of the council shall at such election in 1901 be elected for a term of one year, and their successors shall be elected at the annual municipal election of 1902 for a term of two years, and biennially thereafter, and all members of the council shall serve until their successors are elected and qualify. President and clerk. — The council shall organize annually by choosing one of their members presi- dent, also a clerk, who shall not be a member thereof, and who shall receive a salary to be fixed by the council which shall not exceed SI, .500 per year. Teachers and employees. — The council shall provide for the appointment of all necessary teachers and employees, and prescribe their duties and fix their compensation. School director; election and powers.— The executive power and authority shall be vested in the school director, and in the performance of his duties as chief executive officer he shall be guided by this order, and by such rules and orders as may be promulgated by proper authority, and by the resolu- tions of the council. He shall be elected by the qualified electors of the districts. He shall devote his entire time to the duties of his office, and shall receive an annual salary of 82,000, payable monthly; and before entering upon the discharge of the duties of his office shall give bond, to be approved by the board, for the faithful performance thereof, in the sum of $5,000, which bond shall be deposited with the clerk within ten days from date of election and preserved by him. The director shall report to the council annually, or oftener, if required, as to all matters under his supervision; he shall attend all meetings of the council and may take part in its deliberations, subject to its rules, but shall not have the right to vote except in case of a tie. Superintendent of instruction. — The council shall appoint a superintendent of instruction, who shall remain in office during good behavior, and the council may at any time, for sufficient cause, remove him; but the order for such removal shall be in writing, specifying the cause therefor, and shall be entered upon the records of the council. Poicers and duties.— The superintendent of instruction shall have the sole power to appoint and discharge, with the approval of the council, all assistants and teachers authorized by the council to be employed, and shall report to the council, in writing, quarterly, and oftener if necessary, as to all matters under his supervision, and may be required by the council to attend any or all of its meet- ings; and except as otherwise provided in this order all employees of the board of education shall be appointed or employed bj' the school director. Meetings of the board of education, regular and special.— The board of education shall hold regular meet- ings once every two weeks, and may hold such special meetings as it may deem necessary. It may fill all vacancies that occur in the board until the next annual election, and may make such rules and regulations for its own government as it may deem neces.sary, but such rules and regulations must be consistent with this order. CITY DISTRICTS OF THE SECOND CLASS. Board of education. — In city districts of the second class the board of education shall consist of six members, who shall be judicious and competent persons with the qualifications of an elector therein, and shall be elected by ballot at the annual municipal election in 1901 by the qualified electors of the city. Elections.— Tho&e elected shall be divided, upon the fifteenth day thereafter, by lot, into three equal classes; the members of the first class shall serve for one year, the members of the second class for EDUCATION IN CUBA. 1645 tv.-o years, and the luciubcrs of the third class for three years. All elections of members for the board of education thereafter shall be held at the regular municipal election annually, and all mem- bers shall serve until their successors are elected and qualified. Judges of election.— The election for members of the board of education in city districts of the second class shall be held by the same judges and clerks provided for the municipal election, and returns of such election, duly certified as in other cases, shall be made within five days to the clerk of the board of education of any such city. The board of education shall hold regular meetings once every two weeks, and may hold such special meetings as it may deem necessary. It may fill all vacancies that occur in the board until the next annual election, and may make such rules and regulations for its own government as it may deem necessary, but such rules and regulations must be consistent with this order. It shall organize annually by choosing one of its members president. Municipal board of education. — The board of education of each municipal district shall consist of the mayor of the municipality, who shall be president of the board, and one director elected for a term of three years from each subdistrict; provided, that if the number of subdistricts in any municipal dis- trict exceeds fifteen the board of education .shall consist, exclusive of the president, of those directors who have one and two years still to serve; and that if the number of subdistricts exceed twenty-four the board of education shall consist, exclusive of the president, of those directors who have but one year to serve. The director of each subdistrict is the representative of the inhabitants of that sub- district in educational matters, and if not a member of the board of education shall represent to the board in writing the wants of hi.s subdistrict. Election and quedification of directors. — There shall be elected by ballot as soon as possible after para- gi'aph following of this order has been complied with in each subdistrict, by the qualified electors thereof, one competent person, to be styled director. These directors shall meet at the oflftce of the mayor of the municipality, and shall be divided upon the third Saturday after such election by lot into three classes, as nearly equal as possible. The directors of the first class shall serve for the term of one year, the directors of the second class for two years, and the directors of the third class for three years. All elections of directors thereafter shall be held on the last Saturday of April annually, and all directors shall serve until their successors arc elected and qualify. REORGANIZATION OF DISTRICTS. Division into subdistricts.— The board of education of each municipal district provided for in order No. 220 shall at once divide its municipal district, exclusive of whatever territory may be comprised in a city district of the first or second cla.ss, into subdistricts. No subdistrict shall contain le.ss than 60 resident scholars by enumeration, except in cases where, in the opinion of the board, it is abso- lutely necessary to reduce the number. The division shall be so made that the number of teachers shall not be Increased over that employed at the time this order is received. Number of schools in sid>district. — No subdistrict .shall be without at least one school, open to children of both sexes, or if not such a mixed school, then at least two schools, one for boys and one for girls. In rural subdistricts it is preferable to have but one mixed school to a subdistrict. In cities of either the first or second class subdistricts may have one or more schools for girls, and one or more for boys. Schools of- any subdistrict shall be in the .same building, unless this is absolutely impossible, in which case they shall be as near together as possible. Annual report of board of education.— The board of education of each district shall make a report to the provisional superintendent, on or before the last day of August of each year, containing a state- ment of the expenditures of the board, the number of schools sustained, the length of time such schools were sustained, the enrollment of pupils, the average monthly enrollment, and average daily attendance, the number of teachers employed and their salaries, the number of schoolhouses and schoolrooms, and such other items as the commissioner of public schools may require. PROVISIONS APPLYING TO ALL SCHOOL BOARDS. What property the boards have title to.— All property, real or personal, which has heretofore vested in and is now held by any board of education for the use of public or common schools in any district is hereby vested in the board of education provided for in this order, and having under this order jurisdiction and control of the schools in such district. Scliool property exempt from ta.vcdion.—AU property, real or personal, vested in any board of educa- tion shall be exempt from tax and from sale on execution or other writ or order in the nature of an execution. lllegcd use o/sc/woZ/ior^se.?.— Schoolrooms shall be secured in healthful localities, and shall be clean, •well ventilated, and well lighted, and all rooms, buildings, or parts of buildings rented or assigned for school use shall be used exclusively for school purposes, and no teacher, janitor, or other person shall dwell therein. 1646 EDUCATION EEPORT, 1899-1900. Sufficient schools must be provided. —BSiCh board of education shall establish n. sufficient number of schools to provide for the free education of the youth of school age in the district under its control, at such places as will be most convenient for the attendance of the largest number of such youth, and shall continue each and every day school so established thirty-six weeks in each school year; and each municipal board of education shall establish at least one primary school in each subdistrict under its control, i Schools at childrcjt's homes and orphan asi/lums.— The board of any district in which a children's home or orphans' asylum is or may be established by law shall, when requested by the directors of such children's home or orphans' asylum, establish in such home or asylum a separate school, so as to afford to the children therein, as far as practicable, the advantages and pri\ileges of the common- school education. All schools so established in any such home or asylum shall be under the control and management of the directors of such institution, which directors shall, in the control and manage- ment of such schools, as far as practicable, be subject to the same laws that boards of education and other school officers are who have charge of the common schools of such district; and the teacher of any such school so established shall make all reports required by this order as any other teacher of the district and to the same officers. Eveninff schools. — In any district, or part thereof, parents or guardians of children of school age may petition the board of education to organize an evening school. The ijetition shall contain the names of not less than twenty-five youths of school age who will attend such school, and who, for reasons satisfactory to the board, are prevented from attending day school. Upon receiving such petition the board of education shall provide a suitable room for the evening school and employ a competent person, who holds a regularly issued tocher" ,s certificate, to teach it. Such board may discontinue any such evening school when the average evening attendance for any month falls below twelve. Who may be admitted to public schools. — Schools of each district shall be free to all unmarried youth between 6 and 18 years of age who are children, wards, or apprentices of actual residents of the dis- trict, including children of proper «ge who are or may bo inmates of a children's home or orphans' asylum located in any such school district, provided that all unmarried youth of school age living apart from their parents or guardians and who work to support themselves by their own labor shall be entitled to attend school free in the district in which they are employed. The several boards shall make such assignment of the unmarried youth of their respective districts to the schools estab- lished by them as will in their opinion best promote the interests of education in their district. Suspens^ion and e.cpulsion of pupils. — No pupil shall be suspended from school by a superintendent or teacher except for such time as may be necessary to convene the board of education, and no pupil shall be expelled except by a vote of two-thirds of such board, and not until the parent or guardian of the offending pupil has been notified of the proposed expulsion and permitted to be heard against the same, and no pupil shall be suspended or expelled from any school beyond the current term thereof. Boards to control school and appoint officers. — Each board of education shall have the management and control of the public schools of the district, except as otherwise provided for boards of educa- tion in city districts, with full power to appoint principals, teachers, janitors, and other employees, and fix their salaries or pay, provided such salaries each month do not exceed the following: In Habana, S65; in the capitals of provinces and in Cardenas and Cienfuegos, S50; in all other munici- palities, $40, except for all teachers in schools with an average attendance of less than 30 pupils, in which case the salary shall not exceed $30; and any person serving as a regular teacher of a school and also having the supervision of not less than two other schools shall be rated as a principal on the rolls and receive the additional sum of $10 per month. Such salaries or pay maj be increased, but .shall not be diminished dviring the term for which the appointment is made; but no person shall be appointed for a longer time than one year, and the board of education may dismiss any ajipointee for inefficiency, neglect of duty, immorality, or improper conduct. Women only shall be employed in schools for girls; either women or men may be employed in schools for boys. For similar services women and men shall at all times receive equal pay. ENU.MERATIOX. Yearly enumeration of school youth. — There shall be taken in each district annually during the two weeks ending on the fourth Saturday of March an enumeration of all unmarried youths, denoting sex, between 6 and 18 years of age, resident within the district and not temporarily there, designat- ing also the number between 6 and 8 years of age; the number between 8 and 14 years of age, the number between 14 and 16 years of age, and the number between 16 and 18 years of age. 1 Boards of education may, in their discretion, permit boys and girls of school age to attend the same .school; and it is hoped that, at least with young children, this plan will prevail; as it will tend to develop that high respect betAveen the sexes which is the basis of true womanhood and manhood. In small towns and in the country it may often be the only means of establishing sufficient schools. EDUCATION IN CUBA. 1647 ATTENDANCE. Time of attendance. — Every parent, guardian, or other person having eliarge of any child between the ages of 6 and 14 years, shall send such child to a public, private, or parochial school not less than twenty weeks, at least ten weeks of which, commencing with the first four \veeks of the school year, shall be consecutive, occasional daily absence for reasonable excuse excepted. Excusalfrom such attendance. — Unless the child is excused from such attendance by the president of the board of education in municipal districts, or city districts of the second class, and the superin- tendent of instruction in city districts of the first class, upon a satisfactory showing either that the bodily or mental condition of tli^child does not permit of its attending school, or that the child is being instructed at home by a person qualified, in the opinion of the clerk of the board of education, to teach writing, spelling, reading, geography, and arithmetic. Employment of children under U years of age.— 'So child under the age of 14 years shall be employed by any person, company, or corporation during the school term, and while the public schools are in session, unless the parent, guardian, or person in charge of such child shall have fully complied with the requirements of the preceding paragraph. Every person, company, or corporation shall require proof of such compliance before employing, any such minor, and shall make and keep a written record of the proof given, and shall, upon the request of the truant officer hereinafter provided for, permit him to examine such record. Any person, company, or corporation employing any child contniry to the provisions of this paragraph shall be fined not less than S25 nor more than ^50. When child is exempt. — WheJi any truant officer is satisfied that any child compelled to attend school by the provisions preceding is unable to attend school because absolutely required to work, at home or elsewhere, in order to support itself or help support or care for others legally entitled to its support who are unable to support or care for themselves, the truant officer shall report the case to the board of education, who may exempt such child from the provisions ijreceding. Duty of commissioner of public schools. — It shall be the duty of the commissioner of public schools from time to time, whenever deemed advisable, to formulate and forward to boards of education throughout the island regulations and suggestions for the instruction and guidance of all persons charged with the enforcement of the preceding six paragraphs or any of their provisions. TEACHERS' INSTITUTE,. Organization hy hoard ff superintendents.— It shall be the duty of the board of superintendents to organize in each province at least one teachers' institute, and more than one if, in the opinion of the board of superintendents, one will not accommodate all the teachers of the province. jS'nmber and salaries of instriictors and lecturers. — The board of superintendents shall determine upon, the number and salaries of instructors and lecturers of any institute and the length of each session of the institute, provided that no session shall continue less than four school weeks. Attendance of teachers necessary to collect vacation salaries. — Each teacher shall attend at least one complete session of the institute in order to obtain his salary during the vacation period. Institute fund.— As a condition of attending the institute each teacher shall deposit with an indi- vidual, to be designated by the board of superintendents, the amount of 15, which shall form the institute fund. This fund shall be used to cover the necessary expenses of the institute, and shall bo expended and accounted for as directed in order from time to time. If the expense of the insti- tute exceed in amount the institute fund, the unpaid balance shall be paid from the Lsland revenues. If the institute fund for any year exceeds the expenses of the institute for that year, such excess shall go to form a sinking fund for the support of the institute. Organization ofinsfitute.—ThQ board of superintendents shall, at their regular meeting in October, 1900, decide upon a plan of organization of the teachers' institutes of the island for the school years of 1900-1901 and submit the same- to the secretary of public instruction and the military governor for approval as soon thereafter as possible. BOARD OF EXAMINERS. Plans for examinations of teachers.— The board of superintendents shall, at their regular meeting in October, 1900, decide upon a plan for the examination of the teachers of the island as to their qualifi- cation to teach, and shall present the same in writing to the military governor, through the secretary of public instruction, as soon thereafter as possible for his approval. Certificate a requisite to employment of tcacha:— After the approval and publication of the plan men- tioned in the preceding paragraph, no person shall be employed as teacher in a common school who has not obtained from a board of examiners having competent jurisdiction a certificate of good moral character and that he or she is qualified to teach such branches of study as the board of superintend- ents may decide upon and possesses adequate knowledge of the theory and practice of teaching. All salaries and fines mentioned in this order shall be payable in United States currency or its equivalent. J. B. HiCKEY, Assistant Adjutant-General. 1648 EDUCATION REPORT, 1899-1900. The following statistics of higher and secondary instntction are supplied by the courtesy of the Secretary of Public Instruction of Cuba. THE rXIVEKSITY. Attendance by faculties and schools for the academic year 1900-1901. Faculty of letters and sciences: School of letters and philosophy 2 School of pedagogy 58 School of sciences 8 School of engineering 73 School of agronomy 5 Attending two or more schools in the same year 13 Total 159 Faculty of medicine and pharmacy: School of medicine 230 School of pharmacy 74 School of dental surgery 8 School of midwifery 4 School of nurses 22 Total /. 338 Faculty of law: School of civil law 84 School of public law 6 School of notaries 1 Attending two or more schools in the same year 74 Total 105 Average attendance at the private course in anthropology '. 25 SECOXDARY INSTRUCTION. Attendance at the institutes of the island and annexed scJtools. Secondary instruction. Schools of sur- veying. School of com- merce. School of cos- mog- raphy. Acade- my of stenog- raphy and" type- writ- ing. Institutes. Prepar- atory studies. Gen- eral studies. Total. Total. Habana 18 19 9 36 12 76 143 40 64 56 42 86 161 59 73 92 54 162 31 2 100 294 59 Matanzas 3 76 Santa Clara 92 24 11 78 Santiago de Cuba 173 Total 170 431 601 38 31 100 772 Students in the colleges incorporated in the institutes of the i.sland: Institute of Habana 170 Institute of Santa Clara 27 Institute of Santiago de Cuba 20 Total 217 Students in the school of painting and sculpture: Elementary studies — Males 214 Females 208 422 Advanced studies — Males 37 Females 31 68 Total 490 EDUCATION IN CUBA. 1649 Students in the school of arts and trades: Day school 246 Night school 76 Total 322 Attendance at the summer normal sclwols. Province. Male teachers. Female teachers. Others attending the course. Total. 37 229 92 81 27 59 55 376 162 149 77 85 40 507 139 132 Habana 1 11'^ 393 230 Puerto Principe 104 70 214 Total 525 904 756 2 185 There were also 525 persons attending 19 summer schools of pedagogy in the various cities in the different provinces of the island. From the census of Cuba, taken under the direction of Gen. J. P. Sanger, U. S. A., the following instructive table relating to education is taken: Per cent. Unable to read Able to read, but unable to write Able to write, but without superior education. With higher education Unknown Total 1,004,884 33, 003 514, 340 19, 158 1, 412 63.9 2.1 32.7 1.2 .1 1, 572, 797 100.0 The conclusion drawn from the census figures is that literacy is greater in the cities than in the rural districts, rather more than one-third of the total population of Cuba being aljle to read, while in Habana the proportion was nearly two-thirds and in thirteen other cities it averaged nearly three-fifths, while in rural Cuba it was rio | , quitp one- fourth. f""^ Two organizations for educating young Cubans which have been effected by ' benevolent persons in the United States deserve mention. One is the Cuban Edu- cational Association, the object of which is to secure for Cuban boys an education in the various colleges in the United States on condition that they return to Cuba, finish their special education, if they wish, at the University of Habana, and make their home in Cuba. The idea is that these students will become familiar with American ideas and customs in this way. In May, 1899, there were forty Cuban young men matriculated in colleges in the United States, and in May, 1900, it was said, gome 1,500 Cuban and Porto Rican youths were students in the colleges- and advanced scientific and technical schools of this country. All are under engagement to return to their homes on completing their studies. Their tuition is free. Some are supported by their relatives, and all are encouraged to contribute to their own self-support. The association, through its secretary, keeps watch over all these students, and is kept informed of the progress and conduct of each. The officers of the association are Maj. Gen. Joseph Wheeler, president; Gilbert K. Harroun, treasurer of Union College, secretary and treasurer, and Messrs. Alexander E. Orr, Nicholas Murray Butler, Albert Shaw, and William H. Baldwin, are mentioned as active workers, with Maj. Gen. Leonard Wood, Gen. Calixto Garcia, Hon. Theodore Roosevelt, and Ferdinand W. Peck among the directors. The other benevolent organization referred to is the Cuban Orphan Society, with Francis V. Green, piesident, Robert Bacon, treasurer, and William B. Buck, secre- ED 1900— VOL II 24 1650 EDUCATION REPORT, 1899-1900. tary. The vice-presidents are Me?srs. William T. Blodgett, Charles W. Gould, and Cornelius N. Bliss. The office is at No. 11 Broadway (room 558), New York City. The scope of the work of the Cuban Orphan Society is confined to the care and education of oi-phan and destitute children in Cuba, and the trustees have adhered very rigidly to this limitation of their work. The policy of the society is not to give food and shelter to large numbers, as the insular government has declared its intention of providing in this way for all orphan and destitute children in the island. The society lays stress upon its educational work for young children pref- erably, and particularly industrial training, which v»'ill enable the orphan and desti- tute children to earn their own livelihood and thus become self-supporting members of the communit3^ PORTO RICX). The former condition of the poorer people of Porto Rico was unfavorable to popu- lar education. Poverty bred apathy, and the antecedents of the greater part of the people, from an intellectual standpoint, were unfortunate. Over 83 per cent of the population, according to the report of General P/avis, could not read or write in 1899. The misfortunes, too, of flood and famine, which have occurred since the American occupation, have in themselves been such a check to enterprise of any kind as to forbid expectation of progi-ess in education. Neverthe- less, a decided change has taken place. With a conviction that the common school is a safeguard of the people, the military governor, General Henry, recommended the reorganization of the school system of the island, the need of w'hich was recog- nized by representative Porto Ricans, who had already drawn up resolutions requir- ing the establishment of kindergartens and normal schools, and asking other changes after the pattern of schools in the United States. Gen. John Eaton, formerly United States Commissioner of Education, was appointed by Seiaor Salvador Carbonell, the secretary of the interior, on December 31, 1898, to take charge of the work of reor- ganization, and he continued in office as chief of the bureau of education of Porto Rico until May, 1900. The report of General Eaton upon education in the island forms Chapter IV of the present Report. It affords a complete account of the condi- tion of education in the island up to the time that General Eaton left. He was suc- ceeded in his duties by Dr. Victor S. Clark, who presented a very full report on education in Porto Rico to Gen. George W. Davis, military commander. Dr. Clark was succeeded by Maj. George G. Goff, who in turn v/as followed by Prof. Martin G. Brumbaugh, of the University of Pennsylvania, who was appointed commissioner of education for Porto Rico (under the act of Congress of April 12, 1900) in August, 1900. From the report on education in Porto Rico, by Dr. Victor S. Clark, to General Davis, military commander, made in February, 1900, the following particulars are taken: The Americans found a collegiate institute, with 16 professors and assistants and- an attendance of 60, whicl\was founded in 1880; a normal school for girls, with 8 teachers and 60 pupils, and an industrial school. The curriculum of the institute included Latin, Spanish, geography, history, arithmetic, algebra, rhetoric, geometry, psychology, logic and ethics, physics, chemistry, natural history, and agriculture. The institute granted the degree of B. A. The professors were required to be gradu- ates of an university. The industrial school was equipped for instruction in the trades of tj'pesetting, carpentering, bookbinding, tailoring, shoemaking, masonry, model making, sculpture, lithography, the manufacture of tobacco, and in chemical industries. There was a liranch for women, where drawing was taught. The total attendance at this school for 1897 and 1898 was 312. Tuition was free. The methods of instruction in the institute and normal school, being judged defecvtive by a com- EDUCATION IN PORTO EICO. H)51 niittee appointed to iiaA-estigate them both, were suspemled at the eloefe of the scholastic year, in June, 1899. The salaries of the professors, secretaries, clerks, janitor, messenger, and servant of the institute amounted to $2(5,780 a year, and of the normal school to $8,600. The institute had no building. The Americans foujul the common-school sj^stem in an unsatisfactorj^ condition. ' There were no schoolhouses which had been especially built for the purpose, and suitable school furniture and material were wanting, while the school was often kept in the dwelling of the teaclier, M'ho frequently carried on some otlier occupation while performing his function of teacher. This condition was recognized and deplored by the Spanish inspectors in 1880, who also, like the American supervisors, reported upon the illiteracy of the population, the incompetence of the teachers, their ignorance of methods, the want of school accommodations, furniture, text-books, maps, blacTchoards, etc;. The cause of this state of things is to be found in the polit- ical and social condition of the island, and is explained in the interesting history of education in Porto Ri(X3 und-er the Spanish rule, by Sefior Enrique C. Hernandez, secretary of the insular board oi education, contained in Dr. Clark's report. Fi'om that history we see that the Porto Ricans always had more or less education for the wealth}' class, but that public primary education had been neglected (as it was in the moth-er country and elsewhere in Europe) until 1820, notwithstanding laudable efforts of municipalities and individuals to establish schools. The conditions of the island practically forbade schools. The wealthy young men attended the Latin, philosophy, and theology classes in the cloisters and private schools, and went to the University of Santo Domingo to complete their studies, or, as an old report runs, the parents "found themselves impelled by necessity or unhappy fate to send them to North America to be educated as well as possible, the remedy being worse than the disease itself which they were trying to" avoid." Under the Jesuits a,nd also under the auspices of the economic society of the island secondary schools were founded and lasted a few years, as well as private schools and academies for both l)oys and girls. In 1820 primary education M'as made free and compulsory by the Spanish law, but the law was practically a dead letter, and it was not until 1865, when General J.Iesina, who had public education really at heart, came to the island as governor, that a serious move was made. JBy the organic decree of that year primary instruction was divided into elementary and superior (as in Spain), and a normal school was also decreed, besides infant schools and schools for adults. The decree, however, on account of opposition of the ayuntamientos, did not take effect until 1874, after the establishment of a republic in Spain. In June, 1867, there were 296 schools, with 9,472 pupils, and their cost was $90,833, and in June, 1869, there were 313 schools, with 8,129 pupils, and the expenditure was $88,136. After the restoration of tlie Bourbons the Porto Rican teachers were replaced by Spaniards, who were often appointed more ior political reasons than merit. -General Despujol came to Porto Rico as governor in 1876 and devoted his main attejition to reorgan- izing instruction. The island then had 731,'645 inhabitants; there were 324 schools, with an attendance of 11,097 and an expenditure of $129,456, an increase of only 33 schools in eleven years. General Despujol anticipated tlie Americans in ascertaining, by means of inspectors, the actual condition of the schools, and their reports, as stated before, were practically identical with those of the Americans twenty years later. They show a kuowl-edge of pedagogical reciuirements. General Despujol published the organic decree which bears his name in October of 1880, in which he prescril)ed the courses of study, fixed salaries, established rural schools, and endeavored to raise the cliaracter and efficiency of the school system in many ways, but })olitical conditions frustrated his plans, so that the condition of the schools found by the Americans in 1898 was much the same as that which existed in 1880. 1652 EDUCATION KEPORT, 1899-1900. On June 30, 1898, three months before the Americans took possession of the island, the school situation was as follows: Public schools for boys 380 Public schools for girls 148 Public schools for adults (in San Juan ) 1 Private schools 26 Attendance. Enrollment in public schools 25, 644 Attendance in public schools 18, 243 Attendance in private schools 980 Expenditures. Pesos. Salaries of public-school teachers 234, 912. 00 Maintenance: Rent for buildings 54, 386. 00 School books 10, 922. 00 Industrial instruction 4, 180. 00 Given in prizes 3, 622. 75 Subsidy granted by Government to private schools: Salaries 1, 620. 00 Supplies 168. 00 Total expended on education 309, 810. 75 The Civil Institute of Secondary Instruction was finally established in 1883 with 1,045 students, including those in private schools allied Avith the institute and home students. The course has already been given. From 1883 to 1898 4,783 students were enrolled in this institute. At the same time a professional school was estab- lished for the preparation of surveyors, builders, commercial and industrial agents, and engineers, besides a trade school, where workmen could acquire a broader and more scientific knowledge of their trades. Both these institutions were shortlived for want of practical instruction, and a new trade or industrial school was started in 1896 with workshops, etc., which was successful. There are a number of private colleges and academies in Porto Kico. Among the private and charitable societies should be particularly mentioned La Sociedad Protectora de la Inteligencia, which, had for its object to send poor young men who had distinguished themselves in the examinations, to the United States or Spain to complete their studies. Another educational institution was the Ensefianza Popular for the instruction of workmen. The subjects taught were reading and writing, history of Spain, isolitical economy, "popular" law, talks upon the works of Samuel Smiles, geography of Porto Rico, and practical ethics. More than one hundred workmen attended these popu- lar courses. Such being the condition when the Americans took hold, an order was issued on May 1, 1899, by the military governor, Gen. Guy V. Henry, on recommendation of Gen. John Eaton, director of public instruction, which reorganized the system of education. An insular board gf education, consisting of five members, was created July 8, 1899, which was to act in an advisory or superintending capacity. The president of this board was the insular superintendent of education. By the act of Congress of April 12, 1900, the charge of public instruction was placed with a com- missioner of education, who is to make such reports as may be required by the United States Commissioner of Education. The order divided the island into school dis- tricts, something like those in the United States, provided English supervisorships, prescribed the manner of electing local school boards, established fines for nonat- tendance to duty on the part of the boards, and provided for district school taxes and the issuance of district bonds. The municipalities were required to provide build- ings or quarters for the schools, the schools were graded, the courses of study pre- scribed, and the qualifications of the teachers were defined and their salaries fixed, EDUCATION IN PORTO RICO. 1653 free text-books were provided for, and high schools, a normal school, and professional schools were organized. From a table in Dr. Clark's report it appears that at the close of the school year, June, 1899, there were 212 town schools, 313 comitry dis- tricts with schools and 426 without. In a population of 857,660 there were 152,961 boys and 144,851 girls of school age, of whom only 19,804 boys and 9,368 girls were enrolled in the schools, a total of 29,172, while the attendance was 21,873, leaving 268,630 children without school facilities. There were 582 teachers in 1898-99, 74 of whom were Americans. The salaries ranged from $30 to $75 per month. The municipal expenditure for schools in 1898-99 was $203,372.99, and the total expendi- ture $279,216. The appropriation for 1899-1900 was $330,050. In the first term, 1899-1900, the enrollment was 15,440 boys, 8,952 girls; total, 24,392. Average daily attendance, 20,103. Population, 957,779. The board of education offered an annual appropriation of $20,000 for any town in the island which would provide a like amount for site and buildings for an industrial and normal school. This offer was accepted by the town of Fajardo, and a secondary school, like the Atlanta Univer- sity, the Hampton University, and the Carlisle Indian School, with a normal depart- ment and a department of scientific horticulture and agriculture, was projected for that nmnicipality. A model and training school was opened in San Juan in Septem- ber, 1899, v/ith a high-school department. All the instruction in this school, which embraces courses from the kindergarten through the college preparatory, is to be given in English, and the text-books are in English. The teachers are American. The high school has a course of four years, and fits pupils for colleges and universities in the United States. In all the departments of this institution, from kindergarten through the high school or preparatory course, there were enrolled 169 boys and 69 girls; a total of 238. The present commissioner of education is Martin G. Brumbaugh, formerly a pro- fessor of pedagogics at the University of Pennsylvania. From information furnished by his report to the Secretary of the Interior, October 15, 1900, it appears that in 1900 there are 800 schools to be maintained against 616 the previous year, providing for 9,000 additional pupils. There are now 100 American teachers compared with 67 last year. Fifty per cent of the schools, 409 in actual number, are rural schools. The normal department of the Fajardo School, the only department for which accommodations were prepared, opened October 1, 1900. There are no public-school buildings in Porto Rico, the schools being conducted in rented houses or rooms, most of them. Professor Brumbaugh states, being unsuited for the purpose, and the sani- tary conditions are bad. The only building on the island erected for school purposes was built under the American direction, and was destroyed by fire July 1, 1900, together with all the records, books, and supplies of the department of education which had been removed thither. The construction of the building has been criti- cised. In 1899 $33,000 was expended for books; in 1900 the estimate for supplies is $20,000. Every child in the schools now has free books and supplies without expense to the local boards. Under the Spanish control 3 per cent of the teachers' salaries was set aside as a pension fund, which was paid quarterly to aged and indigent teachers, and has been administered by the Americans since they took control. No pension fund is now collected, and the commissioner hopes that some provision will be made to renew it. A pedagogical library and museum is being collected. There are 300 volumes already on hand which, tmder the department, will increase to 500 by purchase. A library of 5,000 volumes of standard Spanish and American literature which was found in the rooms of a building in San Juan was reconverted into a public library. The department has made arrangements with thirty leading institutions of the United States to give free instruction to Porto Rican pupils. There are now (1900) 800 teachers and 38,000 pupils in the public schools, and about 300,000 children of school age for whom there are no school facilities. Many are refused admission for 1654 EDUCATION EEPOKT, 1899-1900. want of accommodation. The expenditures from May to September, 1900, v>-ere 191,057.32. From the course of study for the San Juan School, pubHshed in Profesnor Brum- baugh's reix)rt, it will be seen that tlie effort is being made to introduce the most approved method of instruction in use in the Uniteti States. From the census of Porto Rico for 1899, taken under the direction of Lieut. Col. J. P. Sanger, U. S. A., inspector-general, it appears that .of the white school popula- tion, 5 to 17 years of age, 190,961 in number, 17,516, or 8.8 per cent, attendeenter, who attended to tlie more difficult parts of the work. Th« resident missionary, who has just gone to England for a much-needed and well-earned re#t, had a school at Leone, where young men were prepared to enter the higher schools on Upolu. Recently, too, there has been a .school opened upon the island of Manua for young men, tinder the superintendence of one of the graduates from the college on Upolu, which is doing very well. Every little village— and there are about forty, I believe upon the islands of Tutuila and Manua— has its native pastor, who is also the village schoolmaster. It has been my privilege to visit a number of the village schools. They are all held in the churches, from one and one-half to two hours in the early morning. There is no school furniture whatever. The pupils sit upon mats spread upon the sand or coral floor. The teacher has a rough blackboard, a Bible, an arithmetic, and an elementary geography. The pupils have an occasional slate and pencil and their Bibles. And yet with these incomplete furnishings the children learn to read, write, and do a little simple arithmetic. The rest of the day these little creatures, brimful of activity and energy, run wild, and as they grow older, from never having acquired habits of industry and regularity, become indolent and idle, and do not begin to derive as much benefit from the resources of their fruitful and beautiful land as they~mig'ht if in their youth they were trained as our American children are. It seems to me, if they can acquire so much learning under such primitive conditions, they might, with a very little more trouble and expense, be brought to become industrious, capable, and helpful citizens. The argument has been brought forth that general public .schools will be of no benefit to the young [in Samoa] until they can be entirely removed from the home influences, where eveJj^thing tends to undo the lessons learned at school; and as examples several cases have been cited where young girls have returned to their homes after a four years' course in a mission school, like that at Afao, and have gone back to their ol-d savage state and apparently forgotten all that they learned while away at school. But to me it has not seemed so strange that they should relapse into old ways, because they have been, perhaps, the only girls in their village taught to do differently, and, of course, with their indolent natures and fear of ridicule or of being different from other girls, it has been much easier for them to do as the other girls about them did than for them to try to make their companions like themselves. It seems to me that in order to reach the homes the very young children must be taken while their minds are receptive and impressionable, while they are still full of the restless activity of childhood, and before they have begvm to fully develop characters and habits. If several children in every house- hold of a village could be taught habits of neatness, industry, and thrift, does it not seem reasonable to suppose that more can be done through them to change the character of their homes than by an occasional two or three in a village so trained? These people are passionately fond of their young, and the child is the rn.ler of the family; therefore it seems as though the way to accomplish the greatest reform is to train the children. They are very quick to imitate, and a few experienced teachers with a knowledge of kindergarten methods could do a marvelous amount of good among them. It could be done with very little EDUCATION IN SAMOA. 1659 • expense, too. The Government need not erect a school building at first. A large native houi^e ci mjjl— be hired for a small sum each month, say 55o, and would be the thing at first, as it is what tlie r dren are accustomed to and would be an object lesson as to\vhat could be done with their homes, ^y is perfectly ventilated and well lighted. Have the floor boarded, as a guard against dampness, and small, low tables built, similar to those the Japanese use in their houses, and with the usual school appliances one has a sanitary schoolhousc at very little expense. Education is not compulsory here. In the whole of American Samoa there is a school population of 1,500, about 800 of whom are receiving a desultory education in the village pastors' schools. There are about 150 children of school age in the three villages in the harbor of Pagopago. If only some good philanthropist at home would open three schools — one in each village — and try the experiment of educating the very young, I think it would be found that more could be accomplished toward the enlightenment and advancement of these people than in any other way. One necessary feature of the training in the schools would need to be simple talks upon health and the care of the body. The ignorance these people show in the handling of their young and their sick is appalling, and many lives are lost in consequence. This interesting and intelligent people are eager for more knowledge. At the opening ceremonies of the girls' school at Afao, in February, all the remarks made by the native chiefs and pastors showed an earnest desire for wider facilities for the education of their young. They realize that it is useless to try to do much with this present generation. In the younger generation just springing up is their hope and they look to our Government for aid. Shall they look in vain? 021 468 907 8 ) HoUinger Corp. pH8.5