Reports show an enrollment of 1,339 pupils in these schools. It is expected that the extension work will continue as rapidly as the necessary financial assistance can be secured until there is at least one farm school in each province.

THE CORN CAMPAIGN.

During the school year 1912-13 the Philippine bureau of education conducted a corn campaign which directly aimed to encourage the people in the growing of corn, by teaching them how to use it, and especially by furnishing them recipes for the many good, wholesome things which can be made economically from it. Over 43,500 boys are enrolled in the present campaign.

A corn display was made in Manila at the 1913 carnival as a part of the bureau of education exhibit. The prize-winning ears of corn in each provincial contest were submitted, and from these the insular winners were chosen. This was the first corn exhibit held in the Orient. Besides the display of corn, various dishes made from corn were served; hand corn mills and other improved machinery were shown, and posters and placards giving facts relating to the work were in evidence.

TEACHERS.

When American teachers were first employed for the Philippine service, the idea of the authorities seemed to be that they would be teachers of English in schools taught and managed by Filipinos. The American teacher was to have a classroom to which pupils would come at stated periods for instruction in English. It was found, however, that there was no adequate supply of native teachers qualified to handle instruction either in English or Spanish, and as a result American teachers were compelled to assume charge of the school and begin the instruction of young Filipino men and women ambitious to become teachers. As soon as a small number of these teachers was developed they were sent out to teach, and the supervising system was gradually evolved. At first all supervising teachers were Americans, but gradually the best-qualified Filipinos were assigned as supervising teachers, and the number has been constantly increased.

It has been the policy of the Philippine bureau of education to lay an increasing amount of responsibility upon the Filipino teacher. As a result, where five years ago there were 70 Filipino and 390 American supervising teachers, there are to-day 124 Filipino supervising teachers and 185 American. Moreover, there are a number of Filipinos assigned to work which is at least equal in importance and responsibility to that of the supervising teachers. There are now 29 Filipino provincial industrial supervisors, and this number will be constantly increased. There are at present 120 intermediate schools

with Filipino principals. Five years ago there were 208 Filipino and 366 American teachers engaged in intermediate instruction; at the present time there are 430 Filipinos and 148 Americans. Primary instruction, except in a very few classes where special work is carried on, is entirely in the hands of Filipinos.

INSULAR SCHOOLS.

The School of Household Industries.-The establishment of the School of Household Industries was made possible by an appropriation of $50,000 under the provisions of Act 2110. The purpose of this school is to train adult women in lace making and embroidery, with a view to their returning to their respective towns to form industrial centers for carrying out these industries. The course of study covers a period of eight months, and to date 250 have been graduated from the school.

The Philippine School of Arts and Trades.-Work on the plans for the new building for the Philippine School of Arts and Trades is nearing completion. Until the buildings are ready for occupancy, little expansion can be made in the work of this school. It is impossible at present to accommodate the applicants for admission. During one month the attendance was over 600.

The Philippine School of Commerce.-The work of the Philippine School of Commerce continues to progress satisfactorily. During the month of December 308 pupils were in attendance. In the commercial night school conducted for the accommodation of young men and women who are employed during the day there were enrolled for the month of December 249 pupils. For administrative purposes this school is under the direction of the superintendent of city schools. It is supported from insular funds.

The Central Luzon Agricultural School.-The Central Luzon Agricultural School, an insular school located at Munoz, Nueva Ecija, has made very marked progress during the last six months. On a reservation comprising 657 hectares has been built up an institution which promises to become the model for future work. It is not only a school, but an industrial community, where every opportunity is given to the pupils to participate in the practical problems of everyday life. Field and garden crops are grown, buildings, roads, irrigation and drainage systems are constructed, and the affairs of the school are so arranged as to approximate conditions which will be encountered when the pupils take up their life work as citizens of the country.

The Nautical School. The oldest educational institution to come under the supervision of the Philippine bureau of education was the Philippine Nautical School, which was first established in Manila in 1839. It was continued under the American régime until 1907.

The school was finally closed owing to dissatisfaction arising from its indefinite status and the uncertainty of appropriations for its support. Since the closing of this school there has been from time to time a demand for its reestablishment. Accordingly, on the recommendation of the shipowners' association, the secretary of public instruction instructed the director of education, in the latter part of 1912, to open a nautical class in connection with the Philippine School of Arts and Trades.

OTHER EDUCATIONAL ACTIVITIES.

The public schools as a civic factor.-Public schools have made a notable contribution to the body politic of the islands. Probably of the 240,000 voters of the present time not more than 99,000 are qualified as electors because of education. Of this number there is a considerable percentage that claims an education in English as meeting the requirements. During the school year 1912-13 the primary course was completed by 10,938 boys and 4,102 girls. As soon as these boys are of age, they should be qualified as voters, and this number is bound to increase very rapidly from year to year. Civico-educational lectures.-Act 1829 provided that the director of education should make arrangements to have municipal teachers throughout the islands deliver annual series of civico-educational lectures. Accordingly, lectures have been given on the rights and duties of citizens, the prevention of diseases, rice, coconuts, corn, the housing of the public schools, and coconut beetles. Generally these lectures are given in connection with some musical or literary entertainment, which serves to attract the people of the community. In addition to the lectures by teachers, lectures are often delivered on subjects of interest by leading citizens of the community. During the school year 1912-13 it is estimated that a half million people heard one or more of these lectures.

The Philippine Bureau of Education as a publicity medium.-It was early recognized by the authorities of the government that the bureau of education was in a position to circulate useful information among the people on any subject of importance. The Philippine bureau of education, as an agent for the bureau of lands, has disseminated information relative to the homestead laws. It has assisted the bureau of posts in familiarizing the people generally with the organization and benefits of the postal savings bank. It has assisted the bureau of public works in teaching the value and importance of good roads, and at various times, acting under the direction of superior authority, it has taught in the public schools facts that should be generally known to the people of the country. The disposition of the Filipino people to give attention to the lessons learned by their children in school has made it comparatively easy for the bureau of education to do the work successfully.

The athletic program of the bureau of education.-The athletic program of the bureau of education has been most effective. Attention has been given not only to specialized forms of athletics, in which only a small percentage can take part to advantage, but also to a system of group games in which every normal boy and girl can without difficulty take part. It is believed that at the present time fully 80 per cent of all the pupils enrolled are receiving instruction in athletics and physical training in one way or another. The influence of this campaign has extended far beyond the public schools, and one rarely finds a back lot not filled with children playing games which they have learned directly or indirectly from the public schools. Filipinos have become generally devoted to wholesome sport. There is a noticeable physical development on every hand, and the moral influence of clean, healthy sports is to be seen everywhere. The rank and file of the people follow these sports with the greatest interest and enthusiasm, and this desire to excel in play is extending itself day by day to other local interests. Village improvement societies and instruction in civics.-The Philippine bureau of education has since its organization given particular attention to instruction in the rights and duties of citizens of the Philippine Islands. A fairly satisfactory text has been secured for use in the intermediate grades, and outlines have been prepared covering the work in civics in the primary grades. At the beginning of the school year 1913-14 a very definite outline on this subject was issued for distribution to all the schools of the islands. The organization of village improvement societies in the various schools has been encouraged for a number of years. These societies. discuss many questions of local interest, including roads, sanitation, drainage, public buildings, etc.

THE EXTENT OF ENGLISH SPEECH IN THE PHILIPPINES.

It is difficult to estimate with any degree of exactness the amount of English spoken in the Philippines. It is safe to say, however, that the knowledge of English is far more general than the knowledge of Spanish.

Reference to the reports of the director of civil service shows that 7,755 applicants took examinations in English and 954 in Spanish during the fiscal year ending July 1, 1913. Of those taking the examinations in English 23 per cent passed, and of those taking the examination in Spanish 19 per cent qualified. Five years ago the number taking the examination in English was 4,223, and in Spanish 1,975, while in the year ending July 1, 1904, 2,443 were examined in English and 3,011 in Spanish. The Spanish applicants are in most cases men either educated in private schools or educated prior to the American occupation, whereas those examined in English are almost entirely the product of the public schools.

CONSTRUCTION OF SCHOOL BUILDINGS, ACQUISITION OF SITES, ETC.

The authorities of the Philippine bureau of education were compelled to give early attention to the question of housing public schools. The schools inherited from the Spanish régime a number of old school buildings of medieval type.

A few special plans were made and school buildings constructed, but progress was not satisfactory until 1909, when Act No. 1914 was passed. This act provided that the preparation and approval of plans for buildings to be constructed under the terms of the Gabaldon Act should be under the direction of the secretary of public instruction. The secretary of public instruction immediately authorized the formation of a buildings division in the bureau of education and the preparation of plans for buildings which could be constructed with the limited funds at the command of the government. With the advice and assistance of the consulting architect this division prepared plans for standard one-story school buildings of reinforced concrete, with iron roofs, and timber of satisfactory grade. A series of plans were made providing for buildings of from 1 to 20 rooms. These plans were so framed that the construction of additional rooms is possible without destroying the symmetry of the building. During 1910 these plans were perfected, and arrangements were made for the construction of a large number of buildings.

Since that time the progress in construction of permanent buildings has been very encouraging. There has been a demand from every quarter for insular assistance, and the number of buildings has been limited only by the amount of money at the disposition of this bureau.

Since the passage of the Gabaldon Act in 1907, permanent concrete school buildings to the number of 306 have been erected, containing 780 rooms; 26 were constructed during the six months ending December 31, 1913. There are at present in possession of the various branches of the government 618 permanent school buildings, representing 3,252 rooms.

There are now in possession of the Philippine bureau of education, all in usable condition, 26 trade school and manual training buildings of permanent type, 22 provincial high schools, and 3 dormitories for girls.

TEXTBOOKS AND PUBLICATIONS.

When the schools were opened after the American occupation of the Philippines the English textbooks which were particularly adapted to school work in the United States were found unsuitable for use in this country. It was therefore necessary to give early attention to the preparation of textbooks adapted to use in the Philippines.