In September, owing to the illness of the teacher in charge, there was no wood-working class. That widespread interest is taken in this school is shown by the number of provinces which furnish pupils to it. The distribution of pupils by provinces is as follows:

The average attendance of this school during the school year 1903-4 was 92 per cent. In June, 1904, it was 93 per cent; July, 1904, 93.2 per cent; August, 1904, 95.5 per cent; and in September, 1904, 96.1 per cent.

All students are required to take English and mathematics. Those students who elect the course in wood or iron working are obliged to take architectural and mechanical drawing. Excepting 6 students, who have elected to take a course in drawing and the mechanical branches, all students are obliged to take the machine-shop practice. The school has furnished 1 telegrapher to the Manila Observatory and 6 sergeants, 9 corporals, 10 first-class privates, and 13 secondclass privates to the Philippine Constabulary for service as telegraphers. It has also furnished 3 teachers of drawing to the Manila schools, 1 assistant teacher of drawing to the trade school, 1 draftsman to the coast and geodetic survey, and 1 draftsman to an architect engaged in private business in Manila.

Three lathes, 2 of which are engine lathes, 1 shaper, 1 milling machine, 1 upright drill, 1 sensitive drill, 1 cutter and reamer grinder, 1 twist-drill grinder, 1 wet-tool grinder, and a good assortment of hand tools for those taking the course in mechanics have been added to the iron-working equipment. One surface planing machine, 1 circular sawing machine, 1 band sawing machine, 1 pattern-maker's lathe, 6 wood-turning lathes, with necessary chisels and gouges, 1 power grindstone, and an assortment of bench tools and wood-carving tools, sufficient for a class of 24, have been added to the equipment of the wood-working department. Power for the various machines is furnished by two kerosene engines, respectively, of 6 and 8 horsepower.

The city of Manila has recently appropriated the sum of 50,000 pesos, or $25,000 United States currency, for the erection of a building for the use of the Trade School. The building will be located in the Santa Cruz district, near the center of the Filipino population and on the line of the new electric railway. The site has an area of 7,787.50 square meters and will give ample room for future development and growth.

THE PHILIPPINE NAUTICAL SCHOOL.

The Philippine Nautical School was established in 1839 by the board of commerce, and, as its name implies, its purpose is to give

theoretical and practical instruction in navigation. The original home of the institution was destroyed by the earthquake of 1863, and since that time the school has suffered three changes of location. Its present location is at No. 97 Calle Santa Elena, district of Binondo, in the city of Manila. With the change of sovereignty the school passed to American hands, and Lieutenant-Commander Coltman, Lieutenant Cooper, Lieutenant Townley, and Lieutenant-Commander Knapp, of the United States Navy, were successively placed in charge. Under the administration of Lieutenant-Commander Knapp English textbooks and American methods of instruction were introduced, and the school reached a very high degree of excellence. When Commander Knapp was relieved from duty in the Orient by the Navy Department, Lieutenant-Commander Glennon was detailed for duty as superintendent of the school and rendered excellent service until November 1, 1902, when he was relieved from duty. Since his relief the bureau of education has been unable to secure the services of a naval officer as superintendent. From 1903 until the end of the last school year the assistant superintendent was in charge of the school and carried on the work of theoretical instruction along the lines prescribed by his predecessors. At the beginning of the present school year Mr. C. L. Jenkins was placed in charge of the school.

The school is well equipped with nautical instruments, and has a good telescope, tellurians, celestial and terrestrial globes, maps, charts, and other supplies. It is poorly housed, however, and as soon as insular finances permit a vessel of sufficient size should be secured as a home for the school and for the purpose of giving the students practical instruction in seamanship. The course prescribed is four years, and is as follows:

First year: Arithmetic, algebra, plane geometry, geography, English, and seamanship.

Second year: Algebra, plane and solid geometry, plane trigonometry, physics, geography, drawing, English, and seamanship.

Third year: Spherical trigonometry, physics, electricity and magnetism, physiology and hygiene, astronomy, navigation and nautical astronomy, seamanship, and English.

Fourth year: Chemistry, Philippine and United States history, navigation and nautical astronomy, English, and seamanship.

To secure the proper physical development of the pupils, setting-up exercises, infantry and seamanship drills, fencing and singlestick are prescribed, and boxing, football, and baseball encouraged. The students display great proficiency in mathematics, and evince a very commendable interest in their chosen specialty. The school enrollment is 121 and the average attendance 115, or 95 per cent of the enrollment.

SCHOOLS IN THE MORO PROVINCE.

Public instruction in the Moro Province presented problems so radically and essentially different from those of other parts of the archipelago that the province was left almost educationally independent by the act providing for its organization and government. The act provides for the appointment of a superintendent of schools and confers upon him, not only all the powers of a division superintendent, but also many of those exercised by the general superintendent under the

plan of organization prescribed for other provinces. It is the duty of the superintendent of the Moro Province to establish schools in the various municipalities, rancherias, and townships of the province whenever practicable; to define school districts and provide for them principal teachers; to appoint native teachers; to fix the salaries of American and native teachers; to prescribe a curriculum for primary, industrial, and secondary schools; to select school sites and supervise the construction of school buildings thereon, and to exercise general supervision over school work in the province. He is only dependent on the bureau of education to the extent that American teachers must be appointed by the general superintendent, and that he must make a report of his administration to the last-named official in January and July of each year. In a word, the superintendent of schools for the Moro Province was given a free hand, and such a course was necessary in view of the social conditions in his jurisdiction and the character of the people with whom he had to deal. The population is made up of Christians, Mohammedans, and pagans, and none of them is particularly predisposed in favor of the public schools. The parochial school, under the able and beneficent management of the Jesuit order, attracts and holds the Christian; the Moro regards the public school with suspicion and hesitates whether to accept or reject it; the pagan is satisfied with the geography of his haunts and his own crude methods of addition, subtraction, and division. What schools should be established, how they should be conducted, and what class of information should be imparted by them has therefore been left to the judgment of the local authority best fitted to solve the problems presented by local conditions. Notwithstanding the difficulties of the situation, 52 schools are now in operation in the Moro Province, 10 of which were established during the last school year. Fifteen American and 54 native teachers are now on duty in the various schools and are making just such progress as might be expected under all the circumstances. Nine of the native teachers are Mohammedans. Within the past few months a secondary school has been established at Zamboanga. For some time to come the principal aim of this school will be the creation of a sufficient number of native teachers to supply the requirements of the province. The total enrollment of the 52 schools is 2,114, of which number 1,289 are boys and 825 are girls. One thousand seven hundred and sixty-four of the students enrolled are Christians, 240 are Mohammedans, and 110 pagan Bagobos. The whole cost of public instruction is borne by the province. For the nine months ending July 1, 1904, the legislative council appropriated #85,230.85 for educational purposes. Of this sum only P46,898.17 was expended, leaving a balance of 138,341.68 unexpended.

PAGAN SCHOOLS.

The lack of interest shown in schools by the pagan tribes of the Moro Province does not exist among the pagan tribes of Luzon. The schools established for Igorrotes at Cervantes and Alilem, in LepantoBontoc, and at Baguio, Benguet, it is true, have met with only a fair degree of success, but that better results were not obtained is rather due to want of teachers and school accommodations than to want of interest among the Igorrotes.

The schools established among the pagan Tinguianes of Abra promise to be as successful as any of those established among Christian Filipinos. The Tinguianes are a gentle, kindly disposed, and industrious people. They dislike the Christian Ilocanos, who are their neighbors, but seldom, if ever, manifest their aversion by violence. They own large numbers of cattle and horses, and many of them are better off in worldly goods than the Ilocanos, who are disposed to regard them as their inferiors. Noting the establishment of schools in the bordering province of Ilocos Sur, they desired that similar advantages should be extended to them. Their petitions were disregarded at first, and they then had recourse to Mr. Commissioner Worcester, who had always taken a kindly interest in their affairs. Through his influence and representations, the bureau of education was induced to send American teachers to some of the Tinguian villages, and the results achieved have fully justified the experiment. There are at present 16 insular and 25 municipal teachers employed among the Tinguianes, and in September of this year the number of students enrolled was about 2,500. Some of the rancherias to which it was impossible to assign insular teachers have engaged native teachers on their own account and pay salaries in rice and chickens.

STUDENTS SENT TO THE UNITED STATES.

There are now in the United States 100 students who are receiving an education in various schools and colleges at the expense of the insular government. For special and detailed information as to these students, the course of studies which they are pursuing, and the progress made by them reference is made to the report of Mr. William Alexander Sutherland, who is in charge of such students, which report is annexed hereto, marked "Exhibit B," and made a part hereof.

For the fiscal year 1905 the Commission, by resolution dated February 26, 1904, authorized the sending of 40 additional Filipino students to the United States for a four years' course of instruction at the expense of the insular government. In accordance with the provisions of Act No. 854, an examination of candidates for appointment was duly held in the month of April. At this examination only 10 succeeded in passing. The 10 so The 10 so passing received their appointments in accordance with law, and were sent to the United States in charge of Mr. and Mrs. Swindell in the month of August. A second examination of candidates was held in September, and 24 of the candidates received the required percentage and will be sent to the United States as soon as they report at Manila and pass the necessary medical examination.

The table following shows the number of primary, intermediate, provincial, and technical schools, the number of schoolhouses, the number of American, insular, native, and municipal teachers in each province, and the population, school population, school enrollment, and school attendance of each province.