chosen educational lights when he has attended a summer normal school of four weeks' duration. It is not the intention to speak slightingly of these vacation normals. The enthusiasm which they have aroused has been a prime factor in the success of the educational movement; but everything can not be claimed for them. Native teachers should be made to understand that they can not master the English language nor be thoroughly instructed in any subject about which they know nothing in ten weeks' time.

While it is believed that the high school should furnish four years of solid academic work, there is perhaps need of a compromise in the matter of curriculum. It is not a good policy at present to insist so strongly upon what is best for the Filipino student as to bar entirely what he considers desirable.

The attempt has been made to limit the membership of the classes in Spanish to those who have already had, upon their entrance into the school, some instruction in this language. It does not seem advisable to perpetuate the Spanish language by teaching it to children who know only their native dialect.

Many adult Filpinos, who have some command of Spanish, are anxious for their children to have the same advantage. If the high school does not provide for this some private school is always ready to do so, and the children of an influential class are thus removed from the influence of the public schools. As a matter of fact there is a far greater number of pupils in the high school who speak English than of those who speak Spanish. Furthermore, the English is spoken with a considerable degree of correctness, while the Spanish, in a great majority of cases, is not very far removed from the jargon. The extent of the use of correct Spanish by the provincial population of the Philippine Islands has been exaggerated beyond all semblance to the actual fact.

So far it has been possible to ignore without detriment the demand for instruction in Latin, and it is thought advisable to defer the introduction of this subject to the indefinite future.

The provincial high school has come to be very popular, and the estimation in which it is held by the native population is high. The idea of a secondary school appeals to the prejudices of the best class of Filipinos, and a great number of pupils who would not attend a pueblo school at all are eager to enter. The provincial board has been extremely liberal in appropriation and in every way gives full satisfaction. Since the establishment of the school, September 1, 1902, the expenditure for buildings, furniture, and the salary of one native teacher has amounted to more than $3,000 gold. For the quarter (July to September, 1903) the appropriation made is $1,000 gold.

In the course of the present school year plans for a new high school building will very probably be decided upon. The buildings at present used (three in number) are the best to be had at Lingayen, but it will not be long before additional room is needed. With a first-class new schoolhouse, modern in its equipment, commodious and ample in assembly and recitation rooms, there is no reason why the provincial high school can not be, as it should, the central institution in the present system of education.

GENERAL PROGRESS OF THE SCHOOLS.

There can be no doubt that the public schools are winning their way. Two years ago the Filipino people did not believe that the educational movement in these islands would be permanent. Time and again this statement was made by representative natives, but the belief no longer prevails. The natives everywhere in this section are coming to understand that the bureau of education is a fixture in the system of civil government and that it is maintained solely for the good of the Filipino people. With this realization has come, in nearly every pueblo, a complete cooperation with the American teacher. There are instances, to be sure, in which this is not true-instances in which the presidente, who by virtue of his position can in large measure make or mar the school, has not dilgently exerted himself in its behalf-but I know of no case in which this spirit has been an aggressive one. It invariably shows itself in the form of indifference (not unmixed with colossal laziness) to progress of any kind which demands a certain amount of energy.

Much, if not everything, depends upon the personal qualities of the American teacher. Occasionally one meets an American teacher who is constitutionally unable to adapt himself to the conditions prevailing in the average pueblo. He is incapable of dealing with the presidente and other important residents of the town, and generally ends his term of service, as he began it, without credit to himself or the department. Such a teacher lacks, first and foremost, discretion. He offends when a little tact and graciousness would win; he makes enemies who are in a position to do injury and who will not hesitate in making their influence felt. He is incapable

of assuming the responsibilities of his position, because he dislikes the work and the people, and finally does not care whether the school over which he is placed succeeds

or not.

It is believed that very few teachers of this kind are at present in the department. At the first opportunity they resigned. Many were summarily dismissed. Those who have remained are generally the ones who have succeeded and are succeeding In my judgment there is not at present one really inferior teacher in Pangasinan. The force has been winnowed, and, with very slight exception, those remaining are energetic, enthusiastic, reliable, and highly respected by the Filipinos. I am of the opinion that such teachers have not received full justice in the popular mind. It has been almost invariably the malcontent who has succeeded in advertising himself. He has said too much, has written too much, has talked nonsense, and neglected the one essential thing-the thing he was paid a salary for-his work.

The duties of an American teacher assigned to a pueblo are many and require continual and close attention. The most important is to grasp the whole situation and to assume the responsibility for the schools. He can not sit in the schoolroom and wait for things to adjust themselves. He must know the people, their customs, prejudices, and ways of looking at life. The high-class Filipino is polite and courteous; social amenities and agreeable personal qualities-external perhapscount much with him. He is opposed by nature to a blunt peremptory way of doing things and resents in silence an explosive outburst of energy, whether it be well meant or not. He prefers to take life easy, even though certain duties are not performed promptly and fully on the spot. No American teacher or other official can afford completely to ignore these prejudices. They are constitutional and in s measure must be recognized. The American teacher of tact and judgment will make a compromise. He will not assume an attitude of arrogant superiority verging upon contempt, but will endeavor to win his way by showing a spirit of tolerance. If he can not show some degree of sympathy, he need not go to the other extreme of utter scorn. The American teacher is really in the position of a superintendent, and as such he can not escape his duties if he would. A time comes when he must face the result of his past work, and there is no chance to avoid a reckoning. It is my opinion that the rank and file of the present American teaching force is worthy of all consideration. These men and women have proved themselves. Their work is no longer an experiment, and the friendly attitude and kindly spirit of the Filipinos everywhere toward the public schools are due in the main to the untiring efforts of the American teacher.

DIVISION OF RIZAL.

[Report of Division Superintendent B. G. BLEASDALE.]

From April to September, 1902, it was necessary for every municipality to provide money to fight cholera. Nearly all the crops were devastated and wholly destroyed. The industrial taxes in the towns of this province are small, with few exceptions. The town treasuries became depleted. The land taxes were not yet paid. As a consequence of these conditions of the town treasuries, the schools fared very poorly, so far as financial support was concerned. In many cases debts had been incurred by the municipalities and awaited the payment of the land taxes for liquidation. In some cases it was absolutely necessary for the towns to use some of their school funds accruing from the land tax for its cholera funds, as health regu lations demanded certain expenses to avoid the recurrence of cholera. Also, in some cases, towns borrowed school money to fight grasshoppers, having since been so poor that they can not repay. The grasshopper pest impoverished the people in food and money. Parents could not send their children to school under these trying conditions, even if they had been fully cognizant of the great benefits of the public schools. In some towns and barrios the schools were closed by the division superintendent because the native teachers, in the absence of the American teachers, were teaching religion, and so persisted to do, giving in most cases the excuse that the people wished such to be done. But later developments showed that the officials had more to do with this departure on the part of the native teacher than the reticent native teachers would at first acknowledge.

The number of American teachers allotted to this division during the year of 1901 and 1902 was the means of maintaining the public schools on a successful basis during the beginning months of the session of 1902 and 1903. On September 1, 1902, the teaching force of this province or division was: Native female teachers, 11; total salary, $300, local currency. Native male teachers, 30; total salary, $840, local currency. Total native paid service, 41; total salary, $1,140, local currency; and American

teachers, 29. There were no native teachers in 17 towns. American teachers used to great advantage the assistance of aspirantes, who worked diligently for months to help tide over the schools to a better time and to the time of the payment of land taxes, knowing that this was the purpose of the American influence in education in this province, and gloried in the efforts being put forth by the resident American teacher and themselves.

These aspirantes, whose services were accepted by the resident English teachers, were those who had shown in the Morong normal of April, 1902, ability in subjectmatter and some understanding in the principles of teaching. They, of course, expected to get some recognition for their services some time in the future, when they were better prepared for teaching and times were better. But the times are not better yet, and many of these teachers are still teaching for practice so long as work is satisfactory.

CENTRALIZATION OF THE PUBLIC SCHOOLS.

On October 1, 1902, the scarcity of municipal funds and the lack of proficient teachers, the misuse of barrio schools for teaching religion, the inability of towns to support both a good central school and barrio schools, influenced the educational authorities of Rizal Province to close objectionable barrio schools and establish a good central school in each town. This policy was put into effect after careful examination and inspection of all schools. No schools were stopped that filled the bill required by law. Barrio schools were left only in Malabon, Navotas, and Caloocan. Many of these schools closed later on account of the ladrone raids made in their vicinity and the concentration of the people of these barrios to a more secure position in their towns. The report of this division for the year 1902-3 will be mostly that of the central schools established and maintained during the year.

Much good has resulted from this move in the attendance, in the interest of the officials of the several towns, the people, and the teachers, both native and American. When more money can be appropriated for school purposes from general funds, barrio schools will be established where possible. In fact, barrio schools are very necessary for the purpose of reaching the children of the poorer classes.

SCHOOL FUND,

During the year 1902-3 the amount of money accruing from the one-fourth per cent of all land taxes amounted to a total of $50,000, local currency, of which sum approximately only $16,000, local currency, was collected, being nearly 30 per cent of all sums due. The very towns that needed this tax money to keep their schools running were the very towns that did not pay but a small portion of the tax; consequently their schools were taught by American teachers, assisted by unpaid native help, or were closed for the want of funds to run their schools. Again, it was impossible for these towns to appropriate money from their general funds, as such funds were depleted by appropriation to the cholera and grasshopper funds of the town. The present provincial treasurer is adjusting the work of the negligent ex-treasurer in assessed valuations. In many cases the valuations are being increased and in a few cases dropped. If the increases continue, there is a possibility of more money for schools, provided the tax is paid.

How these taxes can possibly be paid under the present depressed situation and condition of the people is more than any traveler of the province can determine. Nearly all the rice crops so far this year, 1903, have furnished food for grasshoppers. No successful crop has been seen. One day we pass a fine growth of rice or other product to return the next day to see it has been devoured and completely destroyed. One readily calculates the effect upon the people of this devastation and easily follows the effect through to schools maintained upon municipal funds.

Ending June 30, 1903, it is perfectly safe to say that the towns of this division had no funds available for school purposes. From June 1 to June 30 few native teachers accepted positions, as they well knew that their pay was very doubtful. Many of these teachers have taught for months without pay, and are now compelled to resort to other occupations to earn the money to buy their necessities of life and that of their families. Thirty native teachers returned to their positions. The other 40 native teachers are awaiting the improvement of the municipal treasuries, supposed to follow the present collection of land taxes.

This present land tax can not possibly be collected till the board of tax revision, now working on the revision of land assessment, completes its work. It is estimated that this work will take one month longer, after the date of this report, for completion.

UNION OF TOWNS.

Heretofore the government of the province of Rizal has consisted of 32 municipalities. It is fairly estimated that the union of towns, due to the new law governing the same, will reduce the number to 10 or 12. This movement on the part of the government is one of the best steps yet taken to simplify the operation of local governments in the different parts of this division. At the present writing complications in the organization of the local governments have multiplied so fast and so generally, due to the difficulty of establishing local governments of the present type and to the negligence of the ex-treasurer in the manipulation of the machine work of his office during eighteen months of his charge and to his almost entire neglect in directing the expenditure of municipal funds properly, that time only will remedy present conditions. The town officials really thought that outside supervision of any of their municipal affairs was an interference, even school matters. Some few towns were and are exceptions. The school fund has been misused in a number of instances, which the union of towns will remedy. The condition of towns is such in organization that it will take considerable work on the part of the provincial treasurer to undo grievous errors into which the present town officials have fallen and reorganize the municipalities along a line conformable to law and the good of all the people of the towns.

When the towns are united, it will be a matter of dealing with 10 or 12 towns instead of 32 towns, as at present, and with an entire new set of officials, who will be held to a more careful expenditure of the municipal funds. We feel that the schools will be improved and the funds necessary to maintain schools in the different munic ipalities will be available to establish better central schools and to extend the public schools to the barrios just as soon as the people recover from the effects of disease, grasshoppers, and ladronism. It will be well here to emphasize the fact that this recovery will not probably take place during the present year unless the grasshoppers take a notion to disappear and permit the raising of a good crop this season.

LADRONES.

Early in the opening months of the session of the schools of this division, October and November, 1902, ladrone bands began to operate in the distant parts of the province. So successful were they in their raids that eventually nearer towns were threatened and attacked. It was well said in January, 1903, that there was not a town in the province that had not been attacked or raided from 1 to 6 times. In November the safety of Americans and nonresident native teachers was feared, and the division superintendent was requested to recall all teachers from dangerous towns. This was done in several instances, and the American teachers either went to the States or were assigned to another division. In the dangerous towns the attendance dropped off till it was finally necessary to close the schools for the want of support. These schools were not again opened for any successful work, if at all. This ladrone influence was felt in school affairs till the close of the schools, on March 6, 1903.

WITHDRAWAL OF AMERICAN TEACHERS.

Towns left without an American teacher, from whatever cause, show clearly that schools in this division are not successful under the charge of a native teacher only. Several instances of this fact have occurred. Mariquina, under the charge of an American teacher, had an enrollment of 250, but when Mr. Gurley left the enrollment dropped to 20. Taguig had an enrollment of 70 under the charge of Mr. Du Hadway, but when he left the enrollment dropped to 15, though more native teachers were provided.

This influence of American teachers has been felt in 13 towns.

There are reasons

for the older pupils to drop out when the American teacher leaves the town. In all towns now the A class pupils of the school are advanced too far to receive instruction from the native teacher. When the native teacher attempts to conduct the A classes, his work is usually a failure. He lacks interest sufficient to hold the pupils in the school. It discourages him to think that his work is beyond him. He causes dissatisfaction in himself, in the town, in the school, and eventually the children drop off and school is finally closed for want of attendance.

This province has only 8 native teachers who can fill the bill in the schoolroom, required by law, without daily American supervision. It would be a good move if these 8 teachers could be put on insular pay sufficiently remunerative to induce them to go to the towns that are now suffering for the want of American teachers or good native teachers. These towns now must be satisfied with poor native home teachers,

or take none, for they are unable financially to pay the salary to induce efficient native teachers to go to their towns. The division is in need of more good native teachers, but it has no more sufficiently advanced to receive insular recognition.

To have reasonably good schools, the work of the past year indicates plainly that American influence in the schoolroom is necessary, or there must be a good native teacher in charge. It also shows that schools in the poor towns under the charge of poorly qualified native teachers, poorly paid, are schools in name only. The present demands that some means of putting the well-qualified native teacher in the poor town be provided. The towns can not do it. The writer is aware of the fact that some native teachers are to be appointed on insular pay. It is recommended here, in view of the present condition having continued through the past year and clearly indicates a good method to be pursued in improving the school for the coming year, in several towns, that at least 6 native teachers, men, be appointed, to proceed to towns that will not be improved by the union of such towns into municipalities. Only such native teachers who have demonstrated their ability in the schoolroom, in the summer normals of 1902 and 1903, and in working a town will be recommended. This view is held by many of the American teachers now stationed in this division. A letter along this line will be forwarded to the general office in a few days. Should it meet with approval on the part of the general superintendent, a greater good will be done for the schools of suffering towns than by the expenditure of an equal sum in securing American teachers. If these 6 teachers could be permanently engaged upon insular aid, one year of such engagement would help school affairs in this division till the people of these towns recover from their present depression caused by cholera, smallpox, and ladronism. During the past year no insular aid has been rendered in assisting native help to hold schools in any of the towns of Rizal. A time has come now when the best qualified native help is clamoring for remunerative salaries, or for recommendations to assist them in securing positions in Manila and other divisions. They do not feel that they can work longer on no pay. The withdrawal of American teachers is a serious move against the continuation of a public school in a town.

DAY SCHOOLS.

Day schools were held in 28 towns of this division during the past year. The 4 towns that did not have schools during the session, are so located, geographically, that the civil governor did not think it best to establish public schools in them under the charge of an American teacher, or a native teacher who would be a stranger in the town. No home ability could be engaged. Schools are not yet established in these distant towns, for the old reason-no money. In each of the towns having schools their success has varied with the amount of funds accruing from the land tax, other municipal expenses, the personal feeling of the town officials, especially on the part of the presidente, toward the public school, the willingness of the town council to appropriate means for school purposes from general funds, the prevalence of disease, and the ravages of ladrones and grasshoppers.

In working up a town American male teachers have had success generally, but it can not be so stated of the American female teacher. The attendance, when large, has in each case been due to the activity of the English teacher in the schoolroom, and especially in his relations, socially and otherwise, with the people of the town. Some instances of this question of attendance resulting from the influence of the male American teacher in the respective towns are: Mariquina, Mr. Gurley, 20 to 250; Binangonan, Mr. S. S. Carruthers, 200; San Mateo, 40 to 260; Morong, Mr. Eastman, 50 to 200; and Paranaque, Mr. W. F. Montavon, 50 to 300. Other instances have occurred. If the male teacher is changed for a female teacher, the attendance barely holds its own or begins to drop off. Instances of this have occurred in Binangonan, San Mateo, San Felipe Neri, San Juan del Monte, and Malabon. There are no cases of success in this division where the attendance has been worked through the efforts and ability of a resident female English teacher. Though the division has had women teachers enough from the first establishment of the schools in the different towns, the number of girls has averaged about one-fourth to one-fifth of the attendance. This proportion of girls to boys enrolled in the school was noted two years ago, when there was a strong appeal on the part of the officials and people of the towns for separate schools for boys and girls. In view of the difficulties in establishing schools in pursuance to this demand, for the want of money sufficient to defray necessary expenses, some towns were obliged to send girls and boys to the same school. Eventually other towns have either taken up the same plan voluntarily, or have been forced to do so by circumstances. During the year the plan of having mixed schools has been quite generally adopted. The proportion of attendance of boys and girls has not been materially changed. The change to mixed WAR 1903-VOL 7-51