The methods of instruction, system of marks and records, and the discipline of the school are based on those of the United States Naval Academy at Annapolis. A card system for the keeping of marks and records has been introduced during the present year. Monthly and semiannual examinations have been held. Monthly reports of the efficiency and conduct of each pupil have been sent to the parent or guardian, and have also been posted in the school building, that both students and instructors could see the results of the school work.

All the instruction in the school at present is given in English, with the exception of that in the class room of the remaining Filipino teacher. The change of the school language from Spanish to English has been an important step, and it is deemed that American methods, particularly in seamanship and navigation, are more direct, and in addition thereto the students are absorbing the wished-for American method of thought and action.

It is recommended that three or four recent graduates of the United States Naval Academy be secured as instructors for this school, that larger and more suitable quarters somewhere near the water be provided, and that a dormitory system be arranged for. The whole course should be extended and enriched and the discipline should be stricter.

MANILA TRADE SCHOOL.

The Manila trade school has at present 136 pupils, divided into classes as follows: Telegraphy, 74; drawing, 60; English, 57; carpentry, 29.

Of this number, only 23 come from the north side of the river Pasig, showing very conclusively that the great body of Filipinos are not being reached in the efforts to give them a knowledge of modern industrial work.

The beginning of trade-school work in Manila has been delayed and hampered by many obstacles, some of them very unexpected. The Filipino people as a class, after years of Spanish rule, have the idea firmly embedded in their minds that manual labor is degrading and beneath their dignity. This is strikingly shown by the enrollment in the classes in telegraphy and drawing as compared with the very few in the carpentry class.

The location of the buildings assigned for use of the trade school is bad, in that it is far removed from the working class of Filipinos, who can not pay for transportation and who will not walk long distances. The school should be moved to a new location in a Filipino industrial center, either in Binondo or Tondo.

Cholera, as in the case of all other secondary schools, has played an important part in decreasing enrollment and attendance.

It has been impossible to purchase in this city a sufficient number of tools for the use of the various classes and for distribution to industrial classes in provincial high schools. Orders for tools to be purchased in the States have been subject to very great and annoying delays.

The status of the various classes is given in the following quotation from the report of the principal, Mr. Ronald P. Gleason:

Carpentry.-Up to the latter part of July we had four sets of carpenter tools and a few extras. They were a makeshift and hardly suited to the needs of the Filipinos. Since the arrival of the tools from the United States much more has been accomplished. The number of pupils taking this work to-day is 29.

Drawing. No drawing tools or supplies came until about the middle of July, so that up to that time nothing was accomplished. There are 60 pupils in the drawing classes at this time.

Telegraphy. The outfit for this department, with the exception of the tables and chairs, was furnished by the army. In order to make this a practical course the printed blanks and books for the keeping of such records as the student will be obliged to keep in any telegraph office in the Philippines have been ordered. There is great need for a few typewriters, for in the modern telegraph office a typewriter is almost as necessary as the telegraphic instrument, and the students should have practice in using them. Seventy-four students are taking this course.

Plumbing. The tools for this work have arrived, but the classes in telegraphy now occupy the room set apart for this work. It is intended to move the classes in telegraphy to the north room of the northwest building. This room is now stacked full of lumber. A building is now being put in condition for the lumber, and the room will soon be cleared so that the classes can be established in plumbing.

English.The teacher who is to take charge of the plumbing work is at present engaged the full time in teaching English and mathematics to all who desire it. Many do not wish to study these branches here, as they go to the evening school and prefer to devote their full time to practical work. Fifty-seven attend these classes. Blacksmithing.-Requisitions for tools and supplies for this work were forwarded to the insular purchasing agent early last March. After many delays they were returned with the request that they be cut down. At this time all the funds had been withdrawn, and there was no appropriation available. The teacher who will take charge of this department is here. Neither room, tools, nor supplies are ready, but his services will be required in assisting in the drawing room and elsewhere. Electricity.—The requisition for this work suffered the same fate as did that of the above. A teacher has been appointed to take charge of this course, but it is doubtful if he comes from the States.

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Erening school,-As soon as possible after receiving the necessary tools and supplics evening classes in drawing and carpentry were started, two teachers giving their services five evenings a week. There being no possibility of receiving, under the new night-school attendance requirement, any pay for services rendered, the classes were kept open only three nights a week. The classes in drawing averaged for a number of nights over 20, and with an enrollment of 33. Since the rains have begun the classes are not quite as large. The rain is not the only damper, however, for there are not lamps enough properly to light the room. Immediately after the passage of the appropriation bill for the present quarter a requisition was put in for 10 Parker lamps or their equivalent, so that there might be light enough in all the rooms. Up to the present time no lamps have been received.

The classes in carpentry have never been over 10. There should be evening classes carried on in connection with the trade-school work for the accommodation of a class of people who can not attend school in the daytime, but it does not seem fair to have the teachers give their services when the school day is fully occupied with the regular work. Under the present law that seems to be the only way if they are to be kept open.

EMERGENCY NORMALS.

In the provinces of Pampanga and Bataan, the supply of competent native teachers being insufficient and the ordinary daily instruction of teachers not materially assisting to fit aspirantes for these vacancies, small normal schools were opened at San Fernando, in Pampanga Province, and at Balanga, in Bataan Province. At the former school the attendance became nearly 50 within a week of starting, and the school continued in successful operation under the instruction of two American teachers until the long vacation. The school in Balanga had an enrollment at the same time of 25, and the work in this school was continued under the charge of one American teacher until the vacation. Since the vacation, during which the cholera epidemic prevented the holding of the vacation teachers' institutes in these provinces, the normal schools thus begun have been continued as integral parts of the provincial high schools established in these towns at the reopening of school work. These schools, it may be noted, although organized to supply purely local needs, were the first regular normals to be organized outside of Manila.

VACATION NORMAL INSTITUTES.

To obtain a sufficient number of fairly efficient native teachers to supply the demand, and to teach them English and give them training in American methods, has been one of the most pressing needs of the school work. In pursuance of this plan, all American teachers have devoted one hour per day to this work, giving instruction to all native teachers within a convenient distance. While this work has been effective in its way, the necessity of assembling native teachers in larger bodies for more advanced work has been given much attention by the general superintendent and the division superintendents. In a small way the work was

commenced during April and May of 1901, by vacation normal schools in Manila, Iba, and Laoag.

During the past year the arrival of large numbers of trained American teachers enabled plans to be made for much more efficient work during the long vacation, which in most provinces came during the months of April, May, and June, although some of the provinces had vacations at earlier or later dates on account of local conditions and needs.

The long vacation consisted of twelve weeks, during at least four of which the vacation normals were in session. In some cases the institutes were held at the beginning of vacation and in some provinces in the last month. The general idea was to have one such instruction school in each province, in special cases to be divided or consolidated, as conditions required. One large institute was planned for the entire island of Panay, but the impossibility of getting reasonable transportation and accommodations for the native teachers while attending the session, and the insular government not being able to furnish funds for this purpose, smaller schools were held at Iloilo, Capiz, and San Jose.

It should be remembered that the work along this line, while successful both in numbers and results, was performed in the face of difficulties of transportation, communication, and health which can not be conceived by a person not familiar with these islands. Just at the close of schools the cholera had broken out in Manila, spreading rapidly to the provinces, and for a time threatening not only the vacation work, but the regular school work at the recommencement of schools as well. In an ever-widening circle the scourge has spread, until at the present time the Visayan group (Panay, Cebu, Negros, and Bohol) and the Ilocos provinces, in the north of the island of Luzon, are the provinces most afflicted. The schools for San Fernando, Malolos, Baliuag, Balanga, and Dagupan—in the most thickly populated parts of the archipelago-were forbidden to open, and it is estimated that the attendance at these five schools would have been nearly 1,000. Other schools were severely cut in attendance, or the term was shortened, by the same cause. The mail and transportation service (slow and unsatisfactory at best) was doubly crippled by the quarantines which were enforced on all travel, both by land and sea.

[Notwithstanding the foregoing drawbacks, the statistics of these vacation institutes show that there were 300 American and 2 Filipino teachers engaged in the work at various dates, with 4,889 pupils, and an average attendance of 3,986.]

Necessarily much difference existed in the programme for these schools on account of the varying number of instructors, and more especially because of the limited capacity of the native teachers and aspirantes attending. In the smallest schools the subjects taught were arithmetic, geography, history (general, United States and Filipino), English conversation and grammar, school methods and management. In addition to these, the larger and more advanced classes also received instruction in physiology and hygiene, botany, nature study, applied psychology, drawing, music, and civil government.

In these vacation institutes the common branches were taken up with a view to teaching the subject-matter, and illustrating, as far as possible, correct methods. Filipino teachers or candidates were often called upon to take charge of classes and teach subjects designated by the American teachers, criticism being invited from the other students upon their work and method. In some schools certain principles of pedagogy were illustrated and students were encouraged to discuss them in the English language.

An effort was made to discourage belief in a number of popular fallacies; as, for instance, the value of translation methods and the use of Spanish and Tagalog in the schools. Music, drawing, and physical exercise were also taught where a teacher was available for the purpose.

The division superintendents and principals in charge of these schools report a very noteworthy interest on the part of the pupils, who entered into the work with enthusiasm and displayed a commendable spirit of eagerness and friendly rivalry. The school work during the few months elapsing since the beginning of the schools for the present term shows a very fair increase in efficiency and interest as a result of these institutes.

In some divisions classes for conversation, to which were admitted a limited number, were held every afternoon after the regular hours. This was optional and proved very successful. Each American teacher met from 8 to 12 Filipino teachers, the object being to cultivate the habit of free and easy conversation. Subjects of conversation were chosen largely by the students, but it was always to be something worth talking about and in which all had a lively interest.

Many students who attended these normal institutes did so at great personal sacrifice. It was soon apparent that many who had come would not be able to continue through the month for lack of means. Many of the native teachers had received no salary since January 1, and only a comparatively few were paid up to date. Aspirantes, as a rule, were in a still worse condition, having no money and no hopes of receiving any soon. In Cebu a teachers' organization was formed, a contribution was made by the American and native teachers alike, the needs of the less fortunate were relieved, and 84 pesos were left in the treasury for the next year. The amounts paid to aspirantes and teachers are to be returned whenever they are able, the fund thus becoming self-renewing.

In many of the schools young men and young women studied together. At first many questioned the advisability, as it was a radical departure from the custom of keeping the sexes separate during school work. The young women hesitated to enter the classes with the men, but after the first few days all embarrassment passed away and they were generally agreed that there was great advantage in the arrangement.

PROVINCIAL SCHOOLS.

One of the most important parts of the work during the past half year has been the organization of provincial schools. Not alone is a free public secondary school an entirely new departure in these islands, but the organization of these schools has gone far toward impressing the influential natives with the idea that the American public schools are of interest to themselves as well as to the humbler people. The higher classes of Filipinos have a great love for the showy and ornamental, and while they prefer to send their children to a private school under the church authorities, yet the fact that the Americans are beginning to provide for the higher education-an education more complete and thorough than it is possible to obtain within the islands otherwise-is having its effect, and when it is possible to announce a free American university at Manila it is believed that the primary schools will reap much benefit in increased attendance of the children of the better class of Filipinos.

The foundation for the provincial high schools has been laid by the division superintendents during the past year; grammar classes were organized in public schools in several large towns under municipal support, but accepting pupils temporarily from other towns, and when in March of the present year an act was passed giving provincial boards power to provide for the erection or renting of buildings for such schools, and to provide funds for the other expenses, the division superintendents were nearly ready to make their definite recommendations and select their teachers in order to get the schools started in time for the beginning of the present school year.

The amount of work connected with the organization of these higher schools can not adequately be described. It has been absolutely new work. Everything had to

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be created and provided. The American teachers and the text-books were furnished by the insular government, and the buildings, native teachers, furniture, and all other equipment by the provinces. The division superintendents, almost without exception, spent a large part of their vacation in assisting in the organizing of these schools and getting action by provincial authorities. Up to September 1 twentythree provincial high schools had been organized:

The course of study for these provincial high schools, while necessarily not uniform, provides academic, normal, commercial, industrial, and agricultural courses, the purpose being to fit students for the higher educational work of a general nature; to prepare for the university work to be offered later in Manila; to prepare Filipino teachers to carry on successfully the work of education; to educate for clerical positions, and to fit for the trades and agriculture. The academic course will include all the branches usually taught in grammar and high schools in the United States, with the addition of Spanish, for which there is still a large demand. As a rule, the teacher of Spanish will be a native of these islands, and as fast as the best teachers can be properly educated and imbued with American methods of teaching they will be used in many of the teaching positions in these schools.

A letter received from one of the most active and best division superintendents at the time these high schools were being organized summarizes well the attitude of the people toward the educational movement:

I am forced to believe that the high school will be the strongest weapon we have and will cover the weakest spot in our defenses. The primary schools are all right; I feel safe as to them. In the country we are drawing everything our way. In cities, where church influence and private schools are strong, a serious task confronts us. We have not yet reached the best class of students. They want education. They are not opposed to us or to our schools. They simply realize that we can not yet give them what they want. Some of them are in Manila in church schools. A few of them are in Manila in our schools. A great many of them are here in private schools. They came out to our normal and were among the best workers. The powers of the church here are strong, but latent at present. They are not working against us, but are watching us. I firmly believe that if we do not reach the class described church schools will be established. This would be a serious blow to our work, as this is a strong church town. I consider myself in a position to be posted upon this point.

The local institute represents the power of the private school. It has a fluctuating attendance, a curriculum embracing everything from elementary work to the history of philosophy. It is a self-supporting affair and is not on a very firm financial basis. This class of students do not need Spanish, but they demand it. I have been uncertain upon this point until recently. I now believe we should accept the situation. If we do not furnish a course in Spanish some one else will.

The principal of this institute is a man who would be in every way desirable. He is a finely educated man. He speaks and teaches Spanish and native dialect well. He is also a first-class Latin teacher. The ease with which he puts his dialect or Spanish into Latin is a revelation to us Americans. He has a strong following and is the brains and backbone of the institute.

As for American teachers for the high school, I feel that the best we have is none too good. Here, even more than at any other place in the field, we need an organizer. We must get out among the people and present our case.

The organizing of the school at Iloilo, where conditions were very favorable, shows the eagerness of the people for this class of schools, and mention is incidentally made of the paralysis temporarily imposed by the cholera:

I have the honor to submit the following report of the tributary normal school, organized at Iloilo on June 16 of this year.

The provincial board, being in full sympathy with the idea of establishing a normal school at Iloilo, rented an excellent building at a cost of $125 gold per month and equipped the same with 200 school desks, teachers' desks, and is now having made 40 benches with a seating capacity of 300 pupils. The board has at all times shown a willingness to comply with any reasonable request for assistance.

Circular letters were sent to the presidentes in Panay requesting them to announce in their respective pueblos the opening of a normal school at Iloilo on June 16 and that pupils would be matriculated on and after June 2. The school was opened with