10 (a). Special schools.-Schools of elementary or secondary grade which (1) educate for some special trade, business, or occupation (e. g., commercial colleges, art schools); or (2) educate some special class of persons (e. g., deaf-mutes, juvenile delinquents).

10 (b). Evening schools.—A class of special schools, generally public and located at the centers of population, designed to give evening instruction in elementary and sometimes in secondary branches, general and technical, to persons whose occupation, age, or both, prevent them from attending the day schools. A special feature of evening schools in some cities of the United States is the instruction of foreigners in the English language.

Eng. Evening schools.

Ger. Abendschulen, Fortbildungsschulen.

Fr.
It.

Classes d'adultes. (Held in the evening or on Sunday.)
Scuole serali.

Port. Escholas nocturnos, or aulas nocturnos.

10 (c). Evening high schools. Continuation schools.-A class of evening schools designed more particularly to give some degree of secondary education to youths who are obliged to go to work after finishing their elementary education in-the day schools.

Ger. Technische Fortbildungsschulen (evenings or Sundays).

Port. Escholas secundarias nocturnas.

11. Schoolhouse.-A building used for school purposes, one in which instruction is given. Eng. School building.

12. Number of sittings for study, excluding those used only for recitation purposes.

Eng. Accommodation, number of seats. Includes all scats, being total seating capacity.
Port. Lotação da eschola.

13. School property.-All property, real and personal, belonging to a school system (i. e., not hired or rented), and designed to be used for school purposes, including school sites and buildings, furniture, libraries, apparatus, etc.

14. Salary (or wages) of teachers.-The sum paid to teachers weekly, monthly, or annually, as compensation for their services. In computing the average monthly salaries of any group of teachers weekly and annual salaries must be reduced to a monthly basis.

15 (a). Revenue (school).--Money from any source received for school purposes.

15 (b). State (school) tax.—A uniform tax levied on all the property or polls of a State, the proceeds whereof is apportioned to the counties, towns, or school districts, generally according to school population or average attendance.

Eng. Rates.

Ger. Staats-Steuern.

15 (c). Local (school) taxes.—County, town, and school district taxes for school purposes.

15 (d). Revenue from permanent funds.-The interest on invested funds, including rent of school lands, if any.

16 (a). Expenditure (school).-Money expended for school purposes.

16 (b). Amount paid to teachers (for salaries), including salaries of superintendents.

16 (c). Other current expenditure in addition to amount paid to teachers; i. e., incidental or miscellaneous expenditure for the maintenance of the schools and care of school buildings, including, among other things, fuel, lighting, janitors, incidental repairs, free text-books if any, and stationery, cost of administration, rent of hired buildings, etc. Foreign countries do not conform to this classification, but the analogous foreign terms are as follows:

Eng. Miscellaneous expenditure.

Ger. Andere Ausgaben.

Fr. Dépenses diverses.

Port. Despezas da administração.

16 (d). Permanent expenditure.-Expenditure for school buildings (including permanent repairs). grounds, furniture, libraries, and lasting apparatus.

17. Permanent funds.-Value of funds and other property yielding an annual revenue for school purposes.

22. Average number belonging to a school, or system of schools, includes temporary absentees. Pupils absent for sickness or other cause, but with intention of returning to school, are considered as "belonging." This number differs from the number "enrolled" (see 2), inasmuch as the latter contains all different pupils who have attended at any time during the year, some of whom may have been dropped from the roll of those belonging," on account of death, removal from the district, protracted sickness, entrance on business, etc.

25. Normal school.-A school designed for the professional training of persons intending to become teachers, usually maintained by a State or city.

27. Certificate; license (to teach).-A formal testimony of ability to teach, or permission to teach, awarded as the result of satisfactory examination before an examining board, or after having successfully completed a certain prescribed course of study, or given other evidence of capacity to teach. Eng. Certificate.

28 (a). University.-An institution for higher education, having as its nucleus a college in which the so-called liberal arts are taught in a course of three or four years for the degree of A. B., and in

ED 1902-VOL II-66

addition one or more departments for the learned professions, medicine, law, or divinity; or it may be for advanced or post-graduate work, along any lines of learning or investigation. In England the university unites several colleges.

Eng. University.

Ger. Universität.

Fr. Faculté. Université is the term very generally employed for the Paris "facultés."

28 (b). College.-Strictly speaking, an institution of higher education, usually with a four years' course completing preparation for the degree of A. B. The word college is also used in connection with a descriptive word to designate other species of higher education, as "Agricultural College," "Medical College."

Port. Academia (used only for institutions of higher studies).

28 (c). High school.-A public secondary school.

Eng. Higher board schools.

Ger. Höhere Schule.

Fr. École primaire supérieure.

Port. Gymnasio; lyceo.

28 (d). Academy; institute; seminary.-Names given indifferently to private secondary schools. "Institute" is occasionally applied to schools of higher grade.

Eng. Grammar school; high school; institute; public school, etc.

Fr.

Établissement libre d'enseignement secondaire; établissement laïque; établissement; cerlisiastique; petit seminaire.

Port. Instituto; collegio (used for all kinds of schools below college grade).

30. Sessions.-A sitting of a school, or assembly of the pupils for recitations, exercises, and studies, continuing from the time the school is called to order until the pupils are dismissed beyond the teachers' jurisdiction. There are generally either one or two sessions each day.

Eng. Meeting of the school.

Ger. Vor- oder Nachmittags Unterricht.

Port. Reunião; dias de aula; sessão da eschola.

31. Recess; intermission.-Brief suspensions of school exercises, recurring periodically each day, for recreation, meals, or some other purpose. In public elementary schools holding sessions from 9 to 12 a. m., and from 1 to 4 p. m., two recesses of fifteen minutes each take place, the first at or near the hour of 10.30 a. m., and the second at or near the hour of 2.30 p. m. The noon hour for dinner is not called a "recess," but usually an intermission."

Ger. Freiviertelstunde.

Fr. Récréations; sortie de midi.
Port. Recreio.

32. Corporal punishment.-Punishment inflicted upon a pupil's person, generally with a rod, cane, or ruler, but including a variety of other punishments in which bodily pain is caused. Other punishments, to be discriminated from corporal, are such as are based on the sense of honor, such as deprivation from privileges of the school, confinement after school hours, requirement to sit or stand in some unusual place, enrollment on a list of disgraced pupils, etc.

33 (a). Promotion.-Advancement from any grade to the next higher.

Eng. Advance to higher standard.

Ger. Versetzung.

Fr. Avancement; montée d'une classe.

Port. Accesso; "promoção."

33 (b). Grade; class.-The body or group of pupils having the same degree of advancement, pursuing the same studies, etc.

Eng. Standard.

Ger. Klasse.

Fr. Classe.

Ital. Classe; grado.
Sp. Celas; grado.
Port. Gráu; classe.

CHAPTER L.

EDUCATION IN THE PHILIPPINES.

[The account of the condition of education in the Philippines for the year 1901-2 is perforce confined in the present chapter to the reports of the American educational authorities upon the success of their efforts to perfect the system of public schools which was inaugurated immediately after the military conquest. The introduction of schools, it will be remembered, formed a conspicuous feature of the American occupation of the islands. No official report of the work of the ancient University of San Tomás, or of the various "colleges" or secondary schools scattered through the archipelago, which formed part of the educational facilities available in the islands under the Spanish rule, has been received since the American occupation, nor, so far as known, has any adequate account of those higher institutions been published by any competent observer within that period. No review, therefore, of the condition of secondary and higher education in the Philippines during the American occupation can be given at the present time.

The chapter opens with a brief historical summary of the efforts of the Spanish authorities to introduce the Spanish language and primary instruction into the Philippines, taken from a Spanish source. These efforts resulted in the establishment of a normal school at Manila in 1864, and public schools in all the municipalities. School buildings were found by the Americans throughout the islands upon their arrival, although the schools themselves were not in operation, having been interrupted by the disturbances which afflicted the country.]

PUBLIC SCHOOLS IN THE PHILIPPINES UNDER SPANISH RULE.

In view of the purpose of the Americans to make English a part of the compulsory public school course in the Philippines, it is interesting to know that the Spaniards on their part also endeavored to make their own language an obligatory study in the schools of the archipelago from time to time, beginning soon after their acquisition of the islands. At that early period the attempt to introduce Spanish was a part of the missionary work of the church in christianizing the natives. The introduction of Spanish in modern times was a part of the general programme of primary instruction provided for the islands, and a history of that branch of education as fostered by the Spanish Government is given in a little work by Señor Vicente Barrantes (La Instrucción Primaria en Filipinas, Madrid, 1869), who was for a number of years secretary to the governor-general at Manila. The following is a partial summary of that history. From this work it appears that the same questions as to the intelligence and capacity for self-government of the Filipinos were discussed in Spain in 1868 that have been discussed in this country within the last four years. Señor Barrantes based his estimate of the intellectual capacity of the Filipinos in part upon the number of them who could speak Spanish, which he put at over 87,000. He was of the opinion that there were Filipinos as well qualified to sit as delegates in the Spanish Cortes at the time of his observations as the former delegates from Cuba and Porto Rico had been, whose qualifications were well known. It also appears that there were as diverse opinions regarding the state of education in the Philippines among Spaniards in 1868 as among Americans in 1899. Some Spaniards declared that there was not then, and that there had never been any education worthy of the name in the islands, while others affirmed that education was widespread. These latter

writers referred to the "revolution" in the schools of the Philippines due to the regulations of December 20, 1863, introduced by Minister Concha, and the establishment of the normal school at Manila in 1864, directed by the Jesuits, as evidence of increased educational activity. By these final improvements, they said, primary instruction was made compulsory, the schools were well attended in every town, and as a consequence there were more persons in the archipelago able to read and write than in the peninsula. Moreover, these Filipinophilists added, given two ignorant individuals, one a Spaniard and the other a Filipino, and the Filipino will have the better manners. On the other hand, Spaniards who had lived in the archipelago described the Filipinos as intellectually backward and given over to ignorance—a summary judgment which is familiar to us from repetition at this day. Comparing these two opinions, which in great part might be paralleled in recent years, we may assent to the declaration of Señor Barrantes that the Filipinos were unknown to the Spaniards.

Coming now to the real subject of this little historical sketch, we observe that Señor Barrantes combats the charge that the friars were the cause of the backwardness of education in the islands, the real explanation of which he proceeds to develop by tracing the successive steps taken by the Spanish Government to introduce at first the Spanish language, and in modern times primary instruction among the natives of the archipelago. By the laws of the Indies (leyes de Indias) under Charles V it was ordered in 1550 that the natives of the colonies be taught Spanish if they wished, in order that they might learn Christian doctrine, and in 1596 the law directed that Spanish should be taught them through policy, on account of the general advantages which would result from their familiarity with that language. But in 1550, as Barrantes points out, Spanish sovereignty had not yet been extended to the Philippines, but was confined to Peru and Mexico, for the benefit of which countries the law in question had been framed. Legaspi did not annex the Visayas to the Spanish crown until 1566, and it was not until 1596 that the law was really promulgated in the Philippines. This early action is apparently cited only to show that the home government and the church were no more backward in attending to the intellectual or spiritual needs of the Filipinos than of the natives of the other Spanish colonies. The next order cited is the cédula of 1686, enjoining upon all archbishops and bishops in the colonies to see that the natives be taught Spanish and be instructed in Christian doctrine in Spanish.

Passing now to more modern times, the author asks how we could expect that primary instruction should be promoted in the archipelago when it was so backward at home. Nevertheless, he cites a cédula of November 5, 1782, relating to the establishment of schools for teaching Spanish in the towns of the "Indies," which provides that there should be a common land set apart in the principal communities for cultivation and grazing, the proceeds of which should be used for school purposes. This cédula also required that capable teachers should be selected to teach in the schools, which was, however, an empty prescription, since school-teachers were not to be had in the colonies, or even in Spain at that time, where there were as yet no elementary public schools.

Señor Barrantes says, in defending the religious orders against the charge that they had always neglected to teach Spanish, and had prevented others from teaching it, that the early missionary friars in the Philippines were not themselves sufficiently well educated to give lay instruction, while the diversity of languages in the islands and their other manifold duties have since prevented the friars from teaching Spanish systematically. The royal order of December 22, 1792, regarding the teaching of Spanish in the Philippines, prohibits the use of the native dialects in the schools and provides that Spanish be the only language spoken in the convents and courts. This order reiterated the provisions of others running back to 1770. But the authorities in Spain were ignorant of the conditions of the Philippines. No teachers were to be