vanced. Primary instruction in the Philippines, except in a few special schools, is conducted entirely by Filipino teachers, and the bureau expects within a few years to have to depend entirely upon Filipino teachers in the intermediate schools as well, which will mean that American instructors will then be found only in secondary and special schools. The Filipino teacher is proving to be industrious, ambitious, and efficient. The average salary for the native teachers in the higher grades is pesos 44 per month, for those in the primary grades pesos 18 per month. Under the Spanish regime their salaries averaged from pesos 2 to 2.50 per month without board. Vacation assemblies are held one month each year in the Philippine Normal School, where native teachers may receive advanced instruction and prepare for better work. During the year 1911, nearly one thousand teachers from thirty-six school divisions were in attendance at the vacation assembly in Manila, the government having arranged for their transportation. A normal institute was also held at Cebu for the teachers of the southern provinces. Provincial institutes are held annually throughout other of the provinces. I attended several of the sessions of the Manila vacation assembly and was agreeably surprised to note the earnestness which characterized the work of the student teachers. I was asked to visit a singing class at this institute and expected to hear such songs as "Columbia, the Gem of the Ocean," etc., but was instead treated to a rehearsal of Handel's "Messiah" by a chorus of sixty voices, all native teachers. The Filipinos are distinctly fond of music and instruction in this important branch obtains throughout the entire school system. During the past year an aggregate of six thousand native teachers were in attendance at the normal institutes throughout the islands.

For the special training of native teachers there is a normal school at Manila. It is a beautiful concrete building costing pesos 450,000. A girls' dormitory costing pesos 275,000 is being constructed of reinforced concrete and will

house the girl students of the normal school, who come from all the provinces. Last year's normal graduating class was fifty-five, while that for 1912 will be considerably larger. The Philippine legislature appropriates each year a substantial sum for the maintenance of student scholarships for deserving students of the normal school.

The Filipino child who attends school regularly can have an average of two hundred school days, which is considerably more schooling in the course of a year than obtains in America.

The purposes of primary schools are to give the children a working knowledge of the English language, to accord them some knowledge of arithmetic, geography, government, sanitation, and hygiene and the standards of right conduct, and to give at least such industrial training as will assist them in later years to earn a better livelihood than had they not attended public schools. When it is considered that ninety-five per cent of all the children enrolled in the public schools of the Philippines are accredited to the primary schools and that but comparatively few get beyond the primary grades, we can well understand the importance which the Bureau of Education attaches to the four years of primary instruction.

The primary grades also provide instruction in music. In arithmetic the pupils who have completed the four-year primary course have had instruction in buying and selling, loans and commissions, postal savings, bank accounts, and simple bookkeeping. In industrial arts they have had practical work in hat making, in weaving mats and baskets, including a knowledge of the materials from which these are made and of the technique of the art itself, in addition to which practical instruction in farming, horticulture, and tool-work have been given them. Primary school tool-work implies the construction of crude furniture, the repair of fences, bridges, houses, etc. For primary school girls practical courses in housekeeping, cooking, sewing, weaving, home nursing, and sanitation are prescribed. One of the

problems with which the primary school has to contend is the malnutrition of the Filipino pupil, especially in the larger cities. School children were given money by the parents to purchase their breakfasts and luncheons on the streets. Instead of buying substantial, nourishing foods, the children were accustomed to buy candy and fancy foods, in fact the parents themselves seem to have no conception of how properly to prepare the rice, fish, fruits, and beans making up their diet. Thus the children were coming to school poorly nourished, hence absolutely unfit to do the work expected of them. The school authorities in the larger cities are meeting the problem by the establishment of kitchens on the school premises, where nourishing foods are prepared and sold to the children at cost. The courses in cooking prescribed for the girls in the primary grades are assisting to teach the girls to make the family's every-day food wholesome and palatable.

Probably the most unique feature of the educational work in the Philippine Islands is that which makes the intermediate grades specialized courses. Thus the pupil in the fifth year of his schooling may elect one of the following six courses of study.

1. General course leading directly and normally to the high school.

2. A trade course designed to prepare the student as an artisan.

3. A farming course consisting of agricultural work and gardening.

4. A normal course to prepare teachers for primary schools.

5. A business course as preparation for office work.

6. A course in housekeeping and household arts designed to give practical instruction in home-making.

The Bureau of Education justifies its introduction of specialized work in the intermediate schools on the contention that but one-half of one per cent, or one in two hundred pupils enrolled in the schools of the Philippine Islands,

pass beyond the intermediate grades, hence they feel it incumbent upon them to give the pupils an education which will fit them for something definite while they have them in hand, rather than give them a training designed only to prepare them for advanced work which but a fractional per cent ever take. In other words, the bureau does not believe in sacrificing the welfare of two hundred pupils for that of one out of this number who would enter upon high school work. As noted above, those who would prepare for secondary school work are privileged to elect the general course designed for high school preparation. Each intermediate school is designed to have a shop, a school garden or farm, and a domestic science building or model native cottage in addition to an athletic field. The boy or girl who completes the three-year course in the intermediate school has prepared himself or herself for work as a teacher or nurse or housekeeper or blacksmith or carpenter or farmer or office employee or for entrance to the high school, depending on the course he may have elected. Thus far, with but few exceptions, the boys and girls who have been graduated from the intermediate schools have received immediate and remunerative employment. In the enrollment in the intermediate schools the boys outnumber the girls three to one, whereas in the primary schools the ratio is but two to one.

As in the primary and intermediate schools, the courses of study in the high schools are also designed for the special needs of the Filipino without any reference to courses offered in secondary schools in the United States. Special emphasis in the four-year high school courses is placed upon written and spoken English, local commercial geography, and economic conditions of the Philippine Islands, and more time is devoted to the teaching of colonial government and administration than to the teaching of Roman and Greek history; thus the high school aims to prepare Filipino young men and women for leadership among their own people. In 1911, there were 2963 students enrolled in

the 38 public high schools scattered throughout the islands, staffed with 118 American and 15 Filipino teachers. In the 245 intermediate schools in the islands, with 25,000 pupils, there are 295 American and 366 Filipino teachers, and in the 4121 primary schools with an annual enrollment of 580,000 pupils, we find 15 American and 7588 Filipino teachers.

The high school pupil may prepare himself for matriculation in the University of the Philippines, where tuition is also free. During the early years of the American occupation a number of Filipino students were maintained at government expense in American secondary schools and colleges. In all two hundred Filipinos were thus educated in American higher schools. But now with the improvements in secondary education in the Philippines and the establishment of the University of the Philippines ample opportunities are accorded the ambitious Filipino to complete his education in the islands at less cost to the government and under environments more favorable for his future career among his own people. The University of the Philippines assumes control of the Philippine College of Medicine and Surgery with its beautiful reinforced concrete buildings and laboratory facilities for two hundred students. The new Philippine Civil Hospital recently completed at a cost of nearly a million pesos is connected with the medical school. Another department of the University of the Philippines is the college of agriculture with its agricultural experiment station, covering in all several hundred acres of land. A school of forestry is included in the courses in the college of agriculture. One hundred pupils are now in attendance at the college of agriculture. The University also provides a veterinary college, a college of engineering, a college of philosophy, science, and letters, and a school of fine arts. Last year 703 students matriculated in the school of fine arts. Thus the University is preparing to furnish ample facilities to the Filipino youth for university training.