meetings have been held with exhibits of the work of the children, and these seem to have been enthusiastically received, the attendance often running as high as 50.

As stated above, the work has as one of its objects the training of young women to give kindergarten instruction in the provinces. The desire is to have a successful kindergarten established in each provincial capital, not only for value to the children attending, but also as an exhibit to the public of correct teaching principles, and as a feature of the training of the primary teacher.

SCHOOLS FOR PAGAN TRIBES.

In the preceding portion of the report figures relating to population, taxation, school attendance, etc., have embraced only the Christian population of the islands. Very little teaching has yet been done among the pagan tribes. These peoples are found in considerable numbers, yet it will be some time before anything more than tentative experiments for their education can be undertaken. There are a few wild inhabitants in Panay and Negros (the Bukitnon), and a similar but more numerous element in Misamis and Surigao. Eventually, of course, these people should have instruction at public expense and be assisted toward civilization. No schools have been started for the Mangyan, of Mindoro, but even the Christian towns of this island have received so little in the way of public instruction in the past that the work of the bureau in this province will probably be entirely devoted to them for some time to come. On the islands of Busuanga and Paragua there is a small, scattered pagan element, and in the south of Paragua a Mohammedan-Malay element. No schools have as yet been established for these people. The only practical plan in view is to secure a few bright representatives of each settlement or band and educate them at some provincial school to become instructors and leaders of their own people. In the province of Zambales one school has been established in the barrio of Botolan for Negrito children, the only effort being made at present to educate these little blacks. The experiment has not yet proceeded far enough to indicate anything. In northern Luzon, however, in the Cordillera Central, the pagan element is numerous and relatively very important. Here is the great stock of primitive Malayan tribes known as the Igorot. These people number something over 200,000, being most numerous in the old Spanish politico-comandancias of Bontoc, Quiangan, Lepanto, and Benguet, and in the province of Abra. Schools were established among the Igorot of Benguet three years ago, but there have been few results proportionate to the effort made. It is desirable, however, that a few young men in each of the strong and powerful towns which cover the steep mountain sides of the cordillera should receive the rudiments of an English education, and thereby be able to serve as interpreters and local officials among their own people. The Spanish system was to place an Ilocano with the title of "directorcillo" in each of these towns as soon as they were conquered or subdued. These officers, as representing Spanish authority, practically governed the towns. Their presence was and is distasteful to the Igorot, who are beginning to appreciate the advantages that would accrue to them through having members of their own tribe competent to represent the government. With this

object in view, training schools have been established for Igorot boys at Baguio, Benguet, Cervantes, Lepanto-Bontoc in Quiangan, at the site of the old Spanish cuartel and mission station, and at Alilem, Amburayan. These schools have not yet progressed very far. The one at Baguio is the oldest and most fully organized. Appropriation was made by the insular government for school buildings, and a central recitation building, with several other buildings for the accommodation of the boys, have been built. These buildings are, however, of poor type. Something over 100 boys were in attendance at this school last year. At Bontoc a school building has been erected and is now complete, costing P560.39 to the government. Some 60 boys have received profitable instruction at this school in the past year. At Cervantes a site has been chosen and a preliminary appropriation of P4,000 made by the government. At Quiangan, which is the very heart of the head-hunting region, occupied by a fierce but industrious people numbering altogether about 40,000, very interesting work has been begun under a teacher of large experience in Indian schools in the United States. School gardening and elementary tool work have been started here. An appropriation is needed for the construction of buildings.

A provisional course of study covering about four years has been outlined for these Igorot schools. It provides for instruction in the English language to a point where a child can speak, read, and write it readily, for elementary arithmetic; for enough geography to give the child an idea of the world existing outside of his own wild mountains, and some study of the plant and animal life of his own mountain region. Industrial work is planned to cover agriculture, elementary carpentry work, and elementary iron work. In a few Igorot towns skillful iron work is done by the people. This industry being altogether localized, the hammers and anvils are of stone and the bellows are of the rude cylindrical style common throughout Malaysia. Yet with these tools the Igorot produces very carefully made bolos, axes, and spears. He is naturally interested in improving his iron work and the tools with which he conducts it, and there promises to be no difficulty in securing a large attendance of boys for this kind of instruction. In iron work, as well as in carpentry, the instruction will be simple in character and limited to teaching dexterity in the use of a few useful American tools. On the other hand, the teaching of agriculture must be advanced and scientific in character. The Igorot is already the best and practically the only scientific agriculturist in the Philippines. At enormous labor, extending over many generations, these mountain people have built up astounding terraces covering the mountains mile after mile. These terraces are usually under irrigation. They are carefully fertilized and tended. The crops are camotes, rice, tobacco, taro, several vegetables, and cotton. His agriculture can, however, be benefited by the introduction of improved seeds, by the destruction of noxious insects, and by making more general the cultivation of certain products which are now localized.

For the girls, industrial work will center around the teaching of spinning and weaving. As stated above, cotton is raised, but only in a few localities. Most of the cloths which circulate among these wild people are obtained from the Ilocano population of the valleys. They bring very high prices. In some localities the Igorot do beautiful spin

ning and weaving, but on a very limited scale. The plan is to introduce the large family loom of the Ilocano, thereby affording an industry for the women that will relieve them from agricultural toil and be of benefit to the people. An appropriation of 3,000 was made by the Commission for the establishment of a school for girls at Bua, Benguet, where, in addition to English and housekeeping, this improved way of spinning and weaving cotton will be taught.

SCHOOLS IN THE MORO PROVINCE.

Since the organization of the Moro Province under special form of government in September, 1903, the schools of southern Mindanao and the Sulu Archipelago have been administered separately from this bureau. The school superintendent for this region is one of the five members of the provincial council.

The school problem presented here is an exceedingly difficult one. The population is of three kinds: A small Christian population which followed the Spanish soldiers and missionaries into southern Mindanao and formed settlements in the vicinity of the Spanish forts; the Mohammedan population, which comprises the large majority of the inhabitants, and the pagan tribes living in the hilly interior of the mainland of Mindanao. By none of these three classes are public schools thoroughly welcomed. The Christian population is devotedly attached to their own parochial schools, which are supervised by Jesuit missionaries who have returned to their parishes. The Moros retain all the conservatism of the Mohammedan devotee everywhere, and have been unable to decide whether the American is to be accepted or resisted. The pagan tribes are in a state of barbarism in which it is impossible for them to understand the reason or advantages of schools.

In spite of these difficulties, public education, especially in the last year, has made encouraging progress in this part of the archipelago. The organization of the government of the Moro Province led to a marked change in the management of the public schools. Their administration was centralized and sufficient funds secured for their support. By Act No. 1, of the Moro legislative council, all schools of the Moro region were made provincial institutions. During the past year 52 such schools were in operation, 10 of which had been newly established. The majority of these are among the Christian tribes and attended for the most part only by Christians, but there are 7 which are attended by Moros and 2 by pagan Bagobos in the gulf of Davao. There are on duty in this province 15 American teachers and 54 native teachers, 9 of whom are Mohammedans. These are all paid from provincial funds. The total enrollment of these 52 schools was 2,114, of whom the boys numbered 1,289 and the girls 825. About 240 of these pupils were Moros, 110 Bagobos, and the balance of Christian parantage.

A four years' course of primary instruction has been put into effect by the school superintendent of the province. It covers much the same ground as the primary course prescribed by this office for the archipelago. The study of English has had foremost attention, but the Moro Province, unlike other parts of the archipelago, requires some attention paid to the native languages. The Christian population of southern Mindanao, and especially that of Zamboanga, speak

a corrupt Spanish, the native dialects having disappeared. The Moros speak a number of different dialects, nearly all of which have been reduced to writing by means of Arabic characters. The number of Moros who can read and write in the native character is estimated by the superintendent of schools as 8 per cent, 4 per cent among the Sulus, less than 2 per cent among the Samals.

A very successful vacation institute was held in Zamboanga for four weeks during the month of April. The total attendance was 88. A secondary school at Zamboanga has also been established within the last few months. Its aim is to train young men and women for the government service, and especially for the vocation of teaching. Special efforts are being made to secure the attendance at this school of young Mohammedan Malays.

The Moro Province appropriated P85,230.85 for educational purposes for the nine months ending July, 1904, and the expenditures were P46,898.17, leaving an unexpended balance of P38,341.68. As the Moro and pagan districts become organized and conditions become thoroughly peaceful there promises to be a greater demand for schools. At least ten new schools, it is expected, will be established in the near future.

THE WORK OF THE OFFICE OF THE GENERAL SUPERINTENDENT.

The office of the general superintendent is at present organized in the following divisions:

The assistant to the general superintendent, with 2 stenographers.

The division of records, with 1 record clerk and 6 clerks.

The division of statistics, with 1 head, 1 stenographer, and 1 clerk.

The disbursing division, with disbursing officer, and 4 clerks.

The property division, with the property clerk, 1 stenographer, and 4 clerks.

In addition there is a special-order clerk, with one assistant, an architectural draftsman, with 1 assistant, and the stenographer to the general superintendent, who report directly to the general superintendent. This makes a total force of 29, 21 of whom are Americans and 8 Filipinos.

The work of this force during the past year has been exceedingly heavy. The closer organization effected between the general office and the offices of the division superintendents; the very large amount of correspondence carried on with teachers; the heavy correspondence incident to the passing of the teaching force under the civil-service regulations; the radical changes which have been made in the character of the teachers' work, in the courses of instruction, in plans for school buildings, etc., have increased the amount of correspondence 520 per cent over the previous fiscal year. This fact may be evidenced in another way by stating that the files in the record division from the organization of the bureau to July, 1903, fill 37 cases, while for the year July 1, 1903, to July 1, 1904, they fill 90 cases. The number of original communications in the office has averaged, since the 1st of July of the present year, 105 per day, besides an average of 20 indorsements and 15 telegrams. In addition to this, the record system has been entirely changed to correspond with that used by the office of the executive secretary for the Philippine Archipelago. Every communication is now cross-referenced with an average of four index cards.

This increase in the office work has been accomplished, although with great difficulty, with the addition, previous to July 1, of only one

American clerk. In the appropriation bill for the current year two American clerks were dispensed with and six additional Filipino clerks provided for, with the slight reduction of the total amount appropriated for the general superintendent's office over the appropriation of last year. The work continues to be, however, too heavy. Every employee in the office each month reports an overtime service, which in several cases has exceeded sixty hours in a single month.

Moreover the necessary absence of the general superintendent in the field a considerable proportion of the time urgently demands the appointment of a deputy general superintendent. The position of assistant to the general superintendent, most excellently filled though this position has been during the past year, comprises also that of a chief clerk, with general charge of the office. What is needed is the creation of the position of a deputy general superintendent, who can, in a large degree, share with the general superintendent the very important work of school inspection in the provinces, and who, by reason of qualifications and emolument, will command the respect and consideration of the very able force of division superintendents. The routine work, despite the repeated efforts that have been made to effect a change, continues to fall far too heavily upon the general superintendent. The school conditions throughout the islands demand constant and careful personal attention, which the general superintendent is, to a large extent, unable to give under the present organization of work. The matter of visits by the general superintendent or a representative is of extreme importance. Since September, 1903, the general superintendent has visited the schools in 26 provinces, but there still remain in the archipelago 8 provinces which have never received a visit from a general superintendent. It has been impossible to visit them the past year. As a result, this office finds itself imperfectly informed and somewhat out of touch with the school work in these divisions, and unable to assist as intelligently and wisely as is to be desired. There are 40 provinces in the archipelago. Each of these should receive at least one annual visit by a general superintendent or his representative. Considering the traveling conditions, a week to a province is not too much to allow, and even this permits the visiting of only a limited number of towns. Forty weeks is, however, the entire school year. It is manifest that, if the general superintendent is to visit each province each year, there is no time left him for the conduct of other business.

THE DIVISION SUPERINTENDENTS.

The division superintendent holds the pivotal position in the bureau of education. He is the immediate head of all school work conducted in his province or division. All teachers and principals report to him and are immediately subject to his direction. He appoints all municipal teachers. His recommendations are very largely considered in the promotion of American teachers and insular native teachers. He has under his immediate direction in some instances ⚫ as many as 50 American teachers and 200 Filipinos. He is the representative of the school work before the provincial board, and in eleven cases is a member of the provincial board, the governing body of the province. All correspondence from or to teachers passes through his office. He distributes school supplies, and is accountable for the