TEE DZV3LOPT.EFTT OF TEE PHILIPPIIE
PUBLIC SCHOOL SES TZ.1
BY
m.U3 ELIUTE LOGGAD, A. B.
SUB: lITE3D Ill PARTIAL -FTJU?IL~Jl!X! OF FEZ
REQUIRX~XTTSFCTi TH3 D3GRZE CIF
1185~~CT ARTS m TE3
CO=3 OF LIBF.AI; ART3
WtY UIJIFRSITY
1921 Introdu Influence of India I
Spanish- Friars I Schools for Catechists Schools for Spanish- Children I Schools for JJat ive Children Public School System Xstablfshed, 1863 Page 6 Board of Control Bornal School Courses of Study- Causes of Partial Failure Results Spanish Language United St:3tes Llilitary Rule and Education Page Policy of the United States 3ol:lier Teachers Ba ildinga Zknila School6 Schools for tho IclanAs Policy of t1.r~IIilitarg Cov-3rnor Plans for ;lo?cern School Snten Reports from Ililitory 3isSr icts Chanp from Xilitarg to Civil Serrice Public 3~1~001sZstablishod br tho Phili->he Comission Dr. Atkinson, Ganoral Snpcr inte Amrican Teachers Student or Aspirants Classes Bat ive Teachers Bormal School Filipino Students in United States Secondary Schools Lfiunicipal and Inanlar Support Loco1 School Boards The Cholera Epidcnic, 1909 Page 20 Suspension of Lana Tax Return of Governor Taft School Divisions Increased Dr. Bmrons , General S aper intendent Oatllnes Permanent School System Courses of Stuily Pap 25 Pr Wry Secondary rJorml Arts an(:- 3aF-e
Eon-Christian eibes Pace 27 Igorrotes ne pit os
c0~03 Director of Sduoatlon Pap 29 Bl~ilclingnz Prirsry S=.sten
Juvenile Off enbre Red Cross Uork ~natlotria 1 Eduont ion Pap 51 Honsehold Centere
Salts Deport~xnt a Agricultural Schools Page 54 Farms Students in U. S. kthle t ics Pae 35 Eastern Olpnpiad ITen Course of Study ICIm Philippine LZedical School Page 3'6 Organization Barsine; Profession The Philippine University Page 3'7 Organization Ber! Stuilen$s Sent to U. S. Build ings Page 3:8 Land Titles Concrete Frame The Thirty Llillion Peso Act Pr inary Schools Salaries E~crF%ntal School ProblerrPro joct ?lethod Special Teachers Co?lol[1s ion Substentiel Propecs Acsdenic Imtr acticn Illiteracy Abolished ITov Spirit of Patriotian Assi~ilrtlon E:?uoatioml Dolic~@f U. S. IITTR ODUC T IOIJ
civilization of India had extended to Y~laysia, in the uae of ayllobic systems of sriting, before the time of Spanish occupation, There form of writing have been preserved by the Bisaya , Tagalog, Panrpango , Pangasinan, and Ilokano, 1,4. Ioharmdanism had also entered the Southern islands, Introducing a new source of ciailizat ion, in Arabic forns of writing, books of laws, genealogies and devotion, bat the aominant influence in the civilization of the islands was destine6 to be Enropeen and ~hristian.~*" Eduoat ion developmnt begins aith the advent of the Spanish Conquerors and. their religious conpaniors. Urde- neta nas ap~ointed,by Spain, to take joint cornnand with- Legaspi of the fourth expedition to the Philip-ines in 1565, k few Aa~ustbiansaccorprnied the first conquerors. Co~~oniesof fianciscar,~, Jesuits, DonFnicans and Rec- oolects arrived from 1591 to 1606, These friars organized aomunit ies , c ivLl an& religions, learned the Blayan ?A- aleots, reaaced then to mitten forn, in5rodaced the 2orran alphabet, establiehed printing offices for the pablication of oatechis~s, boolx of doctrine, panmars arc? vocabalaries of native tonCuesm3*
1. CranforB, Histor7 OQ India, 1, 291
2. Blair on2 Robertson, Vol. 45, 184, 186, 222; IZonroo , Cgolopodin 03Sducation, 674, 675 3. Vallaoe, The &lay Archipelago, 81. Native catechiets mere trained to read the history O? the chmch that they might aid in teachiog their mn people . Bo attempt mas mde to foand schools of a more pre- tentioao character until 1585, when Philip II ordered that a collef;e to establishes, Maer the direction of the Jesuits, -- for the instruction of the Spanish children of E%nila in morals ancl Latin. This school mas not opened until 1595. The nunber of Spanish children was zo small that the par- pose of its fomaation was soon so far broadenea as to admit native children to the advantages exbended to those of Spanish parentage. In 1875 the college was converted 1. into a soh001 of medicine and pharnacy. From 1611 to 1890, many oolleges and schools of seconclary Instruction were established for the training of priests ln Snila.
PUBLIC SCHOOIS 3STaBLISm
Until 1863, primry instrnction wae confized to the schools and colle&es of tlsnila, no attempt being mde to pat radimntary instruction withix the reach of the greet masses oi the soh001 aopnlotion.2' At this 5% Spain recognizing the urgent necessit~of giving gester eaa- cational opportmities to the people by ropl ?ecree m3e
1. hR07, the I'hili~pinos,202,46 2. Atlcinaon, The Phili~~Fncs,119-190 provision for the development of a proper system of -mi-. mar7 instruction. The decree declared that the want of an organized system of instruction haa not only prevented the acquisition of the Spanish language by the people, but had also perpetuated an ijporance which ras a barrier both to their advence~entand a proper appreciation of the intentions of the governnent. This decree directed the organization of a norm1 school in Elantla and the creation of at least one prinary school each for boys ana girls in every pueblo in the islands. 2. Primary school^ mere place6 mder the inspection of a comission coqosed of the civil governor, the arch- bishop of Llanila, an2 seven other rcenbers, chosen by the governor. The attendance of ohildren betmeen the ages of seven and thirteen ;7ae mde corrrpulsorg~ The conree of ~tudyoonsicted of Chistian doctrine, no5ions of norality, sacred hietory, reacing, mitine, Spanish, arithmetic, geopaphy, Sponi-h history, agricnltme, anb vocal music.%* The schem of prlmar;p Fr-struction provided by Spain, was adequate for the ptrrlose of far~ishing a fairlr good pre- liminary education, but tho laclr of proper adninistration by loco1 eutllorities, lac!: of intere~tin prkarg stndies not clirect* religious, smll salaries of teachers, lack
1. Atl:inson, Philippine Islonds, 186-90 2. bRoy, Phili?-ine Life Fn Town an& Com*y, 215-50 of capable teachers for the teaching of Spanish, the dis- tance of barrios and villeges from larger cities, whore primary schools rrsre usually located, and nine successive political changes in the government all mited to bring about at least partial failure. In spite 05: these facts, the advance in primary instruction from 1863 to 1896 was notable. Llore than a thousand prinary schools each for boys and girls had been established throughoat the islands. 1. During the three hancired years of their domination, the Spaniards were unsucceseful in nalring their Language the comon language of the people. Spanish statistics show that at the close of Spanish rule in the islaods, only abont seven per cent of the people conla speak ~~anish.~' Suoh cas the eduoational situation hen in 1898, by the Trpaty of Paris, the Philippines passed from the sovereign- ty of Spain to tbt of t'ae United States.
1. O&l~ok,Volm 66, 986-90 2. Tlorcester, The Philippines Past and Present, Vol. 11, 505 7
9.
I mJEL'ZD STATES UILIT,@tY RUZ
Almost the first mork undertaken by the nilitarg I officers, in their exercise of civil authority, was that of re-establishing the schools, which the war had pactic- ally closed throughout the archipelago. This was in fuLl accord rqiththe policg of President UcZinley, who said: "The Philippines are onrs, not to eqloit but to develop, to oivilize , to educate, to train in the science of self- eoverment. This is the path of duty vhich re mast fol- low or be recreant to a mighty trust comitted to as. The question is not nil1 it pay, but rather will se do what is right." In these mort2s President IcEinley gave expression to the policg of the United States goverment tovard the Phili3pine ~eople. Thin ?latform conlt not be carried oat wi';hout starting at the b03t0~3with a syeterr: of pri- miry education for tho meses, -cached bg~Spair.
Evor, 4-uri:~f: the Ir-srrrection apir,st the Frtited States, the plan 05 ~ivingthe Filipi~ochilsren the advantage of free public school^ ~aonever aba~donedbnt adhered to '- r!?lorevor conditions nere at eyl fevorable .Lo Sovoral of the district corandsrs a~poizlteaoff icera to aot as suparinten2ents. Soldiers r;em deteiled for
1. Forbes, Londsay, The Philip?ines, 2CS, 216, 220, 5 19-20
2. The Educational Rovien, 229, 227 , I teaching services and about one thousand school, nere thus conducted bg the army during the period of rarfare. 1 Only three hundred seventy-Pour ofthe mtznicipali$fes orere provided nith buildings at the tine of Amrican occu- pation. In many cases, these buildings were durably con- str ucted of stone, usually consisting of one or koLarge class rooms, the capacity ranging from forty to two htlndred aith several smll roons for the falzlily of the teacher. mny of the buildings Tere destroyed auring the insurrection and many others mere occupied for military purposes, con- sequently fen rere available for scl~oolsin 1901. The city of LIanila was naturally the first place to receive attention, Thee reeks after om army entered on Ang~~st13, 1898, seven schools rere opened in Bnila, ander the supervision of Father 7. D. IkEinnon, Chaplain 2. oC the first California Reghento In Jme 1899, Lieutenant Geo . P. Anderson was ae- tollod as cit~superintendent 09 schools ,9or ~nilaan3 Caytain Albert ToLd cas ap~olnteato act as suprintencent of schc-01s for tile islsn:?~. 3~1ringthe five r~onthsof Cc2tain TodL1s a*inis- trotion, a beginning ras mde in the estabLislmsnt of
schools ant Fn sc7;:Qing $hen rith te-xt books. Castain Todd nade no recornendat ions for radical cb~ngesin the ezisting schools but folloved largely after the old Span- ish aysten, realizing that nhat was being done mas of smll value, except as it shoved the good will of oUr 1 government, in continuing schools for the natives. . The military governor, General Leonard v00d , the school vorlc as a measure calculated to pacify the people and to procure and eqedite the restoration of tranquility. 2 . at tlle close of his adainistration, Captain Todd re comendecl that a conprelrens ive modern schcol syeten, for the teachicg of elementary Znglizh, be inaugurate6
at the earliest ~ossibledate; that attendance be zade compulsory, rherever yacticable; that as soon as a 3 ir ;:norle?-&o of 2nglish be acquired h2ustrlel schools for Sr,nel tr3 izing be estebliehed; that as fer as pracf ic-
able all achcols e~f-cr$he GOIJCITJI'EE~ be cozdncte: LE the 3:,clinh languece ; that the u~eof S~onishor $be CFalects be cted on17 for a rerioC of transition; a~2thzt Sng'ish
over fro= the United States in sufficient ~mbers,- 50 tab chcrp of tilo schools in tilo lzrger toms. C.. 22 also oe-
1. Bouoe Docnncrrt , 1902, Vol. ,,9 ,,".rr? 2. Re:;ort oYar hpartr>::t 1919, Vo1. S, 15, 105. 3. Re_nort of Yar 3er~3rtmnt1917, Vol. 5, 100 comnondett that a norm1 school be establl~hedfor natives; that Some of the school houses be modern structures, plain- 1rbyt veil equipped; that schools su~?ortedby the goverd- mnt be absolutely divorced from the church; that attend- ance at private schools zhould not excnse the children from attendance at public schools; and that private schools be required to be equal, in character and general instruction to the pablic schools.T* The milltary governor , General Leonard Tood, directed that a report be sent from each military disfricf, to en- able the officer in charge of public school nork, to forn an idea of the aark to be aone and the mans aveilable to do it.
Tbe report hcluf-od tbe follming informtion: the nurrber oZ schools, terk books, teachers and buildings needed ; recoTondat ion for salaries canstive Seackers a:-.; any ~o~pstions beering on school rorlr in general.2m
Th,ce eTfmts o~eoadthe nay for the charge fro^
~ilitsryto civil service, :'a? 5, 1900, an? for the es- tabllslmnt of a s~stea;:of public bstruction by the
1. Re:?ort oS ;Jar 3eportncnt, 1917; Vol. 5, 1CS 2.CJyseo~ of tho I?hilir?ine Cor,ission, 152-55 15
Phili?:,ine Comiss ion, ~~.lilichbocg appo lnted 2. ?red :;,
Btlrinson of Slrlllf;.?ield, I.ass.- - , a s senera1 3~1scri;ltena- ent of ecil~cationI"cr $he islan hft21' ralrin~a carczul S~VGT0: the needs, and after finclin~an earnest desire on the -mrt of the inhabitants & bo loarn C~~glish,Dr. Atkinson mde &$lish the language 05 tile schcols. Lac11 of a comon language ha2 been one of the fruitful sources of tro~blefor S?ain, since civil- ized i1ili2inos spaalr sone taelve dialects. It ras pr- fectly ?lain tbt a coqlete 2ublic schcol sgstec could not be carried out, esrceyt ni$h one 02 the great noderr! languages of civilization. Zn~lishva=: alrenzy the tra3e languag-e of J'i'~e Orient. On January 21, 1902, Phili:?--ine Corxission zassed the LIT :.-:hick ce-'zraLised. ';h? adrinietr~tio- @ha1zab- 1 ic ~chc;o7?in 3 3r"su of 3al;crtion. ??.lie ceotrc7lisa5iori .le~zr_led3: J-,ne - -$c::liar coctltio?~existing in the ,-I. ; -OF c2t :.~1--11c Lrchi?eLa A . .c:i oc::: 0' :Ir:s-o:s.. Irrtycc5lon -2s ?z,?-e ?rile 3x5 SOCU- . . . - -I-.:.. . -:,s v-m.. e .I--.,.-, - -ossis cr' ixtr r;c';lon, rc:l~ic?r:s . L i3;.tl-LIC~ io-'~ -. cc .:;: ;i~c:: 0; COT~C~::22:" -, by yrizs$s or c$l::r ;r~lsli:.'iccl -.:rro,-.s, b11t not by yublic schcol L ',.:ac;l-~s. I)r. i;$::il.s?,l ;:D:: sutilorlsed U@ er__rcp oce 1. T::c Cc:loolr, GG: 656-90 ... 2. -1~~1Reyort cl ,,sr Se?t., 1901, Pol. 11:122-X7 thousana teachers of English fror the United States, at salaries ranging from $900.00 to $1500.00 per annun. The chief officer was designated the General Saperintena- ent oflublic Instruction, azpointed by the Comission at a salary of $6,000.00 per annun. A11 schools of pnb- lic or semi-public nature nere 2hcea under his control, for organizing a modern ~ublicschool system, vith ariple and necessary poxrs, for the adninistration of his of- f ice. IJormal, Agricultural and llanual Tra inkg schools ;-:re established an2 provision mde for the eqlomnt of all necessary officers, teachers, buildings and sup- plies, ,A?40,000.00 nas provided for the construction and eqniplxnt of school builaings, and (>220,0~0.00for tbe purcbse 02 ted boolrs. '* Finally, a superior advisory board education organized :7ith the general in';o_r,?.ont 3s yesldect. ?om other ze~bersnere a~pohted nere to assist tl~egencral snpcrintendent, by advice and infor-qtion co~cer::~~e ?ncatioml needs air2 con c ltl~e izlzn?.s, to suci~h~estigatio~ls or" $be ishn5s rocor-rx?ndat ions to $kc Comir sion concerzin~n: ede? amnrlmnto to scl~oollars. A zuricips' council ass ?TO- vicled, of four to si:: ye~bsrs, hose duties should, in a moasure, correspond to tiiose of the local school boar9 in the United States. On Jannzrr 24, 1901, an a=nr&nt nas enactoil which iincreaseii t'ne nmber of school Cirisiom from ten to eighteen, as the school affai~sof nore toms roquired the attention of the division super kntende~t. 1 The a;~?ointmnt of a large nuziber of school SD~ZT~~- tenrlents snd teachers, in the Unite? States, ?resented mny difficulties. The de~artmntof public instruction receivad ana ezamincd about eight thousand ap>lications for posit ions bu-t only about five zer cent 05 t3e agli- cants nere a;?yinted. Thoce appointed nere noml school or college graduates, of successful teaching eqerience in the Unlted States, These teachers Tere a2pointed or golccterl in t~o~ap: c itbr directly by the general s mzr LntenCent or b~ 2crzons or institntlo~sh +he TBLteil 2. 3ta';ss an2horisod to solect a Cefinite na~ber. S 02 r:ist3?roa acre, inevitzbl;, .=fie IZIf3e sekctioc of so 3 quite ~~$~c~EIc~oT~.A n~~bcrO, 0~3>0ht::31$3 -ere z fro-: disci~rpdsoldiers, nivos an?- relctlvos oC ocficers on-. civilhns. 5'1-Azriczn tenchsr soon bec2- a recos- niscil 13o:or in Ob jcct lessons, frequent repot it ion ana coastant use of Erglish, gave to the chiliben a working vocabulary and pupils afternard moved by pride, in the newly acquired Imo~leage,smoothed the path to free comanication. At the outset, those teachers nho mere sent to the more renote toms sufferea hardships of isolation and lone intervals betrrcen mails, bat increases in salary, a s%rongdesire on t'ae part of the intelligent Pilipinos to bvo their cl~ilareneducated and the aptitnae of chilaren to learn, pnoralu, made the may "or the Amri- 5 can tcaciler easy. ?I= PPhlli2pine pooplo, as n po~le,are tractable. Ci~ilZreno3he poorest an,: no-e Ignorant learn n i$h ease. 2. LeEor, I?hill:>-~ineLife in !!om mi! Zon~:ry, 217 Poronts have "uropeon rather than Oriental iceals. !hey are free from caste and unpogessive traditions and are good -material fm rsl:ing a self-respect lng, self-govern- ing 9eople. Theg are the only Orientals nho have accept- ed Christianity, rrho, as a pople, embraced it 71th real sincerity; who have no other ideals than those fnrnished by European models; or nho as;?ire to civil liloerty, as shorn in the %stern ~orld. The task confronting the Amrican teachers was not only *lie personal instruction of children, but the train- ing of native teachers, in Aaericaa methods of teaching. - Student or aspirant teachers becane assistants and mere trained, side by side, nith classes In the primry schools first established by American teachers. 2or two an& one-half hours, each afternoon, there was a -mactLce class, in tom grades, tan_fkt by the ~lorglalsta?ents, an- r?r the obacrvation of the Axrican teacbr. " Little short of astonishing, nas tho succass of the romg Fili- pino toac33rs becanco o5bsir abilitg to hifate, close- 17 the? mt!loils used bg A=r ican 3nstrnctors. As~izan* clrrnaes mCe _noxlble the establishmnt 05orgsalzed mi- mar3 sclzooPs, nnilcr the control of A-mricnn teachers, with 3fllpino teachre In %be lmor grades. 1.k~~I'i1ipb.o 1. Yoroestor, !?he Philiyinos Pas* a3Present, Vol. 11, 501-52 teachers l*7are appointed by municipal authorit ie B, be- fore the organization of public schools aria som eince, in violation of the novision ;?lacing their appointmnt in the hands of t'm diviaion sui~crintendent. 1. The nltimte character of public instruction In the Philippines must depend upon the character of Filipino teac'ncrs. It aas necessary, therefore, that soze steps should be taken to inspire the Pilipfno nith a sense of duty tonard his nor11 an2 a moral obligation in public work. Dtzing the xear 1902, increased attention mas given to plans for developing facilities for normal train- ing in the L'Ianila 2 norm1 school, organized by &. 3. B. Bryon, nl~osucceeded Dr. Bred Atkinson as g~neral s up3r intendent. T'm great need for proper17 trained Eili2ino teach- ero led to cnackeot of lan by the Phili2~ineCon- nission :!lich 2de continuous yovision :or the edaca5 Lon of one hunlred Filipinos 13 the various colleges in the Un'tod State8 each par. !!his pzivilege rras e,--tentIe& upon conditLon tixt , upon the coz~lctlonof the focr pars, et~dcntsnoulci ts:a the cozpe5itive e~azlnstion for civil sorvico an,? upon appoln-nt, aould serve mder 1. Re?ort of Tar Dept. 1903, Vol. 8:= 2. Report of Jar Do2t. 1902, Vol. ll:12G 3. 2orbcs, LixAssg, The Phili>?ines, 519, 520 19 the ~over-nt for at least the length of the spent at its =qense in the United States. 1. An iqortant step, in the developmnt of the spten of public instruction in the Phillppinea, Tas the estab- lishmnt and organization of provincial schools of secon- dary instruation. The law authorizing such schools mas enacted Larch 7, 1902. Prior to this date, the Bureau of Education had been chiefly concerned mith the organl- zation of primary schools, myof the nore advanced pupils in these schools, began to entertain serious doubts regarding possibilft ies oi continuing staaics in English, some thinkhe it advisable to resam tile study of Spanish in oraer to enter Spanish schools of secondary insf;rnction, It was advisable, therefore, to met as early as possible the strong aelcand In tlz grovinces for schools adnltting children upon the cozplotion oZ the pr-7 comse. 311s tire general plan of tlie s;?sten of public bskrnc+ion be- gan to aasm,e real form. T3e lan enacted arch 7, 1902, proviied that in the course of ti-, primary schools should ezriot unler nunicipal authority, high instruction and 2 s~ocia 1 aohools , onrler Fnsnlar a u%or ity. 1. Re~orfof gar 3e:?t., 1903, 100: 1910, 26 2. 3oAbmtoY3r De?t., 1902, Val, U: 269-71 In order to st imulato the sense of municipal and -movinc ial respons ibllitg Amricm teachors vere f urn- ished nhcrever suitable accomodat ions mere provided. Local pride was arousea to the extent that very little of the $40,000.00 provided by tile Comission for build- ings was used. Another step tending torrara local Initiative fn school affairs vas taken in the organization of local school boards. Elembers rrere selected by Amrican teachers anfi reconmenilea to the division superintendent, who appointed one-half of the nembers of the board. !!?he customary absolutism of the municipal president over the people ras thus curtailed. Dnring the gear 1902, the work of organization and e,*onsion of pablio schools in the Phili~pbesmet nith mny c?lfi'icultfos and hindrances, for the ~ostpart, fmrlarnental in character. Asistic cholera, with all iSs attonclant horrors, visited the Arc:lipelago so tkrat thons- ande of pople prishcd of this dread disease. The Carobao, nhioh is to tho Tili?ino, aLl thet the horse, tho cow and the ox ore 50 apiculture, in tie Fnites States, was alnoct axtormineted br the scourge of rinZer-pst so tllst tho problem 03ransportntion vas mde doubl~serions. 1. Report of nar 3e?tm 1917, Vol. 3:20 To these @eat public calamities mith their nrfavorable effect upon educational work, nas adaea the necessity for the suspension of tho lon6 tax throughout the islands and the ourtailmenf of ez->enEe, on the part of t'ne in- snhr government. This enabled the governrent to reia- burse the municipalities only 5C$ of the land tax, so that it mas a question of nerelg mintaining existing facilities while in some instanoes it was necessary to close down a nnn5er of barrio schools for lack of funcls. This ruling by the Philippine Comission had a very demoralizing effect upon the entire force of Amri- can teachers, the najority oi vhom vere of nme than aver- age education and ability, having gone to the Philippines, eqecting pronotion and increase in salary as the reward of rer it and e~eriencein the service. "e clos- of echooLs, alreac-7 LI a flourishing condition, caaze5 the faith of the nntlves Fn the edaca~ionalintentions of our ~over~mntto be peatu shaken. Aftor the rotnrn of Go~crzor!aft fro2 the United Sto$-ss, an anonrlneat to tho school law ras enscte2 by tho Oomi~sion a at-llorizing the general s aperintendent to aintah the nun3cr of Azerican school teachers to ono tlloasand, and to provide for the pronof ion of worthy Rouse Dooumnt, 1902, Vol. 2:220-43 Re2ort of tho Inhrior, 1915, Vol. 5:282, 283 - 642 teachers* In order to bring educational affairs in all parts of the islands more directly under the general suporintendent and to provide for a more efficient man- aened in each province, tba Archiplago was segrated into thirty-six school divisions, coinciding with the nrovinces. At this tim thirty-eight provincial high schools were in operation in thirty-rf ive provinces, three technical schools, twelve intermediate schools and two thousand two hundred thirty-three pr imry schools per- manently establishad in six hundred twenty-nine of the six handred sixty nunicipalit ies. 2. The corps of student teachers had furnished a force of native municipal teachers consisting of tmo thousand one hundred thirty* ight men and one thousand f iftg-seven woclen. Had the attendance remained the sane, these Student teachers, added to t'2e corps of: hrican teachers, mould have been adequate to met the decsnd but the at- tendance increased fron trio hundred thousand to two hunlred ~idz-fomthousa~a. Consequently, the Bureau of Education nas ob'liged to depend u?on the aspirant teach- 4 or- Lq order to carry on the work rith satisfac2or~res~lt~m 1. Re:>ort or Yar 3eptn, 1902, 270-271 2. House 3ocumnt, Vol. 2, 220-44 3. xe-~ortof :Jar Del~t., 1903, Vol. 2, 84 E,, Repart of ?7ar De_ntn, 1902, 230-40 There was no change in the plan of organiaation, excegt in the direot ion of' development and perfection, after 1902. During 1903 and 1904, improved condit iorls, with the return of tranquilitg to nearly all the provinces and the abatement of cholera and smallpox, caused interest in education to becom so intense and the demnds for nore schools so insistent, that a ra2id building Up of scl~oolnorlr was made ~ossible, The school system took permanent shape mer the direction of David PI Barrows, as general superintendent, Dr. Barrow sumarized the parposes of the Amrican educaf ional syster: 1 as folloms: Vo place primry instruction within the reach of ever3 child in the Christian of the Archipelago: to organize all yarts of ever7 Christian province into school ais- tricto in cbrge o" competent supervising teachers, rho 8l.n 11 see that uniform school organization is carried oat, which shall embrace every nunicipaliw and eventu- ally every nmic1pali';y En every lerge barrio; to train a sufficient nmbcr of Filipino mn and momn as teachers, and to p3rfoc5 the service of the Pilipino teacher so tlmt thcre will be open before him a dipifiea, properu 1. LeRoq, Philippine Life in Tom ah2 Connky, 202-46 Le Roy, Philigplne Life in Tom ana Countr~, 202-246 cozpensated profession, instruction and widening ex- prience; to organize in every large municipality or group of nmicipalities, an intermitiate school for the continuance of the fundanental educational work of the Inrimary oourse and to give every boy and girl in atten- dance that industrial training in tool-shop, garden, and horn so manifestly needed by the population, in addition to the intermediate schools, which form preparatory de- partrnents of each provincial school; to establish in every province a high school vith the five departmnts enonerated by Ian, prepring the ;7ocqig 2eople of the islands for nse- ful work or for entrance into 3 college or mi-versity of American ty2e; to furt'iler develop, along the excellent lines which they are nor pursuing, the three technical schools estcblishe2 b;~the insular gov~rmnentat :%nib, the I?hLlll;~ineror~s1 Scl~ool, t5e Philiyine School of Br"; a?.? "odes, an!- t'm Phihippino ITauticzl School; to r,re?are the ray thns, by t3e thorough establish~ent03 s~otoaoC primry nlzd seconciary instruc5lon ic the islands for tho ostablishn6nt of the Ehili?pine T=niversitgrOw 1. Z&oy, Phili??int? Life in Tono and Country, 202-46 Re~-tortof tho Interior, 1915, Vol. 5:289 Tile primry coarse of three gears consiats of. read- ing, nriting, arithetic, geography, music, draving, physical training for all children, tool ana gardening nork for boys, sening and housekeeping for girls. The intermediate three year course consists of the folloming: First year, grammar and coqosition, selected readbg, integers ancl fractions, worLd geogaphy for all children, agriculture for boys, serring and housekeepbg for girls. Second year: language and pamar, arithmtic, Philip- pine history, geography, science, agriculture or cnlti- vation of Philippine plants, housebeping, cooking and serviug mals. Third year: garmar, arithmtic, read- ing of epic tales, stories ofhistory, physiolom, an- ato~,Wgfene, sJ;nCy of epiiiezic ana tropical diseases, carpentry an2 kon ~ork,housekeeping, care 03sick, nusic and CrnnFng. Pinalb, ckzses are orpcfsed for the E~EQof mmicipnl and provincirl CoZes, ins%rnc*%ons of tho Presiiler~tof $ize UniteE States, acts or" Congess rcpr3ir-y~tllc oxistine forr of ~overrre~tfor th? ishniis Papers ere read on $11e govcrcrert of tile Enitec Shfes, ;?oraostor, Philipgincs Enst en2 Present, Vol. 2: 518-25 Report-of the De3ortrxr;t; of Interior, 1915, Vole 3:289 26 a Amrican politics, parliancntary law and governmnt of colonies bg Euro-pean States, Tho course of study for high schools consists of four pars' work as follors: Literature, fonr years; history, four ycars; science, fow years; teacherls course of two rears; a course in cormrce, four years; eeograpm, arts and crafts, tno rears; agriculture, three Tears; optional courees in LaZix, Spanish or French, ono year. The Philippine Iiorml School course consists of the f olloving nork: English, ar ltlmet ic, geography, draning, mnsic, United States history, physiolom and mgiene, al- gebre, general history, botany, physics and professional tra ining as teachers The course of stnay for the Philiopine School 05 ists and Trades coneicts of fonr parsr nor2 'n ErgLisB, ~eo~aphy,history, arithnetic , booFreepiq, algebra, *~hne porr.ebg, o?t lonol stua;- in srchitectnre , black- c~ithing,cerxntry, cabinet =a'rbg, mchanics, plasbir-f;, stean cncincerine;, stenopap?~,tmnri* in@ or tele pa~Q, 20; art of the Interior 3epzrtm:!t, 1919, Val- 3: 13-105 Torcostor, Phili_n~incsPas* aaii Presen5, Vol. 2: 518-25 prcsence of a large rider of Igor~otes,anong the interior mountains of northern Luzon, mdc it 113- possible for the govcrwr;e~tto ipore tlie problerc of their e6ucation.l' The? did not appear to nant either our religion or our clothes. By their physical develop- rent and rnarvelo~~sendlrrance they put to shame the neak, thin and indolent dwellers ofthe lo~;lar;r!-s,perform tasks nithont an overseer, are much nore honest thm mw oZ tile ZOTC ci~ilizodtribes. The on12 education required, by then, at the Imnc?.s oftthe e;ovcrment, nas t'mt rhich noulci enol~lether to mire the cost of the circurr sto~cesin ahich tile; live6 and to ~erfornlabor zeces- sary to their rude state of liviiig. The7 needed to be tnc~l~tto be bcJ;ter rasccns, cnrpcnters, garceners, far=- eys, s;:ill_2~1: ysl~ersof articles useZ b>- they, ar-,', er_oc&'D, I-xo~lccl~eofcult iv~ted languap to deal r.ith tile civil- Fred peo1,lc eurromdi2g then.z' Sc;:iol~:-.cr> cstablishcd ir- Le:.azlto, 3cntoc ar-C 3cn~uct, u:: lor L~;lc proviric ial Goyernors. 1--rle Govsrnors acted 0s division s~~~r~tenden5s0: thf2 ;Z?@viI-Ce?. ... 1. RcA,ortc?: tilo Zel~t., 1905, Vol. 111: SO 2. Jorcoetcr, '2110 Phili;13int.s Past ax:? Prosext , Vol. 11, 2,6,50 28 Prior to 1908, no atteqta nere nade to reach, bg any educational procecs, the feeble, declbing tribes of IJe~rritos,who led the wandering life of wild men, Fn the nountains and some of the provinces. They nere few Ln nu~ber,and very near the bottom of the social scale, Being unable to establish permnent abicing places, they nere therefore, ignorec? in the swterr; of education, Turn- ished for tile other peoples of the islands,' ontil more favorable conditions existed. During; 1908, schools were opened for the ITegitos ic Bubo river valley, provbce of Zarnboles , Tarlock river valley, province of Panpanga and ir Ambog. The lbros, on the other hand, could not be rise* left out of consideration. Like the Igorrotes, they mnifeated little desire to r~lecethe~selvee under the c ivili~ingLrrluences of tile ~overnrient. ?heir religion anil 'norled@ of ancestors ~eene5to satisfr them. 5vo schools nore established, one in Zanboan-, an6 another 2. in the island of Jolo, A ::or0 povince nas established by the Zhili?>ke Co~,izsionalli! S>r. IT. LI. Saleeby, a nell acqnaictea ~.ithi.:oro pooplc ond longnap, was arpohted sc~crin- 1. ~e:,ort of tile Jar De~rtrent,1905, VO~.14 87 2. Re-.ort of the ?or Deportrent, 1905, Vol* 14 80 tendent of the school qpten in that jurisdiction- 1. During tho year, 1905, a large part of the time nas aevotea to builaing up primary instruct ion and Ln edending it to the barr'ios, in mhich native teachers were employed. For the parpose of giving proper super- vision to the mork of Filipino teachers an2 to make as much use as possible of the lhited force of A zerican teachers, the school divisions nere sub-0ivided into four hundred seventeen school districts. lo each dis- trict mas given a snpervising teacher. Four handred e ighty-five nere sapervised by herican teachers, and thirty-tno by native teachers ." By lan enaotei! October 5, 1906, a change mas m2e in the title of general sn~crintendertto 3irector of Zclacot ion. Tfiis law authorized the Director of XOa- cation to increase or decrease the existirg school divLslons, hene ever in his !n?.pent, the public interests ?::o r.oct irc,;~ortant cknp school lay nas t'mt of October 20, 1906, relcos Ln,g the division sn,?erinter_Certs 30 8s ~er;bersof provincial boarils that tl~egmight give their entire tine to educational vork, !?he position of provincial supervisor was abolishes, giving these dut ies to the division superintendent. A division s upor intenaent was given f o IJinaoro, Palanan, Bengnet , Lepanto and Bontoc, thus relieving the provincial govern- ors of educational daties. The Ian provided for the comitnent of javenile offenclers to educational in- atitutions instead of to public prison on jail. Due to the financial condition of the insular governme~tno proPision ~78~ for a reform school, The archbishop of 1JaniI.a established an indastrial school in connection nith San Jose,' taking over the perding, care and edo- cation of juvenile of5nders. 3ilibi6 prison Fas turned over to tho control of the Ceprtr%nt of public in- s+;ruction Lr, order to eqnalize t11e functions of secre- Aberien. E).C?~ o"l?o ;7ar >opart~y:r-t, 1906, TO'. 19: 35, 36 Filipino people are a sent inental, alnost poeti- cal Wol?le T'ne Jureaa of E4acation hss eqhasizeb the eve rely Practical in the developmnt of its inilustrlal ~\.orkorganized anil carried out uniler the a&inistration of Newton TY. Gilbert aa secretary of public instruction. 1 Industrial ea~cntionaas edenfied throughout the islands, to all the grades of the primary coarse both for boys an6 girls. Conditions at this tine urged the mainten- ance of the nod eztensive industrial school s,mten! which the finances of the governrent VOU~~>errnit. Filipino boys have sho~ngreat aptitufie and ability in acqnkrirrg this lrnonledge. I:le nork inelodes ceaving, btmking, drawing, elementar3 agicnltme, wood-~orkicg, ele=n- tar7 pottery an' mooszy, rope-miring, corda-, brcoa an9 brushes Zor bo,m, and weaving, sening, cooking, Qe- b~,bloac:lir,c, hat-ra!rhg en& po5tery for girls, !his norlr nns pozoted, orcanized and snpzrvise5 ia fom Civis ions 3s follo.;7s: :'_inor Indu~trics,gerdening, art2 I. :'lorcostor, Phili??ines, Fast; an2 hesect, Vol. 2: 5C1-52 2. Report 03t;le Intorior %prtaen%, 193, Val. 4: 168, 189; 1915, Vole 3:265, 2PC 291. 323 field aETiculture, trade end mnaal training nork; houselceeping antl household arts, hanC~meavirig of Pibers, auch as abaca, maquey, cotton, pina, buri, balangot and ticog. These fibers are obtained nith little lebor and eqense. From them baskets, hats, mats, slippers, book covers, satchels, hand bags, trags, hamocks, pic- ture frames, curtains, cushions and other useCul arti- oles are nade. Housebuilding nas added to the course and pupils construct bungalows at the cost of 3C00 pesos. Lacc making an<- e~broiderynere added as option- al courses. So ipo-rtant has this line of ~orkbecorz tlmt it has been necessary to mintein in the general ofzice an bciuetr ial idorration de~ertl;mer,f;uncer the su>crvision of a division chief, rho e~~loysa botanist, des3-p-cr , Zocr ~zativecreftszcn, a::.'. a ,orce2 o,2 4.urevel- i2,- o cy~rvisors:":lo Lzsrect 5rade schools, @rc?ens, buil'inc sike $fie general aorlz aone tl-xoaghont ';:>e scilcol sptcn. Curi::~:- the y~er1919 n2arQ 16,GZO prr..cnts for 2urogear. refucee chilzren nere zaae in o~:-.~gcloscos of $im public schools, raterisl being "ul.nio1lcfi b:i $:re Jur.ior Re,? Cross Zwnd. 'Tats to the ~nluco"l,d70,026 pesos ccre mae azd 83-:ortea. "he art 0: ','!a1 3epart~cnt,1911, Val. 4:4748; Vol. 3:1917, 88 demilrl for these in tke Unitea States, far ezcceeds the ~UBY~Y*In 1915, the thira Philippine Legisletare pas- sed an act, ~11ichgave the Director of Education author- ity Do mrkot ineustriol products, to establish centers where groups of workers could be assenbled for the pro- duct ion of hanaicraft articlcs an?- to exercise thrcugh the division su~erintendent adrrinistrative co~trolover 3rovinc ial industrial depsrtraents , in accorclance nith lan. By the ena of 1916, sixteen grovinces had estab- 3-ishe5 provincb 1 sales dcpertraents. F'nese provinces hod a-ropriated 25,700 2esos :or the pur2ose of carry- ing on tbx btlsiness of tile new yrovincial incustrial departments. Ooe hm?rea benty-thee householci centers, rrith three thousand seven hundred sixf,~-tr;roworkers had bcon ontabli~hcain tccnt;r provi~ces. "hsse cectors -ere conc?uctcd b~ ,craduotes 02tile EoneeholXnC-;'_nr%ziea , an ir_sti.tution est3bLls71cd in 131f_',for f;ke Dul.>ose 0-2 giv- bc Srrtinin~In er,5roi?.cr,", to romn rho ronld, in S!zn L crtobllsh ho nzeho1:- ce::';crs a- '. -kc 70clcl >ror,ise ~o 9r;ycrvise t::c! r"or': -2r::ct thc ?ro?ucts. Earir~f~l- :"il:od 1';s 71z70ze in tra inl::~; 'no use5clZ cel-*';er leacers, A-. lc =~;~0010: ~CLIZO~O~~In,--~~~\tyies xs c.1osed in 1916 33.. ';;lo i:or:.~ was ~;ivcr,over "; t3e Saks >?ar*en* of ?.e-.ort of tllc Interior 2cyt.. 1915, VOZ. 3, 19 z'.e->orto, fl ryU~~o Intcrior De$., 1917, Vol. 3, 19 a3 I I 5 -I-' 3 Cl -4 ID r_) rl ,2+ 43 0 I-I 0 C. I 0 .CJ m d rl rl 4 P F: 0 .rl +s r] 0 !? p.J C) I rl CY ? + rl S 0 -1 ?J CI back IXZ heen the Lack 0-2 inustrial and a;~ieollural tsachers, both Lmr icsn and native. Stu6ents ~daet- ing were require?! to Eerve 3 certsin nnzber of xeers as instructors. Incressed attention 11as becn given to ~thlletics or SOU3 &33cS, originally begun in ganes 2layeC be- tr!eon solcliers. :Then athletic s2orts reached t'rle 2oi11t ofcorptition bekeen toms an2 zovinces, peat en- A~,hnsiasr: nos aroused asong the geo~le. A far Sastern Olyrrl?icd hzs been held in lknila each gear, in 2e bra- arF, -r:hen team fron Chlha, Japan, and the P'oili~~ines 11ave token part. Tilipinos have been vic$orioas in over;- cor,";sst, c=rcc>t b=lseball.2 J'L ncr cclrrce oZ etn'y is lamet ti :or 2Vsical A.r?. .. nir,:, oonci- ti?..^ nl ont7in:s iz aail~heelS'r_ ar_Z sox it3r~Lq.;-)ections 0,C >a~iLs,c1ncsroor.s , 31??- 3cL12- in-=, br cclo~sr~on';eac:?crs, ir_ ever7 ?nbLic SC~OO~, '7, -.:cro crl 3t?tlk:s iz reliefcc,-,crcleas, Z'S~C~~ZZ, ca~i::$~lo~ics,aznc in:, irr>ron$t;n 3~23,pou? at:12e+ics, - 1 1.2ive ?ilirlno ncn nre su---orterl- - 1. :7orcc::tcr, PhiLil~--incs FZS~25:- ~T~s~EJ;,Vol. , 501-52 2, 20 art of the Interior, 1912, Vol. 4:257 36 by the $0~~3?nT!%ntfor spociol trailins in physical education in the Unitefi States. 1. 97 act 1415 o3he rhili2zine Coxygission the Philip -~inc ;kkj.cal school nas created. Its con$-rol ;7as lodged ia 3. board consisting of the eecretnrg of nublie a- struction 2s chairmn and three other zecbers, tile secre- Lbar7 oC the Interior, a ml=ber of the Cox~ission an^ one othcr, name by the govornor €en-ral and the Faculty 3enn. Certain free sol~olarahigsrere a uthorizod for tile Iiedical School d2ril 25, 1907, nhich aere obtair-ed by oon,p titive e:%sinatlon. Grac'uates ;.rere allonec to yractice acilicine an1 surgery in the islands nlt'rlout e:z-minat ion. In co~aectionci$h thls school free clinics ~ezeestablished, Pror 1907 on no nore s5uti- cilt~~ezo =en-o tie hiked States to stnC =eaic%e, 1. ?.e:>orJ; of t:le In';crior, 1915, Vol. 3:57,5L9,322 2. Eeyor$ ofl 'c:~e 7sr 3epsrtxnt, 1906, Val. 10: 138, 159 3cl"e$of tile Tar 3e>3r';.?:cnt, Bole 13: 95, 96 1906 zc--m+o* :~3r3eprtzc~t, VOL. 11~75 Ec-~ore of t:?e ::'3!: 3sprJ;ne3t, B01m 11:80, 85 37 'Pm PHILI2PEE ~~IV,"II;ITY 1908, plans nere considered for the Incorpor- ation of the Philippino Universitg, to be sstablishsd i51 Iknila. Act 1870 of the Philippine Comission author- iz~athe governor general to establish, in the citg of Ihnila or, at a pohf moot convenient, the University of the Philipzinee. 1% provided a boars of regents to establish the usual Liberal Arts colleges anong rjhich ~lhouldbe the existing Philiy-ine Zerlical school. It provicled one hnndred thousand dollars, available for this parpose. Ihny requests cam frog China ona other conntries for aa23ission of foreign stnaents. In vien of the co~:?lete organizations of the Universi";, rith all its colleges, the 2olicp 05 zencinz Filipino stnz- ento 50 5lm Unl5od Stctos in large nmbers for nnLer- padnsfe ~orZz, ms ili~~~ntb~ed.Only asanate stnde2ts ncr2 zcl:'; $9 ';:.-c CnitoO States an:'. Saro3e ?or ho;rzarsr c.1,'Ii'; ion01 stntG. 3e profession o_"~uzeing beca3 es- t3b:is'r_~a mhoa the Phili~7i~eGenarsl Eoszital opnea a nlr-sox' J.brai~rir=z scllool, lmm:er t5e i-iiiste coxtrbl 0: t:lc YJ~SC, rho too!: over the training of stnile~ts supporba bz $:lo covornn?nt, both Zen and noasn, b- otructca ~TJ teacllcrs of 3ie Univorsi$y facnltp* P.0: art of t1.r In5cr Lor DegnrCxnt , 1P07, 206 nrrogicol health and maicim nere given sl3ccial atten- tion. D~lllg1919 provision nas mde for the services of one school nmse for each of the rrovinces in ad- di+ion to tho services of the regular provincial and nunicipal nurses rho aork in the school. Tile quest ion of furnishing pr opcr an?- permanent acconodstions for school shilclren continued to Ce~md serious attention of the Bureau of Zducation. Build- ings cut u_n by Bmricans are of ko kinds: Those built of stone or concrete, hara ~oodand iron roofing anrl those bnilt of light material, frame cith nipa roof and sides, with floors of banboo. !Fzenty-five or thlrty buildFr_~sbsve been put UT, in nunici~alitLes oac3 par. .The hunm-reaners build of light nzterial. ,':oat o5t:le la';';m Tere in ?art, erecfed through 3nns conin5 Zron tl~eiiistribution of rice yurc'mse-: n ith co1:yes~yiom2relief?unr?s and tnrned over th $l?e 3mesn of =ducation for buil2ing school 'no uses. Cor,s";ruc*ion, nilich iz alnayo a alo7.r zrocess Fn $3~ishIILs, 7'73s peat- 17 rct=rr:led by t3e &Yficult~ of seclriq sites n ith ro~intcredtitlee. In aU, t;?o tiiousanil six himlrei! ninety-c iy IruildLygr. :love been erectee s L~cetbe crantion of tilo 3~wcnuof Sdncstion. ??G:\O~$ of '7~r30_nt. 1905, 2-26 39 !i!lIm?!P ~~LLIOlTPESO ACT One of outstanding features auring 1919 naa the passage of the Thirty liillion-Peso ~ctnhich Alrovided735,000 pesos for primary sc'nool nm4, allo~edthe opening oP one hundred thirtr-sk nen ?Ti- nary schools snd the eqlomnt of tno thousand nine- hunlreil skty-tll;ree sdditional elementary teachers, IIL=i:!BL S CiI00B Plans have been rade to open a sci~oolnhere the 2-roblcm-2roject zlletllod of teaching an2 the socialize$ rscitatlons are to >e instituted n&er specially trained teach9rs. Problem and plans Tor t'ne pablic schools nil1 be rrozlred out in this school, before be bg incor- >or2tc,l in t:?c pnersl course of stnQ. cc::s55 I01 3 ~7-20 2stablir'mz::t 02 t:le 3urea L: o"auc3t ion tsc::t:- ye?rs sp, r ycat ~nblicscZlool s>ter, 752~bee3 ?,avolo:?oa an3 xile 2crznent. Chis achieve:xot mas :yclo yr.3lblc on17 ';]rough yrsisten'; S*TUC;&~~SapinS5 0 I~CTSOO~~ZLJ; ions. 1% hcs been an un:.erstsr,;:ir,~ of inco~yrablcmpitn,'.~ for the kChi?c lago -L+h iss L.nonty-onc I:* p it0 tribes , its sieeen haone sion tribes and 1%-forty-oovon :313y tribes, dil*f~rb~~qeat~ 205 no only in de€Tee of civilization but in language, aisposition, castons, snit lam presented many aiff iculties to the es- tablishnent and administration of a no rlern sc lent if ic school sgsteme The policy of nalzine; English the basis of all primny instruction has been thorouwy accoqlished. The school system today e,v=tends to the remotest barrios* It is organized ancl equipea for effective vurk and ready to carry out promptly and effectively the policies de- termined upon b;~the central off ice. In every line 05' school norlr substantial progress has been :~,ade. There has been ronarkable improvemnf in academic instruction throng;^ the use of general intelli- gence teste. !hrouf:l~the ~ublicschools the r~ercentage of illiteracp in the islands nas lonereti fron seventy >er CCE~L? 1905, 50 thir$;r -mr cent ;b 1919. '21.1~s2?ndortl of llvins hzs be;n pen5 ly moved tl.zonfh odncot ion b sanitot;ion, h~eiene,nursing, and in tl~o35u.Tp oftro~icolaiaeases. Ilortality hzs t:;lusr bl,on roducetl to 3 3inL.mn. ?kc countr:~ .ks pros2ere;i econor,icolu tq=ou~ilFnrinsJ;rial education, farsinr0 ECIZ r?n,nuol tr3Fnin~. Ehilirl?ine Unirorsity furnishes a centcr of IllzIlor lonrning "or thc For %st. Chine, Ja~on,India nxl iLustralis are requost entranoe of s'c~den'cseach roar . 7 dl A reneaed spirit of patriotism ni5h a senera1 gonth of enthusiasm in 3u2ils an;? school mn aliz~eis hvbg a great efzect upon the country, sochll~,economically and politic~lll~.The public school system, lon~thougkt of 3s an emerimnt and frequent17 ridiculed by those who did not unders'i;and its mission has proved here as in othr countries, the min hope of democracy. It is ass id.lating all sorts of individuals , living under aU. sorts of collilitions and converting then into good citizens. Tho edncatSona1 policy of the United States in dealing rri';h the Filipino people is aithout a parallel in history. acrein lic3 the hope of the Philip;3inese Democratic self- ~overn~n~ntis impossible until eaacation has fully ac- comlished its aork in =?.ring a self-reliant citizenship o3t;lc ,nounCcr pnerations t'orou~hthe public schools. Tl~cevnrliture of 51,sne and noney hzs been justified no2 onp fr0.r: tlle st3cd~oiatof e?ncatioo but 05 history 80 TIC^^. Sour ports 1901, 1902, 1905, 1804, 1905, 1906, 1907, 1908, 1911, 43 HOUSE DOCUI.~~~~~ 1902, Vol 2, 220-41 1908, Vole 8, 669-93 1909, Vole 9, 133-49 1910, Vole 10, 529-75 9 1912, Vole 12, 105-13 1914, Volm 14, 371-402; 405-511; 813-47 mte Document 1912 Vol. 12, 105 -13 ~ortsofthe Comnission of Education 1912, Vole 1, 42842 1919, Vole 7, 7-67 2orts of the Degartnent o3nterior. 1902, Vole 2, 2219-273 1908, Vole 1, 139-44 1911, V01m 1, 41-56 1912, Vol. 4, 26-36; 201-208 1913, Vol. 4, 12-15; 243430 , Seconhry roZerences. AtZrlnson, The Philigine Islcnds, 1-190 Porbos Lbaaa~,The l?hilipoi.ms, 203-18, 220, 519-20. &eer, fhe phili~~pheZpr?eri%nceS of an dneri- oan "eacilor, 97-167, 275-330 Latone, Vol. 25, 46-102 b30y, philil,?bo Life in ?om an5 Country, 2O2-46 44 ylilliam 9 Oa~s~eyof the Phil ipg ine C omission, 132,5 ;70rcester9 The Phili~pinesPast and Present, Vol. 2, 501-32 Perhiodicals P. i7. Atlrhson, Eaucation Problen, T'ne Atlantic Xonthly, 89;360; The Onf loolr 70: 832-9 ; The ITat ion, 75*1& D. Po Barrons, Education an4 Social Progress, Annals 30:69-82 Lo D. Baldwin, Industrial Eaacation in the Philip- pines, Iknual of Inauetrial Eaucst ion, 22: n 169-71 H. Pa Besttice, Amrican '2eachers and the Filipi- nos, ?he Ont10olc, 78: 419-26 P. 11. Beringer, P'ke Overland 42:520-1 3. 3. Sr~an,Zational 2aacs5ioml Associztion, 1902, 120-4 G. Cnll:ins, Cozen 3cIlools h t!le philizzines, The hde~ndent,52:1489-91 p . A. 30hpa?;, 2d~lcctional Eevien , 29: 259-47 J. J. =ston, I.S~ils2rnde Sciloo, ~IIB~Sof can Acaae~T0"oliticsl and Soolal Science, 53: 89-96 I 46 B. Shank, The Gunton, 24:406.14. 3'- Shepardeon, Philippine Mucation, University of Chicago Monthly, 4119-23 Stevens, Poetry and the Bilipinoe, The English Journal, 5:253.6 . H. G. Squier, ~0mlSchool a6 Manila, Harpers Yeekly, 45:724 W. H. Taft, American Education in the Philippines a Contrast to English and Dutch Colonial Policies, Eaucational Review, 29~264-85 E. Y. Wead, Training of a People, Independent, 7 5: 303-8 P. Whitmarsh, Education in the Philippines, htlook, 66:986-90 riale. Education in the Edlippines, School and Society, 10:134-5 American Teachers for the Philippines, School and Socf ety, 12: 645 Educ stional Firing Line, The Outlook, 812107-8 Attack8 on the Phili~pineEducational Systems School and Society, 12: 526-7 fie We Eduoating the Filipinos, H~er'e 49 t 836 - 47 First Fruits of Education of the Natives, Living Age, 268: 558 ~nduetrialEducation in the Philippines, Lad1 eet Home Journal, 30:64 Letter from the Secretary of War, The Catholic World, 75, 703-4 mmmlx School Divi ons W"&AV VI ndance Manila Alboy Antique BELtoon Batanes Aatonges Bohol Bulakan Cagayan Camarinee Cap1 zi Carl t s Cebu Central Luz Ilocoe Rort Ilocoe Sur Iloilo Ieabala L aguna Leyto School Divisions Annual Percent of Enrollment Attendance 1919 Mindoro M~s~B Mountain Nueva Ecija Nueva Vizc aya Occidental Negros Oriental Negros Pal awan Pampanga Pangaei non Rizal Romblon Samar Soraoqon Surigao Tarlac Tayabos Union Zambal c a ~onnril.sdhool Trada School Hauticel Sohool 647,320 89 btal Mindanao and Sulu Aguean BuW dnon Catabato Davao Lanao Sulu ZZhmboanga 681,588 88 total Agricultural School8 ha1 Value Enrollment Products 1919 Aborlan 1,27 5,23 Bunawan 2,412.45 Camarinee new Catarman 350.00 Central Luzon 46,706.26 Lagangilang 5,791,25 Lspak 107.00 Lumbatan 3,472,09 Mailog 7,790.35 Pampango new Piang 3,317.11 Trinidad 8,200.00 Union 79,421.54 total Settlement Farm Schools 1919 Annual Value of Enrollment Products Agueon Alboy Antique Bukidnon Catabato Davao Lanao Mountain PJueva Ecija nueva Viacaya Rizal 8w 92,848.87 total . A,PPrnIX Farm Schoole Schools Enrollment Value of Produc te Batao Batangae Bi1 ar Capiz Catanduanee Guinobatan Iba Indang Ieabela nuera Vilrreaya Odiongan Rombon San Carlos &nta Maria Tacloban APPENDIX E Induetrial Production of Schools lglg Output Mvi~ion~ Embroidery Lace Basketry Manila P 183.92 P 46.91 p 479.08 Abra 163.07 24.50 765.95 Albay 2,517.23 1,312.67 2,227,04 Antique 1,720.45 -I 1,127 .71 Bo taan 679.90 .- 996.23 Batanes -- 460.30 117.07 Batamgee Bohol 'Bulakan CW~Yon Capiz Carit e Iloooe Forte 526.34 898.33 3,021.25 Ilocae Bur 86,85 6.50 92,48 I10il0 1,821.85 -m 1,991.77 Iaabeln -- 311.51 73.65 Lwra Lcyts II'indoro Industrial Production of Schools 1919 Output Divisions Embroidery Lace Basketry lbountain Xueva Ecij a Xueva Vizcaya Occidantal Negroe Oriental ITegroa Palawan Pwanga Pangasinan Ri zal Romblon Sw f?ora o &an Surigaa Tarlsc Taynbaa Union Zambal a 8 PTonntsl OcCool mado School Agu aan Industrial Production of Schoole 1919 Output Divi elo ns Embroidery Lace Baeketry Bukidnon P -- p -, P I, Catabato ------Davao 71.61 .80 8 +lo Lanao -- (..- 53.55 Sulu .- .- 2.95 -I Zamboango -I 1>&??-