lic schools in this province I have heard many praises, because they fulfill their duty with the greatest care and treat the pupils very well, and even with true affection, and hence they are generally much loved in the towns.

The following letter is from John W. Green, senior inspector of constabulary of Misamis Province, Mindanao:

Yours of January 28 received, and in compliance with your request I have the honor to make the following report concerning the schools in this province:

I have been in this province since its occupation by the American troops in 1900, and have become familiar with the manners and customs of the people. Since the arrival of the teachers in September, 1901, a great change is noticeable.

Wherever there are American schools the people are much more friendly than formerly; the children are beginning to speak a little English, and the natives in general show a disposition to adopt American ideas, especially in matters of dress and in cleanliness. Wherever there are lady teachers the native women in particular showed a marked tendency to adopt American dress. These influences are not limited to the centers of population, but are beginning to assert themselves even in the outlying districts.

The natives show a great interest in the schools and seem to appreciate the advantage of American methods over the old Spanish way of teaching. The night schools for the grown people are everywhere well attended.

In this province you could use to advantage as many more teachers as are already here. I have received frequent inquiries from towns where no one has as yet been sent, asking how they can secure an American teacher and requesting me to use my influence in their behalf.

I think there should be a general fund for the purchase of materials for building schools in places where the insurrection has destroyed the buildings and left the people too poor to build new ones.

The children in these places particularly need the influence of an American education, and should not be deprived of its advantages by reason of the poverty of the local municipality. The people would willingly do the work if materials were supplied, but at present there is no lumber available, and what is obtained has to be sawed out by hand.

I can not praise too highly the work of American teachers in this province. It is an ever-active force for peace and progress. A well-equipped army may put down insurrection for a time, but no one knows when it will break out again. With the progress of education insurrection will be stamped out forever.

I heartily wish you continued success and progress in your great work. Whenever I can serve you, do not fail to command.

The following extract is from Mr. Thomas Leonard, supervisor (inspector of public works) of the province of Capiz:

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It is strongly believed by the subscriber that the solution of the Philippine question in its many and varied phases, in a very large degree, is to be found in the establishment and maintenance of the public school system, which will fit the rising generation for the various positions which they must assume if a stable civil government under the United States or in any other form is to be maintained in these islands. These young men and women must learn something of the world outside of their island home, and become conversant with the history and the rise and fall of other nations, that they may profit by the knowledge thus gained and so avoid the fatal mistakes that have been the cause of disruption and fall from power of many once great nations. They must become conversant with the habits and customs of other nations, so that they may discard those of their own that have become antiquated and remain to-day only as obstacles to their future progress. They are too prone to cling to what they call "costumbre." It is left for our public schools to raise and elevate them and put them upon the plane of thinking men and women, capable of governing themselves wisely and well. Much has been done for the school question in this province; much more remains to be accomplished. Some public schools were started here under the auspices of the military, and with more than satisfactory results. Among the first schools to be established were those at Capiz, Calivo, and Ibajay. The school at Capiz was started by the Eighteenth Infantry, that at Calivo by the Sixth Infantry, and that at Ibajay by the Forty-fourth Infantry, at which point I was then commanding officer. Enlisted men were detailed as instructors, and this system was continued with encouragement and good results up to the time that civilian teachers were appointed in the place of soldiers. In the meantime many other stations had been opened up. With the advent of an organized system of instruc

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tion advancement has been made in a marked degree. There are now in this province 14 American teachers, of whom five are located in our capital city, two at Calivo, and one each at Panitan, Dao, Dumarao, Pontevedra, Panay, Ibajay, and Malinao. From the standpoint of one who has visited these towns during the times of the insurrection, the contrast between then and now is very great, and the influence of our American school system under the guidance of American teachers has been decidedly beneficial. It would be, of course, of immense advantage if an American teacher could be stationed in every one of the towns of our province, but this is hardly practicable at present, and therefore native teachers have to be employed in many instances. The eagerness with which these teachers try to learn our methods of tuition and the interest that they display in their school work are exceedingly gratifying. Already in Capiz there is a class of young women known as the "aspirante" class and composed of some of the very best people of our town. They are trying to fit themselves for the work of teaching, and already many of them are able to render valuable assistance in the work. This plan, I believe, should receive every encouragement, and nothing could be more helpful than the establishment of a provincial normal school, and I believe the province should be required to furnish suitable buildings and other necessities required for this purpose.

The following extract is from a letter from Mr. James Ross, governor of the Camarines:

From my acquaintance with and observation of the work and conduct of the American teachers in this province I believe they must average up pretty well with those of other sections. Most of them appear to be earnest and active young men and women, with a desire and ambition to make a success of the work they have undertaken, and I consider that the results accomplished by them during their short period of service here have been as satisfactory as could be expected when the adverse conditions under which most of them are obliged to work are taken into consideration. It would be difficult for people in the United States, or even in Manila, to appreciate the conditions under which an American school teacher in a small provincial town has to live. Cut off from all the comforts and even ordinary conveniences of life, far removed from people of his own race and language, and out of the lines of communication with the outside world, his position is not one to attract the notice of the envious. I have found, however, that as a rule the teacher thus situated meets the situation cheerfully enough and makes the best of the conditions as he finds them. I have also been pleased to observe that most American teachers in this province have apparently come here thoroughly imbued with the idea which I consider the essence of the American policy in these islands, viz, to get into as close touch as possible with the people, and by kind, courteous, and honorable conduct toward them gain their respect and confidence. The conduct of teachers along this line has been most satisfactory as a rule, and I have found that they use very good judgment and tact in dealing with the natives, thereby making themselves active agents of the Government in convincing the people of the benefits they are to derive by trusting and remaining loyal to the United States Government and in showing them the way to a higher plane of civilization. I believe you will agree with me in considering this to be a part of the teacher's work as much as his daily routine in the school room.

The following is an extract from the letter of Mr. Bonifacio Serrano, governor of Masbate:

In compliance with your request of January 27, I have the honor to submit the following in regard to the schools and the effect of the presence of the American teachers:

In making my semiannual tour of inspection at the close of last year I was pleased to find the most friendly relations existing between the teachers and the people. Wherever they are stationed there are already many children speaking considerable English, and there is manifested a great desire on the part of the people to learn the language.

The teachers have made their presence felt in many ways. The sanitary condition of the pueblos has been improved. They have distributed medicine of their own, but, owing to the great amount of sickness, it has not been sufficient. This and the manner of their life have been such as to win the confidence and respect of the people, and no doubt done much to satisfy them as to the real object of American occupation.

ED 1901-VOL II- -12

Below is a part of a letter from Mr. Demetrio Larena, governor of Oriental Negros:

I have the honor to acknowledge receipt of your favor of the 27th of January last, and, in accordance therewith, I state the following:

The satisfaction produced in this province by the settlement of the American teachers is of a high degree. For the short time they have been in charge of the schools the improvement observed in the children of both sexes is very remarkable, notwithstanding the natural apathy of many toward education and the work of certain elements in discrediting work of the teachers, impressing secretly on the minds of the parents fanatic ideas, and causing some of these to fear sending their children to school. The prestige that the teachers are gaining in the towns makes the attendance at school ever greater.

Nothing censurable can be said of them. On the contrary, the people tell me everywhere that they are satisfied with their teachers, and that on account of the large attendance of both boys and girls they desire more American teachers.

The problem before the American teacher is one requiring the greatest amount of thought. The teacher is needed but a short time each day, but the diplomat must be on duty continuously. As a rule, the American teachers have been most cordially welcomed, and have at once apparently become a necessity to those to whom they have been sent. Many are far removed in the interior, living on the native food, miles away from the nearest American, with only a glimpse now and then of the outside world, through the medium of a poorly equipped mail service; but with all these drawbacks there is a bright side, as is shown by the following remark made by an American woman from a New England State: "I really trembled to think of what I should have missed if I had not come to the Philippines." The responsibilities of the teachers are great when the situation is looked upon from a broad standpoint, but it is a grand opportunity to bring out all the manhood and womanhood that there is in them. That the majority are rising to meet this opportunity augurs well for the success of the educational movement and is a high tribute to the character and ability of the American teacher, proving conclusively that they will do their share toward the pacification and upbuilding of this island archipelago of ours. The following extracts from a report of one of the division superintendents is of interest:

The American teacher in the Philippines and the problems which he must strive to solve are not fully appreciated by those who have not been an eyewitness to his work and surroundings.

His chief duties are to teach five hours a day; to instruct the teachers of the central school one hour daily; to organize, after his day school is running smoothly, an evening class for adults, and to meet them three times per week for one hour and a half each time; to investigate the barrio schools and supervise the work of barrio teachers; to be tactful and patient in dealing with everybody he meets-especially the presidente.

The surroundings to which he must adapt himself are hard, and above all, strange. There are only two ways in which he can provide food and quarters for himself. If he is the only teacher in the pueblo, and the pueblo is garrisoned, he has in many cases been invited to mess with the commanding officer. I have never heard of a teacher refusing this invitation. When there is only one the situation is serious. He can not afford to keep up an establishment by himself. When two teachers are assigned to one pueblo they can arrange for their own mess, hiring a cook and a muchacho.

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For one week at least after his arrival at the place to which he is assigned the teacher is discouraged. From this time on he improves-that is, in four cases out of five. By this I mean that he takes hold of the situation and makes the most of it. He becomes interested in his work and makes friends among the leading people, interviewing members of the city council, explaining matters to the presidente, and winning his way.

From the presidente to the smallest urchin, admiration for the American women in the provinces is unfailing and never ending. The school children adore her. Their attentions become a burden, and it requires the nicest ingenuity to avoid giving offense and yet to have sufficient time for rest and recreation. The schoolhouse for girls is filled by 7.30 in the morning. In the afternoon they accompany the "maestra" home. When the "maestra" walks out the pupils waylay her,

If the

and before she reaches her room again there are many "compañeras." "maestra" wishes anything there is a scramble to see who can have the honor. One presidente asked for three ladies, and gave as a reason that the children could not distinguish between an American soldier and an American male teacher. There is a grain of truth in this, but there is a better and truer explanation, though the presidente has not perhaps thought of it. A woman in the presence of children can become more sympathetic and kindly than can a man. Especially is this true in the present stage of the development of the schools, when the situation in respect to many things is as hard and strange to the children as to the teacher. The best class-room instruction I have seen in this division has been given by the American women.

The American teacher, if true to himself, his calling, and his country, is, perhaps, the chief factor at present. The success of this great educational experiment depends upon his ability to establish sympathetic relations with Filipino pupils, parents, and teachers; to work day and night conscientiously and tactfully, and then patiently to await results. He needs to possess, besides scholarship and professional training, ready tact, plain common sense, a warm heart, and colossal patience. It should be noted that nowhere in the United States are the qualifications for elementary teachers any higher than those exacted, as a general rule, by the department of public instruction here in the appointment of the thousand teachers. They are either normal or college graduates, and the majority of them have had at least two years' successful experience; their health good, personal habits and moral character vouched for by proper authorities.

VIII.-FILIPINO TEACHERS.

The native teachers are appointed by the division superintendents and paid by the municipalities.

The permanent normal schools prepare the natives for taking up the school work, and after they have become teachers a regular course of training is laid out for them, consisting of daily instruction given by the individual American teachers and work done in the vacation normal institutes, which are established in every province.

The total number of Filipino teachers at present is approximately 3,400, distributed as shown in the table, Section V.

Since the institution of the American school system the salaries of native teachers have been generally increased by something like 33 per cent, and yet in many cases they are still inadequate. The average salary for male teachers is about 20 pesos a month; for female teachers, 15 pesos. There are some teachers at present who are receiving sufficient compensation for the quality of work they are able to do; their preparation, received some time ago, was poor, hence their work is not of the first class. On the other hand, however, there are many who are doing excellent work and yet are receiving barely enough salary to meet their living expenses. These teachers should certainly receive more money on the score of efficiency. Another reason for such increase is that teaching here would be made a more desirable profession and attract the most capable among the Filipinos. When the superintendents, however, recommend increase in the native teachers' salaries, the municipalities in many cases claim they can not grant the additional amounts, and this statement is oftentimes true. As a solution to the problem, the recommendation is strongly urged by some division superintendents that the insular government pay the native teachers. In some cases this government has lent financial aid to the municipalities, and may do so more extensively, having as security a claim on the local land tax. It is this local tax which is often needed to put different municipalities on their feet financially, and it is hoped that when thus situated they will be able to grant the increased salaries to their native teachers.

There is at present no means of knowing the ability of native teachers except by actual observation of their work. Hence some system of certificates is necessary. Such existed under the Spanish rule, but were of little value because they were not true indices of the teachers' ability. The question was submitted to the various division superintendents, and the general opinion was that a system of examination should be established, not necessarily formal written ones, but of such a nature that the teacher's ability could be gauged, on the results of which appropriate certificates of first or second grade could be issued.

The matter of pensioning Filipino teachers was also submitted to division superintendents for their opinions. The majority were in favor of such pensioning, on the ground that teaching would thus be made a desirable life profession, and at the same time teachers could without hardship be removed from active work to make place for the younger, more active, and efficient ones. These matters of pensioning teachers and issuing certificates remain to be worked out.

The establishment of tributary normal schools in the provinces in conjunction with the central normal school of Manila gives the solution of the problem of securing efficient native teachers; for the graduates of these institutions go out well equipped for their work, with a substantial training in English and the common studies. This work of preparing the Filipinos to teach their fellow-beings is the fundamental element in this educational organism, and is one of the most significant signs to the Filipinos of the true object which the American Government has in coming to these islands.

IX.-FILIPINO CHILDREN.

Now that we have considered the American and the Filipino teachers, it is, perhaps, appropriate to say a word about their charges, the native children. The following questions were embodied in a letter recently sent out to the teachers, and the answers were exceedingly interesting:

What branches of school work are most interesting to the boys?

What branches are of most interest to the girls?

In what games do the boys take interest?

In what games do the girls take interest?

Do the boys and girls play together?

What do you think of the advisability of mixed schools?

Do you observe as good results from the schools in the way of desirable habits, such as punctuality, regularity, neatness, accuracy, truthfulness, industry, etc., as you do in scholarship?

In what lines, if any, does the Filipino child surpass the American child?

In what lines does he fall short of the American child?
Suggestions.

The boys were found to take by far the greatest interest in arithmetic, next preferring English, drawing, writing, and reading in the order named.

The girls show the greatest interest in English, reading, spelling, drawing, writing, and music. Their interest in English (their favorite subject) is not so marked over the other subjects as the interest of the boys in arithmetic.

Among the native games the boys take great interest in kites, pitching pennies, native football, and leapfrog, introducing the element of gambling wherever practicable.

Of the games introduced by the American teachers they take most interest in baseball, football, prisoners' base, catch, duff, and hop scotch. The boys are more active than the girls in all sorts of play.

The majority of the teachers report that the girls do not play games. Many report, however, that the girls are interested in the shell game (a kind of marbles), native hop scotch, running games, song-and-dance games, and jackstraws.