APPENDIX PP. U. S. MILITARY GOVERNMENT IN THE PHILIPPINES, Manila, P. 1., August 17, 1900. The department was established on March 30, 1900, by order of the military governor, copy inclosed, marked "A." Previous to that time Mr. G. P. Anderson, superintendent of the Manila schools, had, in addition to his other duties, distributed to certain places outside of Manila, school books and stationery. During the time that I have had charge of the office this distribution has been continued. The supplies have been obtained in two ways-by purchase and by taking over from the Spanish Government a stock of books and stationery which had been prepared for use of the public schools under the said Government. The latter supplies were generally of inferior character, the textbooks being mainly pamphlets, poorly printed, and capable of imparting but meager knowledge. Moreover, much of this instruction was on religious subjects, embodying the tenets of the Roman Catholic Church. However, certain of these books have been sent out as being better than nothing, and also familiar to native teachers. The supplies purchased were brought from the United States, the first consignments having been received before I took charge of the office. Table inclosed, marked "B," shows the number of the various articles of the Spanish stock, also the number of articles ordered from the United States, with the numbers received. Table C, inclosed, gives details of the distribution of these supplies. This table includes distributions made by Mr. Anderson, as well as those under my direction, and is complete up to date of this report. In the month of April the circular, copy inclosed, marked "D," was sent out from the office of the military governor, the draft for the same having been made in this office. Replies have been received from nearly all parts of the archipelago and extracts are inclosed, marked "E." These reports show, generally it is true, but it is believed fairly, the present state of the public schools of the islands. These extracts I have made quite voluminous, believing that they constitute the chief value of this report. Answers to the question concerning quantities of books, etc., needed have been omitted. Many things asked for were those used by the Spanish Government, now either not available or not deemed worthy of distribution. Report of Manila schools is not given, as this will doubtless be made by Mr. Anderson, the present superintendent. On April 30 circular letters were sent to the leading publishing and manufacturing firms in the United States engaged in preparation of books and supplies for schools, and to these circulars many responses have already been received. Circular letters were sent at the same time to all of the superintendents of public instruction in the different States, and to the superintendents in all of the principal cities in the United States. To this circular prompt and generous answers have been received, and there is now on file in the department a mass of reports, forms, school laws, etc., which will be of great value in the development of a school system in these islands. The Lafayette Post of the Grand Army of the Republic, of New York, sent out a very generous donation of flags for use in the public schools. Most of these were distributed by Mr. Anderson, but a portion were sent out by me. By authority of the military governor, 300 additional flags have been purchased from the Quartermaster's Department and are now being distributed. The above has been the principal work of the office. As my tenure of the office is but temporary, I make no recommendations for radical changes in the present schools. I recognize, however, the fact that much that is now being done, following largely after the old Spanish system, is of small intrinsic utility, and is chiefly valuable as it shows the good will of our Government in establishing or continuing schools for the natives. Were I to continue to have charge of this work I should in this report go into detail in recommendations for future work; but, under existing circumstances, shall limit myself to repeating what I have said in a report recently made in response to an inquiry made by the Philippine Commission, through the office of the military governor: First. That a comprehensive modern school system for the teaching of elementary English be inaugurated at the earliest possible moment, and that attendance be made compulsory wherever practicable. Second. That industrial schools for manual training be established as soon as a fair knowledge of English has been acquired. Third. That all of the schools under Government control be conducted in the English language so far as in any way practicable, and that the use of Spanish or the dialects be only for a period of transition. Fourth. That English teachers, well trained in primary instruction, be brought over from the United States in sufficient numbers to take charge of the schools in the larger towns, at least. Fifth. That a well-equipped normal school be established for instructing natives to become teachers of English. Sixth. That in the larger towns, a portion at least of the schoolhouses be modern structures, plainly, but well and properly, equipped. Seventh. That the schools supported by the Government be absolutely divorced from the church. If the natives desire schools in which religious instruction is to be given, that they furnish the entire support for same from private resources, but that attendance at these latter schools shall not excuse the children from attendance at the public schools, where English is taught. In addition, the parochial church schools, if such are maintained, shall be required to be equal in character of general instruction to the public schools. I am well aware that some of these recommendations imply the expenditure of considerable sums of public money, but I can think of no expenditure which will have greater influence in developing peace and progress in these islands than public schools. Except the establishment of good communications, either by rail or wagon roads, I know of no public work so important. The acquirement of the English tongue, to speak, read, and write it, will prevent distrusts and misunderstandings which must ever exist where the rulers and the ruled have diverse speech. It is appreciated that the question of training natives of this generation to become proficient teachers of English is one that can only be solved by experience, but the experiment is worth trying. That for many years they would be efficient teachers in the American sense of the word is not to be expected, but I believe that they will learn to be assistants at least. We can not hope to be able to supply all schools with American teachers on account of the great expense involved, but must rely in part on native teachers. If these native teachers were assured of an increase in salary as their capabilities for teaching English increased, I believe that a considerable number would at no distant date become reasonably good instructors. Very respectfully, ALBERT TODD, Captain, Sixth Artillery, in charge Department. II. Capt. Albert Todd, Sixth U. S. Artillery, is hereby placed in temporary charge of the public-school instruction of the Philippine Islands. military governor for instructions. By command of Major-General Otis: A true extract; copy: He will report to the Ordered from United EXHIBIT B.-Supplies received from various sources—Continued. States. States. ernment. OFFICE UNITED STATES MILITARY GOVERNOR IN THE PHILIPPINE ISLANDS, The COMMANDING GENERAL, Manila, P. I., April 20, 1900. SIR: The military governor directs that in order to enable the officer in charge of public school instruction to form an idea of the work to be done and the means available to do it, a report will be sent from each military district embracing the following information: 1. How many different schools are established or is it desirable to establish this year? 2. How many pupils (about) will be in attendance? 3. What text-books and stationery are needed and in what quantities—that is, in addition to amounts already supplied? 4. What teachers are needed that can not be supplied in the district? 5. Is it desirable to have instruction in Spanish as well as in English; also, what instruction in the native dialects, if any, is desirable? 6. Are there any buildings available as schoolhouses? 7. If native teachers are employed, what is a fair compensation, taking into account salaries for other occupations in the district? 8. What can the people of the district do for themselves? In what way do they need assistance from the military government? 9. Give any suggestions or recommendations that in any way bear on the subject, even if only partially germane to the matter. The officer in charge of the work for the islands has but an imperfect knowledge of the situation and must depend on these reports very largely to guide him in his plans and estimate of expenditures. Formal and exhaustive reports are not expected or desired at this time. The work must be largely tentative and a moderate amount of information fairly accurate, but promptly given will conduce best to the desired ends. Very respectfully, A true copy. Captain, Twentieth Infantry, Aide-de-Camp, Assistant Secretary. HENRY A. GREENE, ALBERT TODD, Captain, Sixth Artillery. E. [Extracts from reports rendered in compliance with circular letter from office military governor, see * inclosure D.] DEPARTMENT NORTHERN LUZON. FIRST DISTRICT. [Report rendered by Brig. Gen. S. B. M. Young, U. S. A., commanding.] * * 1. Two hundred and three schools are established and running. This includes public, semipublic, and private schools. * It is impossible to give an exact division as the majority of the schools change their classification from time to time. It is desirable to establish this year two schools, to serve as models, in each town with a municipal government, and four schools in the larger towns. This would require the establishment of 192 free schools. * 2. On May 31 there were 10,714 children attending schools, * * 44,716 of school age; in the course of the year 25,074 will probably attend school, if good schools are established. 3. (Give quantities of books and stationery required; not considered necessary to enumerate here.) 4. There are needed 75 teachers of English, one for each town, and about 25 licensed native teachers, in addition to one practical teacher as superintendent of schools, and an assistant in four provinces-five in all. The native teachers do not understand and can not teach without the aid of Spanish or Ilocano the simplest things; an attempt to abolish Spanish would result in a prejudice against the schools. 6. The majority of the towns have school buildings, public or private. In many instances the teacher lives in the schoolhouse. * * * This system is prejudicial. At least two well-constructed airy school buildings should be built in each town at once, making about 150 buildings. 7. Native teachers are not paid sufficiently and the amount received is very uncertain and they are frequently not paid. They should be paid according to their work * * * by grading them to the classification of the town under General Order, No. 40, Office Military Governor, 1900. Native male teachers in towns of the first class should receive 35 pesos per month; second class, 30; third class, 25, and fourth class, 20. Teachers in barrios, rancherias, etc., same as teachers of fourth class. Female teachers to receive 5 pesos less per month in each class. |