of evening schools-elementary, manual, and high; the origin, value, and results of township high schools; the history, courses, and to some extent the work of the normal schools; the extent, educational necessity, and practical ase of school libraries. There are also charts showing at a glance the status of nearly all lines of educational advancement, as well as forming the basis of work for the student who desires to study pedagogy and education. By means of the leaf cabinet a series of 33 charts is placed in a single case.

The exhibit from manual schools is varied and full, including work from manual-training classes in wood and iron, weaving and basketry, domestic science, and sewing. This work is much admired, and, on account of its excellence and arrangement, attracts an almest continuous line of visitors. As in all other parts of the exhibit, the work is arranged by grades, and the name of the maker appears on every article.

The normal schools of the State have about 300 photographs of buildings, interiors, and students. They have much work showing methods in teaching, products from the training classes in science, art, language, reading, and pedagogy. Some of the schools also have excellent work from their model departments, showing plans by which the senior classes get their practice in teaching. A set of books, of which normal-school men are the authors, fills several shelves in the booth.

THE PHILIPPINES.

BY A. R. HAGER, CHIEF OF THE DEPARTMENT OF EDUCATION, PHILIPPINE EXPOSITION

BOARD.

THE EXHIBIT.

The exhibit from the schools of the Philippines was housed in the largest building of the Philippine exposition. While this was in one way a disadvantage, since it was thus dissociated from the educational exhibits of other countries, yet it was desirable that it should be located so as to form a part of the complete picture of the Philippines, and it was particularly desirable because of the larger amount of space thus available.

The educational building was a reduced copy of the Manila Cathedral,' and near this was the bamboo and nipa structure that was an exact reproduction of a Philippine schoolhouse, even to the windows of pearl shell. In addition to the contents of these two, the building devoted to "Commerce" was an educational exhibit, as it was a replica of the laboratory building of the Philippine Normal School at Manila.

The area of the Philippines is approximately equal to that of the Hawaiian Islands, plus Porto Rico, plus the State of New York, and all of New England, with 2,000 square miles left over. In all this area there are less than 150 miles of railroad, and most wagon roads do not deserve the name. The difficulty of collecting materials for an educational exhibit will therefore be understood. The principal towns are, however, on the coast, so that a large part of the traffic is by water.

The work of preparing and collecting the educational exhibit was begun in May, 1903. Circulars were sent to all American teachers giving an outline of the plan to be followed. These were read and explained to the Filipino teachers, and the result was an enthusiastic response. Uniform paper for written exhibits and other supplies were sent to all Government and private schools

requesting them, and the Government and private boats carried exhibit materials gratis. The free use of Government telegraph lines was also granted. In spite of all efforts, however, the difficulties were in certain cases so great that supplies sent to some school divisions in June had not reached them in December on the final date for receiving exhibit material at Manila. Many schools in the neighborhood of Manila were visited by the writer while exhibits were being prepared.

The work of preparing exhibits was in charge of the teachers, the direction of the work in each province being under the division superintendent. Most of these superintendents and a large proportion of the teachers took an active interest, the result being that the collection of school work included specimens from nearly all of the 36 school divisions.

The larger part of the exhibit naturally consisted of work of the primary schools, since that has been the principal work of the bureau of education during the four years of active work. At the present time, of the 2,286 Government schools 2,233 are primary, and they contributed fully 90 per cent of the 8,000 exhibits shown. These primary schools are all supported by the municipalities in which they are located.

There is a growing demand for intermediate instruction as pupils graduate from the primary grades, and there are now 50 Government schools of intermediate and secondary grade, at least one of which is supported by each school division.

The insular government maintains three special schools in Manila—the Philippine Normal School, the Philippine Nautical School, and the Philippine School of Arts and Trades. The first named is training Filipino teachers, and has at present an attendance of about 600 students. It is well equipped, and students receive pedagogie training in the common branches, in which they also gain actual experience in training classes with critic teachers. The normal students are taught botany and physics by the laboratory method, for which well-equipped laboratories are provided.

The Nautical School has been developed from a school founded by the Spanish before the American occupation. When first reopened by the insular government it was in charge of a naval officer, and many of the Spanish instructors of the old school were retained, but now all of the instructors but one are Americans, and, as is true of all the schools so far mentioned, all instruction is in English. Both the Normal and Nautical schools sent comprehensive exhibits illustrative of their work.

The School of Arts and Trades made a good exhibit of students' work in drawing. Other departments are maintained in carpentry, plumbing, machine-shop practice, and telegraphy. Filipino students are very proficient in drawing, and have done creditable work in telegraphy, but they have not yet learned to assóciate the idea of hand work with their concept of an education. The “educated gentleman" was taught, in Spanish times, to look down upon manual labor, and it is, and will be, hard to overcome the prejudices that survive the Spanish régime. The Spanish themselves recognized their weakness in this respect and started a school of arts and crafts shortly before the American occupation. Its life was too brief, however, to give it rank even as a beginning.

Besides the government school exhibits there were several fine exhibits made by private institutions, many of which have been established under the American Government and some of which have survived the Spanish rule. The University of St. Thomas (“La Universidad de Santo Tomas") is one of these. The charter of this university antedates that of any American university, and it includes colleges of letters and science, law, and medicine. It is a churck institution under the Dominican order, and as a factor in the education and

development of the Philippine people its importance can hardly be overestimated. A private secondary school, which has been established since 1898 and which inade a complete and interesting exhibit, was the "Liceo." This is an example of a number of schools in the islands, several of which were represented by excellent exhibits, that are organized, directed, and taught entirely by Filipinos. The Liceo" maintains a primary department, which is preparatory to the secondary school. Like the University of St. Thomas, its classes are carried on in Spanish, though English is taught in this and other private schools much as German and French are taught in classes in American high schools. As we have found true in America, they are learning that a practical working knowledge of a language is seldom acquired in this way.

In viewing this exhibit of public and private schools one heard frequent expressions of wonder that so much had been accomplished in the short time American schools have been established. To think for a moment that the level of culture and intelligence shown in this exhibit has been attained in four years would be a great mistake. The advent of civilization in the Philippines was many years earlier than in any part of the territory of the Louisiana Purchase, and Spain must be given credit for having provided means for the progress and development of the people of the Philippines during her rule. True, their advance has not been as rapid along many lines as in America, and their civilization has been adapted to their tropical environment and is consequently different from our own. Unfortunately the educational facilities possessed by the Spanish were not such as to provide for a large proportion of the people.

The vast majority of the inhabitants of the islands are now very ignorant, and a determined effort is being made by the Bureau of Education to reach them all. The development of the Filipino teachers is a necessary first step. The present aim is to give every Filipino boy and girl three years in an elementary school. That may not seem a high ideal from the view point of the American teacher, but it is a practical and a possible working plan whose accomplishment will work wonders for the Philippine people. Intermediate, secondary, and special training schools will be maintained, and the demands for new schools and a university will, as far as possible, be met as they arise; but the main work in the Philippines will be in the primary schools for many years to come.

The work of the schools is not confined to the " common branches," but includes manual training and practical industrial work. It is the intention to have a practical school of industrial training in each province and to have agriculture taught in every school. Nature study is now taught in the primary schools, and the course of study is especially arranged to suit local conditions and materials.

Those who have seen the skillful handiwork of pupils shown in the exhibit will be at least hopeful, if not sure, of the results of training in such crafts as pottery work and textile weaving. The basket work, hats, textiles, mats, drawings, and carvings shown in the exhibits of the various primary and secondary schools were of particular interest to American teachers of manual training. One of these teachers, whose excellent work gives weight to the remark, exclaimed enthusiastically, "Why, that's what our American schools are working toward!"

In coming to St. Louis from the Philippines the writer was accompanied by two assistants, Miss Maria del Pilar Zamora and Mr. Antonio Estudillo. By the death of Mr. Estudillo, a few weeks after his arrival in St. Louis, the His Philippine bureau of education lost one of its most valued teachers. appreciation of the opportunity to visit the United States and his eagerness and ability to make the most of it made his death seem particularly sad.

Most visitors to the exposition since the opening of the Philippine model school are familiar with the work of its teacher. Miss Zamora. Every morning from 9 to half past 11 from one to two thousand people visited this school. If they came before half past 10 they saw a class of 21 Visayan boys and girls studying reading, writing, history, geography, arithmetic, and composition. These were pupils from the Visayan village, a few of whom had attended American schools in the islands. In all the surroundings and furnishings of the schoolroom, and in the exclusive use of English as the language of all the classes, the visitor saw a faithful portrayal of a Philippine school.

If the visitor tarried after the dismissal of this class he saw another class enter the schoolroom, a class of pupils such as no schoolhouse ever held beforethe children from the villages of non-Christian Filipinos. An important thing for the reader to remember about this class is that the Negritos, Igorote, Tinguian, Bagobos, and Moros of which it was made up are as much of a curiosity to the civilized Filipinos as to ourselves. A Sioux Indian on Broadway would not attract more interest than a Bagobo on the main business street of Manila. Miss Zamora, for example, had never seen one representative of any of these non-Christian tribes before, and she has lived all her life in Manila, As an ethnological study this class was very interesting. The progress made by the Igorote and Moro pupils was more rapid than that of the others, while the Negrito, the aborigine of the islands, proved to have the least mental capacity.

Practically all the educational work in the Philippines is concerned with the children of the twelve Christian tribes, of whom the Visayan village showed a true picture. These twelve tribes form over seven-eighths of the population of the archipelago, the school population numbering approximately one and a half million.

PORTO RICO.

BY E. W. LORD, ASSISTANT COMMISSIONER OF EDUCATION.

ORGANIZATION.

Since the American occupation of Porto Rico in 1898 the American system of public schools has been completely introduced into the island. There is now in operation a system of rural, graded, high, and special schools, which compares favorably with the system of schools in any State in the Union, although, of course, much of the work is in an elementary condition. At the close of the first term of the school year 1904-5 there were enrolled in all the public schools 50,559 pupils. Of this number a little more than half, 25,486, were in the rural schools, the remainder in the graded schools, including high and special schools. The work is based on a course of study in eight grades. As, however, this course has been in operation only during the five years of the American occupation, and practically during only the past three years, there are very few pupils in the higher grades, all but about 1,000 being enrolled in the first five grades. All the rural and graded schools are taught by native teachers, many of whom have received their education either at the insular normal school or in some other normal school. In addition to the native teachers there are employed about 150 American teachers, whose special work is that of teaching English. These teachers are assigned to the graded schools, and go from room to room giving instructions to the pupils. Two or three times a week they give instruction in English to the native teachers, all of whom are required to study that

language. Both teachers and pupils are rapidly learning English, and it would appear that the time is not far distant when the educated people of Porto Rico will be able to use that language as well as their native tongue. In addition to the elementary schools there are now established four high schools, although only two of these are yet doing actual high school work. In the Central High School at San Juan there will be graduated in June, 1904, the first class from a Porto Rican high school, consisting of five young men, all of whom will probably continue their studies in colleges or universities in the United States or in Europe. Most of the teachers in the high schools are Americans.

A few kindergarten schools have been established, and these have proven very popular, but owing to the expense involved it is not probable that this work can be extended. At the present time there are maintained four kindergarten classes, two in San Juan and two in Ponce.

Drawing and music are taught in the schools of the largest cities, special teachers for these subjects being provided in San Juan, Ponce, and Mayaguez. The children have a natural talent for drawing and make great progress in this branch of instruction. The work will probably be extended throughout the schools as rapidly as it can be done advantageously.

Industrial education is receiving considerable attention at the present time, the legislature having authorized the establishment of a number of industrial and manual training schools. Four of these schools which have already been established are proving very successful and apparently are meeting the special needs of the people even better than are the regular schools. In these schools there are classes in woodworking, printing, leather work, basket making, hat making, domestic science, sewing, dressmaking, etc., and also in the regular common school studies. Manual labor has always been distasteful in tropical lands, but it has been proved in our industrial schools that the pupils are willing to work hard and even to perform many unpleasant tasks if only they can see satisfactory results.

To provide as far as possible for higher education, the legislature has established the University of Porto Rico, and made generous provision for its support. As yet, however, the university has only one department organized—the normal department-which includes a first-class normal school, a practice school, and an agricultural experiment school, with which is connected a considerable property where agricultural work may be carried on. In this normal department good work is being done in training teachers for the public schools.

All educational work is carried on under the direction of the commissioner of education, who is appointed by the President of the United States. Local school boards, elected by the people, have some jurisdiction over the schools in their respective municipalities and cooperate with the district superintendents, who are appointed by the commissioner as his local representatives.

The great improvement which has been made in the actual school work is due in no small degree to the effective supervision of these superintendents, of whom there are at present 19, the greater number being Americans.

If we compare the present educational conditions in Porto Rico with conditions under the Spanish administration, we see that an immense advance has indeed been made. One year before the American occupation of the island there were in operation, according to reports made to the Government at that time, 539 schools, with an enrollment of 22,065 pupils. This, however, does not indicate that all of these pupils received regular instruction. It is probable, indeed, that considerably less than half this number were regularly in attendance at any school, and to those who did attend the instruction given was of a most elementary sort, including little more than a thorough drill in the church catechism and a parrot-like learning of certain facts of arithmetic, history, and natural