EDUCATION. 658 EDUCATION. usually by distinctly inferior races, and are for the most jiart in the tropics. Hence the possibility of inlluencing the state of civilization by schools IE sliglit. Besides missionary sciiools, the LJovern- iiicnt supports a school at Togoland. two in Kamerun, a system of 40 or 50 schools in East Africa, aiid a similar one in Southwest Africa. Such schools as exist in the Gennan possessions among the Pacific islands are main- tained by missionaries, both Protestant and Ro- man Catholic. Xo other country has seen the importance of education as a means of colonial rule so clearly as the I'nited States. Hence, in the short lime during which the Government has held the colonies, great progress has 1)een made. This progress is here presented in detail. Hawaii. When the United States Government assumed control in 1808, there was less to do in regard to educational conditions than in any of the other recently acquired island territory, and less to do in regard to education than in almost any other aspect of Hawaiian conditions. In fact, the educational status of Hawaii is better, as regards illiteracy and school attendance, than in many States of the Union. The existing Gov- ernment, then, has simply continued the estab- lished system and maintained its high standard. This exceptional condition, however, is largely due to the influence of Americans exerted over a long period. By the earliest missionaries in 1820 the natives were tauglit the alphabet, and many of them learned to read English before their own language was reduced to a written form. Within four years 2000 people had learned to read, a system of public schools had extended over the islands, and so great was the early enthusiasm that a large part of the population was in at- tendance. A seminary for the training of teach- ers, which still exists, was established in 18.31: in 1833 the Oahu Charity High Scliool, which has since become the Honolulu High School, was founded, followed in 1836 by a boarding-school for boys, and in 1839 by an industrial training- school.' The Royal School for chiefs, founded in 1840, and since become a school for all Hawaiian boys, was the chief school for the teaching of English. Numerous other mission schools sprang up from time to time, and in 1839 the Roman Catholic missionaries established a system of schools. The first comprehensive system of laws was published in 1840, and these laws include a number of educational provisions. Most impor- tant of all was a compulsory attendance law, with jx^naltics for both parents and chihlren for non-compliance, while it was further stipulated that no illiterate man or woman should "hold office over any other man." nor could any illiter- ate person marry. The office of Minister of Pub- lic Instruction was established, the first incum- bent being Richard Armstrong, father of fien. S. C. Armstrong, of the Hampton Institute. In iS'io a Board of Education was substituted for the Minister of Education, and since 180.'> an in- spector-general of schools has been ai)pointed. The use of English has become all but universal, 80 that now more than 08 per cent, of those at- tending school arc instructed in English. All public schools were made free in 1888, since which time such schools have increased their at- tendance at the expense of the private schools until at present they educate more than two- thirds of the population. Owing to the decrease in native population, the absolute number of Hawaiian children in the schools has decreased one-half in the last fifty years. In 1000 the school attendance was 15,537, divided as follows : Hawaii- an 4977, part Hawaiian 2ti31, Americans COS, British 232, German 320, Portuguese 3809, Scan- dinavians 114, Japanese 1352, Chinese 1280, other foreigners 115. Of the 559 teachers. 04 were Hawaiian, 58 part Hawaiian, 299 Ameri- cans, and tile rcinainder of various natiimalities. The total number of publie schools was 143 and of private 4(i, for a total jiopulation of 154.000. According to the report of lOOl. the governmental expenditure for popular education was .$300.- 299.50, almost as liberal per capita expenditure as that in the United States. The Piiilii'pixe Islands. At the time of the -Viiierican occupation, there was a S])anisli law requiring two school-teachers for every 5000 of Jiopulation. though in reality there were at the opening of hostilities between the Spaniards and Americans only half that number. In 1897 the Spanish statistics showed 2107 public schools for about l).000,UOO population. Education was al- most wholly under the supervision of the friars, and schools were held either in Church property or in the house of the teacher. The public school system was widely ditlused throughout tlie Archipelago, when the Americans arrived. The course of instruction consisted of Christian doc- trine, reading, writing, aritliiiiclic, Spanish, geog- raphy. Spanish history, practical agriculture, the rules of deportment and vocal music. The |icr- centage of natives who could read and write varied greatly in different localities, in some instances being high and in others low. There existed a class of the native population that was highly educated and very intelligent. The Uni- versity of Manila had an attendance of more than 1000 in 189U, and in the period from 1800 to 1882 had graduated 2392 students. In the public colleges or secondary .schools of the island there was a total attcmiance of 8070 in 1890, and in addition 1915 in 07 private Latin schools. During the first two years of . ierican control of the islanils, little attention was paid to educa- tion, but on March 30, 1900. a liepartment of education was established under charge of Capt. Albert Todd. For five months the schools thus remained under military control. Whenever practicable, soldiers were detailed to assist in giving instruction in English, books and supplies were furnished, and efforts were ))ut forth to con- tinue the native schools after the Spanish system. Little, however, was or could be accomplished. On September 1. 1900. T)r. Fred W. Atkinson assumed office as the first General Superintendent of Public Instruction for the Philippine Island*. The Philippine Commission adopted a general plan for education recommended by the Super- intendent, which became a law .Tanuary 21. 1901. This law established a department of public instruction that should have control over all schools of public or semi-public nature. It pro- vided for an executive head of the department, with an annual .salary of $0000; for eighteen division superintendents of schools at salaries of from $2000 tn .$2500 jier annum: for 1000 teachers of English frniii the United States, at salaries of from .*900 to .$1500: and for the establishment and maintenance of normal, agricultural, and nianualtraiiiing schools, A
