'Ji.^'Hj 
 
 tVv. 
 
 
 
 '' '■ ■ i»: ««>- .., - , ■ 
 
 
Pass LA \2.m. 
 
 Book . ^ 5 
 
'e)'i^' Congress, ) SENATE. \ DocUic;., 
 
 ^d; * ^m^'wi. f 1 No. 129. 
 
 EDUCATION IN THE PHILIPPINE ISLANDS. ■- - ' 
 
 y^ LI^HARY OF CONGRESS, 
 
 RECEIVED 
 
 LET TEE FEB 12 1901 
 
 FROM DIVISION OF DOCUMpTS, 
 
 THE SECRETAEY OF WAJ. 
 
 TEANSMITTING, 
 
 IN RESPONSE TO RESOLUTION OF THE SENATE OF JANUARY 19, 
 1901, COPIES OF THE REPORTS OF GENERAL MAC ARTHUR, AND 
 THE ACCOMPANYING REPORTS OF MILITARY OFFICERS PER- 
 FORMING EDUCATIONAL WORK, ON THE SUBJECT OF EDUCA- 
 TION IN THE PHILIPPINE ISLANDS. 
 
 •Jaxuaey 28, 1901. — Referred to tlie Committee on the Philipiiines and ordered to be 
 
 printed. 
 
 War Department, 
 
 Washington^ January ^6', 1901. 
 Sir: In response to the resolution of the Senate, dated Januaiy 19, 
 1901, directing- — 
 
 That the Secretarj^ of War be directed to furnish the Senate with copies of the 
 report of General MacArthur, and the accompanying reports of military officers per- 
 forming educational work, on the subject of education in the Philippine Islands — 
 
 I have the honor to invite attention to the information contained 
 herein and to the accompanying papers referring to the subject. 
 
 The report of Maj. Gen. Arthur MacArthur on this subject is con- 
 tained in part 10 of volume 1 of House Document No. 2 of the present 
 session of Congress, and attention is respectfully invited to pages 36-39, 
 343-384, 407, 424, and 455-458 of the pamphlet, copy herewith inclosed. 
 
 The several reports of Maj. Gen. E. S. Otis relative to education 
 and schools in the Philippine Islands may be found on page 152 of 
 part 4, volume 1, House Document No. 2, Fifty-sixth Congress, first 
 session, and part 4, volume 1, House Document No. 2, of the present 
 session. Attention is also invited to pages 295-304 of the pamphlet 
 edition of the latter report, herewith inclosed. 
 
 The report of the first Philippine commission on this subject appears 
 on pages 17-42 of part 1 of Senate Document No. 138, Fifty-sixth 
 Congress, first session, and the testimony taken b}^ said commission 
 
\ 
 
 EDUCATION IN THE J>HILIPPI]SrE ISLANDS. 
 
 regarding the same appears in part 2 of said document, on pages lo^ 
 148, 242-245, 249, 256-266, 278-290, 336, 412, 417,_ and 456. 
 
 The report of the present Philippine Commission, transmitted by 
 cable of August 21, 1900, a copy of which is herewith inclosed, con- 
 tains a reference to the matter on page 4 thereof. Their report of 
 November 30, 1900, appears in full in the supplement to my annual 
 report, transmitted by the President to Congress on the 25th instant, 
 and contains much information regarding the educational needs of the 
 Philippine Islands. 
 
 Very respectfully, . Elihu Root, 
 
 Secretary of War. 
 
 The President pro tempore of the United States Senate. 
 
 / V^f^ 
 
 FEB 13 1901 
 0. ofD. 
 
EXTRACT FROM REPORT OF MAJ. GEN. E. S. OTIS, IT. S. ARMY. 
 
 [Pages 295-304, pamphlet edition.] 
 
 On the subject of schools and educational institutions I remarked in 
 my last annual report, in part, as follows: 
 
 In Manila and a few other cities where our troops are stationed to give inhab- 
 itants protection, schools have been established. Parents and children are eager 
 ■ for primary-school instruction and are very desirous to acquire a speaking knowl- 
 edge of the English language. In the city of Manila more than 5,000 children are 
 attending these schools, which are maintained at a cost of nearly 10,000 Mexican,^, 
 dollars a month. * * * The higher education which the islands have hitherto ' 
 enjoyed, as well as that of a minor character, has been entirely under the control of 
 the religious orders and has centered in Manila. The Dominican order, rich in 
 landed estates acquired through a series of years, inaugurating its educational policy 
 under royal assistance, money contribution, and decrees when the educational field 
 was entirely in the possession of the clergy, and seizing on by degrees to the educa- 
 tional institutions and scientific schools organized by the Jesuits under royal protec- 
 tion and conducted with funds from individual testators after that order had been 
 driven from the islands, built up the University of Manila and gradually incorporated 
 in it these Jesuit foundations. Great effort was made to sever them from Dominican 
 authority by recent Spanish statesmen of advanced ideas, but without success, and 
 now the leading Filipinos demand that severance and a return to state supervision. 
 
 The Manila schools have constantly increased in number of attend- 
 ants, which now approximates 6,000, and in a corresponding additional 
 expenditure of the public moneys for their maintenance. The system 
 of teaching, the school supplies, and accommodations have gradually 
 improved, and the coming school year bids fair to accomplish gratifjdng 
 results. As soon as new territory was acquired its inhabitants expressed 
 the same desire for primary-school teaching as had been manifested in 
 Manila, and they were accommodated in so far as our meager resources 
 would permit, soldiers in some instances being temporarily detailed as 
 instructors. The inhabitants were informed that the}" would be expected 
 to furnish the necessary school building, and that books, writing paper, 
 and kindred material in moderate quantities would be supplied hj the 
 Government authorities. On March 30, 1900, Capt. Albert Todd, of 
 the Sixth Artillery, who had been acting as auditor of the islands, was 
 relieved from that office by Mr. Walter G. Coleman, the appointee of 
 the War Department, and was detailed to take temporary charge of 
 public school instruction. In a report submitted Ma}-^ 2 he summarizes 
 school work accomplished and in contemplation, from which we give 
 extracts : 
 
 United States Military Government in the Philippines, 
 
 Department Public Instruction, 
 
 Manila, May 2, 1900. 
 The Secretary to the Military Governor in the Philippines. 
 
 Sir: I haA^e the honor to make the following report of the operations of this depart- 
 ment since the date of its organization under General Orders, jSTo. 41, office militarv 
 governor, March 30, 1900: 
 
 Previous to that time such distribution of books as has been made was done under 
 the direction of Mr. G. P. Anderson, superintendent of the schools in Manila. There 
 had come into his possession a quantity of books, paper, chalk, etc. , taken over from 
 
 3 
 
4 EDUCATION IN THE PHILIPPlTSfiE iSLANlfS. 
 
 the Spanish Government, and also certain amounts purchased in the United States 
 and Manila, and a number of flags donated by Lafayette Post, Grand Army of the 
 Republic, No. 140, Department of New York. From these he has made issue to the 
 schools in Manila and to certain ones in the provinces. The inclosed paper marked 
 "A" shows amounts received from various sources, amoimts issued, and balance on 
 hand May 1, 1900. The same paper shows books and other supplies ordered from the 
 United States but not yet received. The books referred to in the inclosed letter from 
 the secretary of insular affairs in AVashington are a part of these orders. 
 
 Purchased in Manila |730. 82 
 
 Purchased in United States, received 2, 243. 40 
 
 Ordered from United States, not received (estimated) 38, 806. 60 
 
 41, 780. 82 
 or $84,397.26 in Mexican. 
 
 In addition a request is this day submitted for approval of another order for sup- 
 plies aggregating about $1,650 Mexican. It is hoped that these various supplies will 
 serve for the needs of the schools in the islands for about three months; and as to , 
 iDooks, for a considerably longer period on the present basis of instruction. * * * 
 
 As intimated in the last paragraph, at first I think only reading, writing, and speak- 
 ing English should be attempted, except in Manila and possibly in some few other 
 places. I regard a ready acquaintance with the English tongue, to read, to write, to 
 speak it, as of the first importance, and enough to demand for the present the entire 
 efforts of our educational forces. Geography, history, arithmetic, not to mention 
 what are called the higher branches, are the same in all languages, and it is not 
 deemed expedient or necessary that special text-books for them should be prepared, 
 either in Spanish or the various native dialects, or purchased in any large quantity. 
 But suitable and adequate elementary dictionaries, primers, charts, and readers 
 should be prepared as soon as possible.' While in some cases it may be necessary to 
 work through the medium of Spanish, in general it is believed English should be 
 taught directly from the dialects, and the books should be written to that end. * * * 
 
 Action has already been taken by this office toward obtaining copies of all school 
 laws, reports, etc., from the various States of the Union, and also samples of text- 
 books and various school appliances. It is realized, of course, that as yet our Gov- 
 ernment is but at the threshold of public education in the Philippines, and I regard 
 it best to accumulate expert opinions in order that well-digested and feasible plans 
 may be devised. The supphes already ordered will begin the work, but the future 
 will demand large outlays of money and the labor of experienced and competent 
 educators. 
 
 Very respectfully, Albert Todd, 
 
 Captain, Sixth ArtiUerii, in C'liarge Department. 
 
 Regarding the character of the text-books in so far as special lan- 
 guage is concerned, the wish of the people is contained in the reply of 
 a representative Filipino, to whom I made the remark that it was 
 doubtful if sufficient text-books in both Spanish and English could be 
 secured: "Give the children the English books and they will learn 
 English quicker." That course I am informed is pursued in Hong- 
 kong and has been very successful. These simple methods of instruc- 
 tion, ver}^ hastily put in operation to answer the pressing importunities 
 of native parents, have now been established in many of the islands. 
 The sj^stem is crude, of course, but will give comparative satisfaction 
 and compensating results until a better one can be inaugurated. 
 
 The demand of representative Filipinos that certain advanced edu- 
 cational institutions be taken from the control of the religious orders 
 and returned to State supervision has been acted upon only in a single 
 instance, and that action mereh^ extended to the temporary closing of 
 the medical college of San Jose, an institution founded by the Jesuits, 
 operated by the Spanish Government after the expulsion of that order 
 from the islands, and during late years attached to the University of 
 Manila, which is claimed bj^ the Dominicans as its sole propert}^ with 
 vested right of management. Pending deliberation on the subject of 
 a reorganization in the management of the college, the authorities of 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 5 
 
 the university reopened it for instruction and received students, when 
 the provost-marshal-general was directed to close it, take formal pos- 
 session of and retain the same until matters in controversy could be 
 determined. Correspondence between the military and ecclesiastical 
 authorities followed, and was still being pursued when I left the islands. 
 The controversv broadened into an argument on the powers of the 
 ecclesiastical orders to take part in what was considered the functions 
 of civil government, and there gradually entered therein the question 
 of the validit}^ of certain transfers of real property by those orders to 
 foreign syndicates; also the right to demand from the United States 
 payment for church occupation by Spanish prisoners of war. In the 
 Official Guide for the Philippines on the subject of Spanish govern- 
 mental organization, the college of St. Joseph is entered as a pious 
 establishment, under the heading of ' " Pious works," with these remarks : 
 
 Founded by the Society of Jesus. At present it is under the immediate depend- 
 ency of the vice-royal patronate, which has an administrator. The direction is 
 under the cliarge of the rector of the university. In it are established the branches 
 of medicine and pharmacy of the university. It is a good establishment, with all 
 the improvements required for the sciences there taught. 
 
 From the same authority we learn the following: 
 
 In accordance with article 89 of the constitution of the Spanish monarchy, the 
 Philippine Islands, as well as the other foreign provinces, will be governed by special 
 laws. By virtue of the constitution the supreme direction of all the affairs relative 
 to the government and administration of the Philippine Archipelago is exercised by 
 the King, with his council of ministers, the secretary in charge being the minister of 
 colonies, who resolves by royal order all matters relative to the branches of grace 
 and justice, politics, finance, government, and foment in which the sanction of the 
 monarch is not necessary, advising, when he may judge proper, with the council of 
 the Philippines, a body dependent from the ministry of colonies, etc. * * * 
 
 The govermnent of the Philippine Archipelago is vested exclusively in the 
 governor-general, who is the only and legitimate representative of the supreme 
 power of the Government of the King of Spain in these islands, and as such is the 
 superior chief in all pertaining to public administration, with the right as such of 
 exercising sliperior inspection over the same and the courts of justice. * * * This 
 high office * * * has annexed to it the office of vice-royal patron of the Indies 
 * * * and president of all the corporations and societies that have an official 
 character. 
 
 To assist the governor-general in his duties there were two advisory 
 boards, namely, the boai'd of authorities, instituted in 1850, and the 
 council of administration, created in 1861 and reorganized under royal 
 decree of May 13, 1893. Members of the board of authorities consisted 
 of the governor-general of the islands as president, the archbishop of 
 Manila, the officer second in command of the army in the Philippines, 
 and the commandant-general of the nav3% together with the officers 
 conducting civil administration, the chief justice, and the attorney- 
 general. The council of administration was composed of fifteen ex officio 
 councilors, six delegate councilors, and four councilors of ro3"al appoint- 
 ment. The first class consisted of the governor-general as president, 
 the metropolitan archbishop, the officers exercising immediate com- 
 mand of the arni}^ and nav}" in the Philippines, the chief justice, the 
 civil officers of administration, and the five superiors of the religious 
 corporations which had charge of the five dioceses into which the Phil- 
 ippine Archipelago was divided, and the presidents of the Manila 
 Chamber of Commerce and the Societ}^ of Friends. 
 
 The general departments of the Spanish Philippine government may 
 be designated as political, ecclesiastical, judicial, militar}-. and adminis- 
 trative. The ecclesiastical acted "subject to the prerogatives of the 
 
6 EDUCATION IN THE PHILIPPHSTE ISLANDS. 
 
 royal patronship vested in the kings of Spain by virtue of divers bulls 
 of the Roman pontiffs," which prerogatives were exercised in the Phil- 
 ippines by its governor-general as vice-royal patron; but the purely 
 spiritual matters were supposed to be conducted b}^ the regular and 
 secular clergy. The ecclesiastical branch of the government had super- 
 vision of all religious and charitable corporations and institutions, and 
 of all the funds by which thej^ were maintained. These funds were 
 administered by the "Direction and Administrative Boards of Pious 
 Works." The first was presided over by the archbishop of Manila, 
 and had the chief justice, the intendente general of internal revenue, 
 and the attorney-general as members. It supervised the administra- 
 tive board on all questions regarding expenditures and disposition of 
 funds, the accounts of which the latter kept. This ecclesiastical depart- 
 ment had charge of public instruction, which was divided into three 
 classes: Superior, elementarj^, and primary. The first was said to be 
 in charge of the University of Saint Thomas, the second of the munici- 
 pal antheneum, of the normal school of masters, and of the college of 
 Latinity incorporated into the universit}^, and the third of the masters 
 and misstresses of the towns of the archipelago. The normal school 
 of masters and the municipal atheneum were under the charge of the 
 Jesuits. In the first the title of master of primary instruction was 
 acquired, which gave the right to teach in the primary schools of the 
 island. 
 
 From the above it will be perceived that the representatives of the 
 church took an active part in the administrative affairs of the islands, 
 and the governor general in matters which would be considered gen- 
 erally as purely ecclesiastical, for he had the right ""to confer all 
 ecclesiastical benefices upon parish rectors, missionaries, coadjutators, 
 etc.; to inspect all religious corporations, brotherhoods, fraternities, 
 and others which are regulated by the laws of the Indies." All these 
 prerogatives, it was contended, inhered in his office by virtue of the 
 power exercised as vice-royal patron of the church, which was con- 
 ferred by the Vatican; that these powers had lapsed by death and 
 had returned to the church; that the religious orders were duly incor- 
 porated and had the right to manage their properties and the col- 
 leges and schools which they had established. This old question of 
 the source of power known as vice-royal patronage, which had been 
 argued so long by Spanish statesmen — one party contending that it 
 was a voluntary concession from the Pope, expressed in various bulls 
 issued, the other that if in the nature of a concession it was an 
 acknowledgment by the Pope of the rights of Spain because of con- 
 quest to manage its own Philippine affairs, hence was coupled with 
 Toydl prerogative — was almost in danger of a revival. The claim of 
 the Spanish archbishop and-the religious orders that very many of the 
 civil functions which the governor-general as representative in the 
 islands of the sovereignt}^ of Spain exercised were powers which 
 belonged to him solely as patron of the church, and hence virtually as 
 representative of the Pope, could not be admitted. His Grace Arch- 
 bishop Chapelle, apostolic delegate to Cuba, Porto Rico, and the Philip- 
 pines, shortly after his arrival in Manila from the United States, 
 renewed the subject in a letter in which he advocated the necessity of 
 returning the friars to their former parishes throughout the islands as 
 soon as practicable in order to secure the pacification of the people. 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 7 
 
 To this letter reply was made on February 15, of which the following 
 is a partial copy : 
 
 One other issue, although more germane to the subject-matter jjresented than those 
 already referred to, is raised by your remark that it is not ' ' the purpose of the 
 American Government that its governor should take upon himself the ecclesiastical 
 functions of the Spanish captains-general as vice-regal patron of the church." You 
 mean, of course, that the United States military governor can not assume the title 
 and functions of the former governors-general of Spain, whose title was that of 
 " vice-royal patron of the Indies," and whose functions extended to a supervision of 
 all matters of state connected with the islands, and included certain powers of 
 api^ointment and control which were of an ecclesiastical character. As you are 
 aware, there has always been a radical difference of opinion as to the sources of 
 these supervisory powers. Spanish statesmen hold that they flowed naturally from 
 the sovereignty of Spain, whose title to the Philippine Islands and whose right to 
 exercise every right of sovereignty is based upon the acknowledged fact of discovery 
 and conquest, which is conceded by the civilized world to furnish indisputable evi- 
 dence of absolute ownership. The church contends that the supervisory charge over 
 its affairs and the properties of the various religious orders here established, which 
 the governor-general has exercised as vice-royal patron, is derived from the Vatican 
 and was conferred upon the King as royal patron of the church by certain papal bulls, 
 which simply are pontifical concessions unaccompanied by a continuing power, and. 
 that this view is acknowledged and confirmed in the concordat of 1753; that the 
 Spanish monarch, in return for this extraordinary privilege conferred by the Vatican, 
 was obliged to protect and support the church and compensate its clergy. This last- 
 expressed opinion your grace appears to entertain, and you conclude that the King 
 of Spain who enjoyed this privilege, which was personal in its nature, or rather 
 belonged to the kingly person, is now dead to the Philippines, and that therefore the 
 same has reverted to the donor; and you also conclude, as I believe, and with reason, 
 that under the Constitution of the United States there can not exist any privity of 
 relationship between that Government and the Holy See; hence the United States 
 can not claim or exercise any privilege or prerogative (by whatever name it may be 
 called and from whatever source derived) which is purely ecclesiastical in character. 
 
 In answer to these divergent opinions it may be said : 
 
 First. That the office of the governor-general of the Philippines no longer exists, 
 and that the title of " vice- royal patron of the Indies" is relegated to the past. The 
 military governor in the Philippines is merely the agent of the United States to take 
 action under the instructions of the Executive head of that Government for the pro- 
 tection of its rights and the execution of its obligations. 
 
 Second. That whatever rights of public control were inherent in the Crown of 
 Spain have descended to the United States by conquest and subsequent treaty stipu- 
 lations. 
 
 Third. That the United States can exercise those rights in manner and form as did 
 the King of Spain, except as prevented by its Constitution and laws. 
 
 Fourth. Under Spanish law as universally recognized, even by the Catholic Church, 
 religious institutions could not be established without the authority of the Crown of 
 Spain, and when so established there was reserved to the Crown the most comj^lete 
 and univerv«al right of patronage, against which the law did not admit either custom 
 or prescription. 
 
 Fifth. That under the Constitution of the United States the " Congress shall make 
 no law respecting an establishment of religion or prohibit the free exercise thereof," 
 and Congress has refrained from legislating upon purely church matters, and has 
 never asserted that it has the power to interfere with religious communities in either 
 appointment to ecclesiastical office or particular features of church government. 
 
 Sixth. The United States recognizes the right of religious communities, as associa- 
 tions or corporations, to hold and administer such properties, both real and personal, 
 as may be necessary to accomplish the legitimate purposes for which they have been 
 established, and all such properties are as much under the protection of the law aiid 
 subject to judicial investigation as are those of associations or corporations oi a purely 
 civil character. In the case of these property holdings of the so-called religious orders 
 in the Philipj^ines, they are also protected by the eighth article of the late Paris treaty 
 of peace, which declares that "the property or rights which by law belong tothe 
 peaceful possession of property of all kinds of * * * ecclesiastical or civil bodies" 
 shall not be impaired. 
 
 Seventh. The property holdings of the religious corporations are believed to be to 
 a considerable extent in the nature of trusts, really trust estates, the revenues of 
 
8 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 which must be applied to particular uses, as for the support and education of the 
 poor, or of certain specified classes of individuals, as well as for purposes and service 
 strictly religious. AH such trusts are denominated charities, and courts of civilized 
 nations hold that the property involved is in a measure public property, applicable 
 only to the specific purposes to which it is devoted, but within such limits is conse- 
 crated to the public use; and Chancellor Kent lays down the principle of law as 
 follows: "In this country the legislature or government of the State, as parens patriee,, 
 has the right to enforce all charities of a public nature by virtue of its general super- 
 intending authority over the public interests, when no other person is intrusted with 
 it." The United States courts hold that the prerogative of parens patriae is inherent 
 in the supreme power of every State, whether lodged in royalty or legislature, and it 
 can be exercised whenever the rightful or correct administration of trust properties 
 is called in question. 
 
 Eighth. Conceding that the friar communities of the Philippines are entitled to 
 administer the properties legally vested in them by Spanish law, whether absolutely 
 or in trust, the nature, character, and investiture of all properties claimed by them, 
 and from the possession of which they were driven by Spanish rebels, become matter 
 for a legitimate ofiicial inquiry and determination. This preliminary inquiry, 1 
 believe, is the right and duty of the United States authorities to institute, and as the 
 Government's agent in the Philippines I am not at liberty to perform any action 
 which would interfere with those interests or obligations. 
 
 Your grace will perceive that in the above remarks, brief as they necessarily must 
 be when conveyed in the shape of correspondence, it is acknowledged that the United 
 States can not take action in appointment to ecclesiastical office, nor in religious 
 reforms, observances, and purely church administration; that it can not exercise in 
 any way the formerly existing powers (whether conveyed by the Holy See or inher- 
 ent in royal prerogative it matters not) which devolved upon the King of Spain as 
 royal patron of the Roman Catholic Church within his Indian possessions, but that 
 of right and in consonance with duty it must exercise that general supervision, when 
 its power is invoked, over the property holdings of religious as well as over those of 
 civil associations and corporations, and especially over those properties which are 
 governed by the principles of equity jurisprudence. In this announcement it is not 
 conceded that even the churches and other religious edifices are the property of the 
 friars, although in their possession, as it might be held, possibly, that some of them 
 belong to provinces and municipalities of the islands, since they were constructed by 
 means of the public civil funds collected as taxes to sustain the civil government 
 which the King of Spain intended (as must be legally concluded in the absence of 
 declaration of intention to the contrary) should inure to the use and benefit of the 
 people. Any arising complication of this character might bring in question the titles 
 of churches constructed on land claimed by the religious orders, much of which they 
 can undoubtedly show that they own in fee simple through legitimate purchase. 
 And a complication has arisen by the recently discovered transfer of some of these 
 friar estates. In passing their title to large tracts of land, did they convey to the 
 profane syndicate purchasers the sacred edifices constructed thereon? If friars owned 
 these edifices they certainly passed with land conveyed, and in my examination of 
 the title deed I failed to find reservation. These syndicates demand to be placed in 
 possession of their purchased estates, and certainly we should protect the people in 
 their legal rights and ascertain what they are before these demands are complied 
 with. Religion and humanity compel it. 
 
 We come now directly to the real substance of the letter of your grace, which is 
 that the friars must be placed at once in possession of their properties and parishes, 
 not only as a legal right due them, but for controlling political reasons, since that is 
 the sure and only course which can be followed to bring passification to the islands. 
 Some of the legal objections to such a course are given above. That it would satisfy 
 or pacify the inhabitants I am firmly of the opinion that it would not, and hence it 
 loses its force as a political necessity. On the contrary, after a careful study of the 
 nature and clisposition of the people of the islands (and I have persistently inter- 
 viewed leading men from all sections of the same at every opportunity during the 
 last eighteen months of my stay here), I am positive that no act oil the part of the 
 United States Government would so excite, irritate, and cement them in rebellion as 
 to lilace among them the members of four of the eight religious orders domiciled here. 
 You allude to the temper of the Tagalos of southern Luzon, whom you are aware 
 would not receive them. I speak for other portions of Luzon and the southern 
 islands. Even now the people of Panay are engaged in circulating a petition pray- 
 ing that the friars be not permitted to return, and should they do so I am certain 
 that their lives would not be secure. A like bitter sentiment prevails in Negros, and 
 is perceived in Samar and extreme southeastern Luzon. We can not force the friars 
 upon the people against their consent, and youj as a distinguished American citizen, 
 
EDUCATIOlSr IlSr THE PHILIPPINE ISLANDS. 9'' 
 
 would not advocate such action. If I am mistaken in my impressions, the circula- 
 tion of these religious men among the people dwelling beyond the confines of Manila 
 would show my errors; but, having an interest for their personal safety, I could not 
 encourage such a test. Since your arrival I have labored with Filipinos of education 
 and prominence who profess Catholic doctrine and lead consistent lives to ascertain 
 their views, informing them of my opinion that the reception by the people of those 
 friars against whose reputation no moral taint is known appeared to be the best solu- 
 tion of the church difiiculty which now confronts us and which I think to be serious,, 
 and they have invariably asserted that the Filipinos will not receive them. I would, 
 that I could entertain your views in the matter, that we might consistently act as- 
 you advise, but I am powerless to do so. 
 
 Your grace will pardon the length of this letter. Certain matters which you 
 called up needed answer, and I have attempted reply. I am not versed in either the 
 canon or civil law and of the statutory and common law of our country I know but 
 little. My opinion on legal points, therefore, is not of value. I am fully convinced, 
 however, "that this question of friar property requires much investigation and careful 
 determination before radical Government action is taken. I am not willing to inau- 
 gurate such action until instructed by superior authority as to its proper nature and 
 extent. 
 
 With assurances of high esteem, believe me, your most obedient servant, 
 
 E. S. Otis, 
 Major- General, United States Volunteers, . 
 United States Military Governor in the Philippines. 
 
 Later, the College of San Jose and the phantom of vice-roj^al patron- 
 age again became the subject of official correspondence. Allusion to 
 that and other matters which were related to church establishments 
 and friar estates, in a friendl}^ conversation to which little importance 
 was attached at the time, appears to have given rise to the following- 
 communications : 
 
 Manila, Ajjril 6, 1900. 
 Major-General Otis, 
 
 Military Governor of the Philippines. 
 
 Sie: In the hope that before the arrival of the United States civil commission you 
 may for your own sake modify some of the views which you expressed to me in our 
 conversation yesterday, and to the end that I may state my position more clearly 
 than I did, I beg to make the following remarks: 
 
 You told me that from the fact of the Spanish Government having contributed 
 toward the erection of the cathedral of Manila one-third of its cost, you liad been 
 advised that said cathedral ought to be considered as Government property, although 
 you agreed that it should be dedicated forever to the purposes of the Roman Catholic 
 Church. 
 
 I answered that even if such contributions were as a matter of fact given, that 
 money was as absolutely appropriated for that purpose as were the funds which the 
 Spanish Government regularly contributed toward the maintenance of Catholic wor- 
 ship in these islands. That the Spanish Government under solemn conventions with 
 the Holy See had the right to do so, no man who has studied Spanish law and polit- 
 ical history will dream of denying. Moreover, the cathedral of Manila has been since 
 its erection recognized by the Spanish Government as belonging absolutely to the 
 Catholic Church, and the diocesan authorities as having from the time of its dedica- 
 tion full control over it as a building belonging to the archdiocese of Manila. I am 
 bound to conclude that your legal advisers have been clearly mistaken in the opinion 
 which they have given you. 
 
 With regard to your depriving the niedical faculty of the University of Santo 
 . Tomds of the ancient and undisputed right to confer medical degrees, you, as mili- 
 tary governor in these islands, could have done so only for the purpose of public 
 safety and temporary expediency, as such measures are taken under martial law. 
 You acknowledged to me that the final decision concerning the properties and 
 administration of the medical faculty of said university could be rendered only by 
 other Federal authorities. 
 
 Your refusal to allow at the present time the medical faculty of the university to 
 give degrees in medicine and pharmacy, notwithstanding the earnest petitions of 
 clever young men who have concluded with distinction their course of studies in 
 that celebrated institution desiring to obtain university degrees, and being loyal to 
 the American flag, supposes that your Government looks upon the exercise of such 
 venerable and ancient vested rights, which in the past have been used so wisely, as 
 
10 EDUOATION IN THE PHILIPPINE ISLANDS. 
 
 dangerous to public safety. That such a fear is groundless any man who knows ][the 
 situation here in Manila will readily understand. 
 
 As you know, it was clearly understood at the tirae of capitulation that the then 
 existing teaching institutions should not be disturbed or deprived of their rights. 
 The various faculties of the University of Santo Tomds are thoroughly loyal to the 
 American Government. You said nothing to me as to the standard of the course of 
 studies pursued. It could be easily proven that the medical and pharmaceutical 
 standards of examination are at least as high in the College of San Jose as those 
 approved of by many of our American medical faculties. In saying this I know 
 whereof I am writing; why then, should we buffet our friends and wink at the 
 wicked machinations of our enemies? 
 
 I understood you, moreover, to say that the transfer of properties by religious cor- 
 porations in 1898 were invalid and that you had therefore refused those transfers to 
 be registered. It is clear that until the Paris treaty was ratified, the Philippine 
 Islands were not under the sovereign jurisdiction of the United States, but under 
 that of Spain, and therefore it is evident that up to that time transfer of property 
 could be legally made under the sanction of Spanish law. 
 
 From the principle enunciated by you it would clearly follow that all transfers of 
 propei'ty from the l^eginning of our war with Spain until the ratification of the treaty 
 of Paris would also be null and void. I submit that this principle can not be held. 
 It would be no valid answer to say that the titles which the friars held were clouded. 
 So might other titles have been. The properties in question belonging to religious 
 corporations should not be dealt with in a different manner from properties claimed 
 by civil corporate bodies, for it is clearly stated in one of the clauses of the treaty of 
 Paris that the properties of ecclesiastical corporations will be guaranteed by the 
 United States Government in the same manner as the properties of any other cor- 
 porate body. This is another clear and solemn declaration of our fundamental law 
 which condemns all class legislation as entirely repugnant to a republican form of 
 government. 
 
 It is an elementary principle that long undisturbed possession carries with it the 
 presumption that the actual holder has a valid title. He can not be ousted unless 
 his title is in the first place clearly proven invalid. To decide otherwise would be 
 either confiscation or criminal usurpation, which, I am sure, the Federal judicial 
 authorities will never cotmtenance. I must avow that I am greatly surprised at the 
 opinions given by your legal advisers. Some of them, no doubt, labor under the 
 delusion that the old relation between church and state practically exists yet in these 
 islands, and that an American governor may act in the quality of vice-royal patron 
 of the church as the Spanish captain-generals did. Some other of your advisers 
 seem to me to be animated with a narrow-minded spirit of hostility to the Catholic 
 Church, whilst they should look at the question presented to them from a disinter- 
 ested and American point of view. 
 
 _ As you seem to greatly disapprove the course of the newspaper Libertas, espe- 
 cially concerning the orders you have given about civil marriage, I shall make a 
 thorough investigation of the matter; an ample apology will be made for anything 
 that might have been said contrary to Catholic doctrine and to American interests. 
 As self-defense is the first law of nature, you can not blame the organ of a religious 
 corporation to defend the interests of said corporation when they are, as they have 
 been for months past, unjustly, calumniously, and vilely attacked by a certain press 
 here in Manila which is anything but friendly to us Americans. Moreover, non- 
 Catholic ministers of the Gospel have most viciously attacked here in Manila the 
 friars, and openly held up to ridicule the religion of the immense majority of the 
 people of this archipelago. 
 
 Permit me. General, to avail myself of this occasion to thank you sincerely for the 
 courtesy and kindness with which you have treated me personally since my arrival 
 in Manila. 
 
 With sentiments of the highest regard and profoundest esteem, I remain. 
 Your obedient servant, 
 
 P. L. Chapelle, 
 Ahp.N.O.,Bel.Ap. 
 
 Office of the United States Military Governor 
 
 IN the Philippine Islands, 
 Manila, P. I., April 12, 1900. 
 Eight Rev. P. L. Chapelle, 
 
 Archbishop of New Orleans, Delegate Apostolic to Cuba, 
 
 Porto Rico, and the Philippine Islands, Manila, P. I. 
 Sir: In reply to your letter of the 6th instant, permit me to state by way of intro- 
 duction, that I have no legal advisers in the strict sense of the term and that my 
 
EDUCATIOTSr IN THE PHILIPPHSTE ISLANDS. 11 
 
 views, which you request me to modify for my own sake before the arrival of the 
 United States civil commission, are apparently misunderstood by you. Further, that 
 as far as Government action is concerned, it is of little importance what the character 
 of those views may be. 
 
 In the conversation which you mention and which followed the very friendly call 
 with which your grace honored me, I alluded to the fact that the payment of rentals 
 for certain church buildings occupied by the United States authorities had been 
 dii-ected, and remarked that I had received a heavy claim for rental arising from the 
 occupancy of the Manila cathedral by the Spanish troops while prisoners of war. 
 This I intimated was without validity, as those troops were occupying the cathedral 
 as a "cuartel" before the surrender of the city, and under the terms of surrender 
 the Spanish authorities stipulated that their troops should continue in the occupancy 
 of their "cuartels" until final disposition was determined upon; that the Spanish 
 Government had an undoubted right to continue in such occupancy without assistant 
 or deterrent action on the part of the United States; that the Spanish Government 
 had probably taken i^ossession under an emergency; that it doubtless had the requi- 
 site authority to do so, independent of any very stern war necessity; that it had 
 contributed largely to the erection of the edifice from the public civil funds, amount- 
 ing to at least one-third of its cost. (It has since been ascertained that the general 
 government and the municipality of Manila paid two-thirds of the cost of the edifice. ) 
 I believe that you agreed with me that the claim made against the United States 
 Government had no legal basis. 
 
 The subject of the transfer of friar estates was then alluded to, and I remarked that 
 there had been very large transfers since October, 1898, to which I understood you 
 to say that these transfers had been the subject of action since 1890. I then remarked 
 that certain deeds of transfer which I had seen, and the proceedings connected there- 
 with, did uot appear to satisfy the registry laws of the islands. 
 
 In regard to the Medical College of San Jose, I based the' action taken by the 
 United States authorities on facts which had been found, and said that all matters 
 connected with the subject of friar estates must be passed upon by superior authority, 
 and that any action which I might take would be of a temporary character. 
 
 The subject of newspaper controversy was introduced, I believe, by an allusion 
 to the part recently taken by * * * and w^hich I pronounced indiscreet, to which 
 you assented. Your Grace"^ informed me that a certain newspaper Avas about to or 
 inight soon indulge in a series of articles of a certain nature which you stated, when 
 I virtually acknowledged that such articles would be defamatory and should not be 
 publishecl; and in the conversation which ensued I expressed the opinion that all 
 newspapers gave trouble, even the paper published by the friars called the "Liber- 
 tas," which I had been officially informed had made a direct attack upon the validity 
 of the marriage law recently promulgated. 
 
 The above, as I recollect, covers the substance of our conversation, except that I 
 expressed the view that all moneys appropriated' for the erection of the cathedral 
 were given for certain purposes and uses, which should be executed. 
 
 In my communication of February 15 I gave my opinion quite fully upon the 
 changed relation of church and state in these islands, brought about by their cession 
 to the United States, and remarked that the latter would not claim or exercise any 
 privilege or prerogative which was purely ecclesiastical in character, intimating, 
 however, that it might have sui^ervision over church properties and the administra- 
 tion of the same. That opinion has not been changed. Still, as I have already said, 
 it is of slight importance what opinion I may hold upon these points. The new civil 
 commission will soon arrive, and I presume that the consideration of all such ques- 
 tions has been delegated to it by the executive power of our Government. 
 
 In conclusion, your Grace will permit me to say that I considered our recent con- 
 versation unotficial, embracing a recital of recent events, with comments thereon, 
 and an exchange of private impressions; hence I have attached no importance to it. 
 
 With assurances of highest esteem, believe me. 
 Most sincerelv, yours, 
 
 E. S. Otis, 
 Major- General, U. S. Volunteers, Military Governor. 
 
 The foregoing reply was veiy hastil}^ written and did not discuss 
 the newlv asserted "venerable and ancient right'' of the University 
 of St. Thomas to conduct the affairs of the College of St. Joseph, 
 hitherto invariably denied, since it is believed that the inanageraent 
 of the college vests legally in civil government, which exercised it for 
 many jgrys after the expulsion of the Jesuits, when the property of 
 that order became strictly colonial, and subsequently descended to the 
 
12 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 United States bj^ the terms of the Paris t^eat3^ This was the conten- 
 tion of the large Filipino medical society, and was in consonance with 
 the theory formerly entertained by Spanish statesmen. Nor was it 
 deemed important to consider again "royal patronage,'' which by for- 
 mer unqualified admissions lost existence with the passing of Spanish 
 sovereignty. The closing of the college to await the investigation, 
 which the claim of interested representative Filipinos made necessary, 
 did not deprive candidates for medical honors of the privileges they 
 desired to obtain, as a medical board had been called which passed 
 upon their professional qualifications, and through this those found 
 qualified were admitted and licensed to assume the duties of physi- 
 cians. I am clearly of the opinion that the property of the College of 
 San Jose, real and personal, except such portion as may have been 
 supplied b}^ the Dominican order (the order with which royal assistance, 
 public funds, and private bequests has developed the University of Santo 
 Tomas), belongs to the United States Government. But owing to the 
 many questions which arose to be decided in order to make the con- 
 summation of action in accordance with that opinion justifiable in the 
 judgment of all parties claiming interest (questions, too, which will 
 have weight in reaching conclusions as to the character of the legal 
 status of friar estates in the Philippines, and must receive mature 
 judicial determination), the contemplated proceeding of reorganizing- 
 the college under a strictl.y civil management has been held in abeyance. 
 
 In the communications which we have herein set out during this dis- 
 cussion of superior education, in which the College of San Jose figures 
 largely, other matters arising from the relationship existing between 
 the militarj" government and church property have been introduced. 
 More definite allusion will be made to them at once, the subject of 
 superior teaching being dismissed with the remark that no definite 
 action on the part of the military government has been taken with 
 regard to it further than to reestablish the nautical school of the islands, 
 to which reference will be made hereafter. The higher educational 
 institutions of Manila, controlled by the friar orders, have been in 
 active operation during the 3^ear, with the exception of the medical 
 college of San Jose. 
 
 Classed among "pious establishments" vmder the ecclesiastical 
 branch of the General Government was the corporation of "The Mount 
 of Piety and Savings Bank of Manila." This institution had received 
 large deposits, had contracted many loans, and was in fact a Govern- 
 ment institution. The management prescribed by the Spanish Govern- 
 ment had been continued, and rumors of illegal transactions were 
 circulated. The inspector-general of the department and corps, 
 Lieutenant-Colonel Miley, was directed to make a thorough investi- 
 gation of its affairs, which he did, finding much material for adverse 
 criticism. A letter of which the following is a copy was thereupon 
 transmitted: 
 
 Office of the United States Military Governor 
 
 IN THE Philippine Islands, 
 
 Manila, December SO, ISB'J. 
 His Grace the Archbishop of Manila. 
 
 Sir: My attention has been repeatedly called to the management of certain chari- 
 ties located in Manila alleged to be public in their nature and all under the collective 
 designation "obras pias." On pages 293-296 of the Official Guide of the Philippines, 
 1898, I find it stated that these charities are directed and administered by two boards 
 denominated the directive and administrative boards of pious works. The attributes 
 
EDUCATION m THE PHILIPPINE ISLANDS. 18 
 
 of the former appear to extend to matters of general control and supervision, for 
 which purpose it exercises inspection over the latter. You appear as president of 
 the directive board, and associated with you as members are several prominent civil 
 officials of the Government, including the intendente general, president supreme 
 €ourt, and the attorney-general. The administrative board was presided over by 
 an associate justice of the supreme court, and had a recording secretary, an account- 
 ant, and an agent, all named by the governor-general upon the recommendation of 
 the directive "board; and it appears that said administrative board was required to 
 submit statements of its administration every six months, one copy to the directive 
 board and one to the governor-general. 
 
 To assist me to an understanding of the legal status which the institution known 
 as the "obras pias" may have, and of the duties and obligations devolving upon 
 the Government in respect to it, I have the honor to request that in your official 
 capacity as president of the directive board you will cause to be furnished me (1) all 
 laws, decrees, and orders in force pertaining to said institution; (2) the personnel of 
 its directive and administrative boards at the time of United States occupation, to 
 wit, August 13, 1898, and (3) their personnel as at present constituted, together with 
 the changes that may have been made therein during the period of United States 
 control, and the authority by which such changes were made. 
 
 It is desired that a list of the specific charities under the control and administra- 
 tion of these boards should also be submitted. If any are exclusively supported by 
 alms or donations, that fact should be stated, and if any are possessed of resources, 
 real or personal, or both, a list of the same is desired, with statement of the source 
 from which derived, private or public. If there are other charities which, though 
 similar to the above, are not included among the "obras pias," and whose adminis- 
 tration has been heretofore, either in whole or in part, vested in the church, but 
 under the supervision of the Government, I should be pleased to receive similar data 
 from you respecting them. 
 
 I should also be much gratified if your grace could find it con\'enient to acquaint 
 me, at an early date, with your views" as to what the future management and control 
 ■ of these several charities should be under the new conditions. 
 Verv respe(^tfully, 
 
 E. S. Otis, 
 Major-General, U. S. Volunteers, Military Governor. 
 
 Courteous response was made to this written request, and the aJSairs 
 of the institution are still under consideration in connection ^vith those 
 of other incorporated entities designated "pious establishments" and 
 managed for the most part by the organized clergy of the islands. 
 Periodical official inspections of the accounts of the bank were insti- 
 tuted, and while it is believed a shortage in funds occurred during the 
 early period of United States occupation, proper accountability is now 
 being enforced. 
 
 In regard to church properties used for military purposes the fol- 
 lowing letters indicate the general action taken: 
 
 Office of the United States Military Governor 
 
 IN THE Philippine Islands, 
 Manila, P. I., Fd>riiar>j U, 1900. 
 His Grace Archbishop Chapelle, 
 
 Apo-ttolic Delegate, M'(n(ls of the Philippines. 
 
 Dear Sir: I am in receipt of two communications containing requests preferred by 
 his grace the archbishop of Manila submitted through you with remark; the one 
 asking for the return to the church authorities of a convent at ]Malabon, I believe; 
 the other asking that certain sacred articles belonging to the church and now held 
 in possession by certain officers of the United States Army be turned over to tlie 
 archbishop of Manila. 
 
 I was not aw^are that the action complained of at Malabon had l:)een taken, aiid 
 written directions to have the property returned to the party from whom taken will 
 be issued at once. I believe there are certain articles belonging to the church in the 
 possession of the commanding officer of the arsenal, who informed me of that fact a 
 few days ago and who was directed to retain them in his keeping until proper dispo- 
 sition could be made. He will now be directed to turn them over to his grace the 
 archbishop of Manila, as requested. 
 
 I am greatly annoyed that acts of this character should be committed, and have 
 given repeated directions to officers to prohibit them. These instructions have been 
 
14 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 regarded in general. At the south, especially at Taal and a few other cities, churches 
 and convents were guarded, and soldiers not permitted to interfere. The command- 
 ing officer at Taal is now guarding the church there, anxious to turn it over to its 
 proper representative. The commanding officer of another regiment placed one of 
 his officers in arrest for attempting to enter a church, and retained him in captivity 
 for some time, although he had not attempted to take possession of or remove any 
 articles. 
 
 Of the churches and convents occupied in these islands by the United States 
 troops, only four have been used from which insurgent soldiers have not been driven. 
 The archbishop of Manila and his associates have on one or two occasions made 
 tender of church and convent edifices for the United States troop occupancy in case 
 they were desired for that purpose. 
 Very respectfully, 
 
 E. S. Otis, 
 Major- General, U. S. Volunteers, U. S. Military Governor in the Pkilippines. 
 
 Office op the United States Military Governoe 
 
 IN THE Philippine Islands, 
 
 Manila, P. L, March 17, 1900. 
 
 His Grace the Eight Eeverend Archbishop Chapelle, 
 
 Apostolic Delegate for Cuba, Porto Rico, and the Philippine Islands, Manila. 
 
 Sir: I have the honor to acknowledge the receipt of your communication of the 
 15th instant, in which you inform me that his grace the bishop of Cebu intends to 
 visit his diocese very soon, stating your belief that he will be gladly received by the 
 inhabitants of that island; and you suggest that the commanding officer of United 
 States troops in that section be invited to extend to the bishop the courtesies due his 
 position, remarking that attention bestowed would be highly appreciated by the 
 recipient, the clergy, the people, and yourself. 
 
 You further invite my attention, first, to certain claims for rent believed to be due 
 by the United States Government for its occupancy of the Malate Convent; second, 
 to the allegations of the parish priest of the pueblo of Dolores, Tayabas province, 
 charging the cruel killing of a boy and the robbing of the church there by United. 
 States troops on February 22 and 27 last past. 
 
 You also inclose with your communication the application of the right reverend 
 bishop of Nueva Segovia for the payment of a rental for church buildings at Vigan, 
 which he states are occupied by our military forces. 
 
 In reply thereto permit me to state that from information obtained I am of opinion 
 that the right reverend bishop of Cebu will be favorably received by the people of 
 the city of Cebu, and I desire to express my pleasure that he has determined to make 
 his contemplated visit. I will communicate to the commanding officer of the troops 
 there his intention and bespeak for him the courteous welcome he desires. 
 
 The payment of rental for the occupancy of the Malate Convent, which I directed 
 to be adjusted some months ago, will be attended to at once. 
 
 The acts of wanton cruelty and robbery alleged to have been committed in the 
 pueblo of Dolores will be thoroughly investigated. 
 
 The communication of the right reverend bishop of Nueva Segovia has been 
 referred to the commanding general of the district of northwestern Luzon for report 
 upon extent and character of occupancy by United States troops of church property 
 at Vigan. 
 
 With assurances of high consideration and esteem, I remain. 
 Most sincerelv, yours, 
 
 E. S. Otis, 
 Major-General, U. S. Volunteers, U. S. Military Governor in the Philippines. 
 
 The transfer of real estate to which the religious orders claimed title 
 and right of immediate possession to foreign business syndicates or 
 corporations was attempted immediately upon United States occupa- 
 tion, and, judging from the dates of certain real-estate options or con- 
 tracts, prior thereto. 
 
 The friar estate, consisting of nearl}^ all land from the Laguna de 
 Bay westward to the seacoast and from the shore of Manila Bay south- 
 ward to the Cavite province southern line, containing some 12,000 or 
 11,000 acres of land and centering at the town of Imus, was passed to 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 15 
 
 a foreign syndicate, and the title deeds were transmitted by it to the 
 Washington authorities for acknowledgment of validity of transfer, on 
 the plea that the registrj^ office of Cavite province had been destroyed 
 by the insurgents and had not been reestablished, making registration 
 under Spanish law impossible. The papers were sent to Manila for 
 remark and were submitted to Chief Justice Arellano for opinion upon 
 the question of right to register under the Spanish law. After an 
 exhaustive review of that law, the chief justice rendered the opinion 
 that the title deeds did not show compliance with the registrj^ law and 
 could not be registered; whereupon the papers were returned to 
 Washington with the full copj'^ of the opinion submitted. 
 
 EXTRACT FROM REPORT OF FIRST PHILIPPINE COMMISSION, 
 
 VOLUME 1. 
 
 [Senate Document No. 138, Fifty-sixth Congress, first session.] 
 \y' PART III.— EDUCATION. 
 
 It is evident that the fitness of any people to maintain a popular 
 form of government must be closely dependent upon the prevalence of 
 knowledge and enlightenment among the masses. It is therefore of 
 . great importance that a clear understanding of the state of educational 
 work in the Philippines should be reached, especially as there is much 
 popular misapprehension on this subject. 
 
 The onl}^ educational advantages attainable by the common people 
 of the archipelago are those afiorded by the primary schools. The 
 Spanish regulations provided that there should be one male and one 
 female primary school-teacher for each 5,000 inhabitants, instruction 
 being given separately to the two sexes. 
 
 This wretchedly inadequate provision was, as a matter of fact, never 
 carried out, as will appear from the following table: 
 
 J 
 
 Table shoiving the relation between number of primary school-teachers and population in the 
 several provinces, districts, and comandancias of the Philippine archipelago. 
 
 Name. 
 
 Abra ■ 
 
 Albay 
 
 Ambos Camarines 
 
 Amburayan 
 
 Apayaos 
 
 Antique 
 
 Bklabac 
 
 Baras 
 
 Basilan 
 
 Bataan 
 
 Batanes 
 
 Batangas 
 
 Benguet 
 
 Binatangan 
 
 Bohol 
 
 Bongao 
 
 Bontoc 
 
 Bulacan 
 
 Burias 
 
 Butuan 
 
 Cabugoan 
 
 Population. 
 
 49, 700 
 
 148, 425 
 
 16.5, 504 
 
 30, 150 
 
 16, 000 
 
 114, 483 
 
 1,100 
 
 (?) 
 
 12, 000 
 
 52, 000 
 
 9,475 
 
 312, 192 
 
 15, 932 
 
 5, 000 
 
 248, 000 
 
 217 
 
 14, 745 
 
 230, 000 
 
 1,753 
 
 16, 246 
 
 (?) 
 
 Teacher.s 
 
 Male. Female. 
 
 19 
 
 20 
 
 
 
 1 
 
 1 
 
 12 
 
 11 
 
 7 
 
 7 
 
 16 
 
 15 
 
 4 
 
 3 
 
 29 
 
 27 
 
 6 
 
 2 
 
 22 
 
 22 
 
 1 
 
 •) 
 
 3 
 
 3 
 
 Number 
 
 of 
 each sex 
 required 
 by law. 
 
 (?) 
 
 (?) 
 
16 
 
 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 J 'Table showing the relation hetiveen number of primary school-teachers and population in 
 1/ several provinces, districts, and comandancias of the Philippine archipelago — Cont'd 
 
 the 
 
 Cagayan 
 
 Calamianes 
 
 Capiz 
 
 Catanduanes 
 
 Cavite 
 
 Cayapa 
 
 Cebu 
 
 Concepcion 
 
 Corregidor 
 
 Cottabato 
 
 Dapitan 
 
 Davrto 
 
 Illana 
 
 Ilocos Norte 
 
 Ilocos Sur 
 
 Iloilo 
 
 Infanta 
 
 Isabela de Ltizon 
 
 Itaves 
 
 Lagnna 
 
 Lanao 
 
 Lepanto 
 
 Levac 
 
 Leyte 
 
 >Iatabang 
 
 Manila 
 
 Masbate 
 
 Matti 
 
 Mindoro 
 
 Misamis 
 
 Morong 
 
 Negros (eastern) 
 
 Negros (western) 
 
 Nueva Ecija 
 
 Nueva Viscaya 
 
 Palawan 
 
 Pampanga 
 
 Pangasinan 
 
 Principe 
 
 Quiangan 
 
 Reina Regente 
 
 Romblon 
 
 Samar 
 
 Sarangani Bay and islands 
 
 Sia ssi 
 
 Sorsogon 
 
 Sulu 
 
 Surigao 
 
 Tarlac 
 
 Tataan 
 
 Tayabas 
 
 Tiagan 
 
 Tuknran 
 
 ITnion 
 
 Zambales 
 
 Zamboanga 
 
 Total 
 
 Population. 
 
 96, 
 16, 
 
 128, 
 35, 
 
 132, 
 1, 
 
 504, 
 19, 
 
 3, 
 12, 
 14, 
 
 (?) 
 
 156, 
 
 172, 
 
 472, 
 10, 
 54, 
 15, 
 
 177, 
 
 (?) 
 16, 
 
 (?) 
 
 270, 
 
 (?) 
 
 500, 
 19, 
 16, 
 
 172, 
 
 113, 
 42, 
 94, 
 
 296, 
 
 155, 
 17, 
 50, 
 
 222, 
 30, 
 11, 
 29, 
 
 (?) 
 38, 
 
 200, 
 
 (?) 
 12, 
 98, 
 17, 
 95, 
 
 115, 
 2, 
 
 105, 
 6, 
 
 (?) 
 
 105, 
 86, 
 21, 
 
 357 
 380 
 006 
 633 
 567 
 854 
 076 
 602 
 575 
 048 
 615 
 000 
 
 700 
 836 
 798 
 100 
 026 
 208 
 000 
 
 160 
 
 491 
 
 000 
 517 
 180 
 711 
 695 
 083 
 782 
 995 
 000 
 039 
 000 
 932 
 400 
 000 
 800 
 
 000 
 
 753 
 
 269 
 650 
 000 
 222 
 000 
 500 
 576 
 830 
 
 135 
 641 
 364 
 
 Teachers. 
 
 6, 709, 810 
 
 Male. Female. 
 
 991 
 
 12 
 
 13 
 
 38 
 
 40 
 
 
 
 13 
 
 15 
 
 1 
 
 1 
 
 29 
 
 30 
 
 16 
 
 14 
 
 20 
 
 19 
 
 5 
 
 5 
 
 923 
 
 From these figures it appears that the number of teachers of each 
 sex reqiiired by law for a population of 6,709,810 is 1,342, making a 
 total of 2,684 teachers, whereas there are in reality but 991 male 
 teachers and 923 female teachers, giving a total of 1,914. Disregard- 
 ing the question of sex, we see that while there should be one teacher 
 for each 2,500 inhabitants, there is in reality but one to each 3,500, 
 even if we include only that portion of the population sufficiently 
 civilized to be taken account of in the above enumeration. Taking 
 the entire population at 8,000,000, we find that there is but one teacher 
 to each 4,1T9 individuals. 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 17 
 
 Examination of the above table further shows that in many instances 
 the lack of teachers is greater in those provinces which are most thickly 
 populated and whose people are most highly civilized. 
 
 In order to ascertain the exact nature of this deficiency, with a view 
 to suggesting a suitable remedy for it, a second table has been pre- 
 pared, giving in alphabetical order the pueblos or townships of the 
 Philippines, with the number of inhabitants of each, when known, 
 and the number of male and female teachers employed in the primary 
 schools in the year 1898. 
 
 The province, district, or comandancia in which each township lies 
 is also given. 
 
 While this list is primaril}^ intended for use in the discussion of 
 existing educational conditions, it will also be found of value to those 
 who desire to learn the importance of any given town, or to ascertain 
 where it is situated. 
 
 Capitals of provinces, districts, or comandancias are italicized. 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. 
 
 Female. 
 
 Abra de Hog 
 
 Abucay 
 
 Abulug 
 
 Abuyog 
 
 Agnb 
 
 Agoo 1 
 
 Aguilar 
 
 Agusan , 
 
 Agutaya 
 
 Ajuy 
 
 Alaminos 
 
 Do 
 
 Alangalang 
 
 Alfi,va , 
 
 AWay 
 
 Alberique 
 
 Albuera 
 
 Alburquerque , 
 
 AleaM 
 
 Do 
 
 Alcantara 
 
 Alcoy 
 
 Alegria , 
 
 Alfonso 
 
 Alfonso XIII 
 
 Aliaga 
 
 Alimodian 
 
 Almeria 
 
 Aloeruinsan , 
 
 Aloran , 
 
 A16s , 
 
 Alubijid 
 
 Amadeo 
 
 Amblan 
 
 Amulung- 
 
 Ananao 
 
 Anao 
 
 Anao-aon 
 
 An da 
 
 Do 
 
 Angadanan 
 
 Angat 
 
 Angeles 
 
 Angono 
 
 Anilao 
 
 Aniniy 
 
 Antequera 
 
 Antipolo 
 
 Antique 
 
 Apalit 
 
 Aparri 
 
 Arapiles 
 
 Arayat 
 
 Ar6valo 
 
 Argao 
 
 Argiielles 
 
 S. Doc. 129- 
 
 Mindoro 
 
 Bataan 
 
 Cagayan 
 
 Leyte 
 
 Zambales . . . 
 
 Union 
 
 Pangasinan . 
 
 Misamis 
 
 Calamianes . 
 Concepcion . 
 
 Laguna 
 
 Zambales . . . 
 
 Leyte 
 
 Pangasinan. 
 
 Albay 
 
 Davao 
 
 Leyte 
 
 Bohol 
 
 Pangasinan 
 
 Cebu 
 
 do 
 
 do 
 
 Cavite 
 
 Tayabas' 
 
 Nueva Ecija 
 
 Iloilo 
 
 Leyte 
 
 Cebu 
 
 Misamis 
 
 Zambales 
 
 Misamis 
 
 Cavite 
 
 Negros (Eastern) . 
 
 Cagayan 
 
 Tiagan 
 
 Tarlac 
 
 Surigao 
 
 Bohol 
 
 Zambales 
 
 Lsabela de Luzon. . 
 
 Bulacan 
 
 Pampanga 
 
 Morong 
 
 noilo 
 
 Antique 
 
 Bohol 
 
 Morong 
 
 Antique 
 
 Pampanga 
 
 Cagayan 
 
 Davab 
 
 Pampanga 
 
 Iloilo 
 
 Cebu 
 
 Negros (Western). 
 
 —2 
 
 1, 272 
 7,185 
 5,880 
 9,112 
 5,002 
 
 10, 150 
 4, 412 
 934 
 2,046 
 1,000 
 4,600 
 8,008 
 8,602 
 6,100 
 
 34, 000 
 
 4,555 
 6,604 
 5,471 
 8,624 
 4,080 
 5,040 
 11, 460 
 7,660 
 
 17, 000 
 11, 837 
 3,216 
 3,993 
 2,700 
 894 
 6, 716 
 3,873 
 5, 500 
 
 7,000 
 602 
 4, 036 
 3,761 
 2,739 
 8, 050 
 3,000 
 1, 955 
 2,699 
 4,802 
 5,842 
 8,500 
 1,236 
 11,7.53 
 11,202 
 
 14,014 
 3,594 
 
 34,050 
 2,390 
 
18 
 
 EDUCATION IJSr THE PHILIPPINE ISLANDS. 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teacliers. 
 
 Male. 
 
 Female. 
 
 Aritao 
 
 Aringay ..... 
 
 Asingan 
 
 Astorga 
 
 Asturias 
 
 Atimonan . . . 
 
 Ayala 
 
 Ayungon 
 
 Ayuquitan .. 
 
 Azagra 
 
 Baao 
 
 Babatungon . 
 
 Bacacay 
 
 Bacarra 
 
 Baclay6n 
 
 Bacn6tan 
 
 Baca 
 
 Bacolod.i 
 
 Bacolor 
 
 Bacon 
 
 Bacong 
 
 Bacoor 
 
 Bacuag 
 
 Badian . . 
 Bagabag. 
 Bagac 
 
 Balanga 
 
 Balangbang . 
 
 Balasan 
 
 Balauang 
 
 Balayan 
 
 Baleno 
 
 Baler 
 
 Balete 
 
 Balilijan 
 
 Balincaguin . 
 Balingasag . . 
 
 Baliuag 
 
 Balungao 
 
 BambAn 
 
 Bambang 
 
 Banate 
 
 Banga 
 
 Bangar 
 
 BanguM 
 
 Ban! 
 
 Baflolas 
 
 Bantay 
 
 Bantayan . . . 
 
 Banton 
 
 Bards 
 
 Barasoain . . . 
 
 Barbaza 
 
 Barcelona . . . 
 
 Barili .-. 
 
 Barugo 
 
 Basey 
 
 Basilan 
 
 Basud 
 
 Batan 
 
 Batangas 
 
 Bato 
 
 Do 
 
 Do 
 
 Batuanan . . . 
 
 Bauan 
 
 Bauang 
 
 Bauaue 
 
 Bay 
 
 Bayambang . 
 
 Bayanan 
 
 Bay bay 
 
 Bayombong . 
 
 Betis 
 
 BigAa 
 
 Biliran 
 
 Binalbagan . 
 
 Nueva Vizcaya 
 
 Union 
 
 Pangasinan 
 
 Davao 
 
 Cebu , 
 
 Tayabas. 
 
 Negros (Eastern) . 
 
 do 
 
 Romblon 
 
 Ambos Camarines 
 
 Leyte 
 
 Albay 
 
 Iloeos Norte 
 
 Bohol 
 
 Union 
 
 Mindora 
 
 Negros (Western) . 
 
 Pam.panga 
 
 Sorsogon , 
 
 Negros (Eastern) . 
 
 Cavite 
 
 Surigao , 
 
 Romblon 
 
 Cebu 
 
 Nueva Vizcaya 
 
 Batdan 
 
 Catanduanes 
 
 Matti 
 
 Cebu 
 
 Negros (Western).. 
 Negros (Eastern) . . 
 
 But&eux 
 
 Cebu 
 
 Samar 
 
 Concepcion 
 
 Union 
 
 Masbate and Ticao 
 
 Principe 
 
 C&piz 
 
 Bohol , 
 
 Zambales 
 
 Misamis 
 
 Bulacan 
 
 Nueva Eeija 
 
 Tarlac 
 
 Nueva Viscava 
 
 Iloilo .■ 
 
 Cdpiz 
 
 Union 
 
 Abra 
 
 Zambales 
 
 Davao 
 
 Iloeos Sur 
 
 Cebu 
 
 Romblon ...- 
 
 Morong 
 
 Bulacdn 
 
 Antique 
 
 Sorsogon 
 
 Cebu 
 
 Leyte 
 
 Samar 
 
 Basilan 
 
 Ambos Camarines . 
 
 Cflpiz 
 
 Batangas 
 
 Ambos Camarines . 
 
 Catanduanes 
 
 Levte 
 
 Bohol 
 
 Batangas 
 
 Union 
 
 Quiangan 
 
 Laguna 
 
 Pangasinan 
 
 Negros (Eastern) . . 
 
 Leyte 
 
 Nueva Viscaya 
 
 Pampanga . ." 
 
 Bulaci'm 
 
 Leyte 
 
 Negros (Western).. 
 
 700 
 
 3,044 
 
 522 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 19 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. Female. 
 
 Binalonan 
 
 Bifiang 
 
 Binangonan 
 
 Binangonan de Lampon 
 
 Binmaley 
 
 Bislig 
 
 Boac 
 
 Bobon 
 
 Bocaue 
 
 Bolinao 
 
 Boljoon 
 
 Bongabon 
 
 Do 
 
 Bomb6n 
 
 Borh6n 
 
 Borongto 
 
 Bosoboso 
 
 Botolan 
 
 Btac-nuevo 
 
 Btac-viejo 
 
 Bucay 
 
 Buena vista 
 
 Buguey 
 
 Buhi , 
 
 Bula , 
 
 Bulaedn 
 
 Bulalacao 
 
 Bulan 
 
 Bugason 
 
 Burauen , 
 
 Buruanga 
 
 Bustos 
 
 Butuan 
 
 Do 
 
 Bulusan 
 
 Caba 
 
 Cabagan Nuevo 
 
 Cabagan Viejo 
 
 Cabali&n 
 
 Cabanatuan 
 
 Cabancalan 
 
 Cabangan 
 
 Cabatuan 
 
 Caba yan 
 
 Cabiao 
 
 Cabugao 
 
 Cabuntog 
 
 Cabuyao 
 
 CMiz Nuevo 
 
 Cagancillo 
 
 Cagaydn de Misamis 
 
 Cagsauaor Daraga 
 
 Cainta 
 
 Calabanga 
 
 Calaca 
 
 Calam.ba 
 
 Calapan 
 
 Calape 
 
 Calasgasan 
 
 Calasiao 
 
 Calatagan 
 
 Calatrava 
 
 Do.... 
 
 Calauan 
 
 Calauang 
 
 Calbayog 
 
 Calbiga 
 
 Calinog 
 
 ealivo 
 
 Calolbdn 
 
 Caloocan 
 
 Oalumpit 
 
 Caluya 
 
 Caibiran 
 
 Cainta 
 
 Cajagxiaan 
 
 Cajidiocan 
 
 Camalanigan 
 
 Camaligan 
 
 Camalig 
 
 Camiling 
 
 Canaman 
 
 Candaba 
 
 Candelaria 
 
 Pangasinan 
 
 Laguna 
 
 Morong 
 
 Infanta 
 
 Pangasinan 
 
 Surigao 
 
 Mindoro 
 
 Samar 
 
 Bulacan , 
 
 Zambales 
 
 Cebu 
 
 Mindoro 
 
 Neuva Ecija 
 
 Ambos Camarines 
 
 Cebu 
 
 Samar 
 
 Morong 
 
 Zambales 
 
 Iloilo 
 
 ....do 
 
 Abra 
 
 Iloilo , 
 
 Cagayan 
 
 Ambos Camarines . 
 
 ....do 
 
 BulacS,n 
 
 Mindoro 
 
 Sorsogon , 
 
 Antique 
 
 Leyte , 
 
 Cfi,piz 
 
 Bulacto 
 
 Butuan 
 
 Surigao 
 
 Sorsogon , 
 
 Union 
 
 Isabela de Luzon . . 
 
 ....do 
 
 Lej'te 
 
 Nueva Ecija 
 
 Negros (Western) . . 
 
 Zambales 
 
 Iloilo 
 
 Benguet 
 
 Nueva Ecija 
 
 Ilocos Sur 
 
 Surigao 
 
 Laguna 
 
 Negros ( Western) .. 
 
 Antique 
 
 Misamis 
 
 Albay 
 
 Morong 
 
 Ambos Camarines . 
 
 Batangas 
 
 Laguna 
 
 Mindoro 
 
 Bohol 
 
 Ambos Camarines . 
 
 Pangasinan 
 
 Batangas 
 
 Davao 
 
 Negros (Western) . . 
 
 Laguna 
 
 Tayabas 
 
 Samar 
 
 ....do 
 
 Iloilo 
 
 CApiz 
 
 Catanduanes 
 
 Manila 
 
 Bulacan 
 
 Mindoro 
 
 Leyte 
 
 Morong 
 
 Leyte 
 
 Romblon 
 
 Cagayan 
 
 Ambos Camarines . 
 
 Albay 
 
 Tarlac 
 
 Ambos Camarines . 
 
 Pampanga 
 
 Tayabas 
 
 13, 
 
 :ll'l-n + 
 
 .. if. nil. 
 
20 
 
 EDUCATIOlSr I]Sr THE PHILIPPINE ISLANDS. 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. 
 
 Female. 
 
 Candelaria 
 
 Candijay 
 
 Candon 
 
 Cancan 
 
 Cantanauan 
 
 Cantilan 
 
 Caoayan 
 
 Capalonga 
 
 Capangan 
 
 Capas 
 
 Cdpiz 
 
 Capul 
 
 Caraga 
 
 Caramoan 
 
 Caramoran 
 
 CArcar 
 
 Cardona 
 
 Carig 
 
 Carigara 
 
 Caritan 
 
 Carlos 
 
 CS,rmen 
 
 Do 
 
 Carmona 
 
 Do 
 
 Carranglan 
 
 Carrascal 
 
 Casiguran 
 
 Do 
 
 Castilla 
 
 Castillejos 
 
 Cataingan 
 
 Catarman 
 
 Do 
 
 Caibalogan 
 
 Cateel 
 
 Catigbian 
 
 Catm6n 
 
 Catubig 
 
 Cauayan 
 
 Do , 
 
 Cavinti 
 
 Cavite 
 
 Cavite Viejo 
 
 Cebu 
 
 Cervera 
 
 Claverla 
 
 Compostela 
 
 Cmicepcion 
 
 Do 
 
 Do.. 
 
 Consolaci6n 
 
 Corcuera 
 
 Corella 
 
 Cordoba 
 
 Do 
 
 Cordon 
 
 Cortes 
 
 Do 
 
 Cottabato 
 
 Cristina 
 
 Cuartero 
 
 Cuenea 
 
 Culasi 
 
 Culi6n 
 
 Cuyap6 
 
 Cuyo 
 
 Daan-Bantayan 
 
 Dacldn 
 
 Daet 
 
 Dagami 
 
 Dagupan 
 
 Dalaguete 
 
 Danao 
 
 Dancalan 
 
 Dao 
 
 Do 
 
 Dapitan . 
 Dapnan . 
 
 Dauis 
 
 Ddvao ... 
 Despujol. 
 Diadi 
 
 Zambales 
 
 Bohol 
 
 Ilocos Sur 
 
 Negros (Eastern) . 
 
 Tayabas 
 
 Surigao 
 
 Ilocos Sur 
 
 Ambos Camarines 
 
 Benguet 
 
 Tarlac 
 
 Cdpiz 
 
 Bamar 
 
 Matti 
 
 Ambos Camarines. 
 
 Catanduanes 
 
 Cebu 
 
 Morong 
 
 Isabela de Luzon . 
 
 Leyte 
 
 Antique 
 
 Coneepcion 
 
 Cebu 
 
 Bohol 
 
 Cavite 
 
 Davao 
 
 Nueva Eeija 
 
 Surigao 
 
 Principe 
 
 Sorsogan 
 
 do 
 
 Zambales 
 
 Masbate 
 
 Misamis 
 
 Samar 
 
 do 
 
 Matti 
 
 Bohol 
 
 Cebu 
 
 Samar 
 
 Negros (Western) . . 
 Isabela de Luzon . , 
 
 Laguna 
 
 Cavite 
 
 do , 
 
 Cebu , 
 
 Davao 
 
 Cagavan , 
 
 Cebu , 
 
 Coneepcion , 
 
 Tarlac 
 
 Tiagan 
 
 Cebu 
 
 Romblon , 
 
 Bohol 
 
 Cebu , 
 
 Iloilo 
 
 Isabela de Luzon . . 
 
 Bohol 
 
 Surigao 
 
 Cottabato 
 
 Davao , 
 
 Ctlpiz 
 
 Batangas 
 
 Antique 
 
 Calamianes 
 
 Nueva Ecija 
 
 Calamianes 
 
 Cebu 
 
 Benguet 
 
 Ambos Camarines . 
 
 Leyte 
 
 Pangasinan 
 
 Cebu 
 
 do , 
 
 Negros (Western).. 
 
 Antique , 
 
 Cdpiz 
 
 Surigao 
 
 Lanao 
 
 Matti 
 
 Bohol 
 
 Davao 
 
 Rombl6n 
 
 Nueva Viscaya 
 
 2,865 
 7,872 
 
 16, 797 
 9,380 
 4,000 
 
 10, 026 
 
 6,050 
 
 1,692 
 
 853 
 
 2,925 
 
 13, 676 
 2,295 
 8,690 
 6,697 
 908 
 
 30, 300 
 2,641 
 2,477 
 
 13, 732 
 1,240 
 
 10,300 
 6, 673 
 3,300 
 3,959 
 
 937 
 
 1,527 
 8,662 
 2,353 
 3,357 
 
 4,874 
 10, 482 
 6,459 
 3,500 
 2,141 
 6,098 
 9,565 
 4,644 
 2,115 
 5,515 
 1,'497 
 9,484 
 35, 243 
 
 4,641 
 4,393 
 5,736 
 13,499 
 353 
 4,616 
 1,995 
 4,215 
 5,009 
 2,744 
 
 6,018 
 1,861 
 3,000 
 
 5,175 
 
 6,735 
 
 10, 553 
 
 3,500 
 
 9,350 
 
 8,258 
 
 8,530 
 
 967 
 
 10, 650 
 
 25, 000 
 
 16, 000 
 
 21, 323 
 
 15, 483 
 
 1,445 
 
 7,948 
 
 8,787 
 
 1,900 
 
 3,955 
 
 500 
 
 8, 992 
 
 3,308 
 
 109 
 
EDUCATION IN THE PHILIPPHSTE ISLANDS. 
 
 21 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. 
 
 Female. 
 
 Dimiao 
 
 Dinagat 
 
 Dinalupijan 
 
 Dingle 
 
 Dingras 
 
 Dipolog 
 
 Dolores 
 
 Do 
 
 Donsol 
 
 Duenas 
 
 Duero 
 
 Dulag 
 
 Dumaguete 
 
 Dumalag 
 
 Dumangas 
 
 Dmnanjug 
 
 Dumar&n 
 
 Dumarao 
 
 Dupax 
 
 Echagiie 
 
 Egana 
 
 ElPardo 
 
 El Salvador 
 
 Enrile 
 
 Escalante 
 
 Estancia 
 
 Floridablanca 
 
 Gainza 
 
 Galiano 
 
 Gamu 
 
 GAndara 
 
 Gap&n 
 
 Garcia Hernandez. 
 
 Garellano 
 
 Gasan 
 
 Gattaran 
 
 Gerona 
 
 Getafe 
 
 Gigaquit 
 
 Ginatilan 
 
 Ginatuan 
 
 Ginf oog 
 
 Ginigaran 
 
 Goa 
 
 Granada 
 
 Guagua 
 
 Gubat 
 
 Guernica 
 
 Guiguinto . . .' 
 
 Gnijulugan 
 
 Guljungau 
 
 Gumaca 
 
 Guimbalaon 
 
 Guinayangan 
 
 Guindulman 
 
 Guinobatan 
 
 Guinsiliban 
 
 Guisijan 
 
 Guiuan 
 
 Gusa 
 
 Hagonoy 
 
 Hermosa 
 
 Hernani 
 
 Hilongos 
 
 Hindang 
 
 Hinundayan 
 
 Hinunangan 
 
 Iba 
 
 Ibaan 
 
 Ibajay., 
 
 Iguig . 
 
 Ilagan 
 
 Ilaya 
 
 Hagan 
 
 Iling 
 
 Hog 
 
 Imus 
 
 Inabanga. 
 
 Indan 
 
 Do.... 
 Infanta . . . 
 Inopacan . 
 Ipil 
 
 Bohol 
 
 Surigao 
 
 Bataan 
 
 Iloilo 
 
 Ilocos Norte 
 
 Lanao 
 
 Abra 
 
 Tayabas 
 
 Sorsogon 
 
 Iloilo 
 
 Bohol 
 
 Leyte 
 
 Negros (Eastern) . 
 
 C^piz 
 
 Iloilo 
 
 Cebu 
 
 Palawan 
 
 CApiz 
 
 Nueva Viscaya 
 
 Isabella de Luzon. 
 
 Antique 
 
 Cebu 
 
 Misamis 
 
 Cagayan 
 
 Negros (Western) . 
 Concepci6n 
 
 Ambos Camarines. 
 
 Benguet 
 
 Isabela de Luzon . 
 
 Samar 
 
 Nueva Ecija 
 
 Bohol 
 
 Davao 
 
 Ilocos Sur 
 
 Cagayan 
 
 Tarlac 
 
 Bohol 
 
 Surigao 
 
 Cebu 
 
 Surigao 
 
 Misamis , 
 
 Negros (Western). 
 Ambos Camarines 
 Negros (Western). 
 
 Sorsogon . 
 
 Davao 
 
 Bulacan 
 
 Negros (Eastern) . 
 Negros (Western). 
 
 Tayabas 
 
 Negros (Western) . 
 
 Tayabas 
 
 Bohol 
 
 Albay 
 
 Misamis 
 
 Antique 
 
 Bamar 
 
 Misamis 
 
 Bulacdn 
 
 Bataan 
 
 Samar 
 
 Leyte 
 
 do 
 
 do 
 
 do 
 
 Zambales 
 
 Batangas 
 
 C&piz 
 
 Iloilo 
 
 Cagayan 
 
 Isabela de Luzon . 
 
 Lanao 
 
 Misamis 
 
 Mindoro 
 
 Negros (Western) . 
 
 Cavite 
 
 Bohol 
 
 Ambos Camarines. 
 
 Cavite 
 
 Zambales 
 
 Leyte 
 
 Bohol 
 
22 
 
 EDUCATIOlSr IN THE PHILIPPINE ISLANDS. 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. 
 
 Female. 
 
 Iponan .. 
 
 Iriga 
 
 Irirun . . . 
 Irosin ... 
 Isabela .. 
 
 Isin 
 
 Ivlsan . . . 
 Jabonga . 
 
 Jaen. 
 
 Jalajala 
 
 Jamindang . 
 
 Janiuay 
 
 Jaro 
 
 Jasaan 
 
 Jiabon 
 
 Jimalalud > . . 
 Jimamaylan 
 Jimenez., i... 
 
 Jimeno 
 
 Jol6 
 
 Jovellar 
 
 Juban 
 
 La Caridad . . . 
 
 La Carlota 
 
 La Granja 
 
 La Paz 
 
 Do 
 
 Do 
 
 La Trinidad. . 
 
 Labo 
 
 Lacy 
 
 Lagaui 
 
 Lagonoy 
 
 Lagoblong 
 
 Lagundi 
 
 Lal-16 
 
 Lambunao ... 
 
 Lanan 
 
 Langaran 
 
 Lanuza 
 
 Laoag 
 
 Laoang 
 
 Lapo 
 
 Las Mercedes . 
 
 Do 
 
 Laspinas ..... 
 
 Lavezares 
 
 Legan6s 
 
 Legaspi 
 
 Lemery 
 
 Do 
 
 Le6n 
 
 Leyte 
 
 Lezo 
 
 Lian 
 
 Lianga 
 
 Libacao 
 
 Libmanan 
 
 Libog 
 
 Libon 
 
 Llcab 
 
 Lila 
 
 Lilo 
 
 Liloan 
 
 Do 
 
 Ligao 
 
 Langayen 
 
 Linguig 
 
 Lipa 
 
 Loay 
 
 Lobo 
 
 Loboe 
 
 Loctugan 
 
 Loculan 
 
 Longos 
 
 Looc 
 
 Do 
 
 Loon 
 
 Lopez 
 
 Loreto 
 
 Los Banos 
 
 Luban 
 
 MisamiSi . ^■.... 
 
 Ambos Camarines 
 
 Mindoro ^.. 
 
 Sorsogon ^ 
 
 Negros (Western). 
 
 do 
 
 CApiz 
 
 Surigao 
 
 Capiz 
 
 Nueva Ecija 
 
 Bohol 
 
 Morong 
 
 Cfi,piz 
 
 Iloilo 
 
 Leyte 
 
 Misamis 
 
 Samar 
 
 Negros ^Eastern) .. 
 Negros (Western).. 
 
 Misamis 
 
 C&mz 
 
 Sulu 
 
 Albay 
 
 Sorsogon 
 
 Cavite 
 
 Negros (Western).. 
 
 Samar 
 
 Abra 
 
 Hollo 
 
 Tarlac 
 
 Benguet 
 
 Ambos Camarines . 
 Negros (eastern) . . . 
 
 Quiangan 
 
 Ambos Camarines . 
 
 Misamis 
 
 Morong 
 
 Iloilo 
 
 Samar 
 
 Misamis 
 
 Surigao 
 
 Ilocos Norte. 
 
 Samar 
 
 Ilocos Sur... 
 
 Davao 
 
 Zamboanga . 
 
 Manila 
 
 Samar 
 
 Iloilo 
 
 Albay 
 
 Batangas ... 
 Concepcion . 
 
 Iloilo 
 
 Leyte 
 
 capiz 
 
 Surigao . 
 
 CApiz 
 
 Ambos Camarines 
 
 Albay 
 
 do 
 
 Nueva Ecija 
 
 Bohol 
 
 Laguna 
 
 Cebu , 
 
 Leyte 
 
 Albay , 
 
 Pangasinan 
 
 Surigao 
 
 Bohol . 
 Batangas 
 
 Bohol 
 
 Capiz 
 
 Misamis. . 
 Laguna . . 
 Mindoro . 
 Romblon. 
 Bohol.... 
 Tayabas.. 
 Surigao .. 
 Laguna . . 
 Mindoro . 
 
 5,586 
 17,094 
 143 
 5,224 
 11, 104 
 1,596 
 5,000 
 1,644 
 2,500 
 4,651 
 1,162 
 1,735 
 5,000 
 28, 738 
 12, 475 
 9,444 
 3,579 
 5,559 
 6,758 
 8,707 
 3,278 
 1,500 
 5,279 
 6,000 
 1,258 
 12, 384 
 3,413 
 2,869 
 3,641 
 2,805 
 2,000 
 4,213 
 6,448 
 
 ,500 
 ,834 
 
 6,475 
 
 7,989 
 
 4,779 
 
 11,779 
 
 37, 094 
 8,129 
 6,000 
 
 2,372 
 4,000 
 3,480 
 2,875 
 6,017 
 2,890 
 3,677 
 
 13, 950 
 6,719 
 5,500 
 5,889 
 6,340 
 3,914 
 
 14, 512 
 6,569 
 4,125 
 
 4,470 
 5, 000 
 8,380 
 3,982 
 
 17, 371 
 
 18, 886 
 6,340 
 
 40, 733 
 7,169 
 6,472 
 
 10, 174 
 3, 476 
 2,110 
 1,413 
 1,204 
 4, 600 
 
 16, 365 
 6,412 
 
 2, 756 
 6,541 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 '23 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. Female. 
 
 Lubao 
 
 Lubungan . . 
 
 Lucban 
 
 Lucena 
 
 Do 
 
 Luisiana 
 
 Lumban 
 
 Lupao 
 
 Lupi.. 
 
 Ma aslrn 
 
 Maasin 
 
 Ma-ay on 
 
 Mabalaeat . . 
 Mabatan ... 
 Mabatobato 
 Macabebe . . 
 Macalelon . . 
 
 Macato . 
 
 Macrohon . . 
 
 Madridejos . 
 
 Magalan 
 
 Magallanes . 
 Do 
 
 Magdalena 
 
 Magsingal 
 
 Magulang 
 
 Mahinog 
 
 Majayjay 
 
 Malaboyoc 
 
 Malasiqul 
 
 Malaueg. 
 
 Malibago 
 
 Malibay 
 
 Malilipot 
 
 Malinao 
 
 Do 
 
 Malitbog 
 
 Malolos 
 
 Malupa 
 
 Mambajao 
 
 Mambulao 
 
 Mambusao 
 
 Mamburao 
 
 Manaoag 
 
 Manapla 
 
 Mandaue 
 
 Mandurriao 
 
 Mangaldan 
 
 Mangarin 
 
 Mangatarem 
 
 Manguirin 
 
 Manila 
 
 Manito 
 
 Mansalay 
 
 Maragond6n ... 
 
 Maria 
 
 Maria Cristina.. 
 
 Maribojoc 
 
 Marilao 
 
 Maripipi 
 
 Mariquina 
 
 Mariveles 
 
 Mashate 
 
 Masinloc 
 
 Masol 
 
 Matolom 
 
 Matina 
 
 Matnog 
 
 Matti 
 
 Mauban 
 
 Manjuyod 
 
 Mavitac 
 
 Maynit 
 
 Medellin 
 
 Mendez Nunez . 
 
 Mercedes 
 
 M6rida 
 
 M6xico 
 
 Meycauayan ... 
 
 Miagao 
 
 Milagros 
 
 Milaor 
 
 Lanao. 
 
 Iloilo 
 
 Tayabas 
 
 Laguna 
 
 Laguna 
 
 Nueva Ecija 
 
 Ambos Camarines. 
 
 Ley te 
 
 Iloilo 
 
 C&piz. 
 
 Bataan . 
 
 Ambos Camarines. 
 
 Tayabas. 
 
 C&piz 
 
 Leyte 
 
 Capiz 
 
 Cebu 
 
 Pampanga 
 
 Romblon 
 
 Sorsogon 
 
 Ambos Camarines. 
 
 do 
 
 Ilocos Sur 
 
 Quiangan 
 
 Misamis 
 
 Laguna 
 
 Cebu 
 
 Pangasinan 
 
 Leyte 
 
 Manila 
 
 Albay 
 
 do 
 
 Cdpiz 
 
 Leyte 
 
 Bulaean 
 
 Antique 
 
 Misamis 
 
 Ambos Camarines. 
 
 CApiz 
 
 Mindoro 
 
 Pangasinan 
 
 Negros (Western). 
 
 Cebu 
 
 Iloilo 
 
 Pangasinan 
 
 Mindoro 
 
 Pangasinan 
 
 Ambos Camarines. 
 
 Manila 
 
 Albay 
 
 Mindoro 
 
 Cavite 
 
 Negros (Eastern) 
 Misamis 
 
 Bohol 
 
 Bulaean 
 
 Leyte 
 
 Manila 
 
 Bataan 
 
 Masbate 
 
 Zambales 
 
 do 
 
 Leyte 
 
 Davao 
 
 Sorsogon 
 
 Matti 
 
 Tayabas 
 
 Negros (Eastern) . 
 
 Laguna 
 
 Surigao 
 
 Cebu 
 
 Cavite , 
 
 Samar 
 
 Leyte 
 
 Pampanga 
 
 Bulaean 
 
 Iloilo 
 
 Masbate 
 
 Ambos Camarines 
 
 18 
 
 15, 
 6 
 
 16 
 2. 
 
 lo: 
 
 1 
 
 350, 
 
 1 
 
 1 
 
 1 
 
 13 
 
 1 
 
 12 
 1 
 
 
 
24 
 
 EDUCATION ITSr THE PHTLIPPHSTE ISLANDS. 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. Female 
 
 Mina 
 
 Minalabag 
 
 Minalin 
 
 Minglanilla 
 
 Minuluan 
 
 Miaamis 
 
 Moalboal 
 
 Mobo 
 
 Mogpog 
 
 Molo 
 
 Molugan 
 
 Moncada 
 
 Mondragdn 
 
 Montalban 
 
 Morella 
 
 Moriones 
 
 Mor6n 
 
 Morong 
 
 Mulanay 
 
 Munguia 
 
 Muntinlupa 
 
 Murcia 
 
 Do 
 
 Naanan 
 
 Nabua 
 
 Naga 
 
 Do 
 
 Nagaba 
 
 Nagcarlan 
 
 Nagpartian 
 
 Naguilian 
 
 Do 
 
 Naic 
 
 Namacpacan 
 
 Nampican 
 
 Narvacan 
 
 Nassiping 
 
 Naujan 
 
 Naval 
 
 Navas 
 
 Nonoc 
 
 Norzagaray 
 
 Novaliches 
 
 Noveleta 
 
 Nueva C&ceres . . 
 Nueva Coveta . . . 
 Nueva Valencia . 
 
 Numancia 
 
 Do 
 
 Oas 
 
 Obando 
 
 Odiongan 
 
 01ongap6 
 
 Opol 
 
 Op6n 
 
 Oquendo 
 
 Oslob 
 
 Oran 
 
 Orani 
 
 Oras 
 
 Orion 
 
 Ormoc 
 
 Oroquieta 
 
 Oteiza 
 
 Oton 
 
 Oyangurin 
 
 Paete 
 
 Pagbilao , 
 
 Pagsanjan 
 
 Pamplona 
 
 Palanan 
 
 Palanas 
 
 Palauig 
 
 Palo 
 
 Palompon . 
 
 Palt6c 
 
 Paluan 
 
 Pambujan. 
 Pamplona . 
 
 Panay 
 
 Pandacan . 
 
 Pandan 
 
 Do 
 
 Iloilo 
 
 Ambos Camarines . 
 
 Pampanga 
 
 Cebu 
 
 Negros (Western).. 
 
 Misamis 
 
 Cebu 
 
 Masbate 
 
 Mindoro 
 
 Iloilo 
 
 Misamis 
 
 Tarlac 
 
 Samar 
 
 Manila 
 
 Davao 
 
 Tarlac 
 
 Bataan 
 
 Morong 
 
 Tayabas 
 
 Bon toe 
 
 Manila 
 
 Negros (Western) ., 
 
 Tarlac 
 
 Misamis 
 
 Ambos Camarines. , 
 
 do 
 
 Cebu 
 
 Iloilo 
 
 Laguna 
 
 Ilocos Norte 
 
 Isabela de Luzon . . 
 
 Union 
 
 Cavite 
 
 Union , 
 
 Nueva Ecija 
 
 Ilocos Sur 
 
 Cagayan , 
 
 Mindoro 
 
 Ley te 
 
 Cfi,piz , 
 
 Surigao , 
 
 Bulacan , 
 
 Manila , 
 
 Cavite , 
 
 Cebu , 
 
 Ilocos Sur , 
 
 Negros (Eastern) . 
 
 C&piz 
 
 Surigao 
 
 Albay 
 
 Bulacan 
 
 Romblon 
 
 Zambales 
 
 Misamis 
 
 Cebu 
 
 Samar 
 
 Cebu 
 
 Davao 
 
 Bataan 
 
 Samar 
 
 Bataan 
 
 Ley te 
 
 Misamis 
 
 Surigao 
 
 Iloilo 
 
 Davao 
 
 Laguna 
 
 Tayabas 
 
 Laguna 
 
 Cagayan 
 
 Isabela de Luzon. . 
 
 Masbate 
 
 Samar 
 
 Zambales 
 
 Leyte 
 
 do 
 
 Tiagan 
 
 Mindoro 
 
 Samar 
 
 Ambos Camarines. 
 
 CApiz 
 
 Manila 
 
 Antique 
 
 Catanduanes 
 
 3,055 
 
 789 
 
 13, 363 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 25 
 
 Name. 
 
 Pangil , 
 
 Panglao 
 
 Paniqui 
 
 Panitan 
 
 Pantabangan , 
 
 Paoay , 
 
 Paombon 
 
 Paquil 
 
 Paracale , 
 
 Paranaque , 
 
 Paranas 
 
 Paric 
 
 Pasacao 
 
 Pasig , 
 
 Passi 
 
 Pastrana 
 
 Pasuquin , 
 
 Patnongon 
 
 Pateros 
 
 Pa via 
 
 Payo 
 
 Penaranda , 
 
 Pena plata 
 
 Perez Dasmarinas . 
 
 Piat 
 
 Pidigan ; 
 
 Piddig 
 
 Pila , 
 
 Pilar , 
 
 Do 
 
 Do 
 
 Do 
 
 Do 
 
 Pili 
 
 Piliila 
 
 Pinabagdao 
 
 Pinama layan 
 
 Pinamungajan 
 
 Pineda 
 
 Pitogo 
 
 Placer 
 
 Pola 
 
 Polangui 
 
 Polillo 
 
 Polo 
 
 Pollok 
 
 Pontevedra 
 
 Do 
 
 Porac 
 
 Poro 
 
 Pototan 
 
 Pozorrubio 
 
 Puerto Galera 
 
 Puerto Princesa 
 
 Pulilan 
 
 Puncan , 
 
 Pura 
 
 Quimbal 
 
 Quinablangan 
 
 Quinapundan 
 
 Quinuguitan , 
 
 Quingua 
 
 Quiot 
 
 Quipayo 
 
 Reina Mercedes 
 
 Rivera de San Fernando . 
 
 Pomblon 
 
 Ronda 
 
 Roquetas 
 
 Resales 
 
 Rosario 
 
 Do 
 
 Do 
 
 Sablayan 
 
 bagnay 
 
 Salasa 
 
 Salay 
 
 Salcedo 
 
 Do 
 
 Samal 
 
 Samboan 
 
 San Augustin 
 
 Where situated. 
 
 Laguna 
 
 Bohol 
 
 Tarlac 
 
 Cftpiz 
 
 Nueva Ecija 
 
 Ilocos Norte 
 
 BulacAn 
 
 Laguna 
 
 Ambos Camarines 
 
 Manila 
 
 Samar 
 
 do 
 
 Ambos Camarines 
 
 Manila 
 
 Iloilo 
 
 Leyte 
 
 Ilocos Norte 
 
 Antique 
 
 Manila 
 
 Iloilo 
 
 Catanduanes 
 
 Nueva Ecija 
 
 Davao 
 
 Cavite 
 
 Cagayan 
 
 Abra 
 
 Ilocos Norte 
 
 Laguna 
 
 Abra 
 
 Bataan 
 
 Capiz 
 
 Cebu 
 
 Sorsogon 
 
 Ambos Camarines . 
 
 Monong 
 
 Samar 
 
 Mindoro 
 
 Cebu 
 
 Manila 
 
 Tayabas 
 
 Surigao 
 
 Mindoro 
 
 Albay 
 
 Infanta 
 
 Bulacan 
 
 Cottabato 
 
 CApiz 
 
 Negros (Western). 
 
 Cebu. 
 
 Iloilo 
 
 Pangasinan 
 
 Mindoro 
 
 Palawan 
 
 Bulacan 
 
 Nueva Ecija 
 
 Tarlac 
 
 Iloilo 
 
 Matti 
 
 Samar 
 
 Misamis 
 
 Bulacan 
 
 Leyte 
 
 Ambos Camarines 
 
 do 
 
 Isabela de Luzon . 
 
 Zambales 
 
 Romblon 
 
 Manila 
 
 Davao 
 
 Nueva Ecija 
 
 Batangas 
 
 Cavite 
 
 Union 
 
 Ilocos Sur 
 
 Misamis 
 
 Ambos Camarines 
 
 Pangasinan 
 
 Misamis 
 
 Ilocos Sur , 
 
 Samar 
 
 Bataan 
 
 Cebu 
 
 Masbate 
 
 Population. 
 
 Teachers. 
 
 Male. 
 
 Female. 
 
26 
 
 EDUCATION 1^ THE PHILIPPIlSrE ISLATSTDS. 
 
 Name. 
 
 Where situated- 
 
 Population. 
 
 Teachers. 
 
 Male. 
 
 Female. 
 
 San Antonio 
 
 Do 
 
 Do, 
 
 San Bartolem6 
 
 San Carlos 
 
 San Carlos de Magatao . 
 
 San Clemente 
 
 San Dionisio 
 
 San Emilio 
 
 San Enrique , 
 
 Do 
 
 San Esteban 
 
 San FabiAn , 
 
 San Felipe 
 
 San Felipe Nery 
 
 San Fernando 
 
 Do 
 
 San Fernando de Dilao . 
 San Fernando 
 
 Do..... 
 
 Do 
 
 San Francisco 
 
 Do 
 
 San Gregorio 
 
 San Ildefonso 
 
 Do 
 
 San Isidro del Campo 
 
 San Isidro 
 
 Do 
 
 Do 
 
 San Jacinto 
 
 Do 
 
 San Joaquin 
 
 San Jos6 
 
 Do 
 
 Do 
 
 Do 
 
 1)0 
 
 Do 
 
 Do 
 
 San Juan 
 
 Do 
 
 Do 
 
 Do 
 
 Do 
 
 San Jos6 de Buenavista. . . 
 San Jos6 de Casignan . . . 
 
 San Jos6 de Ibana 
 
 San Jos6 de Navotas 
 
 San Juan del Monte 
 
 San Julidn 
 
 San Leonardo 
 
 San Luis 
 
 Do 
 
 San Manuel 
 
 San Marcelino 
 
 San Mateo 
 
 San Miguel 
 
 Do 
 
 Do 
 
 Do 
 
 San Miguel de Mayumo. 
 San NicolAs 
 
 Do 
 
 Do 
 
 San Narciso 
 
 Do 
 
 San Pablo 
 
 San Pascual 
 
 San Pedro 
 
 San Pedro Macati 
 
 San Pedro Tunasan 
 
 San Quintin 
 
 Do 
 
 San Rafael 
 
 San Rara6n 
 
 San Remigio 
 
 Do 
 
 San Ricardo 
 
 San Roque 
 
 San Sebastian 
 
 Do 
 
 San Sim6n 
 
 Sanchez Mira 
 
 Laguna 
 
 Nueva Ecija 
 
 Zambales 
 
 Batanes 
 
 Pangasinan 
 
 Batanes 
 
 Tarlac ;.. 
 
 Coneepcion '.. . 
 
 Tiagan 
 
 Iloilo 
 
 Negros (Western). 
 
 Ilocos Sur 
 
 Pangasinan 
 
 Zambales 
 
 Manila 
 
 Ambos Camarines . 
 Cebu 
 
 Masbate 
 
 Pampanga 
 
 Union 
 
 Cavite 
 
 Cebu 
 
 Abra 
 
 Bulacto 
 
 Ilocos Sur 
 
 Leyte 
 
 Nueva Ecija 
 
 Pangasinan 
 
 Zam.bales 
 
 Masbate 
 
 Pangasinan 
 
 Iloilo 
 
 Abra 
 
 Ambos Camarines. 
 
 Batangas 
 
 Bulacan 
 
 Corregidor 
 
 Davao 
 
 Nueva Ecija 
 
 Batangas 
 
 Negros (Eastern) . 
 
 Nueva Ecija 
 
 Surigao 
 
 Union 
 
 Antique 
 
 Principe 
 
 Batanes 
 
 Manila 
 
 do 
 
 Samar 
 
 Nueva Ecija 
 
 Batangas 
 
 Pampanga 
 
 Pangasinan 
 
 Zambales 
 
 Manila 
 
 Ilocos Norte 
 
 Iloilo 
 
 Leyte 
 
 Pampanga 
 
 Bulacan 
 
 Ilocos Norte 
 
 Cebu 
 
 Pangasinan 
 
 Tayabas 
 
 Zambales , 
 
 Laguna 
 
 Burias 
 
 Antique , 
 
 Manila 
 
 Laguna 
 
 Abra 
 
 Nueva Ecija 
 
 Bulacan 
 
 Davao 
 
 Antique 
 
 Cebu , 
 
 Leyte , 
 
 Cavite 
 
 Cebu 
 
 Samar 
 
 Pampanga 
 
 Cagayan 
 
 1,649 
 7,269- 
 4,988 
 1,722 
 
 13, 934 
 1, 229 
 1,875 
 1,782 
 109 
 3,015 
 3,607 
 2,132 
 9,018 
 4,265 
 5,465 
 3,271 
 
 12, 155. 
 
 2,367 
 12, 266 
 12, 892 
 9,055 
 6,567 
 1,429 
 6,601 
 2,033 
 3,352 
 7,056 
 2,531 
 2,863 
 2,459 
 5,059 
 13, 918 
 1,285 
 9,000 
 10, 000 
 2,397 
 514 
 
 852 
 14, 017 
 5,979 
 2,994 
 
 10, 211 
 5,621 
 267 
 1,951 
 9,154 
 2,011 
 
 5,201 
 
 10, 298 
 
 590 
 
 4,043 
 
 6,700 
 
 9,015 
 
 7,300 
 
 4,126 
 
 1,887 
 
 20, 460 
 
 9,578 
 
 17, 800 
 
 10, 204 
 
 1,087 
 
 7,255 
 
 19, 537 
 
 1,601 
 
 7,366 
 
 3,921 
 
 3,700 
 
 725 
 
 ,6,852 
 
 8,469 
 
 2,503 
 6,192 
 
 3,182 
 
 839 
 7,817 
 
EDUCATION IN" THE PHILIPPINE ISLANDS. 
 
 27 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. Female. 
 
 Santa 
 
 Santander 
 
 Santa Ana 
 
 Santiago 
 
 Santa Ana 
 
 Santor 
 
 Santa Ana 
 
 Santa Barbara 
 
 Do 
 
 Santa Catalina 
 
 Santa Cruz 
 
 Do 
 
 Bo 
 
 Do 
 
 Do 
 
 Santa Cruz de Mindoro. 
 
 Santa Cruz.de Napo 
 
 Santa P6 
 
 Do 
 
 Santa Ignacia 
 
 Santa Isabel 
 
 Santa Lucia 
 
 Santa Maria 
 
 Do 
 
 Do. 
 Do. 
 Do. 
 Do. 
 
 Santa Maria de Mayan . 
 
 Santa Margarita 
 
 Santa Rita 
 
 Do 
 
 Santa Rosa 
 
 Do 
 
 Santo Domingo 
 
 Do 
 
 Santo Domingo de Basco. 
 Santo Nino 
 
 Do 
 
 Santo Tonids 
 
 Do 
 
 Do 
 
 San Vicente 
 
 Do 
 
 San Vicente de Sap tang. 
 SApao 
 
 Do 
 
 Sapian 
 
 Sara 
 
 Saravia 
 
 Sariaya 
 
 Sebaste 
 
 Semirara 
 
 Sevilla 
 
 Do 
 
 Sexmoan 
 
 Siaton 
 
 Sibay 
 
 Sibonga 
 
 Sibolam 
 
 Sibsibu 
 
 Sibulan 
 
 Sierra Bullones 
 
 Sigaboy 
 
 Sigma 
 
 Silan 
 
 SDay 
 
 Siniat 
 
 Siniloan 
 
 Sipocot 
 
 Siquijor 
 
 Siroina 
 
 Sogod 
 
 Do 
 
 Solana 
 
 Solano 
 
 Solsona 
 
 Sorsogdn 
 
 Sual 
 
 Suay 
 
 Subaan 
 
 Subic 
 
 Sulat 
 
 Sumag 
 
 Ilocos Sur 
 
 Cebu 
 
 Manila 
 
 Ilocos Sur 
 
 Misamis 
 
 Nueva Ecija . 
 
 Iloilo 
 
 Pangasinan 
 
 Ilocos Sur 
 
 Cavite 
 
 Davao 
 
 Laguna 
 
 Ilocos Sur 
 
 Zambales 
 
 Mindoro 
 
 Ilocos Sur 
 
 Cebu 
 
 Romblon 
 
 Tarlac 
 
 Bulacan 
 
 Ilocos Sur 
 
 Bulacan 
 
 Laguna 
 
 Ilocos Sur 
 
 Isabela de Luzon. 
 
 Pangasinan 
 
 Zamboanga 
 
 Batanes 
 
 Samar 
 
 Pampanga 
 
 Samar 
 
 Laguna 
 
 Nueva Ecija 
 
 Ilocos Sur 
 
 Nueva Ecija 
 
 Batanes 
 
 Samar. 
 
 Pampanga 
 
 Union 
 
 Ambos Camarines 
 
 Ilocos Sur 
 
 Batanes 
 
 Quiangan 
 
 Surigao 
 
 Capiz 
 
 Concepcion 
 
 Negros (Western) . 
 
 Tayabas 
 
 Antique 
 
 Mindoro 
 
 Bohol 
 
 Ilocos Sur , 
 
 Pampanga , 
 
 Negros (Eastern) ., 
 
 Mindoro , 
 
 Cebu 
 
 Antique 
 
 Tiagan 
 
 Negros (Eastern) . . 
 
 Bohol 
 
 Malabang 
 
 Antique 
 
 Cavite , 
 
 Negros (Western).. 
 
 Ilocos Sur 
 
 Laguna , 
 
 Ambos Camarines . 
 Negros (Eastern) .. 
 Ambos Camarines . 
 
 Cebu 
 
 Leyte 
 
 Cagayan 
 
 Nueva Vizcaya 
 
 Ilocos Norte 
 
 Sorsogon 
 
 Pangasinan 
 
 Negros (Western) .. 
 
 Mindoro 
 
 Zambales 
 
 Samar 
 
 Negros (Western).. 
 
 8,532 
 4,686 
 2,194 
 4,087 
 881 
 2,921 
 6, 132 
 13, 000 
 7,595 
 5,100 
 8,546 
 
 13, 141 
 
 5,876 
 
 4,594 
 
 300 
 
 15, 797 
 3,102 
 
 1,374 
 8,125 
 7,113 
 
 10, 508 
 840 
 
 10, 030 
 2,607 
 3,939 
 2,200 
 1,855 
 
 7, 859 
 4,394 
 9,434 
 4,324 
 8,931 
 
 2,981 
 2, 891 
 
 10, 769 
 4,321 
 6,481 
 1,325 
 
 1,753 
 
 1,300 
 
 4,863 
 
 10, 950 
 
 15, 304 
 
 6,966 
 
 3,676 
 
 189 
 
 5,920 
 
 1,133 
 
 7,969 
 
 8,142 
 
 252 
 
 23, 465 
 
 11, 675 
 
 6,346 
 2,119 
 900 
 1,660 
 7,411 
 
 14, 537 
 7,936 
 5,659 
 1,066 
 
 11, 788 
 679 
 6,719 
 4, 722 
 5,578 
 4, 190 
 3, 991 
 
 10, 720 
 2, 636 
 2, 972 
 397 
 3,016 
 4, 615 
 4,332 
 
28 
 
 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. Female. 
 
 Surigao 
 
 Taal 
 
 Tabaeo 
 
 Tahontabon . 
 Tacloban 
 
 Tagbilaran... 
 
 Tago 
 
 Tagobon 
 
 Tagoloan 
 
 Tagudin 
 
 Taguiig 
 
 Talacogon . . . 
 Tambobon .. 
 Tamontaca . . 
 Tanauan 
 
 Do 
 
 Tanay 
 
 Tandag 
 
 Tangalan 
 
 Tanjay 
 
 Tapa,z 
 
 Talacogon . . . 
 Talamban . . . 
 
 Talavera 
 
 Talibong 
 
 Talisav 
 
 Do 
 
 Talisayan . . . 
 Tarangnan . . 
 
 Tarifa 
 
 Tarlac 
 
 Tayabas 
 
 Tayasan 
 
 Taysan 
 
 Taytay 
 
 Do 
 
 Tayug 
 
 Tayum 
 
 Teresa 
 
 Ternate 
 
 TetuAn '. 
 
 Tiaon 
 
 Tibiao 
 
 Tigao 
 
 Tigoan 
 
 Tigbauan 
 
 Timamama. . 
 Tinambac . . . 
 
 Tiui 
 
 Toledo , 
 
 Tol6n 
 
 Tolosa , 
 
 Do 
 
 Torrijos 
 
 Tuao 
 
 Tubao 
 
 Tubay , 
 
 Tubig 
 
 Tubigon 
 
 Tublay 
 
 Tubungan . . 
 
 Tuburan 
 
 Tudela 
 
 Tuguegarao.. 
 Tumauini .., 
 
 Tuv 
 
 Ubay 
 
 Ubong 
 
 Umingan 
 
 Unisan 
 
 Urbiztondo . 
 
 Urdaneta 
 
 Uson , 
 
 Valderrama . 
 
 Valencia 
 
 Valladolid... 
 
 Vera 
 
 Veriiela 
 
 Veruda , 
 
 Victoria 
 
 Viga 
 
 Vigaii 
 
 Villar 
 
 Surigao 
 
 Albay 
 Leyte 
 
 do 
 
 Surigao ... 
 
 Bohol 
 
 Surigao ... 
 
 Cebu 
 
 Misamis... 
 Ilocos Sur. 
 
 Manila 
 
 Butuan ... 
 
 Manila 
 
 Cottabato . 
 
 Leyte 
 
 Morong 
 
 Surigao 
 
 CApiz 
 
 Negros (Eastern) . 
 
 Capiz 
 
 Surigao 
 
 Cebu 
 
 Nueva Ecija 
 
 Bohol 
 
 Ambos Camarines 
 
 Cebu 
 
 Misamis 
 
 Samar 
 
 Davao 
 
 Tarlac 
 
 Tayabas 
 
 Negros (Eastern) . 
 
 Batangas 
 
 Morong 
 
 Palawan 
 
 Pangasinan 
 
 Abra 
 
 Morong 
 
 Cavite 
 
 Tayabas. 
 
 Antique 
 
 Surigao 
 
 Ambos Camarines. 
 
 Iloilo 
 
 Surigao 
 
 Ambos Camarines. 
 
 Albay 
 
 Cebu 
 
 Negros (Eastern) . . 
 
 Leyte 
 
 Surigao 
 
 Ilocos Sur 
 
 Cagayan 
 
 Union 
 
 Surigao , 
 
 Samar 
 
 Bohol 
 
 Benguet 
 
 Iloilo 
 
 Cebu 
 
 do 
 
 Cagayan 
 
 Isabela de Luzon. . 
 
 Bohol . 
 
 Nueva Vizcaya . . , 
 
 Nueva Ecija 
 
 Tayabas 
 
 Pangasinan 
 
 do 
 
 Masbate 
 
 Antique 
 
 Bohol 
 
 Negros (Western) 
 
 Davao , 
 
 Butuan 
 
 Surigao 
 
 Tarlac 
 
 Catanduanes 
 
 Ilocos Sur 
 
 Bohol 
 
 119 
 
 10, 362 
 2,896 
 
 19,000 
 6,665 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 29 
 
 Name. 
 
 Where situated. 
 
 Population. 
 
 Teachers. 
 
 Male. Female. 
 
 Villaba 
 
 Villa-Real .... 
 
 Villasis 
 
 Villavieja 
 
 Vintar 
 
 Virac 
 
 Zamhoanga . . . 
 Zamboanguito 
 
 Zaragoza 
 
 Do 
 
 Zarraga 
 
 ZumArraga ... 
 
 Leyte 
 
 Samar 
 
 Pangasinan 
 
 Abra 
 
 Ilocos Sur 
 
 Catanduanes 
 
 Mindanao 
 
 Negros (Eastern) 
 
 Nueva Ecija 
 
 Zambales 
 
 Iloilo 
 
 Samar 
 
 3,257 
 6,091 
 
 11,968 
 859 
 
 11,803 
 5,832 
 
 21,300 
 5,603 
 5,250 
 
 5,208 
 4,561 
 
 This table brings out clearly certain facts and shows just where the 
 trouble lies. While most of the small towns have one teacher of each 
 sex, in the larger towns and cities no adequate provision is made for 
 the increased teaching force necessary; so that places of 30,000 or 40,000 
 inhabitants are often no better off as regards number of teachers than 
 are other places in the same province of but 1,500 or 2,000 souls. 
 
 The hardship thus involved for children desiring a primary educa- 
 tion will be better understood if one stops to consider the nature of 
 the Philippine "pueblo," which is really a township, often containing 
 within its limits a considerable number of distinct and important vil- 
 lages or towns, from the most important of which the township takes 
 its name. The others, under distinct names, are known as '"'barrios,^'' 
 or wards. It is often quite impossible for small children to attend 
 school at the particular town which gives its name to the township on 
 account of their distance from it, and even where the distance is not 
 great, unfavorable climatic conditions during the rainy season may 
 subject them to great exposure. 
 
 It is of fundamental importance, then, that the number of primary 
 schools be greatly increased at the earliest possible moment, and that 
 the new schools be established with due regard to the distribution of 
 population throughout the various townships, so that attendance upon 
 them may not entail too great hardships. 
 
 The character and amount of the instruction which has heretofore 
 been furnislied is also worthy of careful consideration. 
 
 The regulations for primary schools were as follows: 
 
 Instruction in schools for natives shall for the present be reduced to elementary 
 primary instruction and shall consist of — 
 
 1. Christian doctrine and principles of morality and sacred history suitable for 
 children. 
 
 2. Reading. 
 
 3. Writing. 
 
 4. Practical instruction in Spanish, including grammar and orthography. 
 
 5. Principles of arithmetic, comprising the four rules for figures, common fractions, 
 decimal fractions, and instruction in the metric system with its equivalents in ordi- 
 nary weights and measures. 
 
 6. Instruction in general geography and Spanish history. 
 
 7. Instruction in practical agriculture as applied to the products of the country. 
 
 8. Rules of deportment. 
 
 9. Vocal music. 
 
 It will be noted that education in Christian doctrine is placed before 
 reading and writing, and, if the natives are to be believed, in many of V 
 the more remote districts instruction began and ended with this sub- 
 ject and was imparted in the local nati^'o dialect at that. It is further 
 
30 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 and persistently charged that the instruction in Spanish was in very 
 many cases purel}^ imaginary, because the local friars,^ who were 
 formerly ex officio school inspectors, not only prohibited it, but took 
 active measures to enforce their dictum. This was especially true in 
 those towns where, on account of their remote situation, the provincial 
 governor rarely intervened. We have been informed that in such 
 regions even adults who had by one means or another acquired some 
 knowledge of Spanish found it to their interest to confine themselves 
 to the use of their native dialect. 
 
 Ability to read and write a little of the local native language was 
 comparatively common. 
 
 Instruction in geography was extremely superficial. As a rule no 
 maps or charts were available, and such information as was imparted 
 orally was left to the memory of the pupil, unaided by any graphic 
 method of presentation. 
 
 The only history ever taught was that of Spain, and that under 
 conventional censorship. The history of other nations was a closed 
 volume to the average Filipino. Vocal music was not taught, and the 
 instruction in practical agriculture, where given, was a sorry farce. 
 
 The course as above outlined was that prescribed for boys. Girls 
 were not given instruction in geography, history, or agriculture, but 
 in place of these subjects were supposed to receive instruction "in 
 emplojaiients suitable to their sex." 
 
 It should be understood that the criticisms which have been here 
 made apply to the provincial schools. The primary instruction given 
 at the Ateneo Municipal at Manila, under the direction of the Jesuits, 
 fulfilled the requirements of the law, and in some particulars exceeded 
 them. 
 
 The second article in the set of regulations above referred to reads 
 
 as follows: 
 
 Primary instruction is obligatory for all natives. The fathers, tutors, or guardians 
 of children shall send them to the public schools between the ages of 10 and 12 years, 
 unless thej"- prove that they give them sufficient instruction in their homes or in pri- 
 vate schools. Those who do not obey this rule shall be admonished by the authori- 
 ties, and compelled to do so by a fine of from one-half real to 2 reales (3 to 13 cents 
 gold at the present rate of exchange ! ) , wlien there is a school in the town at such a distance 
 that the children can conveniently attend. Tlfe fathers and guardians of children may 
 also send them to the schools between the ages of 6 and 14 years. 
 
 As already indicated, the provision that children shall be sent, lohen 
 there is a school which they can conveniently atte^id, renders this require- 
 ment abortive. As a matter of fact, little or no attempt was made to 
 enforce the rule, and there were plenty of cases in which schools had 
 a scant dozen of scholars. 
 
 In some towns special buildings served as schoolhouses. At the 
 best they were usually cheaply constructed and most inadequately 
 equipped. Often a room in the house of the schoolmaster or mistress 
 served in lieu of a schoolhouse, while the lack of text-books, black- 
 boards, and even of writing materials, frequently made it necessary 
 that much or all of the instruction should be oral. 
 
 It is true that very many of the civilized natives have never attended 
 2iny school of an}^ sort whatsoever; that a considerable additional num- 
 ber have attended school, but have learned only a few prayers and a 
 little catechism in their native dialect — they may or may not be able 
 to read and write their own language. It is further true that a small 
 number have learned to read and write Spanish inechanically^ with 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 31 
 
 little or no knowledge of the words which they form or pronounce. 
 A verj^ small number have learned to read and write it intelligently. 
 Rudimentary arithmetic is quite commonly taught. The kind and 
 amount of information imparted under the other heads have already 
 been sufficientl}^ discussed. 
 
 It is evident that a revision of the course of primary instruction is 
 urgently needed; that suitable buildings should be constructed where 
 they do not already exist, and that the necessary equipment for car- 
 rying on primary school work in accordance with modern methods 
 should be provided. 
 
 Theoretically, the provincial schools remained open throughout the 
 year; practically, they were often closed during the rainy season, dur- 
 ing harvest time, or when the teacher happened to wish for a vacation. 
 
 Under the old regime masters and mistresses were classified accord- 
 ing to the importance of the towns where they served. Their salaries 
 were as follows: 
 
 Classification of teachers. 
 
 Monthly compensa- 
 tion (gold). 
 
 Men. 
 
 Women. 
 
 Highest grade (first class) 
 
 Highest grade (second class) . 
 
 Intermediate grade 
 
 Lowest grade 
 
 .Assistants 
 
 $20. 00 
 
 15.00 
 
 12.50 
 
 10.00 
 
 7.50 
 
 112. 50 
 
 10.00 
 
 7.50 
 
 6.00 
 
 5.00 
 
 It is worth while to note in passing that of the 1,914 teachers em- 
 ployed in 1898 a very considerable number were "assistants," or, still 
 worse, "temporary incumbents." 
 
 When the bpanish authorities of the University of Santo Tomas 
 were interrogated by the commission as to why it was that a con- 
 siderable number of persons who could not themselves understand a 
 word of Spanish were allowed to hold positions as teachers in the 
 public schools, they replied that it was because no one could be found 
 in the towns in question who knew the language. This fact in itself 
 is a sufficient commentary on the way in which the law as to the 
 teaching of Spanish has been carried out, but it can not be doubted 
 that the director of the Manila Normal School for Men hit upon one 
 of the fundamental causes of the utterlj^ inadequate preparation of a 
 considerable proportion of the primary school-teachers when he 
 remarked that a man or a woman with sufficient education to fulfill the 
 legal requirements of a position as master or mistress could not a^ord to 
 practice the 'profession when the compensation was so inadequate, as 
 there were plenty of other ways in which the knowledge and training 
 gained could be employed to greater advantage. 
 
 The normal school conducted by the Jesuits at Manila, which will be 
 described later, has done good work in training teachers, bat accord- 
 ing to the testimony of its director the total number graduated since 
 its foundation in 1863 has been only 1,900, of whom he feared but a 
 small part had taught in the public schools, while many of those who 
 had done so had thereby sacrificed their personal interests out of pure 
 patriotism. 
 
 From these facts we conclude that additional provision should be 
 made for the proper training of teachers, and that their salaries should 
 
32 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 be placed at such figures as to afford at least a respectable livelihood 
 for those to whom is intrusted the all-important task of educating the 
 youth of the Philippines. 
 
 The schools of Manila were reopened early in September, 1898, by 
 Chaplain W. D. McKinnon, acting under order of General Hughes. 
 On July 1, Mr. George P. Anderson began work as superintendent of 
 public instruction for the city. Under his administration the number 
 of schools was increased to 39. At the end of the second week in 
 July the enrollment of students was 3,721. By the end of the month 
 it had reached 4,179. At the end of August it was 4,504, and the 
 increase for the first two weeks in September, at the end of which 
 time the commission left Manila, was proportionately greater than at 
 any previous time. This, too, in spite of the fact that the months of 
 July and August are, at Manila, the rainiest of the year. 
 
 The introduction of the teaching of English into these schools was 
 received with great satisfaction by the natives. The young Filipinos 
 display a considerable aptitude for learning new tongues, and it is 
 believed that, if this policy is followed out, English can within a short 
 time be made the ofiicial language of the archipelago. The commission 
 strongly recommend that it be done. 
 
 The schools had also been opened in some of the towns near Manila, 
 where municipal government had been established, at the time of our 
 departure. Here, too, the introduction of English, wherever made, 
 had been hailed with delight by the people, who could hardly believe 
 that they were to be encouraged to learn the language of those in 
 authority over them. 
 
 APPOINTMENT OF TEACHEKS. 
 
 Positions for the four higher grades were filled b}^ competitive 
 examinations between holders of teachers' titles, but "assistants" were 
 not required to have titles. The governor of each province was the 
 inspector-general of all its schools. Formerly the friars were the local 
 inspectors. The Maura law provided that the municipal captain should 
 fill this post, but in practice this provision was not carried out. 
 
 \/ SECONDARY EDUCATION. 
 
 The onl}^ ofiicial institution for secondary education in the Philip- 
 pines was the College of San Juan de Letran, which was in charge of 
 the Dominican Friars and was under the control of the university 
 authorities. 
 
 Secondary education was also given in the Ateneo Municipal of 
 Manila, by the Jesuit Fathers, and this institution was better and more 
 modern in its methods than any other in the archipelago. But although 
 the Jesuits provided the instruction, the Dominicans held the examina- 
 tions. The Ateneo had a capable faculty of twenty-four instructors, 
 and was supported by the municipality of Manila. 
 
 There were no other public schools for secondary education in an}^ 
 part of the Philippines. There were, however, so-called " private col- 
 leges," and "Latin schools." Of the former institutions those at 
 Dagupan and Yigan were administered by Dominican Friars; those at 
 Cebu, Jaro, and Nueva Caceres by the JPaulists. There was a sixth 
 establishment of this sort at Guinobatan in charge of the Franciscans, 
 and a seventh at Bacolod presided over by the Recoletos. 
 
EDUCATION IN THE PHILIPPHSTE ISLANDS. 33 
 
 The private Latin schools were in charge of secular persons, who 
 were, for the most part, Filipinos. There were some 25 of these schools 
 in Manila, and 44 in other parts of the archipelago. The Dominican 
 ojQScials of Santo Tomas University exercised control over all of them, 
 holding examinations when they chose to do so, and reckoning their 
 pupils among those duly enrolled in their college of San Juan de Letran. 
 They also absorbed the matriculation fees of the schools, but not those 
 of the colleges. The character of the instruction in many of these 
 private institutions, and the courses of study in all, left much to be 
 desired. 
 
 Secondary education for girls was provided for by the schools of 
 Santa Isabel, Concordia, Santa Rosa, and Looban, all in charge of Sisters 
 of Charity. These Sisters also had schools at Jaro and Cebu. The 
 Dominican Sisters had their college of Santa Catalina at Manila, and 
 other schools at Lingayan, Vigan, and Tuguegararo. 
 
 It is imperatively necessary that the course of study prescribed for 
 the secondary schools should be modernized, and that increased facili- 
 ties should be furnished b}^ the establishment of additional schools, 
 which should be located with due regard to the distribution of popula- 
 tion in the archipelago. 
 
 W 
 
 NORMAL SCHOOLS. 
 
 There are two normal schools in Manila, one for the education of 
 male and the other for the education of female teachers. The former, 
 'the so-called "normal superior school," was established by royal 
 decree in 1863, and its management intrusted to the Jesuit Fathers, 
 Education in this school was of two grades, elementary and superior. 
 The elementary course conferred the title "teacher of primarj'- ele-- 
 mentary instruction," and ran through three terms. A longer and 
 more thorough course was required in order to obtain the title of 
 "superior teacher." The title of "assistant teacher of primar}^ 
 instruction" could be obtained by passing special examinations, which 
 were held four times a year. 
 
 In connection with the normal school there was a school of primary 
 instruction, which was conducted by scholars in the advanced courses, 
 under the direction of a professor, and they were thus given practical 
 experience in the exercise of their future profession. 
 
 Candidates for admission to the normal school were required to be 
 13 3^ears of age, and to prove the fact by certificate of baptism, or 
 other equally valid document. It was also provided that the}^ must be 
 free from contagious disease and sufficiently vigorous to perform the 
 tasks and duties of a school teacher. They were obliged to show that 
 the}' were of good character by a certificate signed by the parish 
 priest of the town from which they came. The further requirements 
 were as follows: Ability to speak Spanish and to write ordinaril}" well; 
 soine knowledge of Spanish grammar, including regular verbs; some 
 acquaintance with Christian doctrine; familiarity with the four fun- 
 damental rules of arithmetic. 
 
 No tuition was charged, the school being supported by the Govern- 
 ment, but boarding scholars were obliged to pay for their maintenance. 
 Among the latter class there were, for a time, 15 pensioners of the 
 Government, who were paid a monthly allowance of $10 each. Upon 
 receiving their degrees they were under obligation to practice their 
 
 S. Doc. 129 3 
 
34 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 profession for a period of years. Unfortunately the Government did 
 not long- continue its policy of aiding worthy natives to fit themselves 
 for teachers. 
 
 Other graduates were at liberty to follow their own inclinations 
 after leaving the school, and, as already indicated, man}^ of them felt 
 that they could not afford to teach. In view of this fact, and of the 
 additional fact that but 1,900 teachers have graduated from the normal 
 school since its establishment, it may readil}^ be seen that but a small 
 proportion of the teachers emplo3'^ed in the year 1898 could have had 
 a normal education. 
 
 This school is at present open, and the United States authorities have 
 continued the support formerh^ furnished it by the Spanish Govern- 
 ment, pa3dng it |8,880 (Mexican) annually. 
 
 Up to the year 1893 the title of ''Elementary schoolmistress" was 
 conferred by the director of civil administration at Manila upon grad- 
 uates of the different "colleges" of the archipelago, after an exam- 
 ination before a board consisting of the civil governor, the rector of 
 the cathedral, the director of the normal school, and the directress of 
 the municipal school for girls, who was a Sister of Charity. Two 
 additional members were elective and were changed every second year. 
 The examinations, which covered the prescribed courses of primary 
 instruction, were not strict. 
 
 By virtue of a roj^al decree dated March 11, 1892, and put into force 
 the following year, a superior normal school for schoolmistresses was 
 ffnally established at Manila,, in charge of the Augustine Nuns of the 
 Ascension, who came from the Royal College of Santa Isabel, in 
 Madrid. This school conferred the titles "Elementary mistress" and 
 "Superior mistress." The "colleges" of Santa Isabel and Vigan also 
 had the right to confer the normal titles, the privilege having lieen 
 granted them by royal decree. 
 
 Since an increase in the number of public schools in the Philippines 
 will require an increased number of teachers, and since the normal 
 schools which have existed in the past have been unable to meet the 
 requirements of the schools already established, it follows that greatlj^ 
 increased facilities for the education of teachers should be provided as 
 soon as practicable. 
 
 Among the many preposterous statements which have appeared con- 
 cerning the Philippines, perhaps the most ridiculous is that the per- 
 centage of illiteracy among the civilized natives is lower than among 
 the inhabitants of Massachusetts. That this could not possibly be 
 true will be apparant to anyone who will stop to consider that in the 
 year 1898 there was in Massachusetts one teacher in the public schools 
 to each 189 inhabitants, while in the Philippines there was but one to 
 each 3,500 of the more civilized inhabitants, or one to each 1,179 indi- 
 viduals of the total population. It is further interesting to note that 
 the average monthly salary paid to men in Massachusetts in 1898 was 
 $137.50 and that paid to women was $51.44, while in the Philippines 
 nien received from 17.50 to $20 and women from |5 to $12.50. Few, 
 indeed, of the teachers in the Philippine schools had done work equiva- 
 lent to the entrance requirements for a Massachusetts high school. 
 The amount expended in 1898 on the public schools bv Massachusetts, 
 with a population of 2,495.345, was $8,292,320.12. 
 
 The commission has not been able to secure the Philippine figures 
 for that year, but in 1888 the total amount expended on education, 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 35 
 
 exclusive of schools of agriculture, was $124,963.70 (Mexican). Of 
 this amount, $86,450 was expended in Manila alone, leaving hut $38,- 
 513.70 for all the provinces. On the schools of agriculture and the 
 experiment stations $113,686.64 was expended, giving a grand total of 
 $238,650.34. In 1894 the grand total was $404,731.50. The commis- 
 sion is unable to ascertain how this amount was distributed, but it is 
 probably safe to assume that the proportions were about as in 1888. 
 
 1/ HIGHER EDUCATION. 
 
 The only institutions for higher education in the Philippines have 
 been the Royal and Pontifical Universit}^ of Santo Tomas, and the 
 Royal College of San Jose, which has for the past twenty-live years 
 been under the direction of the university authorities. 
 
 Santo Tomas was founded as a college b}^ the third archbishop of 
 Manila between the years 1603 and 1610. On November 20, 1645, it 
 was raised to the status of a university by papal bull. Meanwhile 
 the Jesuit fathers had also established a university which had begun 
 to confer degrees. Difficulties arose between the rival institutions, 
 but they both continued to give degrees until the Jesuits were expelled 
 from the colony in 1768. In 1785 Santo Tomas was styled a "royal 
 university," and declared to rank with similar institutions in Spain. 
 
 In 1898 it was giving degrees in theologj^, canonical law, philosophy, 
 and letters, jurisprudence, and physical and chemical science. While 
 far below the standard of an English, German, or American univer- 
 sity, especially in its scientific departments, it has nevertheless edu- 
 cated many men who have since become eminent in various walks of 
 life. This is especially true of the graduates of its law department. 
 
 The College of San Jose was founded by the Jesuit fathers in 1601, 
 and was for some time chiefl}^ maintained b}^ donations from the fami- 
 lies of the scholars. Subsequently money and property were con- 
 tributed b}^ various persons toward its support. During a consider- 
 able period it received aid directly from the King of Spain. Its 
 original object was to educate the sons of Spanish inhabitants "in 
 virtue and letters." 
 
 In 1768 the Spanish Government, exercising its right of vice-royal 
 patron, took the college from the hands of the Jesuits and eventuall}^ 
 turned its administration over to a canon of the Manila Cathedral. 
 Successive canons continued to administer its affairs under Govern- 
 ment control until 1875. At this time an important decree was issued 
 reorganizing education in the Philippines, wherein it was provided 
 that the College of San Jose should give instruction in medicine and 
 pharmacy. The Government placed the direction of the institution in 
 the hands of the rector of Santo Tomas. From this time on San Jose 
 has conferred degrees in medicine and pharmacy. 
 
 San Jose is richly endowed. As a detailed history of the institution 
 and the many vicissitudes through which it has passed is given in the 
 volume of testimony, it need not be further described here. 
 
 SCHOOL OF ARTS AND TRADES. 
 
 A school of arts and trades was created in the Philippines in March, 
 1891. By decree of November 4, 1893, it was empowered to confer the 
 titles apprentice, mechanical engineer, electrician, master of works, and 
 
36 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 mercantile "perito." That an institution of this sort might do excel- 
 lent work in the Philippines is shown hj the fact that in 1894 no less 
 than 2,833 students matriculated, but owing to the failure to provide a 
 suitable faculty and proper courses of instruction the school prac- 
 tically came to naught. 
 
 SCHOOL OF AGRICULTUEE. 
 
 The Manila School of Agriculture was created hj royal decree of 
 November 29, 1887. Its objects were as follows: 
 
 The theoretical and practical education of skilled farmers; the edu- 
 cation of overseers; the promotion of agricultural development in the 
 Philippines by means of observation, experiment, and investigation. 
 
 Agricultural stations were established in Isabela de Luzon, Ilocos, 
 Albay, Cebu, Iloilo, Leyte, Mindanao, and Sulu. Although, owing 
 to various causes, this institution has not been a great success, there 
 can be no doubt that a properly conducted agricultural college, with 
 experiment stations scattered through the archipelago at suitable 
 points, would be of the greatest value to the inhabitants, and would 
 materiall}^ aid in increasing the wealth of the Philippines. 
 
 It should be remembered that many of the more important products 
 to-day grown in the islands were not native, but have been introduced. 
 In the province of Benguet a strictly temperate climate is found, while 
 the low-lying islands of the Sulu Archipelago are distanct but 6° from 
 the equator. Taking into consideration the wonderful diversity of 
 climatic conditions thus afforded, it can not be doubted that much 
 remains to be done in the wa}^ of ascertaining what new and valuable 
 crops can be profitably grown in the Philippines. 
 
 On the other hand, the methods at present employed by the practical 
 agriculturists of the islands are for the most part extremely primitive, 
 and their speedy improvement is a thing to be desired and provided for. 
 
 NAUTICAL SCHOOL. 
 
 A nautical school existed in Manila for the education of "Pilots of 
 merchant marine." The theoretical courses given extended over a 
 period of three years, and were accompanied by practical instruction 
 in navigation. The character of the work done is said to have been 
 very good. This school, which was closed for a time during the war, 
 has been reopened under an American naval officer. 
 
 SCHOOL OF PAINTING AND SCULPTURE. 
 
 The reorganization of this school, formerly called the Academy of 
 Drawing, dates from the year 1892. The attendance upon it since its 
 reorganization has been from 200 to 300, and in spite of the inferior 
 character of the instruction given, the fact has been demonstrated that 
 some of the Filipinos have artistic ability of no mean order. 
 
 THEOLOGICAL SEMINARIES. 
 
 The seminaries which existed in the Philippines for the purpose of 
 preparing the j^outh of the country to take orders were as follows: 
 One at Manila, in charge of the Jesuit Fathers, and a second in charge 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 87 
 
 of the congregation of San Vincente de Paul; seminaries at Cebu, Neuva 
 Cageres, and Jaro, under the direction of the same order, and one at 
 Vigan in charge of the Augustinians. These seminaries taught the 
 studies of the secondary course, and in addition metaphysics, moral 
 theolog}", liturgy, rubrics, Gregorian chanting, dogmatic theology, and 
 theological topics. The two subjects last mentioned were not obliga- 
 tory. 
 
 MILITARY ACADEMY. 
 
 A military academy existed at Manila for the education of the sons 
 of army men residing in the colony, as well as for soldiers and non- 
 commissioned officers who desired to lit themselves for promotion. 
 Its graduates were eligible candidates for admission to the general 
 militar}" academy of Spain at Toledo. The instruction given seems to 
 have been superior to that afforded in many of the institutions pre- 
 viously described, and the examinations were comparatively strict. 
 The annual attendance was approximately a hundred. 
 
 This completes the list of important educational institutions which 
 formerly existed in the Philippines. 
 
 CAPACITY OF THE NATIVE. 
 
 Considerable difference of opinion apparently exists among Philip- 
 pine educators on this point. The Dominicans assured us that the 
 native was dull in learnirg languages, while the Jesuits considered him 
 quick, especially in earlj" youth. All were agreed that mathematics 
 were hard for him, but that he made a good mechanic. 
 
 He possesses remarkable patience and great manual dexterit}". He 
 is a natural musician, and, with his imaginative character, has a 
 liking for art, but he has thus far shown himself to be an imitator 
 rather than a creator. The few men who have proved exceptions to 
 this rule are said to have been mestizos, or people of mixed blood. 
 
 The University of Santo Tomas has graduated a number of men who 
 have become very able lawyers. Several Filipinos have shown good 
 ability as chemists, and at least one was in a fair way to become a dis- 
 tinguished botanist when his career was cut short b}^ death. 
 
 In the old days it was not altogether safe for a native to avail him- 
 self fully of the educational facilities theoretically afforded him at the 
 institutions within the archipelago, and if he went abroad to pursue 
 his studies he was a marked man after his return. This fact was strik- 
 ingly illustrated in the case of Dr. Rizal, who was eventually executed 
 without just cause. His fate has been shared by many other prominent 
 Filipinos in the past. 
 
 CONCLUSIONS. V 
 
 In view of the facts above set forth, it must be admitted that the 
 average native has never as yet had a fair opportunity' to show what 
 he can do. The attainments of some of his fellows who have had 
 exceptional advantages have been such as to dispose the commission 
 to credit him with ability of no mean order. He is at all events keenly 
 alive to the drawbacks under which he has thus far labored and strongly 
 desirous of securing better educational advantages. 
 
 In the opinion of the commission, the government established in the 
 islands should promptly provide for the fulfillment of this reasonable 
 
38 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 and most praiseworthy desire by the establishment of an adequate 
 system of secularized and free public schools. 
 
 To this end the present number of primary schools should be 
 increased as rapidly as possible until it meets the needs of the popula- 
 tion. The course of study given should be revised and suitable build- 
 ings and equipment provided. 
 \/' - The standard set for teachers should be gradually raised, and addi- 
 tional facilities should be provided for their education. 
 
 Their compensation should be sufficient to enable them to live com- 
 fortably. 
 
 Instruction in the English language should be introduced as speedily 
 as practicable into the primary schools. 
 
 Secondary education should be taken in hand, the course of study 
 thoroughly revised, and a moderate number of new schools established 
 at suitable points throughout the archipelago. 
 
 The establishment of good agricultural and manual-training schools 
 is especially recommended, as it is believed that such institutions are 
 peculiarly suited to the present needs of the people. 
 
 Thorough supervision of the schools of the archipelago should be 
 provided for under a secretary or commissioner of education. 
 
 It is evident that if these recommendations are carried out they 
 will involve the annual expenditure of a sum greatly in excess of that 
 which has thus far been devoted to meeting the educational needs of 
 the Philippine Islands; and suitable measures should be taken for the 
 raising of the necessary amount by taxation. The commission takes 
 pleasure in recording the fact that it was everywhere and at all times 
 assured, both by friendly Filipinos and by insurgent representatives, 
 that the people of the islands would cheerfully bear almost any burden 
 of taxation having for its object the provision of funds for a good 
 public-school system. It is our opinion that there is no other object 
 on which liberal expenditure could be made with such certainty of good 
 returns. 
 
 Those who desire to pursue the subject of education further are 
 referred to the testimon}" of George P. Anderson, superintendent of 
 public instruction in Manila; Father Santiago Paj^a, rector of the 
 University of Santo Tomas; Father Miguel Taderva, S. J., director 
 of the Aterieo Municipal; Father Pedro Torra, S. J., principal of the 
 Normal School for Men, and to that of Senores Filipe Calderon and 
 Mariano Sivencio del Rosario. The testimony of these gentlemen, 
 and the documents and papers which accompany it, all of which will 
 be found in the third volume of this report, give statistical informa- 
 tion of a varied character concerning the various institutions herein- 
 before described. 
 
 EXTRACT FROM WAR DEPARTMENT TELEGRAM OF AUGUST 17, 
 
 1900. 
 
 Calls from all parts of the islands for public schools, school supplies, 
 and English teachers are greater than commission can provide until 
 comprehensive school system is organized. Night schools for teach- 
 ing English to adults are being established in response to popular 
 demand. Native children show aptitude in learning English. Spanish 
 is spoken by a small fraction of the people, and in a few years the 
 medium of communication in courts, public offices, and between differ- 
 ent tribes will be Eng-lish. 
 
EDUCATION IlSr THE PHILIPPINE ISLANDS. 39 
 
 EXTRACTS FROM ANNUAL REPORT OF MAJ. GEN. ARTHUR 
 MACARTHUR, U. S. VOLUNTEERS. 
 
 [Pages 36-39.] 
 
 Extract from Apjyendix A A, Heport of the Military Secretary. 
 
 DEPARTMENT OF PUBLIC INSTRUCTION. 
 
 Great activity is observable in all garrisoned towns in the estab- 
 lishment of schools of primary instruction. The results attained are 
 measurably due to the initiative of local commanding officers, but are 
 to be mainly credited to the people themselves, among whom the 
 desire for educational facilities is everywhere general and unmistak- 
 able, and who have expended considerable sums of money for such 
 purposes, collected through the medium of municipal taxation and 
 private subscription. Reports of district commanders indicate that 
 about 100,000 children have been in attendance upon schools so 
 established and maintained during the past year. 
 
 While it was early recognized that the establishment of a system of 
 public instruction, to be fostered and largely supported b}" the central 
 government, was of the very first importance, the prosecution of such 
 work upon a comprehensive scale has been of necessity deferred to 
 the military operations, upon whose successful issue its future and 
 systematic development are so largely dependent. 
 
 The office of superintendent of public instruction was not created 
 until March 30, 1900, upon which date Capt. Albert Todd, Sixth 
 United States Artillery, was detailed to the discharge of the duties 
 incident thereto. The work of this office has been limited to supply- 
 ing books and various other school supplies, of which $101,251.87 
 worth have been purchased from public civil funds and a great part 
 thereof distributed throughout the islands. 
 
 In establishing a system of education in the islands a radical depar- 
 ture from the system with which the people have been accustomed in 
 the past will be necessary. , In the meager primar}^ and elementary 
 education, beyond which but few of the inhabitants ever progressed, 
 the work of instruction does not seem to have been regarded as a 
 function of the general government, but was left largely to the munic- 
 ipalities, and here it was carried on under the direction and control 
 of the church, and whatever was accomplished depended upon the 
 intelligence and energy of the local church officials, adecjuate govern- 
 mental supervision being practically unexercised. 
 
 In many localities the tranquillity and order essential to the suc- 
 cessful conduct of schools have not as yet been attained. Until the 
 work of pacification is more advanced it will not be practicable, it is 
 thought, to take up the subject in that energetic and comprehensive 
 way which the situation would otherwise demand and justify; nor is 
 the diversion of the large portion of the revenues of the Government 
 necessary for the successful conduct of the schools possible so long as 
 war conditions, requiring the expenditure of large sums for the prose- 
 cution of military operations, continue. 
 
 The testimony of all officers who have been charged with making- 
 special inquiry into educational conditions and the attitude of the 
 people toward the question of the schools is concurrent and convincing 
 that with improved conditions the inhabitants will eagerly avail theni- 
 selves of the advantages which the schools to be created under Ameri- 
 
40 EDUCATIOISr IN THE PHILIPPINE ISLANDS. 
 
 can auspices will afford, and it is believed that with the acquisition of 
 a knowledge of the English language and the resulting appreciation 
 of our institutions and purposes the development and assimilation of 
 the Filipino people will be greatly advanced. 
 
 In the city of Manila there were maintained for the year ending 
 June 30, 1900, 39 schools, with an attendance of 5,000 scholars and a 
 teaching force of 149, of whom 21 were teachers of English. 
 
 This does not take into consideration the nautical school, which was 
 reopened on December 15, 1899, in accordance with General Orders, 
 No. 55, series of 1899, office of the military governor in the Philip- 
 pines, by the terms of which the superintendent is an officer of the 
 United States Navy, unden the immediate direction of the military 
 governor. Lieut. Commander V. C. Cottman, United States Navy, 
 was designated as the first superintendent, being relieved at the 
 expiration of his cruise, on December 23, 1899, by Lieut. George F. 
 Cooper, United States Navy, who is still in charge. 
 
 The course of instruction extends over three years, and none can be 
 admitted except residents of the Philippine Islands between 14 and 18 
 years of age with the requisite physical and mental qualifications, a 
 fair knowledge of English being required of candidates after June 1, 
 1901. 
 
 The methods observed in the school conform as nearl}^ as possible to 
 those of the United States Naval Academy, and, in addition to the 
 theoretical instruction, the pupils are frequently drilled in the hand- 
 ling of ropes and sails and in the sailing of a boat which was placed 
 at the disposal of the school by the commander in chief of the naval 
 force. 
 
 The course is so designed that a student will immediately upon 
 graduation be competent to take position as an officer upon any of the 
 vessels plying in these waters, and, if necessary, to intelligently 
 assume the management of such. The direct benefits which will 
 accrue in the development of the islands in thus equipping a body of 
 trained officers for the many vessels required in the coastwise trade 
 alone will warrant, it is believed, the expenditures required for the 
 maintenance of the school. 
 
 It is recommended that the efficiency of the school be further 
 increased by the purchase of a small vessel, of not exceeding 300 tons 
 burden and equipped with auxiliary steam power, as is requested 
 in the report of the superintendent, to serve as a school ship, by 
 means of which the practical training and experience at sea can be best 
 acquired. 
 
 [Pages 343-384.] 
 
 Appendix PP. 
 
 U. S. Military Government in the Philippines, 
 
 Department of Public Instruction, 
 
 Manila, P. Z, Augmt 17, 1900. 
 The Secretary to the Military Governor in the Philippines. 
 
 Sir: I have the honor to submit the following report of the opera- 
 tions of the department of public instruction for the fiscal year ending 
 June 30, 1900: 
 
 The department was established on March 30, 1900, by order of the 
 military governor — copy inclosed, marked "A." 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 41 
 
 Previous to that time Mr. G. P. Anderson, superintendent of the 
 Manila schools, had, in adition to his other duties, distributed to cer- 
 tain places outside of Manila schoolbooks and stationer}^ During- the 
 time that I have had charge of the office this distribution has been 
 continued. 
 
 The supplies have been obtained in two ways — by purchase and b}" 
 taking over from the Spanish Government a stock of books and sta- 
 tionery which had been prepared for use of the public schools under 
 the said Government. 
 
 The latter supplies were generallj^ of inferior character, the text- 
 books being mainly pamphlets, poorly printed and capable of impart- 
 ing but meager knowledge. Moreover, much of this instruction was 
 on religious subjects, embodying the tenets of the Roman Catholic 
 Church. However, certain of these books have been sent out as being- 
 better than nothing, and also familiar to native teachers. The supplies 
 purchased were brought from the United States, the first consignments 
 having been received before I took charge of the office. Table inclosed, 
 marked "B," shows the number of various articles of the Spanish 
 stock; also the number of the articles ordered from the United States, 
 with the numl^ers received. Table "C," inclosed, gives details of the 
 distribution of these supplies. This table includes distributions made 
 by Mr. Anderson, as well as those under my direction, and is complete 
 up to date of this report. In the month of April the circular — copy 
 -inclosed, marked "D" — was sent out from the office of the military 
 governor, the draft for the same having been made in this office. 
 Replies have been received from near] 3^ all parts of the Archipelago 
 and extracts are inclosed, marked " E. " These reports show, generall}^ 
 it is true, but it is believed fairly, the present state of the public schools 
 of the islands. These extracts I have made quite voluminous, believ- 
 ing that they constitute the chief value of this report. Answers to 
 the question concerning quantities of books, etc., needed have been 
 omitted. Many things asked for were those used b}^ Spanish Govern- 
 ment, now either not available or not deemed worth}'' of distribution. 
 Report of Manila schools is not given, as this will doubtless be made 
 by Mr. Anderson, the present superintendent. 
 
 On April 30 circular letters were sent to the leading publishing and 
 manufacturing firms in the United States engaged in preparation of 
 books and supplies for schools, and to these circulars many responses 
 have already been received. 
 
 Circular letters were sent at the same time to all of the superintend- 
 ents of public instruction in the difterent States, and to the superintend- 
 ents in all of the principal cities in the United States. To this circular 
 prompt and generous answers have been received, and there is now on 
 file in the department a mass of reports, forms, school laws, etc., 
 which will be of great value in development of a school system in these 
 islands. 
 
 The Lafayette Post of the G. A. R. of New York sent out a very 
 generous donation of flags for use in the public schools. Most of these 
 were distributed by Mr. Anderson, but a portion were sent out by me. 
 By authorit}^ of the military governor 300 additional flags have been 
 purchased from the quartermaster's department and are now being 
 distributed. 
 
 The above has been the principal work of the office. As ni}^ tenure 
 of the office is but temporary, I make no recommendations for radical 
 changes in the present schools. I recognize, however, the fact that 
 
42 EDUCATION IlSr THE PHILIPPINE ISLANDS. 
 
 much that is now being done, following largely after the old Spanish 
 system, is of small intrinsic utility, and is chiefly valuable as it shows 
 the good will of our Government in establishing or continuing schools 
 for the natives. 
 
 / Were I to continue to have charge of this work I should in this 
 
 ^ report go into detail in recommendations for future work, but under 
 
 the existing circumstances shall limit myself to repeating what 1 have 
 
 said in a report recently made in response to an inquir}^ made by the 
 
 Philippine Commission through the office of the military governor: 
 
 1. That a comprehensive modern school system, for the teaching of 
 elementary English, be inaugurated at the earliest possible moment, 
 and that attendance be made compulsory wherever practicable. 
 
 2. That industrial schools for manual training be established as soon 
 as a fair knowledge of English has been acquired, 
 
 3. Tliat all the schools under Government control be conducted in 
 the English language so far as in any wa}^ practicable, and that the 
 use of Spanish or the dialects be only for a period of transition. 
 
 4. That English teachers well trained in primar}'^ instruction be 
 brought over from the United States in sufficient numbers to take 
 charge of the schools in larger towns at least. 
 
 5. That a well-equipped normal school be established for instructing- 
 natives to become teachers of English. 
 
 6. That in the larger towns a portion at least of the schoolhouses 
 be modern structures, plainly but well and properly equipped. 
 
 7. That the schools supported by the Government be absolutely 
 divorced from the church. If the natives desire schools in which reli- 
 gious instruction is to be given, that they furnish the entire support 
 for same from private resources, but that attendance at these latter 
 schools shall not excuse the children from attendance at the public 
 schools, where English is taught. In addition, the parochial church 
 schools, if such are maintained, shall be required to be equal in char- 
 acter of general instruction to the public schools. 
 
 I am well aware that some of these recommendations impl}^ the 
 expenditure of considerable sums of public mone3% but I can think of 
 no expenditure which will have greater influence in developing peace 
 and progress in these islands than public schools. Except the estab- 
 lishment of good communications, either by rail or wagon roads, I 
 know of no public work so important. 
 
 The acquirement of the English tongue — to speak, read, and write 
 it — will prevent distrusts and misunderstandings, which must ever exist 
 where the rulers and the ruled have diverse speech. 
 
 It is appreciated that the question of training natives of this gener- 
 ation to become proficient teachers of English is one that can only be 
 solved by experience; but the experiment is worth tr3dng. That for 
 many years they would be efficient teachers in the American sense of 
 the word is not to be expected, but I believe that they will learn to be 
 assistants at least. We can not hope to be able to supply all school's 
 with American teachers on account of the great expense involved, but 
 must rely, in part, on native teachers. If these native teachers were 
 assured of an increase in salary as their capabilities for teaching Eng- 
 lish increased, I believe that a considerable number would, at no dis- 
 tant date, become reasonablj^ good instructors. 
 Very respectfully, 
 
 Albert Todd, 
 Captain^ Sixth Artillery^ in Charge De^MTtinent. 
 
EDUCATIOlSr IN THE PHILIPPIl^E ISLANDS. 
 
 43 
 
 Exhibit A. 
 
 General Orders, 
 No. 41. 
 
 Office United States Military Governor 
 
 IN THE Philippine Islands, 
 Manila, P. I., March 30, 1900. 
 
 [Extract.] 
 
 II. Capt. Albert Todd, Sixth United States Artillery, is hereby placed in temporary 
 charge of the public-school instruction of the Philippine Islands. He will report tO' 
 the military governor for instructions. 
 By command of Major-General Otis. 
 
 M. Barber, 
 Assistant A djutan t- General. 
 A true extract copy. 
 Albert Todd, 
 
 Captain Sixth Artillery. 
 
 Exhibit B. 
 [Department of public instruction.] 
 Supplies received from various sources. 
 
 Articles. 
 
 Ordered 
 
 from 
 
 United 
 
 States. 
 
 Ordered 
 not re- 
 ceived. 
 
 Received 
 
 from 
 
 United 
 
 States. 
 
 Received 
 
 from 
 Spanish 
 Go^^ern- 
 
 ment. 
 
 Total 
 
 re- 
 ceived. 
 
 Spanish arithmetics 
 
 Charts, sets 
 
 Divino Pastors 
 
 Higienica 
 
 Manual de Infancia 
 
 Sistema Metrica 
 
 Chalk, boxes 
 
 Ink powder, boxes 
 
 Pens, gross 
 
 Penholders 
 
 Writing paper, packages 
 
 Multiplication charts 
 
 Arithmetic tables 
 
 Lecciones de Lenguaje 
 
 Lyte's English 
 
 Baldwin's First Reader 
 
 Baldwin's Second Reader 
 
 Spanish readers 
 
 Blank pape r, packages 
 
 United States History, Spanish 
 
 Wentworth's Spanish Arithmetic. 
 
 Frye's Spanish Geography 
 
 Slates 
 
 Pencils, lead 
 
 Pencils, slate 
 
 Copy books 
 
 Tracing books 
 
 Charts, Carneflx 
 
 Charts, McGuffey's 
 
 Chart primers 
 
 Drawing books 
 
 Drawing cards 
 
 Blotting paper, quires 
 
 Erasers, blackboard 
 
 Penholders 
 
 Pens 
 
 Liquid slating, gallons 
 
 Ink, pints 
 
 Flags, storm 
 
 Flag halyards 
 
 Cuaderno de Lectura 
 
 Catechisms 
 
 Manual de Infancia 
 
 24, 583 
 2,000 
 
 53, 500 
 7,000 
 6,500 
 
 2,583 
 
 7,000 
 
 13,500 
 
 15,000 
 
 13.500 I 
 
 24; 000 
 
 57, 600 
 
 60, 000 
 
 108, 000 
 
 12, 000 
 
 500 
 
 500 
 
 36, 000 
 
 60, 000 
 
 12, 000 
 
 50 
 
 1,200 
 
 14, 400 
 
 72, 000 
 
 60 
 
 600 
 
 300 
 
 300 
 
 10, 000 
 
 17, 520 
 
 48, 384 
 
 20, 000 
 
 48, 000 
 
 12, 000 
 
 500 
 
 500 
 
 36, 000 
 
 60, 000 
 
 12, 000 
 
 60 
 
 1,200 
 
 14, 400 
 
 72,000 
 
 60 
 
 600 
 
 22, 000 
 
 2,000 
 
 63, 500 
 
 5,500 
 
 13, 500 
 15, 000 
 3,500 
 6,480 
 9,216 
 40, 000 
 60, 000 
 
 1,714 
 240 
 
 17, 320 
 3, 140 
 7,485 
 8,326 
 2,598 
 4,130 
 1,255 
 
 24, 985 
 
 3,807 
 
 115 
 
 7,000 
 
 2,000 
 
 75, 000 
 22, 000 
 4,648 
 
 1,714 
 240 
 
 17, 320 
 3,140 
 7,485 
 8,326 
 2, 598 
 4,130 
 1, 255 
 
 24, 985 
 
 3,807 
 
 115 
 
 7,000 
 
 22,000 
 2,000 
 
 .53, 500 
 
 5,500 
 2,000 
 13, .500 
 15, 000 
 3,500 
 6,480 
 9, 216 
 40,000 
 60, 000 
 
 300 
 
 300 
 
 75,000 
 
 22,000 
 
 4,648 
 
44 
 
 EDUCATIOlsr IN THE PHILIPPINE ISLANDS. 
 
 Exhibit C. 
 
 [Superintendent of public instruction.] 
 
 Distribution of school books and supplies. 
 
 Departments. 
 
 Arithmetics, Spanish 
 
 Arithmetic tables 
 
 Chalk, boxes 
 
 Charts, multiplication 
 
 Copy books, American 
 
 Copy paper, Spanish, packages 
 
 Divino Pastor 
 
 Geographies, Spanish 
 
 Ink powder, packages 
 
 Lecciones de Lenguaje 
 
 Metrica Sistema 
 
 Paper, blank, packages 
 
 Pens, gross 
 
 Penholders 
 
 Pencils, lead 
 
 Pencils, slate 
 
 Readers, English First 
 
 Slates 
 
 Flags, storm i 
 
 Flag halyardsi 
 
 Spanish readers 
 
 Hygienes 
 
 Lyte's English 
 
 Cuaderno de Lectura 
 
 North- 
 ern 
 Luzon. 
 
 3,481 
 1,632 
 
 557 
 
 36 
 
 9,349 
 
 998 
 7,561 
 
 316 
 1,094 
 4,062 
 2,237 
 1,045 
 
 598 
 9,280 
 2,520 
 3,700 
 8,821 
 1,219 
 97 
 97 
 
 549 
 
 2,043 
 
 17 
 
 1,671 
 
 South- 
 ern 
 Luzon. 
 
 441 
 623 
 209 
 8 
 960 
 451 
 
 1,903 
 134 
 
 1,232 
 
 1,249 
 781 
 478 
 206 
 
 3,146 
 816 
 800 
 
 1,951 
 717 
 36 
 36 
 458 
 298 
 38 
 500 
 
 Visayas. 
 
 55 
 
 1,400 
 
 268 
 
 20 
 
 7,492 
 
 158 
 
 2,760 
 
 288 
 
 185 
 
 267 
 
 1,600 
 
 561 
 
 71 
 
 2,240 
 
 1,728 
 
 5,000 
 
 7,197 
 
 1,240 
 
 80 
 
 Minda- 
 nao and 
 Jolo. 
 
 400 
 
 366 
 
 139 
 
 7 
 
 1,096 
 
 1,081 
 
 1,052 
 
 45 
 
 706 
 
 154 
 
 650 
 
 223 
 
 83 
 
 3,025 
 
 624 
 
 1,200 
 
 1,142 
 
 310 
 
 36 
 
 36 
 
 300 
 100 
 
 City of 
 Manila. 
 
 62 
 
 4,000 
 
 73 
 
 1,670 
 
 2,000 
 
 405 
 
 2,647 
 
 34 
 
 573 
 
 267 
 
 5,930 
 
 1,488 
 
 2,200 
 
 4,146 
 
 1,028 
 
 3,635 
 
 53 
 
 1,645 
 
 Total. 
 
 6,900 
 
 4,021 
 
 1,235 
 
 71 
 
 22, 897 
 2,761 
 
 14, 946 
 2,783 
 3,622 
 8,379 
 5,302 
 2,880 
 1,225 
 
 23, 621 
 7,176 
 
 12, 900 
 
 23, 257 
 4,514 
 249 
 249 
 4,637 
 2,994 
 1,800 
 2,171 
 
 1 Includes part of those sent by Superintendent Anderson. 
 
 Exhibit D. 
 
 Office United States Military Goveenok 
 
 IN THE Philippine Islands, 
 
 Manila, P. I., April 20, 1900. 
 The Commanding General. 
 
 Sir: The military governor directs that in order to enable the officer in charge of 
 public-school instruction to form an idea of the work to be done and the means 
 available to do it, a report will be sent from each military district embracing the 
 following information: 
 
 1. How many different schools are established or is it desirable to establish this 
 year? 
 
 2. How many pupils (about) will be in attendance? 
 
 3. What text-books and stationery are needed, and in what quantities? That is, 
 in addition to amounts already supplied. 
 
 4. What teachers are needed that can not be supplied in the district? 
 
 5. Is it desirable to have instruction in Spanish as well as in English; also what 
 instruction in the native dialects, if any, is desirable? 
 
 6. Are there any buildings available as schoolhouses? 
 
 7. If native teachers are employed, what is a fair compensation, taking into account 
 salaries for other occupations in the district? 
 
 8. What can the people of the district do for themselves? In what way do they 
 need assistance from the military government? 
 
 9. Give any suggestions or recommendations that in any way bear on the subject, 
 even if only partially germane to the matter. 
 
 -)«• -X- * * * * * 
 
 The officer in charge of the work for the islands has but an imperfect knowledge of 
 the situation, and must depend on these reports very largely to guide him in his plans, 
 and estimate of expenditures. Formal and exhaustive reports are not expected or 
 desired at this time. The work must be largely tentative, and a moderate amount of 
 information, fairly accurate but promptly given, will conduce best to the desired ends. 
 Very respectfully, 
 
 Henry A. Greene, 
 Captain, Tiuentieth Infantry, Aid-de- Camp, Assistant Secretary. 
 A true copy. 
 
 Albert Todd, 
 
 Captain, Sixth Artillery. 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 45 
 
 \ Exhibit E. 
 
 Extracts from reports rendered in compliance with circular letter from office military 
 governor. {See Inclosure D.) 
 
 DEPARTMENT NORTHERN LUZON. 
 
 First district. — Eeport rendered by Brig. Gen. S. B. M. Young, U. S. A., 
 commanding. 
 
 ******* 
 
 1. Two hundred and three schools are established and running. This includes 
 public, semipublic, and private schools. * * * It is imjDossible to give an exact 
 division, as the majority of the schools change their classification from time to time. 
 It is desirable to establish this year two schools, to serve as models, in each town 
 with a municipal government, and four schools in the larger towns. This would 
 require the establishment of 192 free schools. 
 
 2. On May 31 there were 10,714 children attending schools, * * * 44,716 of 
 school age. In the course of the year 25,074 will j)robably attend school if good 
 schools are established. 
 
 ******* 
 
 3. (Gives quantities of books and stationery required; not considered necessary to 
 enumerate here. ) 
 
 4. There are needed 75 teachers of English, one for each town, and about 25 licensed 
 native teachers, in addition to one practical teacher as superintendent of schools and 
 an assistant in four provinces, five in all. The native teachers do not understand, 
 and can not teach without the aid of Spanish or Ilocano the simplest things. An 
 attempt to abolish Spanish would insult in a prejudice against the schools. 
 
 6. The majority of the towns have school buildings, public or private. In many 
 instances the teacher lives in the schoolhouse. * * * This system is prejudicial. 
 At least two well-constructed, airy school buildings should be built in each town at 
 once, making about 150 buildings. 
 
 * ****** 
 
 7. Native teachers are not paid sufficiently, and the amount received is very micer- 
 tain, and they are frequently not paid. They should be paid according to their 
 work, * * * by grading "them to the classification of the town under General 
 Orders 40, Office Military Governor, 1900. Native male teachers in towns of the 
 first class should receive 35 pesos per month; second class, 30; third class, 25, and 
 fourth class, 20. Teachers in barrios, rancherias, etc., same as teachers fourth class. 
 Female teachers to receive 5 pesos less per month in each class. 
 
 * * * * " * * * 
 
 8. Efficient schools can not be maintained without Government aid in any except 
 the larger towns. All schools should be maintained by the Government, at least for 
 several years. In general, this should be done on account of the poverty of the peo- 
 ple and their lack of a full appreciation of the benefit of an education. It is deemed 
 important that the Government assume the expense of the education of the people in 
 order that it may have full control of that which is taught and the methods of educa- 
 tion as a political measure. 
 
 * * ***** 
 
 9. In some towns considerable interest is taken in the subject of education; in 
 others very little is taken. The influences at work in forming public opinion are 
 hard to discover. 
 
 In Vigan, which is the best built and probably the richest town in northwest 
 Luzon, and which is the seat of a bishopric and formerly had a college for men and 
 a seminary for girls, little interest is taken in public education. 
 
 In Narvacan the people are greatly interested in the matter. The president of the 
 town stated he could raise, by voluntary contribution, a fund of 19,000 pesos to 
 erect school buildings and equip them if the Americans would agree to administer 
 the funds. He did not consider it advisable to let his own people handle the money. 
 
 The case of Narvacan is rare, and it is doubtful if the president could carry out his 
 boast. Most of the towns are too poor to contribute any substantial amount. 
 
 The country is taxed to death, but all taxes go to the General Government in Manila. 
 The tax on land values, which is the principal source of revenue to numieipalities in 
 the United States, brings in no income whatever, and until the whole system of taxa- 
 tion is readjusted most municipalities will continue to be too poor to do much for 
 schools. Some of the officers to whom have been intrusted the details of supervising 
 the work of the schools have been zealous in their efforts, but have been seriously 
 
46 EDUCATION IN THE PHILIPPINE ISLANDS, 
 
 handicapped for lack of funds. It is impossible to purchase a schoolbook of any 
 kind in northwest Luzon. Owing to the great scarcity of books, which, it seems, has 
 always been the case, wall charts are generally used by those teachers who have them, 
 and they seem to answer very well. 
 
 As there is not a teacher who understands English, instruction for the present must 
 be imparted in either the Spanish language or Ilocano dialect, Tagalo not being used 
 in these provinces. 
 
 ■ If the instruction is imparted in Spanish, that language will be gradually dropped 
 as the teachers and scholars learn English, but if the instruction is imparted in Ilocano, 
 it being the native dialect and the language of the children in their homes, it will 
 serve to assist in perpetuating that dialect, which is not considered advisable. It is 
 not to be hoped that more than a small percentage of grown natives will ever acquire 
 a knowledge of English, therefore it is deemed advisable to have all books printed in 
 Spanish and English. 
 
 No report has j^et been received from Benguet, as that province is principally 
 Inhabited by Igorrotes and Tinguanes. The school population is not large. 
 
 Third district. — Report rendered by Brig. Gen. J. F. Bell, United States Volun- 
 teers, commanding: 
 
 "I. Established, 280; to be established, 233. 
 "II. About 34,130. 
 
 "III. * * * 
 - "IV. Teachers can be had to teach Spanish and native dialects; teachers of Eng- 
 lish are needed in all towns. 
 
 "V. The better class of educated people who speak Spanish would like their 
 children taught that as well as English. The great mass of the people — the com- 
 mon, uneducated class— don't care anything about it. If there are parents who 
 desire their children taught Spanish, as a matter of cultivation, they should, on a 
 . principle nearly universal in America, be required to have it done at their own 
 expense. If all are taught English only, they will know as much as will ever be 
 necessary to them. It might be well to teach Spanish in high schools, as is done in 
 America. All the people would like their children taught their own dialect, I 
 presume, as a matter of sentiment. It is a practically unnecessary accomplishment, 
 as scarcely any literature exists in those dialects and any communication by writing 
 or printing will be better for the Government if done in English. They will learn the 
 spoken language at home. The sooner this ceases entirely, as has come to pass in 
 Zamboanga, the better. It was accomplished there by teaching Spanish only in the 
 schools. The same thing could be be accomplished throughout the islands by teach- 
 ing English only. 
 
 "It might not be the best policy to adopt so radical a measure at once, but if the 
 natives were left the privilege of conducting their own free schools, in which to teach 
 what they ijleased, as at present, and the Government established and conducted in 
 each town a good free school, costing the natives nothing, affording ample facilities 
 for the accommodation of all, and in which teaching was done in English only, the 
 native schools would in time pass out of existence and English become the dialect of 
 the islands. The native dialects used in schools in this district are Tagalog, Pam- 
 panga, Pangasinan, Ilocano, and Zambal. 
 
 "VI. For permanent schools, no; nearly all schools now established are held in 
 private buildings; what few regular school buildings are in existence are reported 
 as totally inadequate for the needs of the towns and are mostly in bad repair. At 
 present the people are mostly too poor to put school buildings in thorough repair at 
 their own expense. 
 
 "VII. Twenty or thirty -five pesos per month. It used to be far less, but all prices 
 have risen and good teachers could not be got for less. 
 
 "VIII. If native language only is taught in schools, as at present, the people need 
 little or no help; if, however, English and Spanish is to be taught, the unanimous 
 recommendation of commanders of subdistricts is that the Government, for this year 
 at least, furnish and pay the teachers, furnish all supplies, such as books and station- 
 ery, until a system of taxation is created which will take this expense off the Gov- 
 erninent. Buildings should be erected by the Government. Grown people are very 
 desirous of learning English in nearly all the towns, and are able and willing to pay 
 the teachers furnished by the Government. By and by competent soldier teachers 
 can doubtless be found, who, for small extra pay, could do very good primary work 
 and teach English to grown people. 
 
 " IX. The people are eager to learn English, and regard Spanish as a help to that 
 end. The schools must receive outside help to be of any use. At present they sim- 
 ply make a showing and serve to keep children out of mischief, only teaching them 
 a few calisthenics and to chant a few prayers in native dialects. 
 
EDUCATION IK THE PHILIPPINE ISLANDS. 47 
 
 ' ' Many of the teachers know nothing but their native dialect. A superintendent 
 of schools is needed in every town. At the present time most of the people are too 
 poor to buy books or school* supplies, such as paper, pens, pencils, slates, etc., or to 
 pay teachers, and it is recommended that the Government furnish all necessary books 
 and supplies this year free. 
 
 "The study of the English language should be begun in all towns without delay; 
 the Government should provide teachers, and pay their salaries this year, at least. 
 Books, slates, and pencils should be supplied in liberal quantities to each town as 
 soon as possible at the expense of the Government, as the people will be unable to 
 help themselves until after next harvest of crops." 
 
 Fifth district.— Brig. Gen. F. D. Grant, United States Volunteers, commanding, 
 reports by various officers as follows: 
 
 Russell C. Langdon, first lieutenant, Third Artillery, Bulacan, P. I.: 
 
 "1. One public school for boys and one public school for girls are in operation 
 now. Besides these there are small private schools, consisting of a few pupils each, 
 all over the pueblo. The number of these is not definitely known, but I should say 
 it is approximately 30. It would seem desirable to establish one school for boys and 
 also one for girls (both of them free public schools) in each of the fifteen barrios of 
 the pueblo. But at present the financial condition of the municipality will not 
 admit of more than two teachers employed by the town. One of these has the boys' 
 school and the other (a woman) has charge of the girls' school. 
 
 "2. Should schools be established in each barrio, probably about 1,600 pupils of 
 both sexes would attend them. At the present time, owing to the scattered location 
 of the several barrios, comparatively few children attend them (the two public schools 
 maintained by the town). 
 
 * * * * * * -;f . 
 
 "4. Teachers of English can not be supplied in this locality, but probably plenty 
 of teachers that do not have a knowledge of English could be supplied from the town 
 itself. As shown in my answer to question No. 1, there are quite a number of peo- 
 ple already doing work here in the line of private teaching. 
 
 • " 5. I do not deem it desirable to have instruction in Spanish nor in the native dialect 
 of the locality (Tagalog). While the teaching of English will be slow work at first 
 and will meet with many obstacles (notably the lack of sufficient teachers and text- 
 books), it will be the necessary first step in the solution of the great problem, and 
 will nevertheless have a positive effect upon the people. For the other pupils who 
 have already mastered Spanish sufficiently for the purpose, the use of mathematical 
 books written °in Spanish might be continued to avoid loss of time. 
 
 ' ' 6. No buildings are at present available that are really suitable, but if money is 
 allowed for it private dwellings sufficient for the purpose might be rented. During 
 the Spanish regime there was a large stone building erected for a public school, but 
 it was nestroyed during the hostilities between the Filipinos and Spaniards. At 
 present the two public schools are held in littlechurches ( ' visitas ' ) . The small pri- 
 vate schools are held in private native dwelling houses. 
 
 "7. Twenty dollars (Mexican) is the salarj^ now being paid by the town to the 
 teacher of the boys' public school and $15 (Mexican) to the teacher of the girls' pub- 
 lic school. I understand that probably $40 (Mexican) or more would have to be 
 paid for teachers of English procured from Manila. 
 
 "8. The people do all they can for themselves by the schools maintained at pres- 
 ent. Assistance from the military government would be most welcome in the matter 
 of increasing the number of schools, i^roviding more suitable buildings, and employ- 
 ing teachers of English. The municipality is at present very poor as regards its own 
 treasury, owing to the fact that practically only people who are either poor or in 
 very moderate circumstances are now here. I am unable to account for the large 
 number of private schools. These schools seem to be generally the informal gath- 
 ering of a few pupils, in each case, for instruction during a jjortion of the day, under 
 some one of sufficient education, who earns some little extra money in this way. 
 
 '■' 9. It would seem to me that the problem of the amalgamation of the natives of the 
 islands as American citizens can best be solved by promptly and properly taking hold 
 of the work of educating the young; and it also seems to me that the problem of edu- 
 cation can be solved by making English the only language taught in the schools. 
 After close observation of the children of this town and elsewhere around here, I am 
 of the opinion that the Tagalog children between the ages of 6 and 16 are very 
 bright and apt at acquiring languages, even though their intellectual faculties may 
 become comparatively inferior as they become adults." 
 
 Ruter W. Springer, chai^lain. United States Army, Angeles, P. I. : 
 
 "1. Schools nmning. — Angeles, 1 running, 1 more will probably be started; Mabala- 
 cat, 1; Magalang, 2; Mexico, 1; Santa Ana, 1; Bacolor, 1; Santa Rita, 1; Guagua, 1 
 
48 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 (boys' ) running, also 1 for girls soon to be reopened; Sexmoan, 3, one of these being 
 a kind of high school; Lubao, 2; Guagua is also planning to open a kind of high 
 school soon. These "high schools" are more properly "business schools," the 
 English language being a prominent feature. They are, I understand, to be open 
 to all. 
 
 "2. Number of pupils probably present, 1,000. Additional number of pupils that 
 may be in attendance, 530. 
 
 '' In many cities the girls' schools are at present closed. Many are preparing soon 
 to reopen. The estimated prospective attendance is very conservative, considering 
 the interest in a better (and English) education shown almost everywhere. 
 
 * * 7f * * * * 
 
 "4. There seems to be an abundance of natives who desire to teach. If English 
 teachers are to be had, they would be very acceptable. I fear that none of these 
 places could at present pay living wages — the most of them could pay part. 
 
 "5. The language of instruction. — I have canvassed this question quite thoroughly, 
 and now have but one opinion. 
 
 "(a) It would be impossible to get out some forty different sets of text-books, in 
 the as many different Filipino languages. The native dialects must therefore be 
 abandoned as a basis of instruction. 
 
 "(6) Only a small portion of the native population understand much Spanish; and 
 there seems to be no good reason why that language should be made by use the basis 
 of instruction, and so ' ' boosted ' ' into a prominence which, after centuries, it has been 
 unable to attain of itself, and when our own language is better, is the one desired by 
 the natives, and opens up to them at once the best text-books (and the cheapest) in 
 the world. But the transition must not be made too suddenly. Spanish will prob- 
 ably have to be used at first to some extent to keep the schools running and as an 
 intermediary. 
 
 "(c) I find a great trend toward the English language all through Pampanga 
 Province. At Mabalacat the quite ancient schoolmaster is plodding away with a 
 Spanish-English grammar, and surprised me with his progress. Guagua holds ten 
 English grammars as a nucleus of education. Sexmoan has, and Guagua will soon 
 have, a "business school " where whoever will (as I understand) may study English, 
 etc. Many of the natives can already talk very good English, and are spending every 
 leisure moment in its study. The stream has strongly set in this direction. The cur- 
 rent is plainly seen by all, and very soon it will be a torrent. At present Spanish is 
 a necessary intermediary to the study of English, but I have joined with a mostintel- 
 ligent and highly educated native to write a Pampanga-English and English-Pam- 
 panga grammar, which we are pushing as fast as possible, and hope soon to have it 
 available for use. It is being especially adapted for public-school use, and I doubt 
 not will meet with the approval of the superintendent of public-school instruction. 
 
 "At present the instruction in the pueblos is in Spanish. In the barrios it is in 
 Pampanga dialect. The English will have to permeate gradually through the j)ueblos 
 to the barrio schools. 
 
 "I would recommend for the cities under my supervision, at least, American text- 
 books altogether Avithin the year, and as soon as possible. The changes can be made 
 as fast as the books can be supplied, and I will give the matter my personal atten- 
 tion. It would be very satisfactory and pleasing to the natives. 
 
 "6. School buildings. — Every pueblo has available buildings or rooms. Angeles 
 owns a school building and a teacher's house, where my school is held. 
 
 ****** * 
 
 "9. Suggestions. — The schools heretofore have all been parochial schools, in which 
 morals (a branch of religion) was taught. In changing to our American free-school 
 system the greatest care should, I sincerely feel, be exercised that, while no peculiar 
 religious teaching is given, the children all be taught, as heretofore, to reverence God, 
 to obey their parents and teachers, to lead pure and moral lives, etc. I mean that 
 this should be taught out of a book. Until such a book be provided the children 
 should, by all means, be kept at their catechisms and their old teachers be retained. 
 
 "In the report the pueblo or city schools only have been taken into account, 
 but many of the pueblos have barrio or suburban schools in a flourishing condition, 
 notably Guagua and Lubao. In these, reading and writing, possibly arithmetic, and 
 catechism are taught in the native language only. I believe that means can be found 
 for bringing all of these children into the city schools. If this should become a 
 migration, we would be blessed with an epidemic of school children entirely beyond 
 the possibility of the people themselves handling." 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 49 
 
 SECOND DISTRICT, DEPARTMENT OP SOUTHERN LUZON. 
 
 Eeports by Col. William E. Birkhimer, Twenty-eighth Infantry, U. S. Volunteers, 
 commanding at Calamba, P. I., and other officers: 
 
 " 1. There are now established in this district 22 schools in the various towns and 
 barrios occupied by our troops, and it is desired to inaugurate at present 232. 
 
 "2. It is estimated that at first 5, 125 pupils will attend. This matter, it is expected, 
 will be largely increased. 
 
 * * * * * * * 
 
 "4. About 30 native teachers must be supplied; i. e., they must be brought in 
 the place where needed; the community can not furnish them. At the schools in 
 the larger towns 75 teachers of the English language would be required; it would be 
 risky to send the English instructors (if Americans) now inco the barrios where our 
 arms could not protect them. Allowing no more than one English teacher to a 
 school, that would leave 175 schools under native instructors alone. As the rebel- 
 lion is suppressed, or native teachers acquire a better knowledge of the English lan- 
 guage, instruction therein will gradually become universal. 
 
 "5. It is not desirable to have instruction in Spanish. We do not want to instruct 
 in any language except English if we can avoid it. That is the new language of this 
 country ; it is the language we want by every means to push to the front. In Porto 
 Kico all pleadings in the court are now in English, and all arguments of Porto Rican 
 cases before the United States Supreme Court. It is true that Spanish will, for a 
 long time, be an important language here, but there is sufficient knowledge of it 
 extant and common property, as it were, to serve all necessary purposes. It is dif- 
 ferent from the dialects. All other things being equal, it were well to ignore these 
 in the schools. But circumstances are such that we have instruction in dialects at 
 first, in the great majority of cases, or have no schools. This is especially the case 
 in barrios far from protection of our troops, where English teachers can not now go. 
 Again, all these dialects are American to the extent that the United States flag covers 
 .the district where they are spoken; the people who speak them are, as against the 
 outside world, under the protection of that flag. They are not foreign in the sense 
 that the Spanish is foreign, and hence, in instructing the children in dialects, there 
 is nothing being taught them that to their receptive minds derogates from the dig- 
 nity, superiority, and ultimate binding force of the English language. 
 
 "6. In nearly every place schoolhouses either now exist or can easily be procured. 
 In some places people would gladly construct them. 
 
 "7. The compensation should be in cities, 30 pesos per month for each male 
 teacher, 20 for female; smaller towns, 25 and 15, respectively. These are fair 
 averages. 
 
 "8. The people should be compelled to do all they can. We can easily spoil them 
 by paternalism. The larger places, all except the poorer, should pay their own 
 teachers and furnish also schoolhouses, desks, benches, etc. Let the Government 
 furnish at first books and stationery. 
 
 "9. Good native superintendents would be useful as inspectors. If some liberal- 
 minded priests on the Cardinal Gibbons order can be employed, I think they could 
 do us an immensity of good; men who think that loyalty to government is compatible 
 with loyalty to church. A good primer could be gotten by translating the American 
 primer into dialects. Do not take soldiers for school-teachers. We need every sol- 
 dier in this district not necessarily employed in other military duties to handle the 
 musket against the armed enemy infesting the bushes, and which armed enemy we 
 must subdue and eradicate before any school system can be a success, because civil 
 government, whose handmaid the system is, can not, except in name, otherwise be 
 established. Let this school system, as quickly as it can wisely be done, pass under 
 control of civil as distinguished from military functionaries. ' ' 
 
 THIRD DISTRICT, DEPARTMENT OF SOUTHERN LUZON. 
 
 Eeports by Brig. Gen. J. M. Bell, U. S. Volunteers, military governor, third dis- 
 trict, Department Southern Luzon, Nueva Caceres, P. I., and Lieut. W. E. MacKinlay: 
 
 "I concur in the report of Lieutenant MacKinlay and recommend that, in addi- 
 tion to the present industrial taxes provided for, a land tax to be established so that 
 the rich landowners, who now, under the present system, pay practically nothing, 
 shall be made to bear their share of the burdeii of educating the children. It is safe 
 to estimate that as soon as English schools are established throughout the provinces,^ 
 the total cost of schools, salaries of teachers, incidental expenses, construction of 
 schoolhouses, etc., will not be less than 100,000 pesos annually. The schoolhouses, 
 where there are any, are small, poorly constructed, and usually damp and unhealthy. 
 
 S. Doc. 129 4 
 
 \y 
 
50 EDUCATTOlSr IN THE PHILIPPINE ISLANDS. 
 
 As a temporary makeshift and until the public finances of the proviaces will warrant 
 the building of permanent structures on modern sanitary plans, I recommend that 
 nipa shelters be provided. These can be cheaply constructed on public grounds by 
 the use of native labor. Schools were ordered to be opened on July 2, and the num- 
 ber in operation will be reported as soon as possible." 
 
 Lieut. William E. W. MacKinlay, Forty-fifth Infantry, U. S. Volunteers, Nueva 
 Oaceres, P. I.: 
 
 ' ' On June 20 I sent a copy of the annexed circular to each of the local presidentes 
 of the 22 pueblos which have been reorganized under your direction, and to it I have 
 received several gratifying responses. I have no doubt that by the 15th of the month 
 the schools will be in operation in each of these towns. 
 
 ' ' As under the present system each town has two schools, one for boys and another 
 for girls, there will be in operation 44 schools, and possibly a few more. Under the 
 Spanish and Philippine regimes there were four classes, first termino, second termino, 
 ascenso, and entrada. At present your order recognizes but two classes, ascenso and 
 entrada, the latter being the lowest class and embracing all but three of the schools 
 in the provinces. Should all schools be opened, there would be 90 to 95, with an 
 aggregate attendance of about 9,500 pupils. As the population of the province is 
 about 180,000, and one-fifth of these maybe counted as of school age, there are about 
 36,000 of that age here. 
 
 "It is recommended that a uniform system of text-books be established, as the 
 present ones are old, out of date, and written from a Spanish view of education. 
 About 5,000 text-books of each kind needed would suflice for the immediate present. 
 
 "All native teachers can be supplied from local talent, but English teachers who 
 understand a little Spanish are urgently needed and in demand, both men and 
 women. It is possible that soldiers can be found competent to teach English in boys' 
 schools, but at least eight to ten women teachers are required. The towns in the 
 provinces were formerly divided for some administrative purpose into eight districts, 
 six of which were in South Camarines and two in North. They were divided so as 
 to include towns easy of access, and at present the English teachers could devote the 
 time to giving each school a start in English in turn, at the same time acting as 
 inspectors. 
 
 ' ' For the present Spanish will have to be the medium of teaching, but later English 
 can replace it. The native dialect of this province, Bicol, is miuch cruder than Taga- 
 log, and can only serve as a supplementary tongue in education. A primer and ele- 
 mentary grammar in this language and English would be of great use, and quite 
 easily compiled. 
 
 "Some towns have school buildings of their own, while others are rented. Owing 
 to the many changes caused by war in this province, it is impossible to give exact 
 statistics at present upon this point. It may be said, however, that all are utterly 
 different from the American idea of a schoolhouse, and are generally occupied with- 
 out regard to light, convenience, or sanitation. The great personal cleanliness of 
 the people alone renders them habitable. 
 
 "As to native teachers, no others are available here. They are as well instructed 
 as can be expected from the system they learn under, and are, as a rule, intelligent 
 and anxious to advance. The pay in this province has been fixed at 20 pesos per 
 month for "entrada" teachers and 25 pesos for "ascenso." This is a slight advance 
 over the salaries paid before for such services, and takes into consideration the heavy 
 advance of prices in living. Annexed is an estimate of salaries required should all 
 of the schools in the province be reopened. About half of this amount will be 
 required for those now authorized. 
 
 ' ' The people can do little for themselves, and nearly all funds will be needed from 
 provincial or superior resources. A land tax is needed. As this system is not at 
 present used, all rich landowners and cattle raisers pay nothing to the support of 
 the Government, while upon the poor and the moderately rich and the storekeepers 
 falls the bulk of the taxation.' If a land tax to support the schools was levied, it would 
 not only bring in a large revenue, but would educate the children and bring the mass 
 of the people to realize that under American rule all men are equal before the law. 
 
 "Adult schools somewhat on the plan of university extension to teach English 
 under Government supervision, but as pay schools, would, no doubt, be largely 
 attended, and would give the mass of the people some faint idea of America, such as 
 now they are unable to grasp. 
 
 "As to Albay, Sorsogon, and Catanduanes, the conditions there have been such as 
 to preclude progress in establishing schools. In these three localities there were 88 
 schools, of which 79 were entrada. As the total population is about 290,000, the 
 school facilities there were much behind the Camarines. The island of Burias also 
 had 4 schools, all entrada. Its population is about 1,500. 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 51 
 
 " Estimate for salaries and contingent expenses of the public schools of Ambos Camarines 
 for the school year from July 1, 1900, to July 1, 1901 {nine months^ schooling) . 
 
 "Northern Camarines: 
 
 " 1 ascenso, at $25 per month $25 
 
 "17 entrada, at $20 per month 340 
 
 ' Southern Camarines: 
 
 "2 ascenso, at $25 per month 50 
 
 "71 entrada, at $20 per month 1,420 
 
 "Per month 1,835 
 
 " Salaries, per school year of nine months 16, 515 
 
 ' ' Contingent expenses per annum 4, 500 
 
 " Total expense 21, 015 
 
 "This does not include salaries of teachers of English, house rent for teachers 
 (now supplied by municipality), or for any additional number of teachers. The very 
 small salaries and expenses of educating heretofore, being about one-sixth of the 
 amount paid in America for the same purposes, show the great and widely spread 
 ignorance of the people. 
 
 ' 'Another evil heretofore existing, which will now be remedied, is the fact that the 
 children of the ' visitas ' or remote barrios have never before been admitted to the 
 privileges of the schools." 
 
 Second district. — Report by Col. E. J. McClernand, commanding Forty-fourth 
 Infantry, and Chaplain J. H. Sutherland, Cebu, Cebu. 
 
 ******* 
 
 "In the early stages of the assistance to be given by the general government of the 
 islands it is thought a few prominent towns only should be considered, and the bene- 
 fits extended as experience is gained, where close supervision can be exercised. 
 The following towns are so selected, viz: Bogo, Danao, Cebu, Naga, Carcar, Argao, 
 Dumanjug, and Balamban, on the island of Cebu, and Tagbilaran, Bohol. There are 
 in attendance in the schools of these places about 3,000 children, thought to be about 
 one-fifth of the total number of a suitable age to attend in the said towns. In all 
 except Cebu there are two schools, one for each sex, the girls' slightly predominating 
 in numbers. In Cebu there are seven, besides a Catholic seminary for girls and the 
 college for young men. It is recommended that two more public schools be estab- 
 lished in Cebu. One English teacher should be sent here for each town, except Cebu, 
 where five can be used to advantage, and Argao, where there should be two. 
 
 "The usual salaries range for male teachers from 10 to 20 pesos per month, a few 
 getting 40 and some only 5. Female teachers receive from 2J to 20 pesos per month. 
 It is recommended there be three classes of salaries established — 25, 30, and 40 pesos 
 per month, with two teachers at Cebu at 75 pesos and one at Argao at 50 pesos. The 
 salaries for the English teachers to be sent here to be fixed in Manila. 
 
 ' ' In Danao, Naga, Carcar, Dumanjug, and Tagbilaran 2 additional native teachers 
 are needed in each; in Cebu, 9, and Argao, 4. 
 
 ' ' Because of the nonknowledge of English, limited instruction in Spanish will be 
 necessary for the present. This instruction should decrease as rapidly as circum- 
 stances will permit. 
 
 "Each town owns or rents school buildings, which are generally inferior and over- 
 crowded. 
 
 "It is estimated that, exclusive of Cebu, the following sums will be required from 
 the treasury of the islands: 
 
 Mexican. 
 
 For native teachers, per month $500 
 
 For rent of school buildings, per month 250 
 
 Total per month 750 " 
 
 Attention is invited to the letter of Chaplain Sutherland herewith. The chaplain 
 has given much attention to the schools here, and it is believed the 5,000 j^esos he 
 recommends to be expended on the schools in this city during the next year, in addi- 
 tion to what the city government contributes, can be used to great advantage. I do 
 not agree with him about establishing eight new schools in the city. The importance 
 of greater thoroughness is the great lesson to be dwelt upon for the present, and in so 
 large an increase as he recommends it is feared this subject would be lost sight of. 
 
52 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 Thus for the two islands 14,000 pesos are requested for the year commencing July 1 
 next. This city has furnished in revenue from customs duties since March, 1899, 
 800,792 pesos, and in this month alone to date 68,946 pesos. No part of this large 
 sum has been expended here except for the benefit of the army. If it be intend'ed 
 to give help for the schools it should come promptly. Generosity in this direction 
 will have an excellent political effect and materially aid in establishing towns under 
 American orders and laws. 
 
 The salaries of the English teachers (twelve) are not included in the 14,000 pesos 
 
 mentioned above. There is great eagerness on the part of the natives to learn 
 
 English, and it is hoped this enthusiasm will not be permitted to die out because of 
 
 the want of financial help. The country is poor and gives all it is able to contribute. 
 
 ******* 
 
 Chaplain J. H. Sutherland, United States Army, Cebu, Cebu. 
 * * * * * * * . 
 
 "1. Following the questions in the order given and find that there are at present 
 in the city of Cebu 7 schools. 
 
 "2. There will probably be 2,000 scholars. 
 
 ******* 
 
 "4. It will probably be necessary to bring from elsewhere three or four teachers; 
 the remainder can be secured here. 
 
 "5. The text-book for learning English, which has already been ordered from the 
 department of public instruction, Manila, is written in Spanish, and is therefore a 
 Spanish grammar as well as English, and will serve for all the instruction necessary 
 in Spanish. 
 
 "There is great need of a small, well-prepared, and well-printed book, correspond- 
 ing to our first reader, for the study of Visayan only. What books the children do 
 use here are very poorly suited to the purpose. 
 
 "6. I am informed by the presidente that he will be able to rent suitable rooms 
 for the new schools when needed. 
 
 "7. Native teachers in Cebu receive the following wages: Male teachers, first class, 
 40 pesos per month; second class, 30 pesos. The female teachers are divided into 
 three classes, also, at the rates of 20, 15, and 10 pesos. 
 
 "I would recommend that the salaries be advanced to 50, 40, and 30 pesos, accord- 
 ing to ability of the teachers and character of the school. 
 
 " The salaries heretofore j^aid, I am told, are proportionate to other paid labor, and 
 are probably enough for all that is accomplished, but nothing is accomplished. 
 
 ' ' The first thing necessary to wake these schools up is to pay the teachers a salary 
 that emphasizes the importance of their positions. 
 
 ' ' 8. The city is supporting its present number of schools, but would have to ask for 
 assistance for payment of the new teachers, and especially in event of increase of 
 salaries. 
 
 "To carry out any satisfactory plan I think 5,000 pesos should be given the city. 
 
 ' ' The public schools of Cebu ought to be made a model for the whole island, and 
 for other islands adjoining, whose people are constantly coming and going. 
 
 "With free text-books and 5,000 pesos I believe wonders could be worked in this 
 city. 
 
 "There are nearly 5,000 children of school age in this city, and there are less than 
 500 children in school. I presume it is fair to infer that the same is true of the island 
 in general." 
 
 Third district. — Keport rendered by Brig. Gen. J. F. Smith, U. S. Volunteers, 
 commanding, Bacolod, Negros. 
 
 ******* 
 
 "1. That the superintendent of public instruction reports that schools have been 
 established in 59 pueblos of the island. 
 
 "2. It is expected that not less than 5,000 pupils will be in attendance during the 
 coming year. 
 
 ******* 
 
 "4. At least 6 teachers of English are urgently needed here. 
 
 "5. In my opinion both English and Spanish should be taught in the schools, 
 raore time being given to the English; instruction in the native dialects is a waste of 
 time to the more advanced pupils, and even then it is of doubtful expediency. There 
 is such a number of dialects that profound knowledge of one is of but little value even 
 for the purpose of intercommunication. ■ 
 
 "6. The various pueblos have provided schoolhouses of one kind or another 
 which, if not eminently adapted for the purpose, will meet present requirements. 
 
EDUCATION IN THE PHILIPPINE ISLANDS. ' 53 
 
 ' ' 7. If native or Spanish teachers are employed I am of the opinion that the best 
 talent procurable of that kind should be secured, and that good salaries should be 
 paid. I think the salaries paid in the United States, if paid here in Mexican, would 
 obtain teachers of the requisite mental caliber and predispositions. In Negros the 
 following scale of wages for teachers has been provisionally adopted : 
 
 Mexican. 
 
 Teachers of English and professors of the first class $60. 00 
 
 Teachers of Spanish and professors of the first class 60. 00 
 
 Professors of the second class 45. 00 
 
 Professors of the third class 30. 00 
 
 Assistant teachers 15. 00 
 
 Assistant teachers capable of instructing also ui English are entitled to 
 
 receive $65 a month. 
 
 ' ' 8. The provisional civil government of the district has appropriated the sum of 
 $10,000 for the purchase of materials and books necessary for the initiation of a sys- 
 tem of public education. As this sum will not be available until the collection of the 
 "cedulas personates," or poll tax, it would not be considered insulting if Negros 
 were allowed to purchase its school supplies on a credit, say, of one year. 
 
 ' ' 9. Education in the islands, to my idea, ought to be free so far as cost is involved, 
 and compulsory so far as attendance is concerned. That is to say, education of the 
 children should cost the parent nothing, but his children should be compelled to 
 attend either the public or some approved private school. Education to be of any > 
 value in secirring the advancement of the Filipino race must be brought within the '^ 
 reach of the laboring classes and the poor. The wage-earning Filipino and the Fili- 
 pino who lives from day to day on nature's bounty can not afford to Tpaj anything for ■ 
 instruction. His capacity is limited to procuring food and a little scant clothing for his 
 children. An education which costs him something is a luxury beyond his reach. 
 In fact, it would almost ruin a man in comfortable circumstances to educate the 
 average Filipino family. 
 
 " In my opinion, schools corresponding to our primary and grammar schools should 
 •be established in every pueblo. Teachers for such establishments should be selected 
 only from those shown by examinations to be qualified, and reexamination of all 
 instructors should be required every year. There should be a visiting committee in 
 every town, appointed by the superintendent of instruction on the recommendation 
 of the local officials, and charged with the duty of immediate supervision of the pueblo 
 schools and the obligation of reporting to the superintendent monthly their status 
 and the advancement of the pupils. The entire system should be under the control 
 of a general superintendent, aided by insular or provinical assistants. Radical 
 changes in methods of instruction should not be suddenly made; first, because there 
 is not sufficient, personnel available to successfully make them ; and, second, because 
 the people to be benefited are not prepared to cast aside in a moment the customs 
 and modes sanctioned by fifty years of use. In other words, I think a perfected 
 system of modern education can not be established at a stroke, but must be gradually 
 accomplished. 
 
 "Of course many reforms can be made now, but neither an entirely new curriculum 
 nor an entirely new system can be substituted 'cuanto antes.' 
 
 ' ' In Negros, in many of the towns, soldiers, on the request of the superintendent 
 of public instruction, have been detailed as instructors in English. Some of them 
 succeed fairly well, but to make substantial advancement teachers of experience are 
 required. For the present, however, the soldier instructor is able to satisf j^ some of 
 the craving for knowledge and is a potent factor in bringing the lower classes, by 
 means of the children, into more cordial relations with Americans. 
 
 ' ' In addition to the requisition of the secretary of public instruction, I send his 
 report of schools established and teachers examined, together with such ' actas or 
 recuerdos' of the advisory council as affects the subject of education, etc." 
 
 Fourth district. — Report by Col. E. Rice, Twenty-sixth Infantry, U. S. Volunteers, 
 commanding, Jaro. 
 
 ******* 
 
 "1. There are now established in the island of Panay 210 schools, and these are 
 located as follows: * * * 
 
 "2. There are 10,803 pupils in attendance, but the number of children of school 
 age in these towns is over 24,361, so that undoubtedly the attendance will largely / 
 increase when the people become impressed with the fact that education is not only y 
 necessary, but even compulsory. 
 
 * * * * * * * 
 
 "4. Apparently there are sufficient teachers of all subjects, save that of English, 
 that is sufficient for the rudimentary education, which up to this time has been here 
 
54 EDucATioisr i]sr the Philippine islands. 
 
 deemed all-sufficient. A higher grade of teachers, however, should be required later 
 on. Only those who have been educated or possess diplomas should be employed 
 as teachers. 
 
 ' ' 5. The pupils in the schools are eager to learn English, and their general educa- 
 tion would probably be retarded if Spanish were dropped entirely. It is believed 
 that Spanish and English should be taught, and none of the native dialects. The 
 children will learn the latter undoubtedly in their home life and intercourse; but 
 inasmuch as they have no literature, little or nothing will be lost if they, in the 
 course of time, entirely disappear. 
 
 "6. As a general rule buildings are available for provisional schools. Convents 
 have generally been used heretofore, but it is not believed that a continuance of this 
 custom should be encouraged. 
 
 ' ' 7. Teachers are now paid on an average 14 pesos per month, and a fair compen- 
 sation is about 30 pesos. 
 
 ' ' 8. The people, generally, can support schools, but, save among a very limited 
 few, have very little idea of what education consists, and no idea as to the adoption 
 of methods to obtain it. After their long experience with ways that are dark and 
 devious, well-built and well-equipped schools will be a benison to them. Appro- 
 priation for schools is recommended in order to place them in certain places where 
 conditions prevailing will not admit of schools being established by local authorities 
 therein. 
 
 "By objective lessons the pupils will easily be taught, and what they learn their 
 parents will learn through them. Pictures of all kinds and illustrated books will not 
 only educate them through the eyes, but will bring a realizing sense of the potentiali- 
 . ties of the United States. 
 
 ' ' Model school buildings thoroughly equipped with books, pictures, maps, globes, 
 etc. , which have so long been denied to the Filipinos, will have an influence not 
 securable by force of arms. 
 
 " It is not believed that the erection of nipa houses for schools should be encour- 
 aged, but that, on the contrary, the school buildings should be models, both interior 
 and exterior — the stamp of Americanism on each town." 
 
 DEPARTMENT OF MINDANAO AND JOLO, BRIGADIER-GENERAL W. A. KOBBB, COMMANDING. 
 EEPOET BY DEPAETMENT^COMMANDEE. 
 
 In reply to communications of April 20 and June 14, directing reports on schools 
 from each military district to be forwarded, I have the honor to inclose herewith 
 those from this department. 
 
 I regret that the reports from the first district are incomplete. Those which are 
 missing will be forwarded as soon as received. 
 
 Together with the reports there is inclosed a synopsis of them for greater conven- 
 ience of reference, as also some notes on the Spanish system of schools in Mindanao 
 and Jolo, prepared by Mr. Isaac Russell, clerk in this office. 
 
 In considering the reports it will be convenient to eliminate the Sulu Archipelago; 
 for there the schools will be confined for the present to those of Jolo, while at Siassi 
 and Bongao ' ' several blackboards and an exorbitant amount of chalk, ' ' to quote the 
 report of Capt. S. A. Cloman, are about everything that at present are necessary. 
 I may add that blackboards and plenty of chalk, including colored crayons, should 
 be furnished everywhere, and that in fact the whole system of education should begin 
 for this department with something like kindergarten methods, notwithstanding the 
 demand for text-books on advanced subjects. 
 
 No Spanish or native dialects should be taught or used excepting as media of com- 
 munication. The children are eager to learn English, learn it rapidly, and I believe 
 that nearly everywhere good teachers (of English) may be found among the enlisted 
 men. These should be paid extra-duty pay for their work. 
 \y Religious instruction should be given by the parish priest daily, or less often, if 
 for no other reason than that parents will otherwise object to the attendance of their 
 children. 
 
 NOTES ON SCHOOLS IN MINDANAO AND JOLO. 
 THE SPANISH SYSTEM (FEOM SPANISH ATJTHOEITY). 
 
 During the period from 1862, when the first attempt at organizing a school system 
 was begun, to 1895, when the revolution in Luzon caused the withdrawal of most of 
 the Spanish troops from Mindanao, 176 schoolhouses were built in Mindanao. None 
 were erected in the Sulu Archipelago. The mission work in Mindanao was under 
 charge of the Society of Jesus entirely,- and the priests of that order were in 
 charge of school affairs. The schools were distributed as follows: 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 55 
 
 
 Boys. 
 
 Girls. 
 
 
 Boys. 
 
 Girls. 
 
 Cagayan de Misamis (old prov- 
 
 35 
 3 
 6 
 6 
 
 37 
 3 
 5 
 6 
 
 Surigao Province 
 
 29 
 
 7 
 1 
 
 29 
 
 ince 
 
 
 7 
 
 Province of Cottabato 
 
 Isabela de Basilan 
 
 1 
 
 Province of Davao 
 
 Total 
 
 
 District of Dapitan 
 
 87 
 
 88 
 
 
 
 
 Total, 175. 
 
 All were " schools of entrance " (de entrada) for children 6 years old or more, not 
 having had any previous instruction. One teacher was allowed for 80 students and an 
 assistant for each 70 additional. The teachers were graduates of the Superior Nor- 
 mal School of Manila, and received 30 pesos per month, with permission to charge 3 
 pesos per month extra from children who could pay. Poor children came free; 
 attendance was compulsory. The parish priest was inspector of schools for the vil- 
 lage where he resided, and he gave the examinations, quizzes in religion, and awarded 
 rewards and demerits at the end of each term. The teachers reported to him. Each 
 village is entitled to two schools, one for boys and one for girls; for each 5,000 one 
 school is added for each sex. 
 
 Books. — The Catecismo of Astete was used, copy cards as guides to correct writing 
 and charts for spelling; the Divino Pastor for reading and other subjects; there was 
 prepared a large book embracing them all called "Manual de la Infancia." 
 
 Advanced schools.-^ln villages of 10,000 or more inhabitants a school of "ascenso" 
 or a "higher" school was established for graduates of the primary schools. There 
 were established of these: In Zamboanga, 1; in Cagayan de Misamis, 2; in Surigao, 1. 
 
 Students who successfully passed this school were sent to Manila and given a three 
 years' normal course at the Superior Normal School there; graduating, they were 
 given teachers' positions in the provinces they came from. 
 
 This system in its practical working might be compared to American systems of one 
 hundred years ago, the teacher doing too much and the pupil too little. In spelling he 
 calls out the word, and they repeat after him. The blackboard is very small, and 
 the teacher is the only one that uses it. In reading the teacher reads a line and the 
 children repeat it in chorus. Under the eye of the priest, the religious portion was 
 too much developed, and teachers now employed still make religion and prayer the 
 center of the course, barely touching other subjects. 
 
 Besides the changing of the course in the substitution of American primers for 
 Spanish, etc., blackboard space should be provided for the children and desks so 
 arranged that a teacher may call upon a pupil for individual recitation. At present 
 they all sit on long benches and recite in chorus, the section being heard standing 
 and making such a din that the others can do little more than to listen to them. 
 
 Eeports from Dapitan have mentioned the visiting of villages where the schools 
 were running under the native local government. If desired, the names of all villages 
 where schools wei^e established can be furnished. 
 
 In Dapitan district there are 6 villages with schools. 
 
 In Cagayan de Misamis there are 37 villages. 
 
 In Surigao there are 30 villages. 
 
 As no village has more than one school for each sex, they must have all been less 
 than 5,000 in population, and such villages would not have over 100 children to each 
 school, both sexes. 
 
 FIRST DISTRICT, COL. E. A. GOODWIN, FORTIETH INFANTRY, COMMANDING. 
 
 [Blemorandum by adjutant-general, Department of Mindanao and Jolo, and report by Major 
 
 McNamee.] 
 
 1. The school question is not yet in hand on the north coast. Spanish records 
 show there are 65 schoolhouses in the various villages of this district, the property 
 of the government. The people are peaceably inclined and anxious to learn. In 
 some villages American scouting parties have found schools in session, taught by 
 natives. 
 
 2. The number of pupils can not 'be correctly estimated at present, but it will be 
 very large. At least 2,000 will be ready for immediate instruction. 
 
 4. For the present teachers can be supplied from provinces. 
 
 5. Not known definitely. 
 
 6. Schoolhouses are available. 
 
 7. Native teachers would accept 10 pesos per month. 
 
56 EDUCATION IN THE PHILIPPHSTE ISLANDS. 
 
 . 8. Books and stationery would have to be furnished from other than local funds. 
 V 9. This subject is capable of much greater development in this district. For the 
 present needs a supply of pencils, stationery, arithmetics, "Divino Pastor," and 
 elementary English readers might be sent to each of the five garrisoned towns, suffi- 
 cient for 400 pupils in each town. 
 
 Maj. M. M. McNamee, Fortieth Infantry, U. S. Volunteers, Misamis, Mindanao, P. I. : 
 "There are two schools conducted here at present, one for boys and one for girls. 
 There are about 200 girl pupils and 150 boys; that is, there are that number of children 
 that can be instructed. The principal men of the town state that they would prefer 
 to have English taught. At present the Visayan only and a little Spanish is 
 attempted. There are very few text-books even in these languages, and instruction 
 is mostly oral, the teachers — one man, salary 8 pesos per month, and one woman, 
 salary 6 pesos per month — teaching in their own houses, no school buildings being 
 available. 
 
 "The people of the pueblo seem desirous of having good schools and would gladly 
 accept aid from the Government in that direction. As to buildings for school pur- 
 poses, the town could furnish logs for foundations and nipa roofing, and erect the 
 same. The aid that, therefore, is most needed is lumber for the floors and siding, 
 doors and windows, nails, etc. It is suggested that if sufficient of this material was 
 furnished for two school buildings of moderate size, together with inside furniture, 
 such as blackboards, benches, desks, etc., and as many text-books for teaching 
 English as can be supplied, also two English teachers, schools on this basis could be 
 established here." 
 
 SECOND DISTRICT, LIEUT. COL. LLOYD M. BRETT, THIRTY-FIRST INFANTRY, COMMANDING. 
 
 [Memorandum by adjutant-general Department of Mindanao and Jolo, and reports by various 
 
 officers.] 
 
 1. There are now 24 separate schools in the district, and before the end of the year 
 it is desirable to establish 11 more. 
 
 2. There are now in attendance 1,956 children of both sexes; this number could be 
 increased to 3,300 within a year. 
 
 * * * * * * ■ * 
 
 4. Eight teachers of English are needed and one who can speak Moro and English. 
 
 5. No instruction is desirable in any of the native dialects. In Zamboanga Province 
 Spanish is desirable for classes studying the more advanced courses. In other places 
 English alone should be taught. 
 
 6. Twenty-eight buildings are available; 7 will have to be built, but material is at 
 hand at little cost. 
 
 7. For teachers, 30 pesos per month; for assistants, 12 pesos. 
 
 8. The people are not in a condition to furnish revenue for schools. For several 
 years they have been in a starving condition, and governmental aid is necessary at least 
 for a year. In some locations the pay of the teachers might be raised, but books and 
 stationery must be furnished free. 
 
 Lieut. Col. L. M. Brett, Thirty-first Infantry, U. S. Volunteers, Zamboanga, P. I. : 
 
 1. There are now established 16 schools in all, 8 for boys and 8 for girls. In addi- 
 tion 4 Filipino and 1 Moro school is needed, making a total of 21 schools for the 
 province of Zamboanga. 
 
 2. In attendance now, 1,260; matriculated or entered on rolls, 1,786; estimated 
 with 5 five additional schools, 2,466. 
 
 ******* 
 
 4. Only the teachers in English and the teacher or teachers for the Moro school. In 
 English the teachers are necessary and they can not be procured here. In the Moro 
 school contemplated a teacher is necessary who understands English and Moro. A 
 man suitable for this school can probably be secured at Sandakan, North Borneo. 
 Such a teacher can not be found here. 
 
 5. Spanish and English only. No instruction in native dialects desirable except- 
 ing in one school, where the Moro language will have to be used as a media to 
 English. 
 
 6. Yes; with the following exceptions: Zamboanga, no building for girls' school, 
 which is now being held at the convent; San Jose, barrio Santa Maria, boys' 
 school being held in the church; girls' school is rented at the rate of $5 Mexican per 
 month. In the event of the Moro school being started, a suitable building would 
 have to be erected. 
 
 7. In the principal towns $30 Mexican per month. In the barrios |12 per month. 
 
 8. At present people of the provinces are too poor to do anything for themselves 
 in the way of schools. They will need help from the public civil funds until Jan- 
 uary 1, 1901, at any rate. 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 57 
 
 9. A few suitable teachers of English would be a decided advantage, as the people 
 and children show a great desire to learn English, and have already picked up a 
 number of words, such as salutations, etc. The people in the province of Zambo- 
 anga, comprising as it does nine or ten towns besides numerous barrios, are different 
 from the Filipinos in the other islands and even from those in parts of this island. 
 They have had long and friendly relations with the Spaniards, speaking the Spanish 
 language, and have, to a certain extent, their manners and customs, and I think 
 would shortly accustom themselves to our customs and language if proper facilities 
 were given them. In the matter of the Moros, there are a number of thousands in 
 their own town, adjacent to this post. They have had no schooling whatever, and 
 to commence in any language thej' would have to start from the very beginning. 
 This start could be made in English as well as in any other language, and one or two 
 suitable teachers understanding their language as well as English could in a short 
 time do much toward giving them a knowledge of English. At present they know 
 only their own language and a little Spanish, but they, as well as the Zamboangians, 
 evince a great quickness for learning English. The Moro school is entirely experi- 
 mental, but it is an experiment that may give us allies in the future who will do 
 much for us in maintaining the peace and quiet in this part of the island that now 
 exists. 
 
 Lieut. J. P. Spurr, Thirty-first Infantry, U. S. Volunteers, Cottobato, Minda- 
 nao, P. I.: 
 
 ' ' There are at present established at this post two schools, one for boys and the 
 other for girls, both sufficiently large to supply all needs. The attendance at present 
 is boys, 24; girls, 26. The text-books now in use are the Baldwin's readers, first 
 year, and Lyte's Elementary English. A very simple geography could be used to 
 advantage, but a better knowledge of English must first be obtained before a deeper 
 study can be taught. No stationery has ever been received here (this post), and all 
 supplies of this kind has been purchased from the public funds of the city. The 
 necessary teachers are supplied from the enlisted men of the post. English is the 
 only language in which it is desirable to have instruction. All the pupils speak 
 Spanish. At present two buildings are being used for school purposes, and there are 
 many available if the necessity arises. No native teachers are employed. The 
 inhabitants of this district consist of Moros, Tirurays, Filipinos, and Chinese. The 
 Moros are Mohammedans, and their children do not attend school. The datto of 
 each tribe attends to the welfare of his people. They raise rice and catch fish, their 
 principal food. The Chinese conduct all business and own all stores. The few Fili- 
 pinos are at present employed by the Government. The Tirurays are a tribe some- 
 thing like the Moros, but are Christians. They were converted years ago by the 
 Jesuit priests. They are about as low in the scale of intellect as it is possible for a 
 human being to be. Before the arrival of the American forces the Jesuit priests 
 looked after the welfare of this tribe. They have been starving for years, and at 
 present are incapacitated for work on account of weakness from long fasting. They 
 have not even sufficient intelligence to plant and raise rice in sufficient quantities to 
 supply their needs. The commanding officer of this post is at present doing all 
 within his power to feed them, btit the Government must send rice in large quanti- 
 ties to be distributed gratis if they are kept alive." 
 
 Capt. Lucius C. Bennett, Thirty-first Infantry, U. S. Volunteers, Parang-Parang, 
 Mindanao, P. I. : 
 
 "There has been established at this post one school, there being in attendance 15 
 pupils. 
 
 "From observation I do not think that it is desirable to have instruction in Span- 
 ish, as in my opinion the result will be obtained and each of two objects accomplished 
 by having all instruction in English. The instructor here is an enlisted man detailed 
 for the purjjose, he being conversant with Spanish, but instruction is as much as pos- 
 sible in English. One teacher only is needed, but at this time there is no person in 
 this vicinity capable of filling the position. In case of the emploj^ment of a native 
 teacher, I believe that from 15 to 20 pesos per month would be a fair and liberal 
 compensation. At present the church is being used as a school building, but if nec- 
 essary there are other buildings which, with a few repairs, can be used. 
 
 " The people in and near this spot depended formerly for livelihood upon agricul- 
 ture and employment by the Spanish Government, and during the time ])etween the 
 departure of the Spanish garrison and arrival of American troops, and owing to the 
 unsettled state of affairs, they were unable to cultivate their fields, and as a result 
 are now dependent entirely upon the wages earned by daily labor. They are being 
 given employment here by the quartermaster and provost-marshal whenever such 
 work as they can perform is necessary." 
 
 Capt. John A. Wagner, Thirty-first Infantry, Baganga, Mindanao, P. I.: 
 
 " 1. There are 2 private schools in this district, 1 at Dapnan and 1 at Catel, conducted 
 by native teachers, but on account of books and the inability of most natives to pay 
 
58 EDUCATION I.'T THE PHILIPPHSTE ISLANDS. 
 
 for schooling, only about 15 per cent of the school population is in attendance. I 
 will suggest that schools be established as soon as possible in Baganga, which has a 
 school population of 218; Baculin, 68; Dapnan, 87; and Catel, with several smaller 
 villages within 5 miles' radius, 443. This school population is taken from the census 
 of March, 1900, of ages from 7 to 14 years, the sex being almost equally divided, but 
 it is likely the male attendance will be 15 per cent greater. 
 (The above is Nos. 1 and 2. ) 
 ******* 
 
 "4. Two teachers are needed, that can not be obtained here, for Baganga and 
 Oatel, to instruct in English. Other towns can be supplied by natives, who can teach 
 Spanish. 
 
 "5. At present Spanish is sufficient at all places except Baganga and Catel, which 
 should have English. All towns, however, are exceedingly anxious for teachers of 
 English, but are, I suppose, too small to be furnished at present. Native language 
 is not desired. 
 
 ' ' 6. Catel has a suitable building. This place has a frame with a good iron roof, 
 the floors and the walls of the building having been torn away. Could be repaired at 
 a possible cost of $100 Mexican. All the small towns will construct a nipa building. 
 
 "7. Native teachers who can teach Spanish would probably ask $30 Mexican per 
 month. 
 
 "8. The entire population of this district seems to be vassals to a very few, and 
 will only work through fear for men whom they seem to consider their masters, 
 otherwise I think most of them would starve; they do not understand making a liv- 
 ing for themselves, nor do they care to do so. I can hardly say in what way they 
 need assistance unless it be in some way to compel them to work and to raise and 
 sell their own crops. 
 
 "Therefore only a few families make any attempt to school their children, but 
 free schools, however, would be largely attended by all classes. 
 
 "9. I will recommend that schools be established at Baganga and Catel as soon as 
 possible, and at other towns mentioned as soon as practicable. These people seem 
 to be very anxious for an education. They will not permit of coeducating even of 
 small children, which would necessitate two teachers in each place, but for present 
 needs, to get started, it can be arranged to hold two sessions in each day or to divide 
 the week so as to give each sex three days, or every other day." 
 
 THIRD DISTRICT, MAJ. OWEN J. SWEET, TWENTY-THIRD INFANTRY, COMMANDING. 
 
 [Memorandum by adjutant-general Department of Mindanao and Jolo, andreports by otber officers.] 
 
 One school is established; another is in course of construction. Three will be 
 opened during the year. Thirtj'-seven pupils now in attendance; 180 will be enrolled 
 as soon as facilities for their accommodation are arranged. It is the intention to make 
 the attendance compulsory. 
 
 * * * * * * ■ * 
 
 The question of teachers in the Sulu Archipelago is rather a difficult one. In Jolo, 
 an East Indian si)eaking Moro and English is employed at 85 pesos per month. He 
 is an invaluable man for the position. In Bongao the people know no more of 
 Spanish than they do of the English language. They speak a rude Bajau, and it will 
 be necessary to translate the English into Spanish and then into Bajau. Education 
 is an unknown thing among them, but the commanding officer there thinks, if he is 
 supplied with a large blackboard and plenty of chalk, he will be able to make a start 
 with them. He will detail a soldier to take charge. 
 
 Spanish or dialect teaching is not desired; only English should be taught. The 
 population is mixed — Moro, Chinese, Filipinos, and Indians. 
 
 Schoolhouses are available, or can easily be built at very little expense and in a 
 very short time. 
 
 Teachers can be supplied in the archipelago. 
 
 The people can do nothing. Everything must be done for them. Education will 
 for some time be primary. The salary of teachers and cost of books must come out 
 of the civil funds, as industries from which mmiicipal funds can be raised are now 
 overtaxed. 
 
 Capt. W. H. Sage, Twenty-third Infantry, U. S. Army, Jolo, P. I. : 
 
 "1. One is established at present and a second one is to be opened about July 1, 
 when the schoolhouse now being erected is completed. 
 
 ' ' 2. Daily attendance, 37, the capacity of the building. When new building is com- 
 pleted, attendance will be compulsory between certain ages unless excused by super- 
 intendent of schools. Probable attendance, 150. 
 
 ******* 
 
 "4. See 7. 
 
EDUCATION" IlSr THE PHILIPPHSTE ISLANDS. 59 
 
 "5. Spanish or teaching in dialect not desired; only EngUsh should be taught. 
 The population is mixed — Moro, Chinese, Filipinos, and Indians. 
 
 "6. One built; one in process of construction. 
 
 "7. One teacher now employed at 85 pesos per month. He is an Indian, a teacher 
 by profession, and understands English perfectly; also many native dialects. He is 
 an invaluable man in his place. Two other teachers will be necessary, but it is 
 thought that their places can be supplied at present from here; later more expe- 
 rienced teachers will be necessary. The compensation of the necessary teachers will 
 not exceed $150 per month. 
 
 ' ' 8. Nothing. They are very poor. The attendance of the children at school will 
 be to a certain extent a hardship on some, as the children are employed many ways. 
 This report has been delayed in hopes that text-books mentioned as having been sent 
 would arrive, so a report as to their value for work could be made. The education 
 for some time will be primary. 
 
 "When a school was established here the necessary start was made by purchasing 
 text-books in Sandakan and hiring a teacher here; all payments were made from 
 municipal funds. Building the new schoolhouse has been a drain to this fund. The 
 salary of the teachers and money for the purchase of books will have to come from 
 some fund other than this, as industries from which a municipal fund can be made 
 are few and are now taxed to a shameful extent (due to necessity). Requisitions for 
 funds for teachers have been made. It is also recommended that I be authorized to 
 purchase the necessary books, etc. , in Singapore, as they can be purchased there much 
 cheaper and quicker than in Manila. ' ' 
 
 Capt. S. A. Cloman, Twenty-third United States Infantry, Bongao, P. I. 
 
 "1. No schools have yet been established, and this may well wait another year. 
 
 "2. The population is scattered over small islands, 20 in number, and covering an 
 expanse of sea approximately 90 miles by 35 miles in extent. The population of the 
 group is approximately 13,000, but the native population of the island is but 150, 
 with a population on the neighboring islands of Langa-Langa and Pahabag of say 
 250 more to be drawn from. However, this must be the site of the first school, for 
 . evident reasons. 
 
 "Probably an attendance of 25 or 30 children could be depended on after the first 
 of the month. 
 
 "3. These people speak the rude Bajau language, and the question of text-booka 
 would be a puzzling one. 
 
 "4. It is similarly serious when it comes to a matter of teachers. I have never 
 heard of a man who could speak both Bajau and English, so at least at first the 
 instruction would have to be imparted by interpreter. At present all communica- 
 tions here with the natives are translated into Spanish and then Bajau. Some of the 
 older people also have a smattering of Malay and Sulu, but not the children. 
 
 "5. It is not desirable to have instruction in Spanish; these people know no more 
 of Spanish than they do of English. There should also be no further instruction in 
 their native dialects. 
 
 "6. There are no buildings available for schoolhouses, but one could 'be easily 
 constructed in a day or two that would suffice. 
 
 "7. See ansAver to 4. 
 
 "8. These tribes have no education and never did have, and at first everything 
 would have to be done for them. 
 
 "9. I judge that the best way to start this matter would be to send down some 
 blackboards and an exorbitant amount of chalk, and I will detail a soldier to work 
 with them, assisted by the interpreter. They can at least learn the numbers and the 
 names of familiar objects, and get some practice chafling with the soldiers. In the 
 meantime I hope this primitive scheme may be broadened as opportunity offers." 
 
 Appendix Q Q, 
 
 Nautical School for the Philippine Islands, 
 
 Calle Santa Elena, 
 ManiU, P. Z, Amimt 6. 1900. 
 Sir: In obedience to an order of July 25, from the office of the mili- 
 tary governor, I have the honor to submit the following- report of the 
 Nautical school for the Philippine Islands for the vear ending June 
 30, 1900: 
 After much preliminary discussion, the school was opened on Decem- 
 
60 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 ber 15, 1899, on Calle Santa Elena, near the Cuartel de Meisic. The 
 school building was, and still is, rented by the quartermaster's depart- 
 ment, a portion of the lower floors being used for storage of property 
 that belonged to Spain. It is well suited to the purposes of the school, 
 having a large hall for office and drafting room, and four smaller rooms 
 for individual instruction. The furniture for the building was, by 
 authority of the military governor, nearly all taken from the old Spanish 
 Nautical School and School of Arts. 
 
 The course for the school was fixed at three years. The instruction 
 during the first year includes arithmetic, algebra, English, geography, 
 and drawing. That for the second year geometry, plane trigonometry, 
 geography, mechanics, English, and drawing. During the third and 
 final year the pupils are instructed in spherical trigonometry, nautical 
 astronomy, navigation, theoretical seamanship, and hydrographical 
 drawing. The course in the last is sufficient simply to enable the 
 pupils to read and understand charts. All classes are instructed in 
 practical seamanship three times a week. A programme of the 
 instruction is hereto appended, marked "A." The hours of instruc- 
 tion were chosen so as to avoid the hottest part of the day. 
 
 The school was opened b}^ authority of General Orders, No. 65, of 
 November 9, 1899, from the office of the military governor. In accord- 
 ance with this order Lieut. V. L. Cottman, United States Navy, was 
 appointed the first superintendent, it being arranged that he should 
 have extra compensation to the amount of $200 (Mexican currency) 
 per month. He was assisted by the following: 
 
 Juan Basa, instructor, second class $108. 35 
 
 Quintin Delgado, instructor, third class 100. 00 
 
 E. L. Filmer, instructor, English 60. 00 
 
 Mr. Filmer was also appointed secretary, at a salary of $15 per 
 month. In addition, a janitor was appointed at $30 per month, all in 
 Mexican currency. I relieved Lieutenant Cottman on December 23, 
 1899, at the expiration of his cruise. 
 
 Twenty-two pupils were present at the opening of the school. They 
 had all been examined to determine their qualifications for classifica- 
 tion. Some of them had been pupils in the Spanish Nautical School. 
 Three of them were found qualified to enter the second year. The 
 other nineteen were placed in the first year, or third class. While the 
 work was not hard, methods were very difi'erent from those to which 
 the pupils were accustomed; and they dropped out one by one, until, 
 at the end of the school year, March 31, there remained only 10 in the 
 third class and the original 3 in the second class, making 13 to com- 
 plete the three months' work. 
 
 During the months of April and Ma}^ the school was closed to give 
 the pupils a vacation during the hot months. I requested the Com- 
 pania Maritima to take such of the pupils as desired to go on board 
 their steamers. They very kindly consented, and in this manner five 
 of the pupils received valuable experience in the profession they are 
 to follow. 
 
 In order to give as much practical instruction as possible, a mast 
 has been erected in the school grounds and fitted with a topsail. The 
 pupils are frequently drilled at this to make them familiar with the 
 nomenclature and the handling of ropes and sails. Of course it is 
 impossible to get sea experience from this. That must come from life 
 
 i 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 61 
 
 at sea on board ship. A boat, presented by the commander in chief 
 of the naval forces on the station, has been hoisted on the banks of the 
 river near the light-house. About once a week the pupils are taken 
 out in the boat in order that they may learn boat sailing and handling. 
 
 During the months of March and April and the first two weeks in 
 May a notice was published in one Spanish paper in Manila, Cebu, 
 Iloilo, and Dagupan giving the date of opening of the new jesii' and the 
 requirements for admission. The new school year was to open on 
 June 1, and the requirements for admission will be found in General 
 Order No. 55, November 9, 1899, from the office of the militarj- 
 governor. It was desired to publish more widely these notices, but 
 the necessarj" authority was withheld by the former military governor. 
 On the 15th of May but five candidates had presented themselves for 
 admission. After consultation with the present military secretar}^ the 
 superintendent took steps to advertise the school and increase the inter- 
 est of the people in it. As a result candidates began to present them- 
 selves. It was found necessary to permit them to enter after the 
 school year had reallj'^ opened, and in fact the entrance examinations 
 were not closed till about the middle of July. In all, 35 new candi- 
 dates presented themselves for admission. Of these, 29 were admitted 
 after passing the necessary mental and physical examinations. Three 
 were found entirely disqualified b}^ the surgeon, and 3 did not report 
 for examination. Since the classes opened 3 of the new pupils seemed 
 to find the work too hard, and have disappeared. This leaves 26 new 
 pupils. One of the old ones, who had been advanced one class, failed 
 to report. There remained 38 pupils to commence the year, 16 more 
 than the original number to enter. It is believed that in another 
 year we shall have the full number at first set as the limit to be taken, 
 viz, 60. 
 
 Owing to the increased number of pupils and advance in classes, a 
 change was necessary in the number and classification of instructors. 
 At the end of the past school year Mr. Delgado was not at all well; 
 the work had been too hard for him, and, besides, his methods were 
 not at all satisfactory to the superintendent. At the beginning of 
 the new term, on June 1, it was necessar}^ to replace him. A new 
 instructor was necessary to take the second class, as Mr. Basa was to 
 take the first. This new instructor was appointed by competitive 
 examination. A rigger and an assistant have been obtained to care 
 for the mast and boat and to assist in the practical instruction of the 
 pupils. The new school 3"ear opens with the superintendent assisted 
 as follows: 
 
 Juan Basa, instructor, first class fSlOS. 33 
 
 Carlos Diez, instructor, second class 100. 00 
 
 Jose Marcaida, instructor, third class 83. 33 
 
 E. L. Filmer, instructor, English 60. 00 
 
 E. L. Filmer, secretary 15. 00 
 
 Janitor 30. 00 
 
 Eigger 60. 00 
 
 Assistant 15. 00 
 
 Last year the school was run upon an average cost of about $663 per 
 month, including books, stationery, and incidental expenses. For the 
 present 3^ear the average monthh" expenses will be about $850. The 
 monthly estimates are sent in through the department of public 
 instruction of Manila. 
 
62 EDUCATION IN THE PHILIPPHSTE ISLANDS. 
 
 The methods of instruction, system of marks and records, and the 
 discipline of the school are based upon those of the United States 
 Naval Academy. It is naturally impossible to make the sweeping 
 changes required by this system all at once, but it is hoped that in 
 time the system will be in full working order. It is impossible, too, 
 to require a very high standard of work from pupils who have hereto- 
 fore lived under a system requiring practically no standard. But the 
 standard has been made sufficiently high to get, it is believed, the best 
 material. Monthly, semiannual, and annual examinations will be 
 held. MonthljT^ reports of the efficiency and conduct of each pupil 
 will be sent to the parent or guardian and posted in the school build- 
 ing, so that those responsible for the bringing up of the pupil, the 
 pupil himself, and the instructor may see the results of the work. 
 
 At first the pupils and parents seemed afraid of the school and 
 appeared to take but little interest in it. The superintendent and his 
 assistants have worked hard to reassure them, and it is very gratify- 
 ing to be able to state that all now seem to take much interest and strive 
 to do their best. Probably much has been contributed to this result 
 by the consent of the present militarj^ governor to put the pupils in 
 uniform. It is beyond dispute that the Filipino people have a great 
 weakness for uniforms. Since the fact became known that the pupils 
 of the nautical school are to wear uniforms it has been necessary to 
 turn at least three or four applicants away because it was impossible 
 to longer hold back the classes for new pupils. All the pupils will be 
 uniformed on Tuesday, August 6. It has been decided also to uniform 
 the instructors, as it will probably conduce to their greater influence 
 over the pupils. 
 
 All instruction is now necessarily in Spanish, and it will probably 
 be at least five years before the instruction can be given in English. 
 But the sooner the better. All the Spanish text-books seem to be very 
 inferior. This is especially the case with those in navigation and sea- 
 manship, which are the most important. The school is without mod- 
 ern instruments. In January last the superintendent requested of the 
 Navy Department, through the military governor, some few modern 
 instruments and standard nautical text-books. All these are needed 
 now, but no reply has yet been received from the Navy Department. 
 The senior or first class could be easily taught the use of the instru- 
 ments and could gain much information from the books, though they 
 be in English. 
 
 The respect for authority and physical development of the pupils 
 are not unprovided for. Each school morning at 8 o'clock they are 
 required to form in front of the school building and remain uncov- 
 ered while the United States colors are hoisted. After this they 
 are given from ten to fifteen minutes setting-up exercise. Their 
 handling the sail and spars also assists their physical development. 
 
 It is greatly to be hoped that this school shall be the best in the 
 islands in its results, and that it may in time supply the majorit}^, if 
 not all, the officers required on the steamers used in developing the 
 trade in the islands. To this end the superintendents will bend all 
 their energies. 
 
 The people from whom come the pupils are natural sailors. It is 
 found, at least in this school, that they are very amenable to discipline 
 and have great respect for authority. While they possess but little 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 63 
 
 originality, it is to be hoped that this will develop with their better 
 education. We have already overcome some of the faults which gen- 
 erations of them possessed. 
 
 As it is absolutely impossible for anyone to gain the experience of 
 the sea anywhere except on the sea, it is respectfully and strongly 
 recommended that the school be provided with a small sailing vessel 
 of 200 or 300 tons, with auxiliary steam power. This would prevent 
 the vessel being dependent upon tugs for getting into and out of ports; 
 and, besides, the modern sea officer should know enough about steam 
 power to be sure of what to exact of his engineers and to prevent his 
 being helpless in case he has no engineers. With such a vessel the 
 pupils could be taken on a cruise during the months of April and May 
 of each 3^ear, and could be exercised in Manila Bay frequently during 
 the school year. Of course it can not be expected that a new graduate 
 of the school will be able to at once take command of a vessel, but it 
 will be and should be expected that he is perfectly at home on the 
 bridge of a vessel of any class, or in her rigging or boats. A certifi- 
 cate of graduation from the nautical school of the Philippine Islands 
 should enable its holder to obtain a life position at once and without 
 trouble. Unless we can produce this result the school had much better 
 be closed. We can not produce it except by some association with the 
 sea during the three years' course. Naturally the ripe experience of 
 the officer must come from long years of seagoing. 
 
 It is also respectfully recommended that a rigging and sail loft be 
 fitted up on the lower floor of the school building. In this the pupils 
 will be taught the marline-spike seamanship with which they must be 
 familiar to become good officers. The words ' ' marline spike " are used 
 because no other words can express the idea. It means the A B C of 
 rigging a ship and her booms and boats. It is simply indispensable 
 to the seaman, and must be learned when he begins his career. 
 
 In justice to the corps of instructors, who have labored and are 
 laboring arduously for the best interests of the school, this report 
 ought not to be closed without making a recommendation in their 
 behalf. It is 'therefore respectfully recommended that the salaries of 
 instructors be readjusted to conform to the following table: 
 
 Instructor: Mexican. 
 
 First class per month. . $150. 00 
 
 Second class do 125. 00 
 
 Third class do 100. 00 
 
 English do 75. 00 
 
 The work of all is hard, as this class of school requires much indi- 
 vidual instruction and careful training. 
 
 In closing the report the superintendent would respectfully invite 
 attention to the fact that the instructors named in the ninth paragraph 
 deserve his thanks for the interest they have displa3^ed and the able 
 manner in which they have taken hold of the duties assigned them. 
 Very respectfully, 
 
 Geo. F. Cooper, 
 lAeutencmt^ United States Navy^ Su^ei'lntendent 
 
 The Military Governor in the Philippines. 
 
64 EDUCATIOlSr IN THE PHILIPPINE ISLANDS. 
 
 A. 
 
 Programme of instruction. 
 
 FIRST YEAR — THIRD CLASS. 
 
 Morning. — 8 to 8.55, English; 9 to 9.55, mathematics; 10 to 11, mathematics. 
 Afternoon. — 3 to 3.55, geography; 4 to 5, drawing (Monday and Friday). 
 
 SECOND YEAR — SECOND CLASS. 
 
 Morning. — 8 to 8.55, geography; 9 to 9.55, mathematics; 10 to 11, English. 
 Afternoon. — 3 to 3.55, mechanics; 4 to 4.55, drawing (Monday and Friday). 
 
 THIRD YEAR — FIRST CLASS. 
 
 Morning. — 8 to 8.55, spherical trigonometry and nautical astronomy; 9 to 9.55, 
 English; 10 to 11, theoretical seamanship. 
 
 Afternoon. — 3 to 3.55, na\dgation; 4 to 5, drawing (Monday and Friday); 4 to 5, 
 practical seamanship (Tuesday, Wednesday, and Saturday). 
 
 [Page 407-408.] 
 
 Mxtract fro7n letter of Brig. Gen. James H. Smitk.^ commanding Third 
 District.) DeiKtrtment of the Yisayas. 
 
 Of the export taxes and contributions collected by the hacienda 
 publica during the year 1897 there was expended by the Spanish on 
 the administration of Occidental Negros and for the benefit of the 
 province, roads, schools, etc., onl}^ the sum of $49,751.47, and the 
 expenditures in Oriental Negros were about the same. The receipts 
 and expenditures of the present provisional government from the 6th 
 day of November, 1899, down to June 30 of this year are set out in 
 the account hereto annexed and marked "Exhibit A." 
 
 These receipts and expenditures were made under the general pro- 
 visions of General Orders, No. 30, office militar}^ governor, series 1899, 
 and particularly by virtue of Paragraphs XXIII, XIV, and IX thereof, 
 read in the order indicated. 
 
 The cost of maintaining the establishment directed by order No. 30 
 can not be less than ^5120,000 a j^ear, exclusive of schools and roads. 
 With schools in only passable working order, established in each of the 
 64 pueblos of the island, the cost will not be much less than $80,000 
 additional. At least as much more should be expended on roads and 
 restoration of bridges. A copy of the presupuesto of estimated expenses 
 for the maintenance of the government during the year is hereunto 
 annexed and marked "Exhibit B." The total receipts from Occidental 
 Negros, as appears by "Exhibit A," are $109,556.29, and the total 
 expenditures $77,412.52. In addition to this, Oriental Negros, by 
 means of subdelegation, has collected $18,016.89 and has expended 
 "^ 1,681.99. This makes a grand total of $127,573.18 receipts and 
 ,094.51 expenditures a in little less than eight months. 
 
 A 
 
EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 65 
 
 [Page 424.] 
 
 Exhibit B. 
 Estimates of expenditures, island of Negros, for the year 1900, reported by the auditor. 
 
 
 6 
 
 Items of expense. 
 
 Compensation. 
 
 
 
 a. 
 o 
 
 ■^ 
 
 'H 
 
 Month. 
 
 Year. 
 
 (Mexican pesos). 
 
 1 
 
 
 
 Section 6. 
 
 Office of secretary of public instructiori; ex- 
 penses of said office; personnel: 
 
 8250.00 
 
 100.00 
 26.00 
 15.00 
 
 30.00 
 
 13,000.00 
 
 1,200.00 
 300.00 
 180.00 
 
 83,000.00 
 
 
 
 1 
 
 2 
 
 3 
 4 
 
 1 
 1 
 1 
 
 "i7" 
 
 20 
 27 
 130 
 
 17 
 17 
 21 
 27 
 130 
 
 
 
 Administrative and subaltern personnel: 
 
 Official , second class 
 
 
 
 
 
 
 
 Clerk, second class 
 
 1,600.00 
 180.00 
 
 
 
 Teacher for the prisoners in Bacolod jail 
 for six months 
 
 
 
 Professors in public schools in the towns: 
 
 Professors, first class 
 
 
 
 
 60.00 
 45.00 
 30.00 
 15.00 
 
 12, 240. 00 
 
 11, 340. 00 
 
 9,720.00 
 
 23, 400. 00 
 
 
 
 
 Professors, second class 
 
 
 
 
 
 
 
 
 Assistant professors 
 
 
 
 
 Professors of English 
 
 
 
 
 "'"eo.'oo" 
 
 60.00 
 45.00 
 30.00 
 15.00 
 
 56,700.00 
 12,240.00 
 12,240.00 
 13,340.00 
 9, 720. 00 
 23,400.00 
 
 4,860.00 
 
 
 
 
 
 Female professors, first class 
 
 
 
 
 
 
 
 
 Female professors, third class 
 
 
 
 
 
 125,640.00 
 
 
 
 Total, Chapter I 
 
 
 
 
 
 
 8130, 500. 00 
 
 
 
 Expenses of office of secretary public instruc- 
 tion, supplies: 
 
 10.00 
 
 120.00 
 10,000.00 
 
 120.00 
 10,000.00 
 
 
 
 1 
 2 
 
 
 
 
 Educational supplies 
 
 
 
 Total Chapter II 
 
 
 
 
 
 
 
 10, 120. 00 
 
 
 
 
 
 
 
 
 
 
 
 140,620.00 
 
 
 
 
 
 
 
 
 [Pages 455-458.] 
 
 Extract from supplementary report. 
 
 Hdqrs. Provost-Marshal- General, 
 Department of Public Instruction, 
 
 Manila., P. L, August 5, 1900. 
 The Acting Adjutant-General, Provost-Marshal-General, 
 
 Manila., P. I. 
 Sir: In accordance with instructions contained in circular letter of 
 the date of July 26, 1900, I have the honor to submit the following- 
 report of this department and its operations during the fiscal j^ear, 
 July 1, 1899, to June 30, 1900. 
 
 The 39 schools of this department were opened July 5, 1899, for a 
 school year of nine months ending March 23, 1900. These included 6 
 new schools to replace those burned in the Februaiy fires of the insur- 
 rection and also to supply an unprovided district. Considerable new 
 furniture and English books were soon supplied and a larger force of 
 English teachers placed in the schools. 
 
 Much has been done in regard to the instruction in Spanish to 
 
 improve the methods in the light of our own home ideals, and on the 
 
 whole such innovations have been warmly welcomed by the Philippine 
 
 teachers and pupils, who have constantl}^ looked forward as hopefully 
 
 S. Doc. 129 5 
 
66 EDUCATION IN THE PHILIPPINE ISLANDS. 
 
 as the American to the better and better conditions which all have con- 
 sidered will soon exist. 
 
 The teachers who have been continued in the schools in the Spanish 
 studies from the former rule before the American occupation have 
 given the newcomers a decidedly hearty welcome; they have trusted 
 us and only wish to know what to do. They are studying the English 
 language very industriously and successfully. They want evening 
 schools where they may learn the English language and the American 
 methods of instruction. 
 
 The teaching of the various branches of knowledge in the Ateneo 
 municipal and the normal has been especially meritorious. 
 
 The aim in the administration of the department has been to be con- 
 servative, to advance no further than would bring permanent results. 
 More important changes could have been attained, if progress in all 
 lines in Manila had not been so hampered by the first and most impor- 
 tant consideration of that year — the quelling of the insurrection. 
 
 The important question of teaching the English language received 
 very earnest attention. The status on June 30 (now the same) was that 
 English was taught all day in 6 schools, half day in 23 schools, and 
 quarter day in 10 schools. 
 
 The schools are now read}'' for a decided increase in the English teach^ 
 ing force, which should be doubled at least. 
 
 Excellent results for the brief time of the work have already been 
 accomplished by the teachers of English, numbering on June 30, 1900, 
 13 full-day and 11 half -day teachers. Many of them have had excel- 
 lent preparation and experience before coming to the islands, and, 
 almost without exception, they have shown themselves to be bright, 
 practical, faithful, and capable for the duties set before them. They 
 have worked splendidly amidst many discouragements of climate and 
 other kinds. These words apply without exception to those employed 
 at the present date as teachers of English in this department, and they 
 are hereb}^ recommended for continuation at an increased salary. 
 Thej^ well deserve this recommendation because of their enthusiasm, 
 tact, and ability constantly shown in the schools. 
 
 The school buildings now in use are crowded. Most of them are too 
 small and are found insufficient. This matter is being investigated bj'^ 
 the department of inspection with a view to improving conditions so 
 that the 10,000 or 16,000 children who could be obtained may be accom- 
 modated in the schools, which should be less in number but in much 
 larger buildings, and these should not be used as residences by the 
 principals or by anyone else. 
 
 The northern border of the city is very badly in need of schools at 
 the present time. 
 
 Schedule of teachers. 
 
 Philippine teachers of Spanish in the 36 minor schools 86 
 
 Spanish teachers in the two Jesuit schools 28 
 
 Spanish teachers in the girl's school, taught by Dominican Sisters 11 
 
 Teachers of English in the entire department 24 
 
 Total 1 49 
 
 i 
 
EDUCATIOlSr IN THE PHILIPPINE ISLANDS. 67 
 
 Schedule of attendance during the school year July 1, 1899, to March SI, 1900. 
 [Yearly attendance, 1899-1900, 6,900.] 
 
 July 4,079 
 
 August 4,406 
 
 September 4, 599 
 
 October 4, 785 
 
 November 4, 848 
 
 Present school year, 1900-1901, monthly attendance, June, 4,183; July, 5,001. 
 
 December 4, 536 
 
 January 4, 730 
 
 February 4, 646 
 
 March 4,575 
 
 RECOMMENDATIONS. [ 
 
 1. All salaries in this department should be increased. 
 
 2. No sectarian schools should remain on the books of the depart- 
 ment. 
 
 3. Lots should be secured and new buildings erected as soon as 
 possible. Pending this, larger buildings than at present in use should 
 be rented, the boys' and girls' school of each district to be placed in 
 the same buildings, not necessarily in the same classes at present. 
 Janitors should be appointed in charge of them, and no one allowed 
 to live in them. 
 
 4. The school year should consist of a period of nine months or 
 about thirty-nine weeks of school, commencing not earlier than and 
 as close as convenient to June 15. and ending not later than and as 
 close as convenient to March 18, with about two weeks' vacation for 
 Christmas holidays. 
 
 5. Steps should be taken to make all of the instruction of the schools 
 in the English language, except as Spanish and other languages ma}^ 
 be substituted for the language, as German and French have always 
 been taught in the United States. Looking forward to this, American 
 teachers should soon be made principals of all of the schools in the 
 department, until the Filipinos ma}^ learn the language and modern 
 American methods of construction. 
 
 6. English normal schools should be started to train a corps of 
 Philippine teachers for the vast work of American education in the 
 Philippine Islands. , 
 
 Respectfully submitted. 
 
 Geoege p. Anderson, 
 Superintendent Public Instruction of Manila^ P. I. 
 
 o 
 
I ' Fe'33 
 
I 
 
LIBRARY OF CONGRESS^^ 
 
 liiiiiiiiiiiiiiiiiiiirl 
 
 019 846 300 
 
 M: