Hollinger Corp. pH 8.5 ADVANCE SHEETS UNITED STATES RUREAU OF EDUCATION CHAPT£R FROM THE REPORT OF THE COMMISSIONER OF EDUCATION FOK 1906 Ln 396 P5 1907 Copy 1 Chapter VII Education in the Philippines and in Cuba WASHINGTON GOVERNMENT PRINTING OFFICE 1907 -^ Cto CHAPTER VII. EDUCATION IN THE PHILIPPINES AND IN CUBA. I.— EDUCATION IN THE PHILIPPINES. HIGHER AND SECONDARY EDUCATION. The report of this Bureau for 1898 afforded some information in regard to the University of Santo Tomas at Manihi. giving the date of its foundation, which was nearly contemporary with that of the English settlement at Jamestown, Va., with some other particulars; and in the report for 1899 there is a further brief account of the university, compiled from data contained in such of the discourses delivered at the annual opening of the university course as were then available in Washington. From statistics of secondary education published by the university in 1887 it was also possible to form some idea of the educational influence of a number of colleges or secondary schools throughout the islands which are under the control of the uni- versity and serve as preparatory schools for it. Since the American occupation the education reports coming fi-om the Philippines have been confined to the progress of the schools established by the American author- ities, the university with its secondary schools, besides a number of private schools, not being subject to government control. The Bureau is now indebted to the author- ities of the University of Manila for an additional number of the annual discourses, including some statistics, dating from 1897 to 1906, and from these it is possible to gather a further idea of the kind and quality of instruction given at the university and colleges, together with the number of students attending those institutions, respec- tively, before the American occupation. The recent numbers do not contain statistics. The addresses referred to, which were written by professors of the university, cover a variety of subjects, ranging from philosophy and theology to details of chemical analysis, upon which they had lectured to their students during the university course. Taking them in order, the earliest of them (1897) was delivered previous to the Ameri- can occupation of the islands. It is a chemical treatise, consisting of a discussion of Kjeldahl's method of estimating nitrogen in organic compounds. The author goes- into the history of this technical subject very fully, and shows his familiarity with German and French chemical literature. Such a narrow subject, full of details of experiments, would seem rather out of place as the material for a discourse on an academic anniversary, and the author, whose education had clearly been much supe- rior to that which is sufficient for the mere teaching of chemistry, in his introduction prepared the way for his scientific paper almost apologetically, by describing broadly and critically the relations of science in general and of his subject in particular to the world of knowledge at large. He concluded his address with the following words, which are noteworthy, coming as they did from a Dominican professor in a Philippine 141 142 EDUCATION REPORT. 1906. university and uttered on a public occasion at Manila in the year 1897, before the Americans took possession of the islands: "The requirements of our epoch," says the author (Rev. Father Felix Oses y Abaurre, of the Dominican Order, professor in the faculty of sciences), "are manifested in a practical way by the establishment of schools in which the natural sciences occv- ■ »y the leading place as a subject of public instruction. These schools will make the next generation more energetic and intelligent, and more capable of understanding all that is really useful and great. That generation will create new resources for the State and augment its power, and when, finally, material existence shall have become easier the sufferings of the world will be relieved more speedily, and the mind, purified and enlightened, can then be directed more readily toward the author of all created things." The next "discourse " in order of time (by Rev. Father Jose Farpon, of the faculty of philosophy and letters) is dated 1900, and has for its subject a comparison between psychology and physiology to prove the thesis that such a comparison, especially from the study of the intellect and the will, obliges us to recognize the necessity of a spiritualistic (or superphysiological) psychology. A brief synopsis of the author's argument is given to illustrate the scope and plan of the higher studies which Filipino students could take at the university. In the course of his argument the author occasionally produces definitions and axioms from the great intellectual leader of his order, St. Thomas Aquinas, which express with precision positions which are still unassailable, it being no small recommendation of the scholastic philosophy and psychology, he remarks, that it has been so satisfactorily confirmed by modern physi- ology. He points out that comparative philosophy is of great use in the study of the sciences themselves, because philosophy deals with generalizations of first principles, while the various sciences deal with or are immersed in particulars. As soon as these are left, and general truths or speculations concerning their nature or their relation to existence in general are undertaken, this generalizing process is no longer a science but philosophy. He goes on to define experimental science, in which he includes modern physiology, and points out that the medical faculty are prone to regard psychology as a continuation of or an appendix to experimental physiology, while the philosophers maintain that the data of psychology are not obtained by objective experiment, but by internal or subjective observation. Consequently the phenomena belonging to the two studies are of different orders and can not be corre- lated. Physiology with all its modern apparatus for delicate observation and experi- ment has not passed beyond the senses, and precisely at this point psychology begins. Its subject-matter is in part afforded it by or through the senses, but the operations of the intellectual faculties and the will are independent of sense impressions. He proceeds to illustrate this position as follows: The action of the memory in recalling a variety of past impressions, moods, ideas, fears, and hopes which the senses can no longer represent from the external world is not a physiological but a superphysio- logical or intellectual one. The fact that the materials of the body are entirely renewed at comparatively short intervals, while the percipient ego is permanent, being the same in the same individual at any one time as forty or fifty years previously, shows that it can not be composed of the material elements which have long since been eliminated from the body. The work done by the brain in thinking can not be cor- related with physical forces; it has no mechanical equivalent, and can not even be measured. [This was written before the discoveries relating to radium proved that there are physical phenomena which are also irreconcilable with the correlation of forces.] The senses present only the exterior of things; it is an intellectual act, independent of sense, to penetrate into things and detect their substance, or princi- ple — to explain them. This is not a physiological but an intellectual function. The senses have special organs, while the intellect and the will, the judgment, imagina- tion, etc., have not. The author points out that this distinction was made clear by EDUCATION IN THE PHILIPPINES. 143 Aquinas long before the anatomy of the brain was understood. The organ of a sense is necessary to the operation of that sense, and is limited thereto. Thus the visual organs can only produce sensations of light and vision. They can not produce hearing or touch, etc.j while the understanding is not the result of the action of any organ, because it knows things which are not transmitted by the senses, such as scientific and moral truths, which are not material objective things. Scientific truths (generali- zations) are universal, while the organs of sense can only transmit individual things. For example, that the sum of the interior angles of a triangle is equal to two right angles, is a fact not transmitted by the senses. So the scientific truth that all bodies fall in equal times in a vacuum, is an intellectual act, a judgment, a generalization, not a matter of observation. All empirical sciences tend toward generalizations. The supersensual action of the mind makes their particulars general. So, too, in other directions the senses often serve merely as the occasion of an intellectual act without supplying the material or ideas for it, as in the exercise of justice. Again, the senses become blunted or destroyed by too great exercise, whereas the intelligence becomes more capable the greater and more sublime the ideas presented to it. Sub- lime truths presented to uncultivated minds occupied with the things of sense merely stupefy them. The mind can not comprehend such ideas without training. It first begins with simple judgments about the objects of sense, and gradually proceeds to the higher scientific and moral generalizations, which are not presented by sense but proceed from the intellect itself. A similar course of reasoning is pursued to show that the will is superior to the sugges- tions of the senses and to the appetites, and governs them, its objects being previously ascertained by the understanding, and as the training of the intellect proceeds from simple judgment about external things to the highest scientific generalizations, so the object of volition rises from simple and sensible things until finally the will is directed to procuring universal well-being, both subjective and objective. All our faculties are subject to its energy, and through them the objective world is in some measure controlled. The conclusion therefore is that psychology can not be reached through physiology alone, but has for its pecviliar study a supersensual activity distinct from any physiological or physical phenomenon. The author quotes modern French physiological works throughout his treatise, but refers to Herbert Spencer at second hand through a French translation. The discourse for 1901 by Rev. Father Florencio Llanos, of the faculty of phi- losophy and letters, is devoted to combating the doctrine of evolution as enounced by Haeckel, and in particular the descent or ascent of man fi'om extinct anthropoidal apes. The thesis is stated as follows: "We shall show that the Congress of Zoologists at Cambridge [in 1898] did not solve the problem of the origin of man, nor do the fossil bones found in Java constitute a certain and demonstrative proof of their rela- tionship with the present anthropoids." The author starts with a list of dicta from a number of writers, which he had selected as either repugnant to reason or objection- able for their perverting tendencies. The authors he challenges are not all biologists, but among them are other writers who have been under the influence of the modern scientific turn of thought. Among the names he cites are those of Jouffroy, Renan, Virchow, Vogt, Haeckel, Darwin, and Huxley. The subject of the discourse is treated in a technical manner, with many details relating to anatomical measurements taken from the works of the leading comparative anatomists (Quatrefages, etc.), while the anthropological and ethnological sides of the question are tested by refer- ences to the reports of well-known authorities upon these subjects who have written upon the native races of the various parts of the world. The list of these authorities scattered through the work is too long to copy, but it includes Broca, Topinard, Huxley, and Quatrefages, while the author's minuteness of research is shown by a reference to the comparative measm'ements of the heads of negroes born in the United States and those born in Africa, which were made by Morton and Meigs. But he also brings to 144 EDUCATION EEPOET, 1906. his aid occasionally passages from Aquinas which anticipate the measurements ni" modern science. For example, Aquinas says: "It was necessary that man should have a brain which is larger in proportion to the body than that of the other animals, in order that the operations of the internal powers of sense, which are necessary t(i intellectual action, could go on more freely." This teleological way of explaining the fact would be regarded as a case of hysteron proteron by modern writers. The learned author lays stress upon the fact that the abyss which separates the lowest man from the highest anthropoid, as shown in the range of his ideas, his power of development, his religion, etc., has never been crossed, as far as we know, and con- cludes that Haeckel's assertion at the Congress at Cambridge that the origin of man from anthropoids is a historical fact, is not proved. He occasionally relies upon biblical doctrines and church traditions for support outside of his strictly scientiti( train of reasoning. The discourse for J902 by Rev. Father Ricardo M. Vaqucro, of the theological faculty, is an examination of modern spiritualism. The author reviews the whole subject from Roman times to the latest manifestations, and concludes that, while there is much fraud in the manifestations, some are real, l)ut are the work of evil spirits, and attendance at them should be discouraged. The address for 1903 by Rev. Father Francisco Cubenas, of the theological fac- ulty, has for its subject the union of church and state, and shows the way in which the church has adapted itself to the changes in government due to the development of the ideas of political and individual liberty which became prevalent after the French revolution. In his introduction the author speaks sadly of the changes which had come to the university in the few years preceding his address. He says: "We, members of the faculty and alumni of a university which until recently had th(! title of royal and pontifical, feel somewhat like orphans, since we have been deprived of our traditional Spanish patronage, which formerly watched over us jointly with the cluuch. To-day we are without a country. Like the universities of the middle ages we are an ecumenical body — we are simply apostolic Roman Catholics, our only shield is that of the church, our only chief and supreme rector is the pontiff, to whom we render with heartfelt gratitude our loyal homage and entire submission, without, however, failing to retain a grateful remembrance of the noble Spanish nation, in whose name we still seal our degrees and official documents." The address for 1904 by Rev. Father Joaquin Recoder, of the i)hilosophical fac- ulty, gives in effect a commemoration of the life, writings, and the zealous labors of Fr. Miguel de Benevides, who came to the Philippines in 1587 with a band of mis- sionaries, and was in reality the founder of the University of Santo Tomas. The address for 1905, by Rev. Father Pedro Rosa, of the faculty of sciences, is a mathematical treatise, and the author apologizes for presenting to his audience such an arid thesis in place of the usual academic discourse by enlarging upon the iisefulness and the necessity of understanding mathematics in modem times, while such knowledge is especially important hi the Philippines at the present day, since in future the education of the Filipino youth will take a scientific tuni and their tastes will be diverted to the mechanic arts and applied sciences as well as the phys- ical sciences, in all which the calculus plays an important part; hence he takes the liberty of presenting a monograph on the Eulerian integrals. In a note at the end of his address the author states that the reader must excuse certain irregularities and a want of clearness in the impression, as this is the first work of the kind printed in the Philippines. The address for 1906, by Rev. Father Serapio Tamayo, of the faculty of canon law, has for its title "A General Account of Ecclesiastical Discipline in the Philippines during the Spanish Dominion." It gives a history of the church in the Philippines from the earliest times, including some notice of the charitable and educational institutions, all of which were established by the church from the beginning of the EDUCATION IN THE PHILIPPINES. 145 Spanish control, besides treating more fully the legal, social, and administrative functions of the clergy. Church and state having always been united under the Spanish rule, the history of the church in the islands is inextricably united with that of the government itself, which was practically guided by ecclesiastical policy. The University of Manila retains the usual organization of the ancient continental univei-sities, dividing its courses of study into the faculties of theology and canon law, jurisprudence, medicine and pharmacy, philosophy and letters, and the sci- ences. In looking over the names of graduates who received honors or prizes in 1897, before the American occupation, we find that the distribution among the various faculties was as follows: FaiHiltv. Jurisprudence. Medicine Pharmacy Philo.sophy and letters Sciences Subject. Civil law (Spanish common and forensic) Criminal law Roman law EccU^siastical and colonial law Natural law Canon law Economics and statistics Metaphy sics Spanish literature Spanish history Pathology Obstetrics and gynecology Descriptive anatomy embrj-ology Physiology and hygiene . . .". Physics ." Mineralogy, botany, and zoology General chemistry General literature History Topographical drawing .■ Compet- itive degrees Province. granted. Manila. Puerto Princesa. Albay. Do. Laguna. Manila. lloilo. Torruel. Albav. Caniarines Sur. Taragona. ' Huesea. 1 Manila. Do. Do. Cavite. Do. Albay. Capiz. Manila. The foregoing list of provinces shows that the intlui nee of higher studies is diffused more or less through the islands. The number of students in the different faculties in 18!)7 is given as follows: Theology 16 Canon law 5 Jurisprudence 479 Notaries 93 Medicine 361 Pharmacy 90 Philosophy and letters 51 Total 1, 095 The programme of studies for 1897 shows that instruction was given partly by lectures, but it also includes the text-books used, which were mostly Spanish, with a few French and German names. In the same year the attendance at the colleges of Santo Tomas and San Juan de Letran at Manila was 337 and 1,-147, respectively. Of these colleges, which were under the imiversity, the college of Santo Tomas was a ( om- mercial school, its j^rogramme including industrial mechanics, commi irial arithmetic, bookkeeping, commercial correspondence and transactions, political economy, com- mercial and indu,strial legislation, commercial geography and statistics, French and English, and linear, topographical, and ornamental drawing. The college of San Juan de Letran was an institution of general studies, with a five-year course, leading to the vmiversity. The first -year course included Spanish and Latin grammar and Christian Doctrine; the second, the same, with geography; the third, Latin translations and ED 1906— VOL 1 10 146 EDUCATION REPORT, 1906. elementary Greek, history (general, Spanish, and Philippine), arithmetic and alge- bra; the fourth, rhetoric, poetry, and Christian morals, geometry and plane trig- onometry; and in the fifth were taught psychology, logic, moral philosophy, physics and chemistry, and natural history. Similar programmes are also given for private colleges of secondary instruction at Cebu (attendance 504), Jaro (attendance 241), Nueva Caceres (attendance 268), Dagu- pan (attendance 270), Vigan (attendance 201), Guinobatan (118), Bacolod (83), and there were, besides, a number of private Latin schools of lower grade scattered through the provinces, all under the university. They numbered about sixty and gave the instruction of the first two or three years of the colleges above referred to. The Ateneo Mvuiicipal at Manila, with a programme like that of San Juan de Letran and Santo Tomas combined, had an attendance of 643. These figures show an attendance on superior and secondary education of nearly 5,000 students, a figure which, taking into account the private Latin schools, must be still further increased. In the list of prizes in 1906, the following provinces were represented: Ilocos Sur, 1 student; Bulacan, 3; Pampanga, 3; Manila, 2; Iloilo, 2; Leyte, 1; Rizal, 1; Sor- sogon, 1; Cagayan, 1; Capiz, 1; Samar, 1. The prizes were awarded in the following subjects: Metaphysics 3, general litera- ture 2, political economy and statistics 1, law (history, Roman, civil, administrative, political, ecclesiastical, and criminal, 1 each), 7 in all; physical chemistry 1, miner- alogy and botany 1, physiology and zoology 2, anatomy 4, aesthetics and literature 1, Latin literature 1, Greek 1, history 1, calculus 1. One degree of doctor in theology and 3 in science were conferred in 1906, besides 4 degrees of licentiate in law, 14 in medicine, and 4 in phannacy. In the tables giving the programmes and hours of studies for 1906 there is no mention of text-books, and the scientific course is more comprehensive, having a preparatory course, including analytics, higher and ana- lytical geometry, advanced chemistry, botany and mineralogy, advanced physics^ physiology and zoology, and drawing. This is followed by the regular course of two years, the first embracing differential and integral calculus, descriptive geometry, and experimental and applied physics; and the second, cosmography, higher physics, and mechanics. The tables accompanying the address for 1906 contain the following list of colleges incorporated with the imiversity, but no programmes or statistics of students are given: The college of secondary instruction of — San Juan de Letran, Manila. S. Alberto Magno, Dagupan, Pangasinan. S. Jacinto, Tuguegarao, Cagayan. Nueva Cdceres. The college of secondary instruction of — S. Beda, Manila, Tanduay. S. Agustin, Iloilo. S. Vincente de Paul, Samar. Two college schools at — Taal, Batangas. Guinobatan, Albay. PRIMARY INSTRUCTION. The following paragraphs relating to the condition of primary instruction in the Philippines for the year 1906 are taken from the sixth annual report of the director of education on the islands, David P. Barrows: RECEIPTS AND EXPENDITURES FOR PUBLIC INSTRUCTION. Public instruction in the Philippines is maintained out of three sorts of public funds — the appropriation of the insular government for the bureau of education, appropriations by provincial boards for provincial high schools and in some cases for EDUCATION IN THE PHILIPPINES. 147 intermediate schools, and appropriations out of municipal funds for the support of primary schools. No tuition of any kind is charged in any school where the teacher is paid out of public funds. Insular expenditures for the bureau of education have been somewhat augmented the past year, mainly by reason of the transfer to the bureau of education of the ethnological survey and of the American Circulating Library, above noted, and also by including in the disbursements of the bureau of education the expenditure on account of Government students in the United States. The annual appropriation bill for the fiscal year ending June 30, 1906, provided the sum of $1,450,000 for the bureau of education. The total expenditures out of this sum to June 30, 1906, amounted to $1,440,023.84. This is the largest sum ever expended by the bureau of education in any one year.a The expenditure of the amount of $1,440,023.84 was distributed under the following items: Office of the director of education $39, 733. 38 Salaries of division superintendents 61, 076. 76 Salaries of clerks to division superintendents 15, 175. 07 Salaries of American teachers 877, 032. 36 Salaries of Filipino insular teachers 90, 901 . 98 Wages of night-school teachers 1, 218. 00 Salaries in division of ethnology since November 1, 1905 4, 143. 32 Salaries in American Circulating Library since November 1, 1905 2, 561. 33 Wages of other employees of the bureau 2, 186. 11 Purchase of schoolbooks and supplies, including equipment, machinery and tools for industrial departments of intermediate and high schools, furniture, and supplies 206, 085. 04 Other incidental expenses, including postage, telegrams, printing and binding 5, 945. 04 Transportation expenses of officers and employees of the bureau, including transportation of supervising teachers 30, 629. 65 Rental of buildings 4, 500. 00 Transportation of supplies •. 3, 436. 61 Aid furnished the towns of Cavite province for the support of primary instruction 6, 938. 84 The education of Filipino students in the United States 92, 960. 34 The total expenditure for salaries and wages was $1,089,518.31, and for all contin- gent expenses, $350,495.53. PROVINCIAL EXPENDITURES. Provincial expenditures for support of secondary education show a gratifying increase over last year. There are 33 Christian provinces in the archipelago whose financial administration is typical. These provinces expended during the year end- ing June 30, 1906, the sum of $112,579.72, nearly three times the sum spent in the previous year, which was $39,959.20. The larger portion of this amount was paid for construction of high school buildings in the provinces of Albay, Bulacan, Oriental Negros, Romblon, Sorsogon, Tayabas, Uoilo, and Bohol. This figure includes expend- itures from provincial revenues only, and does not include additional sums expended on these buildings which came from private donations, nor the amounts furnished by the bureau of education. The expenditures for the pagan and semipagan provinces, paid out of insular funds, amounted to $2,538.51. In the Moro Province all school expenses, including salaries of Filipino teachers and salaries of American teachers, are paid out of the provincial revenues. For school purposes the government of the Moro Province appropriated during the last fiscal year $69,733, of which $67,500 was expended. Adding this last sum to the others above mentioned, we have a total of provincial expenditures for the archipelago of $182,618.23. MUNICIPAL SCHOOL FUNDS. Municipal school finances call for special attention, as upon them rests the entire system of primary instruction. With a very few exceptions all teachers in primary schools during the past year were municipal teachers (Filipinos) appointed by the oExpenditures for the fiscal year— 1905 81, 201,366. 73 1904 1 , 244, 096. 00 1903 1 , 400, 563. 00 1902 1 , 194,381. 00 1901 233, 411. 00 148 EDUCATION REPORT, 1906. division superintendents, but paid from municipal school funds. Out of the municipal funds likewise are paid all expenses of construction and repair of buildings, rentals, furniture, janitor service, transportation of school supplies, etc., the bureau of educa- tion supplying, as formerly, all school supplies (except furniture) and paying the corps of supervising teachers and their travel expenses. Receipts of municipal school funds in all provinces, except Benguet and Palawan, amounted for the year to $980,009.34, of which amount there was expended $682,065.20 ; and unexpended balances on hand at the commencement of the new fiscal year, July 1, amounted to $297,944.14. TOTAL EDUCATIONAL FUNDS. Adding together these several kinds of contributions — insular, provincial, and municipal — we have as a total of revenues provided for public instruction $2,614,860.07 of which total there was expended $2,304,707.27. These figures do not, however, take account of voluntary contributions made by private individuals, usually for new school buildings. Owing to incomplete reports, no exact statistics can be given for the entire archipelago this year. For the previous fiscal year these gifts aggregated $116,494.17; during the last school year probably more has been given toward high school buildings, but less for barrio schools than in 1905. * * * PUBLIC INSTRUCTION GIVEN DURING THE PAST YEAR. The number of primary schools, exclusive of the Moro Province, increased during the past year to over 3,000, there being 3,108 open in the month of March, the last month of the school year. In the Moro Province the number of primary schools increased from 52 to 58, including two trade schools of primary grade. Adding these 58 gives a total of 3,166 primary schools for the islands, an increase of 439 primary schools since March, 1905. The number of Filipino teachers likewise increased from 4,457 to 4,719 (including 324 insular teachers), and in addition to these teachers a large number of "aspirantes" or "apprentice teachers" taught during the yesr, there being 1,442 reported as employed in the month of March. In some cases these appren- tice teachers received nominal pay, but in most cases their services were unremun- erated except by the privilege of attending teachers classes and institutes. In the Moro Province the number of primary teachers was 63, making a total of 6,224 Filipino teachers and aspirantes giving instruction in the last month of the school year. * * * In the month of March there were in the primary schools 365,333 pupils, of whom 220,484 were boys and 144,849 girls, the proportion between the sexes being as 60 to 40. The average percentage of attendance in all provinces for the month of Marcli was 85.2, the best attendance being obtained in the city of Manila, where it was 95 per cent, with Union and Tarlac both 94 per cent. As regards intermediate instruction, in addition to the provincial high schools, 36 in nutobcr, each of which maintains an intermediate preparatory department, there were 92 schools giving intermediate instruction. The total attendance of pupils in intermediate classes, including provincial high schools, was in the month of March 9,120, of whom 7,018 were boys and 2,102 girls, a proportion of 77 per cent to 23 per cent, besides 59 intermediate grade pupils in the Zamboanga High School (Moro Province). The daily attendance of these schools is excellent, being 96 per cent. Five provinces in the month of March reported that there had not been a single absence from school of an intermediate pupil. These provinces were Cania- rines, Cavite, Union, Occidental Negros, and Palawan. As regards secondary instruction, 17 provinces last year had high school courses. These provinces were Ilocos Sur, Bulacan, Cagayan, Laguna, Nueva Ecija, Nueva Vizcaya, Pangasinan, Romblon, Surigao, Tayabas, Leyte, Union, Iloilo, Uoccs Norte, Cebu, Cavite, and Batangas. The total March enrollment in these secondary classes was 308 students, of whom 245 were young men and 63 young women, a proportion of 80 to 20 per cent. The disparity in numerical attendance of girl students in the intermediate and secondary courses is rather marked; nevertheless, some of the very brightest students are young women. The highest marks in competition for appointment as Govern- ment students in the United States in two successive years have been obtained by young women. The percentage of attendance among these high school students was most excellent, being 98 per cent in the month of March; 9 of these 17 schools in the month of March did not have a single absence of a secondary pupil. The Philippine Normal School had in attendance in the month of March 357 students, 245 of whom were young men and 112 young women, besides 119 pupils in its training EDUCATION IN THE PHILIPPINES. 149 school; the Philippine Nautical School 21 students, young men, and the Philippine School of Arts and Trades 237 young men. These figures give a total attendance of pupils in all public schools for the month of March, 1906, of 375,554, which total may be compared with a similar total of 311,843 pupils for the month of March, 1905. * * * THE TE.\CHING FORCE. American teachers under regular appointment on duty during the last school year numbered 763. The appropriation authorized 800 American teachers, but did not provide an appropriation large enough to employ so many. The force was augmented by the appointment from time to time of 68 teachers under temporary employment. As regards the American teaching force, the following facts may be of interest: The average salary of the regular American teacher was $1,090.67; of all teachers, regular and temporary, 574 were men and 257 were women; of these teachers 143 had been in the service less than one year. * * * Regular teachers are obtained by appointment by the director of education from eligible lists certified by the bureau of civil service as the result of examinations held in the United States and in the Philippines. A total of 215 men and 107 women were so certified during the past year, and of this number 110 nK>n and 27 women were appointed and accepted. This method of obtaining teachers is satisfactory except for special instructors, as of science, agricultvire, and the trades. These classes of teachers, who are greatly needed, seem to seldom enter the examinations. The appropriation bill carried 294 positions for Filipino insular teachers, but by splitting positions (a measure permissible by executive approval) a considerably larger number of such teachers have been employed. In ^larch there were 324 engaged. Eligibility for permanent appointment to these positions is obtained by civil-service examinations. A fairly large eligible list now exists, though it is not evenly distributed in the different provinces. This office has recommended that the standard of this examination be raised to an equal grade with the school examination for the comple- tion of the intermediate course. Insular teachers have been assigned to various duties. A few have been supervising teachers, and in this capacity have given satisfaction; some have been teaching intermediate grades, but the majority have served as princi- pals or Grade III teachers in central municipal schools. Of the 4,395 municipal teachers who had regular appointments, 3,015 were men and 1,380 were women. They are for tlie most part young (835 are under 18 years of age), educated largely in schools established since American rule, and sprung from the poorer classes as well as from the well-to-do. In fact all grades of society are represented. Their average compensation, instead of rising, as was anticipated, has decreased, and now averages |9 per mensem for men teachers and |8.81 for women teachers, where two years ago the figures were $10.38 per mensem for men and $10.49 for women. This does not, however, indicate that good teachers are paid less, but rather that the standard has gone up, and it has become pos- sible to secure new teachers whose training and experience are small at lower salaries than before. * * * A year ago it was anticipated that the instruction given to Filipino teachers would carry the large body of them so far forward as to eliminate teachers of a lower standard of attainment than Grade IV. This result, however, has by no means been reached. In part this is due to more rigorous examinations and higher standards. The reports for March showed that there were 1,862 teachers who had not successfully passed the primary examination. Of the rest, 1,222 were classified as belonging to Grade IV, 725 to Grade V, 281 to Grade VI, and 24 in the secondary course. The average of the insu- lar teachers is naturally much higher. In a number of divisions it has been possible to adopt the rule that no one who has not passed the primary examination shall be given a teacher's appointment. * * * Advance is noticeable among the Filipino teachers The system of classification introduced among them has been followed by a greater definiteness in their instruction. These teachers continue to gain in reliability, strength of character, and moral pur- pose. * * * American teachers must necessarily come and go, but this force of Filipino teachers, continually gaining in learning, matiu-ity, and character, under- standing more and more clearly the character of their mission, and becoming continu- ally more devoted to it, promises to be the best and most influential force in the life of the islands.. The great mass of public school pupils, as has already been sufficiently well indicated, are children of the poor or lowest classes. * * * 150 EDUCATION REPORT, 1906. PRIVATE SCHOOLS. Private instruction plays a large part in the intellectual life of the islands. While not amounting to a complete classification, these private schools may be grouped in three classes: First, there are institutions of secondary instruction, usually, but not always, sup- ported by the Catholic Church, and many of them with a history reaching back several decades. The instructors in the institutions are in large part members of religious orders. Such institutions exist not only in Manila, but in several provincial capitals, particularly those which are episcopal sees. Judging from such information as 1 have and from the character of students from these institutions who frequently apply to the bureau of education either for further instruction or for other purposes, I should say that the instruction in these institutions is undergoing considerable development. English has been introduced into most of them, and in some cases is well taught. My impression would be that the support given these schools is not much affected by the existence of public schools. In the second place, private schools or "colegios," sometimes unduly pretentious in their announceraents, exist in a great many large towns. They usually offer secondary education, including Latin, but give primary instruction aswell; some of them promise to confer degrees. Some of them teach English, although in practically all of thera Spanish is the basis of instruction. These schools are usually organized by ambitious young Filipino scholars, and often secure considerable local support. Not possessing large resources nor the prestige of past services they are seriously interfered with by the presence of public high schools or intermediate schools. These schools, while not at present of a high type of efficiency, in the future, as the standards of education rise and the qualifications of private teachers improve, may become an effective element in the progress of the people. The instruction, while too pretentious and not sufficiently thorough, is by no means without its results upon the minds of the pupils. The third class of private school is the primary school, usually conducted in the native dialect of the locality and designed primarily to give small children the rudi- ments of religious instruction and preparation for their first communion. Sometimes these schools are under the direction of the parochial "cura" and are held in the con- vent; but quite as often they are held in private houses. Sometimes the teachers are men, or more frequently women, who were public school teachers in Spanish times, but who did not make the degree of progress necessaiy to continue under the present gov- ernment. There are hundreds of these schools all over the archipelago. Children sometimes leave the public schools for a few months in order to receive in them the religious instruction which is not provided in public schools. * * * An adjustment between the work of the public schools and these private schools seems to be gradually taking place. The crowded attendance in the public schools makes it necessary more and more to exclude from attendance children under 8 or 9 years of age. The years from 9 to 12 are believed to be the best for attendance at a public primary school. The child is more matured and better able to undertake the learning of a new tongue; leav- ing the primary school at from 12 to 15, he is also much more likely to make use of the language and instruction therein obtained than if he left at 10. It would then seem that there is a period in the life of the child — say, from the age of 6 to 9 — in which private instruction may be cordially invited. In a single year of instruction the child could be taught the alphabet, and the syllabary necessary to read a native tongue, and, in addi- tion, if the school was a church school, receive religious instruction embracing a simple exposition of Christian faith, prayers, songs, and Christian morals. It might be fur- ther remarked, however, that the task imposed upon the church of giving elementary religious teaching would be a far simpler one than that imposed on the government in giving three years of primary instruction, inasmuch as where the primary schools must attempt to reach 400,000 pupils, these doctrinal schools could be content with a third of the number, as the instruction need last but one-third as long; and, while the public schools must have native teachers sufficiently trained in English to give three years' satisfactory English instruction, the doctrinal schools would require no such standard of their teachers. * * * There is another field in which the Catholic Chiu-ch, as well as various missionary societies, are commencing to cooperate with the work of public education. This is by establishing private dormitories for students attending provincial high schools and schools in Manila. This has been done in several provincial capitals, and for students attending the Philippine Normal School a dormitory has been opened by the arch- bishop of Manila. There is a great field for such enterprise and many such student homes are needed in addition to such public dormitories as have been opened. These institutions have, of course, no official relation with the public schools, whose students they shelter, nor with the bureau of education, but, in view of the homeless and unprotected life of hundreds of our young men students, their presence is welcome. EDUCATION IN CUBA. 151 ENGLISH AND THE NATIVE LANGUAGES. Supervising teachers generally become familiar with the native language of their dis- trict and find this knowledge of great assistance to them in their work among the people. It is not allowed in the public schools even by the Filipino teachers. English is taught, even to the small beginner, without the assistance of translation, the first steps of the pupil in chart and primer being so arranged as to obviate its employment. This method, which is that most commonly in vogue among teachers of foreign languages, receives the general indorsement of American superintendents and teachers. There are some, however, who advocate modifications of this method, and their criticisms are sufficiently intelligent and thoughtful to demand consideration. As far as the people of the provinces are concerned the demand for instruction in English has continued to increase, and is at the present time practically unanimous. Recently certain Filipino writers in Manila have viewed the teaching of English with some alarm. They see in it a menace to the "Filipino soul," and argue that knowledge of English will "Saxonize" the Filipino people. * * * THE DIVISION OP THE AMERICAN CIRCULATING LIBRARY OP MANILA. This library was transferred during the month of March to the same building with the bureau of education, and occupies the entire western end of the building. Since this removal the library has been open continuously from 8 in the morning until 10 at night each day of the week except Sundays and holidays. The number of subscribers increased from 290 in April to 430 in June. The nuinl^er of volumes drawn out per month is now about 1,400, of which 1 ,100 are fiction. The number of volumes on hand June 30 was 12,482. II.— EDUCATION IN CUBA. HIGHER EDUCATION. The Uyiiversity of Habana. — This institution began its career as a university through a royal warrant or charter in 1734, which included in the "statutes" of the new insti- tution a formidable list of the ancient studies of grammar and rhetoric, theology, the scriptures, mathematics, philosophy, civil and canon law, and medicine. The university was founded by members of the Dominican Order and was modeled after the University of Santo Domingo in Espanola, which had been founded or authorized in 1538. The old constitution remained until education in Cuba was secularized in 1842, when the old theological, Aristotelian, and scholastic system of university instruction, a relic of the middle ages, gave way to the litei'ary and, later, to the scientific tastes and requirements of modern times. The degrees in arts, sciences, juris- prudence, medicine, surgery, and pharmacy were retained, while those in theology and canon law were abolished. There are at present three faculties — the faculty of letters and science, the faculty of medicine and pharmacy, and the faculty of law, a restriction of degrees which indicates how completely the coui-se of instruction has been modernized. The faculties are subdivided into special schools, in which the particular subjects pertaining to the general branches are taught. Thus the faculty of letters and sciences comprises the "schools" of letters and philosophy, of pedagogy, of science, of electrical engineering and architecture, and of agronomy. In the school of letters and philosophy are taught Latin and Greek, philology, literature, history, psychology, moral philosophy, and sociology. The school of pedagogy comprises pedagogical psychology, the history of pedagogy, methodology, and drawing; the school of science has for its subjects mathematical analysis, descrip- tive geometry, mechanics, astronomy, cosmology, physics and chemistry, anthi'o- pology, biology, zoology, botany, mineralogy, and geology; while in the school of electrical engineering and architecture the special branches are: Topographical, structural, and architectural drawing, stereotomy, geodesy and topography, field surveying, materials of construction, resistance of materials, graphic statics, sanitary 152 EDUCATION EEPOET, 1906. and civil engineering constructions, hydromechanics, machinery, road and railroad engineering, architecture and the hygiene of buildings, with special courses in elec- tricity. From these titles will be seen the scope of the instruction. The details of the studies given in the yearbook, or "memoria anuario," published by the university, show the practical manner in which they are carried out. Taking mineralogy, for example, we have the following practical work prescribed : Testing minerals in the dry and the wet way; goniometry, or the measurement of angles on models and on natural crystals, with both reflecting and applied goniometers; the drawing of crys- tals, with notation; projections of crystals, synthesis of minerals, determination of minerals, and study of microscopic sections. The works of reference recommended are Poey, Seidel, Tschermak, Lapparent, and Dana. The treatment of geology is equally full and includes physiography, or physical geography, comparative geology and geogony, petrography, geotechtonics, paleontology, and stratigraphical geology. The microscopic study of rocks and their determination is practiced in the labora- tory, and field work is conducted by excursions. Drawing and surveying are taught in an equally practical manner. The course in electrical engineering comprises the visual study of mathematical units, mechanical and thermal equivalents, static electrical problems, measurements of dynamical electricity, etc., the study of motors, electric lighting, and the design- ing, installation, and management of motors, besides other electrical apparatus con- nected with electrical industries, together with practice in the electrical laboratory, which is equipped with suitable apparatus. Instruction is also given by visits to various works where electrical machinery is used. The text-books used are in English and French. A special course is given in anthropology and ranges from prehistoric anthropology and the origin .of man to criminal anthropology and judicial anthropometry. The text-books recommended are Broca, Topinard, Frocatre, and Bertillon. The treat- ment of the subjects in the special schools of the other faculties is, as described in the "Anuario," equally full. In the school of medicine, in the faculty of medicine and pharmacy, for example, the means and methods of carrying out the instruction are developed with much explanatory detail. It is hardly necessary to give the head- ings under which the details are to be found, such as anatomy, dissection, therapeu- tics, etc., since they are the common and necessary topics of medical instruction everywhere, while the value of the instruction depends upon the instructors and their methods. It is to be noted, however, that special stress is laid upon those studies which are of particular importance to medical practice in the Tropics, as is shown by the title, ''Intertropical pathology with clinics." Microscopical and chem- ical work and bacteriology receive their due share in the programme. It should be noted that in the third course of the school of letters and philosophy of the faculty of letters and science the students in Greek read the lyrics of Alcseus, Sappho, Anacreon, Stesichorus, Simonides, Bacchilides, and Pindar. In 1905 there were 516 students matriculated in the three faculties of the univer- sity, of whom 165 were in the faculty of letters and science, 209 in the faculty of medi- cine and pharmacy, and 142 in the law faculty. The faculty of letters and science publishes a review, which appears every two months. The table of contents of the number for November, 1906, is as follows: His- torical and critical notice of higher education in Cuba; The American intervention in Cuba (by Secretary Taft); The declination compass (illustiated); International science; Etymological revision of the dictionary of the Spanish Academy; Words of Greek derivation (continued article); The idol of the "Gran Tierra de Maya" (illus- trated); On the resistance of materials; Positivist morals and evolutionist morals; An address to physicians; Notices of books — German, French, and Cuban; Miscella- neous notes; Official notices. In the September (1906) number of the review is pub- lished a curious letter (in Greek) from the president of the University of Athens to u. EDUCATION IN CUBA. 153 the president and officers of the University of Habana, entreating them to protest against the outrages perpetrated by Bulgarians upon the Greeks, Viurning their churches, schools, and libraries, and killing women and children for no other cause than that they are Greeks who still speak the tongue of the divine Plato and read the Evangel in the language in which it was first written. The writer speaks of Athens, the seat of his university, as the city which l)rought forth civil and spiritual lilierty and then founded the arts and sciences and civilization upon it. . PRIMARY INSTRTCTION. The Cuban secretary of public instruction puldishes a monthly jomnal of education devoted to primary instruction. It contains information of importance to the teach- ing profession in Cuba. A table of contents is here given as illustrating the character and grade of the pul)lication: On coeducation; The reciprocal reactions between teachers and pupils froni the point of view of contagious diseases and moral influence (by a medical expert); On the importance and use of Spanish in Puerto Pv,ico and the means recommended to teach it; The oral perceptive method of teaching abnormal deaf-mutes; The two schools (religious and lay); American education, the Mosely Commission in the United States; Children and tobacco; Varieties; Book notices; Official documents. From the number for June, 1906, of this official puV)lication are taken the following school statistics for the month of March, 1906: There were at that time 3,675 teachers, of whom 3,467 were white and 208 colored, and women teachers were in the majority, there being 1,386 men to 2,289 women. As to ages, there were 5 men and 212 women teachers 18 years old or under, 73 men and 426 women from 18 to 20 years of age, 362 men and 695 women from 20 to 25 years, 283 men and 410 women from 25 to 30 years, 362 men and 369 women from 30 to 40 years, 189 men and 150 women from 40 to 50 yeai's, while there were 115 men and only 32 women over 50. Thus the proportion of men teachers increases with age. Th number of pupils enrolled in the primary schools during March, 1906, was 135,420, of v^hom 91,414 were white and 44,006 v.'ere colored. Divided as to sex, the boys numbered 73,957 and the girls 61,463. The total attendance at the same time was 102,055, or 75.36 per cent of enrollment. Of this number 68,829 were white and 33,226 colored, and the boys were 56,178 to 45,877 girls. SCHOOL JOURNALS. Besides the official publication from which these figures are taken, two other Cuban journals devoted to school work are received at the Bureau of Education. These are Cuba Pedagogica and La Escuela Moderna. They not only treat of pedagogic sub- jects and matters of special interest to Ciiban teachers and the Cuban public, but contain articles giving information of pedagogical and educational movements in other parts of the world. For example, two consecutive numl)ers of ('uba Peda- gogica contain articles as follows: The teachers' college; A page from a class journal; Review of the pedagogical world; Practical lessons in langiiage; Varieties; The longevity of microbes; The sun and heat; The psychological basis of instruction; More about the higher schools; Moral education; Practical lessons in geography; Physiology and hygiene; A pedagogical congress; Varieties; Hamlet's monologue. 021 468 905 4