relate to the schools and public buildings, and administration, all names for foreigners, and all proper names. The words of Malayan origin include nunerals, parts of the body, pronouns, nearly all birds and fishes, many natural objects, and the verbs and adjectives with very few exceptions. This instance may indicate that the present effort to develop the Philippine languages by casting out the foreign element can only result, as it is already doing, in making them unintelligible to the mass of the people, and in robbing them of essential elements of strength, richness, and utility.

Feeling in favor of the use of the dialects found expression in a proposed law of the last session of the legislature providing for their teaching. This proposed bill, in the form in which it was exhibited at one period of its discussion, provided that instruction in the dialect of any locality might be given in the public schools on request of a local school board and municipal council. The idea of the bill was said to be not to disturb the present curriculum in English, but to put in the dialect teaching where locally demanded as an additional subject. Although many friends of the public schools felt that such a measure as this would weaken their teaching and occasion general misunderstanding, my own feeling is that it would not have done harm and might have introduced instruction of present benefit. It is a very easy matter for a child of the second grade to acquire facility in reading and writing his dialect, as the syllabary used for the purpose is phonetic and very plain. Some reading of proverbs, folk stories, and poetry, of which there is a considerable in several languages, could have followed. But the advocates of the measure inserted a final clause that the municipalities should have the power to decide in what language public instruction should be given. As English was apparently to be included in this scope of their authority, such a power would have afforded possibilities of immeasurable confusion, and if generally exercised for excluding English, would have undone the work of eight years and rendered useless over 6,000 teachers trained to teach English. In this form, therefore, the bill was reactionary and unacceptable and was fortunately disapproved by the upper house of the legislature.

If we may judge by what is taking place in all parts of the globe, the Philippine languages will disappear from use. There is a common belief that these mother tongues do not die, and that instead the dominant intrusive population always ends by adopting the indigenous speech. While this may be true as applied to certain great historical peoples, nothing is more untrue if we survey the world at large at the present day. I have such good authority as the word of W J Magee that in the century just closed the number of spoken languages of the world decreased one-half. Their disappearance is being constantly accelerated. There are scores of languages throughout both Americas which to-day are known only by name. Even in such a continent as Africa so eminent an authority as Sir Harry Johnson states that no native languages will persist except Swahili (itself partly Arabic) and Hausa. Elsewhere the languages of Africa will be English, Arabic, French, Portuguese, and Italian. The multitudinous dialects of the Philippines will likewise disappear. They will leave with us an enormous number of place names, many of which are older than the languages at present spoken in the locality of these names, names of trees and plants, and a considerable additional vocabulary descriptive of objects native to Malaysia. These will all become a part of the English language spoken throughout the archipelago. This result will come even though no more is done than is being done now. It has already proceeded far enough so that it could only be stopped by a complete reversal of policy.

THE DEVELOPMENT OF RACIAL CHARACTER.

I can not hope that this prediction will be welcome to a considerable proportion of thoughtful Filipinos, who are desirous, among other aims, of preserving the best qualities of native character. These gentlemen fear the general adoption of English as likely to result in the loss of the "Filipino soul."

But the triumph of English as the common speech of these islands does not by any means imply the suppression of the native character, or the sacrifice of any of its excellencies. These fears arise from misunderstanding. The educational policy in these islands is not to Americanize or Anglo-Saxonize the Filipino. It is not a policy of “assimilation." Assimilation is fast becoming a discredited policy, though it has been a popular programme with the friends of more than one backward race who have taken for their standard the stature and quality of the white race. French colonial administration has discussed and experimented with the assimilation idea. It was put forward by the Spaniards in the last decade of their rule in the Philippines, and it was then a popular conception with the Filipinos themselves, although it should be noted that Rizal possessed the insight to see all its weakness and to refute it in his second great novel, El Filibusterismo. In my own view the policy of assimilation in all dealings of the white race with other races is a profoundly mistaken one. Where accompanied by compulsion is it absolutely indefensible. Not by force but by persuasion is the great work of civilization to be accomplished. Profound differences of character separate the different races of the world, and these can not be broken down by an experience of education. The process of racial differentiation has been a very long one, and while it has left all mankind essentially one it has left the different races of people differently endowed. While no race seems devoid of any human quality or passion, or incapable mentally and spiritually of experiencing the highest emotions, these emotions differ in intensity in different races. Their ensemble is different in one case from what it is in another. The white race has frequently claimed for itself a superior mixture of qualities of every kind, but what is more probable is that other races, even if they do not possess any equally good ensemble, possess at least certain superior qualities in a higher degree. At least every race has some elements of strength and qualities of greatest serviceability, and its highest development does not lie in a slavish conformity to the character of another, but in the wise and persistent cultivation of the best qualities of itself. Our effort here is not to make Filipinos into Americans, but to make better Filipinos. We do not insist that the Filipino qualities of mind and heart shall become those of foreign peoples, but that everything shall be done to cultivate the inherent excellencies of the race in the best possible way. Moreover, there is that assimilation which absorbs one people into the life and character of a stronger race, and that assimilation by which a people possesses itself of new benefits of civilization and utilizes and transforms these in accordance with its own genius. It is by that latter kind of assimilation that progress is made, and there is no question that the Filipino people possesses this power. They form a race which is destined to survive, multiply, and make its influence felt farther than the human mind can forecast. Like other Malayan peoples fortunately situated, this race is rapidly multiplying; it is at least 14 times as numerous as it was when the Spanish conquered the archipelago, and 5 times as numerous as it was at the beginning of the last century. Through all its history it has proved itself capable of rapid cultural advance. It has been continually acquiring and assimilating new elements of civilization. Its indigenous culture, of which certain elements speak with favor, was left behind long ago, when their forefathers progressed beyond barbarism. The primitive Malayans were forest-dwelling

communities without farm animals, who burned their primitive "caingins" and planted their simple crops with their hands; they worshipped the spirits of the woods and the ghosts of the departed; they possessed practically none of the arts of civilization, but through successive contact with the civilization of the Hindu, the Arab, and the European, these Malayan peoples have steadily developed in culture until in the Philippines they approximate the civilization of western Europe. The lesson to be learned from this, their own history, is not to turn back to their past for ideal or light, but, confident of their own power and virility, press on in the effort to bring up their life and civilization to the highest standard of the Christian world.

THE TEACHING OF ETHICS.

This discussion of the Filipino character brings us to the subject of moral instruction and character training in the public schools. Little has been done so far by means of direct or didactic teaching. The influence of high-minded teachers, the constant effort to maintain a high standard of conduct of all teachers and pupils, the prompt punishment of common school faults, constantly exert an influence in favor of character training which, while it can not be estimated, can not be doubted. There should be, as well, intelligent and systematic instruction in ethics. Enough has been previously said to indicate my own opinion that this instruction should be built upon a clear and sympathetic understanding of the Filipino character and its own best standards of conduct. Certain admirable virtues are taught by the training given in every home, but it is undeniable that certain essential virtues are neglected in this home training. On this point the school has a responsibility which it has not adequately met, partly because the difficulties in the way are great and partly because intelligence and understanding have been lacking. Obviously moral training can best be given by the Filipino teachers themselves. Some definite requirement as to time and amount within the course of study will have to be made, and then Filipino teachers will have to be prepared by courses in ethics and pedagogy to give this instruction to the children. One of the most necessary qualities to inculcate in the Filipino pupil is the love and habit of self-reliance. The feeling of dependence, the desire for assistance and protection, is inherent in the race. It is a weakness that has been greatly encouraged by a paternal government. It expresses itself in countless ways, but in no way more noticeably than in the fervid seeking for official position and official privilege.

GOVERNMENT SCHOLARSHIPS.

This discouragement of the practice of self-reliance comes close home to the bureau of education, because of the large provision that has been made for student scholarships. These are of several kinds: Government scholarships in the United States, the number afforded by the current appropriation bill being 130; scholarships in the Philippine Medical School, one for each province of the Philippine Islands (Act No. 1632); nurses' scholarships for supporting young women while receiving a training in nursing; municipal scholarships provided by municipalities under the provisions of Act No. 1791; and by Act No. 1857, 100 scholarships for municipal and insular teachers to receive superior instruction in Manila.

*

Provision for government scholarships in America was made in 1903 by act No. 854, and was for 100 students. Succeeding appropriations increased this provision until the number of students under appointment finally stood at 188.

The standard of scholarship of the early appointees was too low for them to fully benefit by the instruction in American institutions, and in 1907, by resolution of the commission, the examination for appointment was made the equivalent of the completion of a secondary course of study. This higher standard has resulted in very few appointments during the last two years, but there will probably be a number of competitors able to qualify at the end of this school year. Of 196 students who have been appointed to these scholarships 2 have died while under appointment, 5 have been obliged to return on account of ill health, 7 have been dismissed for misconduct, 60 others have returned from the United States, their terms of appointment having been completed, and have been appointed to government positions, 40 in the teaching service, 11 to clerical positions, 2 to the position of subinspector in the constabulary, 2 as draftsmen, 1 as a pharmacist, 1 as court interpreter, 1 as agricultural foreman and inoculator, 1 as computer in the bureau of lands, and 1 as private secretary to one of the congressional delegates. The majority of these young men have now been under appointment from eight to ten months. An effort has been made to learn of the quality of their service; 6 are unreported upon, the service of 5 is reported as "poor," 7 as "fair," 22 as "good," and 20 as superior." There will return to the islands this summer 43 students (4 of them being young women), of whom 11 have taken courses in civil engineering, 3 in mechanical engineering, 1 in chemical engineering, 11 in agriculture, 6 in teaching, 4 in medicine, 2 in domestic science, 1 in architecture, 2 in law, 1 in forestry, and 1 in pharmacy. Under the terms of the law these students may take not more than sixty days of vacation after their arrival in Manila and are then under obligation to accept appointment to a suitable position in the government service and to enter appropriate civil-service examinations to secure eligibility for regular appointment. Not counting those students who are returning this summer, there remain in the United States 76, in addition to whom there are 3 who have resigned their scholarships and are in the employ of the Federal Government; there are also 4 others, recently appointed, who are awaiting transportation to the United States.

66

In addition to the 10 original scholarships in nurses' training, it is gratifying to report that 4 others were privately provided last year, and 2 other young women took this course at their own expense, a total of 16. For the present academic year provision has been made for 30 government scholarships, and 9 other young women have been provided with scholarships through private generosity.

EDUCATION OF GIRLS AND WOMEN.

The Philippines are fortunate among countries of the East in the position occupied by women. In the social life of the country they have a place as influential and respected as that of the men. The woman's influence in the household, in the direction of household affairs, and in the business interests of the family is preponderant. Filipinos seem to regard the judgment of the women as being cooler and wiser and it is ordinarily adopted. Women are engaged in all sorts of occupations; besides being venders and hucksters, they are shopkeepers and frequently commission merchants on a considerable scale. There are many women of wealth who hold property independently and manage it themselves. This is a condition which gives the Philippines a great advantage over other oriental countries. On the other hand, while the woman's influence is fully equal to that of the man in domestic and practical affairs, they

a The actual number of appointments for the different school years is as follows: 1903-4, 105; 1904-5, 40; 1905-6, 37; 1906-7, 10, 1907-8, 4; total, 196.

have not enjoyed equal privileges of education until recently. Lately a number of women have taken law courses in private schools of Manila, though I am informed that none has passed the bar examination. There are 3 women students in the Philippine Medical School. Of 6,804 Filipino teachers, insular and municipal, regular and temporary, 2,108 are women. A considerable number of young women fill positions in public offices. The director of civil service states that during the last five years 1,371 young women have entered civilservice examinations in English, of whom 269 passed a teacher's examination and 153 a clerical examination. Since the organization of a modern telephone system in Manila, they have filled the positions of telephone girls, and in the stores of Manila there is commencing to be an increasingly large number engaged as accountants, clerks, and saleswomen. Girls do not, however, attend the public schools or any schools to the same degree as do boys. The disparity between the sexes in the primary schools is 137,974 girls to 221,923 boys. In the intermediate schools the difference is even greater. There were last year 2,898 girls and 10,481 boys in such schools, while in the secondary course, out of 1,324 students only 240 were young women. While there may always be a greater demand for highly trained men than for highly trained women, social improvement in the Philippines depends upon an educated body of women no less than upon a similar body of men.

THE INSULAR SCHOOLS IN THE CITY OF MANILA.

THE PHILIPPINE NORMAL SCHOOL.

Provision for this school was made in the act organizing the bureau of education, and it was first opened in 1901 with a total enrollment of 349 students. In 1902-3 the number of students was 398; and 9 pupils, who had previous instruction in Spanish schools and were somewhat advanced in subject-matter, were given diplomas of graduation, although there was no definite standard of attainment; in 1903-4 the enrollment was 455 students, and of this number 14 were graded as secondary students when the prescribed course of study went into operation. The attendance on this school has steadily risen each year, being 554 in 1904-5; 645 in 1905-6; 733 in 1906-7; and 809 in 1907-8. What is even more gratifying is the higher standard of work attained. In 1906-7 200 of these students were secondary pupils, while in the last school year the number was 286. The secondary courses are very thorough, and the instruction, equipment, and standard are believed to be on a par with that of the best high schools of the United States. Including the early graduates, there have been a total of 99 normal graduates and 4 graduates from a high-school course. Graduates from the normal course are placed by the bureau of civil service on the list of eligibles for appointment as insular teachers without subsequent examination. For the practice teaching, as well as for model and experimental purposes, intermediate, primary, and kindergarten departments are conducted. Those taking the normal-school course have practice teaching in the primary grades in their third year, and in the intermediate grades in their fourth year. The school since its organization has been housed on the "Exposition Grounds" in Ermita in buildings erected by the Spanish Government in 1895 for a Philippine exposition and subsequently used as a school of agriculture. These buildings, while for the most part of a temporary character, have been kept in a state of repair and, with ample and well-shaded grounds, have served the purpose admirably. In a way, this school and its site on the "Exposition Grounds has been an educational center for the work of the bureau of education. Here have been held the vacation assemblies, and the Philippine