Most of the native teachers are working cheerfully and earnestly both to secure an education for themselves and to impart what they know to the pupils. The greater part of them are daily becoming more efficient and much more valuable to the department. The welfare of the schools demands that such salaries be paid as will retain the services of such teachers.

COEDUCATION.

In the past there has been a decided objection in this province to coeducation, but we are gradually working to that end. It has been introduced into the Rizal Institute and 4 of the pueblo schools. In these pueblos the people have accepted it without objection, and many are earnest advocates of it.

NIGHT SCHOOLS.

Fourteen night schools have been maintained in the province throughout the greater part of the year. Owing to the fact that only two-thirds of the teachers can receive insular pay for night-school work, only one night school has been allowed in a pueblo.

NEED OF AMERICAN TEACHERS.

During the year 13 American teachers have resigned or been transferred to other provinces and no new American teachers have been assigned to this province in their places. This leaves the province decidedly short of teachers. Never since the arrival of the Thomas has there been so few American teachers in Occidental Negros. These 13 resignations and transfers have left 9 important pueblos, which formerly had American teachers, without them. Five of these pueblos are among the largest in the province, having a population of from 12,000 to 15,000. In addition to these there are 4 pueblos which have never had American teachers, but which should have them.

NEEDS OF THE PUEBLO SCHOOLS.

Fourteen American teachers.

More money for the payment of larger salaries to native teachers.

More good material for native teachers.

Larger and better schoolhouses in a few pueblos.

More interest and activity on the part of local officials of many pueblos.
Immediate collection of land tax.

Schoolbooks based upon the knowledge and experience of the Filipino child.

PROVINCIAL HIGH SCHOOL.

At present the province rents for the Rizal Institute two commodious buildings. Ninety-five pesos, local currency, a month is paid for one, which is used exclusively as a boys' dormitory. One hundred and fifty pesos, local currency, is paid for the other. This is used for a girls' dormitory and class room.

Four American teachers are now working in the institute. The many inquiries being made by people in all stations in life show the general interest taken in the expected arrival of the manual-training teacher.

All persons over 12 years of age, whose general scholarship meets the approval of the principal, are admitted to the institute and to the dormitories. At present a knowledge of English is not a necessary qualification for matriculation. Three classes of students, internos, medio-internos, and externos are received. The internos live in the dormitories and pay for their living expenses 15 pesos monthly, in advance. The medio-internos live in their own homes and take their midday meals in the dormitory, for which they pay 72 pesos monthly, in advance. The externos provide for themselves all their living accommodations outside of the dormitories.

Both dormitories are made as homelike as possible. Beds and chairs are furnished by the province and pictures are hung on the walls. The girls' dormitory, which is under the care of Miss Sofia Reyes, is provided with an excellent piano. Mr. Ray Howell, principal of the institute, lives in and has charge of the boys' dormitory. These dormitories are a very helpful and necessary feature, as they furnish a home for many pupils whose parents live at distant points in the province and who otherwise would not be able to attend. More, it gives them a practical opportunity to learn domestic science and to know what home life may be.

During August, 1903, the average daily attendance at the institute was 54 boys and 27 girls, total 8i. From September 7 to November 10, 1902, the institute was closed

because of cholera. After the reopening of the institute, there was a steady growth in attendance and popularity. In March, 1903, the attendance was 57 boys and 38 girls, total 95.

The new year has opened very encouragingly, as those seeking admission have come from all parts of the province. The attendance on July 15, 1903, was 103 boys and 63 girls, a total of 166, and an increase of over 100 per cent since last August. The present indications are that this number will continue to increase throughout the coming year. Demand for admission into the dormitories is such that it will soon be necessary to move the girls' dormitory from the school building into a house of its own.

At the outset, June, 1902, the provincial treasurer was the only one of the provincial board in favor of the high school. The governor was indifferent and the supervisor avowedly hostile. The success and popularity of the school have been so marked that now all are friendly and willing to assist in many ways.

A new institute building constructed especially for school use.

SUMMER NORMAL SCHOOL.

The summer normal school for the year 1903 was held in Bacolod between the dates April 13 and May 8. For this purpose the Rizal Institute building and the Bacolod public school building were used.

Mr. W. K. Bachelder was appointed principal, and Mr. Eduardo Servando acted as secretary. Before the opening it had been planned to have 6 sections, 20 pupils in a section, but aspirantes came in such numbers that it was necessary to have 8 sections, 30 in a section. It had also been planned to require each of the American teachers to teach three periods daily. It became necessary to require each of the American male teachers to teach four periods a day, and to ask three of the better Filipino teachers to teach one period each.

While the average daily attendance in the normal of 1902 was only 56, this year it was 228, an increase of over 300 per cent. Below is a report of attendance:

Average daily attendance, 228; percentage of attendance, 94; number days of school, 20.

Throughout the term special attention was given to school organization, methods, and arithmetic in the advanced classes, and to English in all classes. Music, led by Mr. E. C. Knight, and calisthenics, by Mr. W. K. Bachelder, were enjoyed by all.' Thirteen insular teachers taught in this normal. Each and every teacher worked conscientiously, though the work was hard; yet it was enjoyed by all as it was an agreeable change from the lonely work in the pueblos.

The Filipino teachers were enthusiastic. They showed their appreciation of the school and of the efforts of the American teachers, by their cheerful, earnest work and by giving a reception to the American teachers at the end of the term. To the end of making the native teachers realize the dignity, importance, and responsibility of the position of teacher, addresses were given by the provincial governor, Judge Yusay, Señor Luzuriago, and the division superintendent.

That the school was a success in other ways than numbers is seen by the way that many native teachers are taking hold of the work this July. They seem to have a broader view of the educational situation. They are more enthusiastic, and show a real desire to help the pupils. Nearly every normal student upon returning to his pueblo has advocated the present educational system. To the success of this normal school I attribute, in part, the marked increase in the attendance at the Rizal Institute.

RESULTS OF YEAR'S WORK.

(a) A greater and more widespread interest in the public schools. This is seen in the increased and more regular attendance and in the more friendly attitude of the parents toward the American teacher.

(b) A better spirit among the native teachers and pupils. They are becoming more interested, and the older ones are getting a better idea of the necessity for and the true meaning of an education. Many older pupils are coming to the day schools. (c) In nearly every pueblo at least one class can read understandingly in the second reader and can use in conversation many of the words found therein.

(d) A generally growing belief that we desire to educate the people as a whole. (e) A large increase in the attendance of the Rizal Institute. Pupils are now attending from all parts of the province, and many parents have come to look upon the institution with favor.

(f) A great increase in the popularity of the summer normal school and a growing desire to improve the opportunities afforded by it.

OUTLOOK.

The outlook for the pueblo schools is very encouraging. Decided progress has been made in the general organization and condition of the schools, and they are doing more advanced work than a year ago. A more active interest is shown in the schools on all sides, and in many of the pueblos the present schoolhouses and furniture are altogether inadequate for the number of pupils who attend. In several of these pueblos local authorities are either building new schoolhouses or are contemplating building as soon as the land tax is collected.

The outlook for the provincial high school is even better than for the pueblo schools. The provincial officials are very much interested in it and are willing to assist in all reasonable ways. Although they have rented and placed at our disposal two commodious buildings, these are already insufficient for our needs. The young people, desiring the best that we can give, are coming from all parts of the province as fast as they can meet the entrance requirements.

DIVISION OF ORIENTAL NEGROS.

[Report of Division Superintendent SAMUEL T. LEE.]

In writing this report it becomes necessary for me to say that my work here as division superintendent began December 7, 1902. Since that date only can I give a detailed report of the progress made. I have a fair knowledge, however, of the difficulties experienced from the very beginning, because prior to the date of my assignment as division superintendent of Oriental Negros I was a coordinate worker in the sister province, Occidental Negros. I served there as secretary of the former division, which then comprised the province of Occidental Negros and the province of Oriental Negros as well; and later I served in the double capacity of secretary of the old division and deputy superintendent of the province of Occidental Negros.

In beginning the first subject of my report it will be well to first take a view of the field of work as it appeared at the time of our arrival in Negros.

Practically there was no real Filipino teaching force, and it at once became necessary for the division superintendent to direct his American teachers in the work of more completely organizing this neceesary corps.

Fully as great a problem for the superintendent was the development of the American teachers placed under his supervision. It was necessary not only to develop them as workers in the Philippines, but as workers in any schoolroom, because nearly all were beginners. All of the reserve force possessed both by superintendent and teacher was called forth at once. There was also great difficulty in securing suitable schoolhouses in the several municipalities.

As to school furniture, there was none, with the exception of a few old Spanish benches, entirely unfit for the use of small children.

From time to time the attendance was hampered by cholera and other epidemic diseases.

School funds there were none until May 1, 1902, and the payment of Filipino teachers' salaries was a very uncertain thing indeed. Even now we are short of having enough money for school support. Such was the condition of things when the work of public instruction began in Negros.

We have now with us in the division of Oriental Negros an eager, ready corps of 127 Filipino teachers, who daily receive instruction from their several American

instructors. One index to what has been accomplished with this corps may be found in the fact that an English-speaking person traveling through Oriental Negros could find in nearly every town 5 or 10 efficient interpreters among the Filipino teachers working in the public schools. This can be said of the smaller, more distant towns, and in the larger municipalities the number would be increased ten-fold. Not only has progress been made in the study of English, but the common branches have been advanced as well. Modern methods of teaching have been instilled through daily contact with American instructors, and the general social well-being has been improved. A force of 127 Filipino teachers well scattered throughout the province is sure to bring about good results, especially when their daily efforts are well directed by our American teachers. It is in this way that we are reaching the masses, and in this way are the masses becoming enlightened.

At present the teaching force consists of 127 Filipino teachers, 18 American elementary teachers, and 3 secondary teachers. Since the coming of the American teachers, 1 has resigned, 2 have been transferred, 1 has died from cholera, and 1, the former deputy superintendent, was murdered in the performance of his duty, thus giving a total loss of 5 to the American teaching force since beginning the work.

SCHOOL BUILDINGS.

There has been marked progress in the securing of proper buildings for public schools. Since beginning the work here, 10 schoolhouses have been built outright, 7 have been reconstructed, and 8 have been repaired, while there are 3 houses in process of reconstruction. In addition to these there has been chosen the site for a large, modern, tropical-climate schoolhouse, and $1,300 appropriated for commencing work on the same in the municipality of Bais. Plans for this building are now being drafted. This school when completed will cost $3,500 and will hold 500 children. The provincial board is now about to begin plans for a schoolhouse which will hold 250 pupils. When the new revenues from this year's tax assessment are available, we shall be able to accomplish much more.

Results obtained in the way of the construction of school buildings are very gratifying indeed, especially when it is considered that in many of the municipalities the work has been performed free of cost to the school fund. In the town of La Libertad a large school, capable of seating 300 children, was constructed by the voluntary contribution of the interested people of the municipality. Several barrio schools have been built in this manner, and a good share of the repairing has been done without expenditure of school funds.

SCHOOL FURNITURE.

At first the school children were compelled to sit upon the floor, but now there is little need for this. One town for example-Siquijor. Here there was registered an average attendance of 518 last month. When work was begun in this town there were six or eight long benches, which held all the children then in attendance. Now all have seats, and benches to write on as well. At a meeting of the town council I addressed them on the subject of school support, and at the close of this talk each councilor and "barrio teniente" promised to bring in each month one bench for the public school. This promise has been kept almost faithfully, and we now have seats for all. At the end of the first month this plan secured 12 seats, and the good work has not stopped yet. The best feature of it all is that the work is being done willingly and without a cent's cost to the town's school fund. This scheme has been carried out in several other towns with like results.

SCHOOL FUNDS.

Under this heading the first thing to be written is, that Oriental Negros school funds are far below what is necessary for proper school work and development. However, we are thankful for what we have and we are trying to reap the best results possible. At present the school funds are nearly exhausted, because the time for new collections has arrived. In planning the expenditures of school money in this division last year it was expected that the 1903 collections would begin in the same month as they did in 1902. This work has been delayed somewhat on account of unavoidable causes; nevertheless, the school work will not suffer as a result, because the towns which are short of school funds are paying their teachers from other funds for the time being.

WAR 1903-VOL 7—50

BARRIO SCHOOLS.

In this division there are now running 10 barrio schools. These are all under the supervision of American teachers, and in many of them classes are held which receive personal instruction from the several American teachers. In every case the barrio Filipino school teachers receive instruction regularly from the American teachers during the teachers' class. In some instances the barrio school buildings are very unpretentious, while in others the buildings are all that can be desired. In the establishment of barrio schools in this division it has always been borne in mind that the central schools must not suffer through lack of proper attention on the part of the American teacher, who might have too much barrio work to perform. As soon as more teachers are assigned to this division it will be possible to progress considerably along this line. Barrio schools are always supported by a large attendance, and in my opinion the barrio school system will very soon play a prominent part in giving public instruction to the people of this division.

SECONDARY SCHOOL.

The provincial secondary school of this division was established during a storm of opposition, but now this has all cleared away and good progress is being made. At the beginning the former provincial supervisor did not see the need for a secondary school, and he was not in favor of its being established. However, the school was begun with about 40 pupils, mostly from the town of Dumaguete, thus making the attendance not truly provincial in character. Miss R. E. Berry had charge during the first year.

The second year of work began with Mr. Fred J. Bailey as principal and Miss R. E. Berry and Mrs. E. G. Lee as teachers. Through the untiring efforts of Mr. Bailey a representative average attendance of over 100 has been secured. Even the most distant towns in the province are represented. The school building at present occupied by the secondary school is entirely too small to allow an increase in attendance.

The course of study is a secondary one, when it is considered that the work that is being done is far in advance of what is being accomplished in the primary schools. As yet, however, the course of study would be considered but primary work in the United States. The pupils are making excellent progress in English, reading, grammar, composition, arithmetic, geography, United States history, and spelling. In addition to this there is a well-attended sewing class for the girls, conducted by one of the American lady teachers.

On the 27th of July the provincial board passed an appropriation which provides the sum of $650 gold for the support of the secondary school, and also provides the sum of $450 gold for the beginning of a new building of light materials. It has been promised that the work of construction shall commence just as soon as the necessary plans are finished and approved by the proper authority.

NORMAL INSTITUTES.

The great need of a summer normal institute made itself deeply felt during the first year of work here, and to meet this need a very profitable normal was conducted at the end of the first year of school work. The results were at once apparent. The Filipino teaching force has by means of this instruction been greatly improved, both mentally and socially. I was not present at the time of the first normal school held in this division, but I had the pleasure of superintending the one held during the vacation just passed. Now that the several Filipino teachers have returned to their posts of duty, the progress made during the summer school is beginning to show most gratifying results. This division's normal of 1903 had 145 teachers and “aspirantes" in attendance. More could have been enrolled, but it was deemed wiser to enroll only those who were actually working as teachers and those who were in all probability about to become public school teachers.

The records of the last normal held show that the greatest progress was made in reading and composition, the progress in arithmetic taking second place. At the end of the month of normal work examinations were conducted, and I now have a complete record of the work done by each student teacher.

The attendance record was especially gratifying. There was an enrollment of 145 students, and only 4 of these dropped out before the end of school. But 4 cases of tardiness were reported, and no one who continued throughout the month was absent more than eight periods. One of the 4 students who dropped out the first week returned and attended all of the last week.

A most encouraging feature was the complete cooperation of everyone, teachers, municipal officers, provincial officials, and all.