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sion as possible by local taxation for the support of the schools established within its jurisdiction. This act of organization, furthermore, established a trade school and a normal school in Manila and an agricultural school in the island of Negros. The attitude which the schools should assume toward the teaching of religion was fixed by the adoption of the so-called Faribault plan. This was set forth in section 16, in the following language:

No teacher or other person shall teach or criticise the doctrines of any church, religious sect or denomination, or shall attempt to influence the pupils for or against any church or religious sect in any public school established under this act. If any teacher shall intentionally violate this section, he or she shall, after due hearing, be dismissed from public service.

Provided, however, that it shall be lawful for the priest or minister of any church established in the pueblo where a public school is situated, either in person or by a designated teacher of religion, to teach religion for one-half an hour three times a week in the school buildings to those public-school pupils whose parents or guardians desire it and express their desire therefor in writing filed with the principal teacher of the school, to be forwarded to the division superintendent, who shall fix the hours and rooms for such teaching. But no publicschool teacher shall either conduct religious exercises, or teach religion, or act as a designated religious teacher in the school building under the foregoing authority, and no pupil shall be required by any publicschool teacher to attend and receive religious instruction herein permitted. Should the opportunity thus given to teach religion be used by the priest, minister, or religious teacher for the purpose of arousing disloyalty to the United States, or of discouraging the attendance of pupils at such public school, of creating a disturbance of public order, or of interfering with the discipline of the school, the division superintendent, subject to the approval of the general superintendent of public instruction, may, after due investigation and hearing, forbid such offending priest, minister, or religious teacher from entering the public-school building thereafter.

Down to the present time no priest or other religious teacher has asked for the use of any schoolhouse for the purpose of teaching religion in accordance with the terms of this section.

The extent and natural distribution of the territory of the archipelago made it expedient to provide for a more immediate supervision than could be rendered by the general superintendent. To this end the territory has been divided into eighteen divisions, over each of which is appointed a division superintendent, exercising such powers as are prescribed by section 9 of act No. 74.

TRANSPORTATION, RECEPTION, AND ASSIGNMENT OF TEACHERS. The transportation, reception, and distribution of the teachers who left San Francisco in small companies in the early part of the year presented no difficulties and called for no extraordinary action on the part of the authorities in Manila. Each transport brought a few and

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quarters were readily found for them while waiting for vessels to take them to their destination. In a single instance, when about 60 arrived in Manila at once, it was found necessary to give them quarters in the rooms of the Escuela Municipal, but when the question of transporting 600 teachers from San Francisco to Manila arose it was decided to ask the Secretary of War to set apart one transport, or more if needed, for the exclusive use of the school-teachers. To this request a reply, dated May 29, was received, which stated that if the strike interfered with the work of repairing the Sherman, the Thomas or Lawton would be especially fitted in order to accommodate exclusively 600 school-teachers, sailing on or about July 1. The time of sailing was, however, much later than the date originally fixed, and the ship entered the bay of Manila on August 21, but owing to certain requirements of the sanitary inspector the passengers were not allowed to land until August 23.

Anticipating the arrival of this large number of persons, arrangements had been made to receive them and to entertain them during the few days they were expected to remain in Manila before going to the towns to which they were to be assigned. On inquiry it was found that there were no adequate accommodations for them in the hotels or or in any building suited for the purpose in the city. It was then determined to provide quarters for them on the exposition grounds. The central or administration building was repaired and cleaned and furnished for the accommodation of the women. Two of the large nipa barracks, built for the accommodation of the American soldiers, were used as quarters for the single men. Several small nipa buildings that had been used as officers' quarters were turned over to the teachers with families. Three or four of the other permanent buildings were used for different purposes; one was repaired and used as a dining room, another was used as quarters for families that could not be entertained in the officers' barracks, and still another was used as a storeroom for baggage.

The teachers landed near the Anda Monument, at the foot of Malecon Drive, and with their baggage, embracing more than 2,000 trunks, were transported to the exposition grounds. The landing was effected without accident or loss on the 23d. A temporary kitchen was constructed adjoining the dining hall, and a contract was made with the proprietor of the English Hotel, who agreed to provide tablecloths, dishes, and whatever else was necessary to furnish the tables, except napkins, and also a sufficient number of efficient cooks and waiters, and to furnish first-class food in sufficient quantities and to serve it “in the very best manner possible." The meat, vegetables, and fruit were carefully inspected each day and every effort was rendered to make the conditions of life sanitary. In his report, made after a careful

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inspection of the materials used, Dr. Anderson, the physician in charge, said:

The sanitary condition of the restaurant quarters has been carefully inspected and found to compare favorably with any hotel or restaurant in the city of Manila. I have personally inspected the meats, fish, fruits, bread, pastry, and vegetables and find them of first quality, pure and fresh.

After the first few days, during which a few of the company suffered from troubles of the stomach, due to the change from ship to shore life and to an almost unavoidable indiscretion in new and strange conditions, the health of the teachers remained generally very satisfactory. The Government provided the services of two physicians. From 7 p. m. to 7 a. m. Dr. E. T. Anderson was in constant attendance, and during the day Dr. Fitzpatrick, the assistant attending physician and surgeon, was always on call.

When the teachers were sent to their posts throughout the archipelago none was suffering from impaired health due to the conditions. of residence in Manila. A few were in poor condition physically when they landed, and one, Mr. W. S. Davis, died a few weeks later. He had been assigned to Moncada, in the province of Tarlac, and later went to the military hospital at Dagupan for an operation for appendicitis. The case was, however, so far advanced that no relief was possible. He left a wife and five children under 7 years of age. The military authorities at Moncada, Dagupan, and elsewhere, as well as the teachers, rendered every assistance possible, and Mrs. Davis and the children were brought to Manila to wait for transportation to the United States. In the meantime the Manila American, a daily newspaper, started a subscription, and a sum amounting to somewhat more than $1,000 in gold was raised and presented to Mrs. Davis.

A few of the teachers found quarters with friends in the city. The whole number entertained at the exposition grounds was 572, and the majority of them left for the towns to which they were assigned within twenty days after their arrival in Manila. A few remained several days longer, owing to the difficulty of getting transportation to the more isolated towns. This period was taken up in securing proper clothing and supplies and in visiting the schools in Manila. Provision for the transportation of the teachers to their respective stations was made by the purchasing agent of the civil government and the chief quartermaster of the Army. The proprietors of the interisland steamship lines received the teachers at half rates and gave them the best accommodations their ships afforded.

In assigning teachers to their work, careful attention was given to reports of the division superintendents who had already visited their divisions, and to the requests from military officers, presidentes of the municipalities, and other persons interested in the welfare of the schools.

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In determining the towns to which English teachers should be sent, it was found desirable to favor the larger garrisoned towns and those manifesting their loyalty by their peaceful condition. The question as to the possibility of finding quarters for women teachers had always to be taken into consideration, and sometimes the fact of the presence or the absence of other American women in towns proposed was decisive. The difficulty of securing, in many places, suitable food was one of the influences that led the commission to establish at Manila a general supply store from which teachers and other civil employees in the provinces could make purchases of food at reasonable rates and have it transported to them by whatever means were available. (See act No. 242.) The married couples, where both were qualified teachers, were usually assigned to towns requiring but one man and one woman teacher, and ordinarily the women were sent in twos for companionship and mutual assistance.

The preferences of teachers as to place of assignment and companions were asked for and so far as possible intimate friends were assigned to the same town or vicinity, and in cases where relatives or friends were in the military or civil service due consideration was given to this fact. The selection and assignment of teachers in several provinces were left largely to the division superintendents. It was thought that their knowledge of the people and intimate acquaintance with the actual conditions in the respective localities would enable them to make judicious selections of persons to fit the conditions, and to assign them in such a way that with the given force the most effective work could be done. In Negros, owing to the changes that were making in the stations of troops, it was not possible to fix the exact assignment of the several teachers until this movement was completed.

MANILA PRIMARY SCHOOLS.

At the end of the last school year the public schools of Manila closed with 4,460 pupils in attendance. This was the largest number that had been in attendance in the public schools since their reestablishment under American authority. Shortly before they were reopened, on June 16, 1901, a circular was issued announcing the opening of the schools. This circular was printed in English, Spanish, and Tagalog, and 10,000 copies were distributed by the Filipino police. The pupils reassembled gradually, and by the 30th of June there were 3,490 enrolled. At the end of July there were 5,123 in attendance. This slow and gradual enrollment is characteristic of a country where nothing is done too suddenly. It had its advantages in this instance in that it enabled the Filipino teachers to carry out the unfamiliar task that had been imposed upon them of grading their pupils and organizing them in classes. This lack of punctuality is one of the serious obstacles to the progress of this people, and it is expected that the discipline of

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the school, when thoroughly established, will contribute to the correction of this evil.

During the past quarter, except in two or three schools, the attendance has been as large as is compatible with the capacity of the school buildings and the attainment of the best results. The popular discussion of the subject of education, the qualifications for entrance to the public service set by the civil-service board, and the widespread belief in the opening of a new epoch in these islands, in which knowledge and scholarly attainments will be recognized as opening avenues to successful careers, seem to promise an awakening among the Filipino people. The demand for instruction is unprecedented, but it is noticeable here, as also in a very large degree elsewhere, that short cuts which promise to lead to salaried positions are preferred. The young and the old are studying, and many persons are naturally taking advantage of this demand and establishing private schools. In addition to the private schools of this class, several parochial schools, especially designed for little girls, have been recently opened in Manila.

It is difficult for the church authorities and for many devout persons to comprehend the point of view of the American people, who insist that instruction provided by the state shall be secular, and in view of the large part the church has played in the political and social affairs of the Philippines it is noteworthy that the protest against merely secular instruction has not been more pronounced. With very few exceptions, the Filipino teachers have adopted the new plan, and are entering upon its execution with a large measure of enthusiasm. There are two or three instances of women long in the service who have not been able to overcome the reactionary influence of their well-grounded habits. They have refused to study English or to countenance any change in method or subject-matter of school instruction. One at least has withdrawn and taken up work in a parochial school. It is remarkable that there have not been more cases of this kind. Many of the Filipino teachers manifested anxiety lest the opening of parochial schools would decrease attendance on the public schools and destroy their prospects. They were not able to see that there is ample room for both classes of institutions, and that the existence of the public school will necessarily make the parochial schools quite different from what they would be if they were alone in possession of the field. Some effects of the public school on private schools are even now observed, in that the private schools have adopted somewhat of the new method and spirit and are giving large place to the teaching of English. We look with satisfaction on whatever spirit of rivalry and emulation may be aroused between public and private schools, in that it will lead to the awakening of the minds of the youth and provoke a new zeal in the work of instruction.

All public instruction in the city of Manila at the present time is in