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At the present time all of the books used in the primary and intermediate grades, with the exception of music books and supplementary readers, have been prepared expressly for use in Philippine schools. In the high schools some of the texts have been prepared particularly for Philippine use.

The Philippine Craftsman, an industrial magazine published by the bureau of education, has had a very favorable reception. The first number appeared in July, 1912, and the magazine is now in the second volume. Its place in the public-school system is important. Through this medium is communicated to the field industrial notes and methods which it would be difficult to distribute to the entire field promptly without preparing special bulletins or texts.

The various publications of the bureau of education have received very favorable mention not only from educators in the United States, but from other parts of the world, particularly the oriental countries and dependencies, where conditions are similar to those found in the Philippines. It is therefore probable that the effects of the school work in the Philippines will later be reflected somewhat in the system evolved in surrounding countries.

EDUCATIONAL WORK AMONG THE NONCHRISTIAN PEOPLES.

The appropriations of the Philippine Commission have made possible the prosecution of school work among the peoples living within the so-called non-Christian Provinces of the Mountain Province, Nueva Vizcaya, and Agusan. Living outside the socalled non-Christian Provinces is a considerable number of nonChristians, among some of whom educational work has been done.

School work among the non-Christians living in Christian Provinces is carried on by means of direct allotments from the appropriation of the bureau of education and with such assistance as the Provinces. may give from the non-Christian inhabitant fund at their disposition. Educational work among the Tinguianes has been most successful from the start. The best known of the schools for these people is located at Lagangilang, Ilocos Sur, and the instruction is largely industrial in nature. Several attempts have been made to extend the public-school system to the Negritos. The results have not usually justified the expenditure.

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Service of American teachers.

The average number of years of service in the bureau of education on Dec. 31, 1913, was 5 years, 8 months, and 25 days.

Number arriving before Dec. 31, 1901, who are still in the service as teachers..
Number arriving before Dec. 31, 1901, still in the service of the bureau of edu-
cation other than as teachers...

Number arriving in the islands for the school year 1912-13.
Number arriving in the islands for the school year 1913–14..

5288

22

133

89

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Statement of total expenditures for school purposes during an average 12-month period, 1912-13-Insular, provincial, municipal, and miscellaneous. Municipal and provincial expenditures are for the calendar year; insular expenditures and voluntary contributions are for the fiscal year.

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Provincial expenditures for school purposes..
Municipal expenditures for school purposes..
Miscellaneous: Voluntary contributions for schools not counted
above...

Grand total..

Cost of education per capita of total population (census of 1903).....
Cost of education per pupil (based on average monthly enrollment)..

P183, 285. 63 2, 211, 091. 36

198, 544. 46

7,063, 792. 40

Graduates of insular schools who have entered work for which they studied.

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.94 21. 42

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per cent..
..do....

80

100

..do.... 90

4

8

47

8

Total.....

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FRANK RUSSELL WHITE.

By the death of Director Frank Russell White on August 17, 1913, the Philippine bureau of education particularly, and the Philippine government in general, suffered an irreparable loss.

Mr. White was one of the pioneers in the educational work of the Philippines. He was appointed a teacher on May 15, 1901, and arrived in Manila on the transport Sheridan on June 22, 1901. On October 1 of the same year he was promoted to the position of deputy superintendent of the Province of Tarlac, and on November 1, 1902, was made division superintendent of schools for Tarlac. He remained in this position until February 5, 1903, when he was transferred to the division superintendency of the Province of Antique. Before he took over the work of that division, however, he was brought into the general office of the bureau (Mar. 7, 1903) and appointed assistant to the general superintendent of education. On October 26, 1905, he became the second assistant director of education, and was appointed to direct the school work of the Philippines as director of education on December 1, 1909.

The record of the last 12 years of Mr. White's life forms an interesting and important chapter in the annals of the bureau of education and its work. To his conscientious efforts may be largely attributed the phenomenal growth and high efficiency of the school system of the Philippines. Few men associated with this Government have reflected greater credit upon their country.

CHAPTER XXIX.

EDUCATION IN CANADA.1

By ANNA TOLMAN SMITH,

Specialist in Foreign Educational Systems.

CONTENTS.-General activity-Salient particulars in the record of individual Provinces: Ontario, Quebec, New Brunswick, Nova Scotia, Prince Edward Island, the western Provinces-The bilingual question-Appropriation for agricultural education-Summarized statistics.

GENERAL ACTIVITY.

The current record of education in the Canadian Provinces shows a continuance of general efforts for the increase and improvement of elementary schools, and the rise of new activities. The latter have been stimulated by an appropriation of $10,000,000 from the consolidated revenue fund of Canada, to be paid out during the period of 10 years beginning with the year ending March 31, 1914. This fund is to aid farming industry by instruction in agriculture, including work to be carried on by veterinary colleges.

The report of the royal commission on industrial training and technical education, appointed in 1910, was not completed until the current year; the recommendations called for an annual appropriation of $3,000,000 for a period of 10 years to be paid into a Dominion development fund; 75 per cent of this is to go to the Provinces direct, on a per capita basis and the remaining 25 per cent to be retained for expenses through a central Dominion board. The fund is intended to aid all phases of industrial work, including agriculture, manufacturing, household science, etc. The commission advised also that a fund not less than $350,000 a year should be created for the encouragement of

handiwork, drawing, domestic science, etc., in elementary schools in the different Provinces. This large scheme, which was carefully worked out in detail by the commission, has been under advisement during the year.2

1 As in previous years, the chapters in this report dealing with education in foreign countries have been prepared under the general direction of the specialist in foreign educational systems from official reports and correspondence, and with the assistance of various collaborators, who are specified in connection with their several contributions.

The Report of the Commissioner of Education for 1913 brought the survey of education in foreign countries to the close of that year. On account of the European war, educational measures that were pending at the close of 1913, and plans formulated at the opening of the current year, have been deferred or suspended, and the interchange of information from official and private sources seriously interrupted. In respect therefore to the great nations involved in the conflict, the present survey covers only the seven months from January to August 1, 1914. In a measure, also, this is true of all other nations affected by this untoward event. The same cause has interfered with the usual course of events in the far eastern nations, but on account of their distance information obtained from them seldom relates to the current year.

2 For account of the commission, see Rept. of Commis. of Educ., for 1913, Vol. I, ch. 30, pp. 687–690.

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