_College of San Jose_. Besides
the Government schools, there are many others continuing the Spanish
system, such as the _Colegio de San Juan de Dios_, where, besides
the usual subjects taught, the syllabus is as follows:--

Commerce.
Drawing.
Japanese Language.
Modelling in Plaster.
Piano, Violin.
Sketching from Nature.
Stenography.
Typewriting.
Watercolouring.
And preparation for the B.A. examination.

The _Seminario Central de San Javier_, under Jesuit superintendence,
is really intended for students proposing to enter the Church. Many,
however, follow the course of study and enter civil life. In the
large provincial towns there are Spanish schools, and at Dagupan the
_Colegio Instituto_ follows the same curriculum as that established
in the Manila _College of San Juan de Letran_. In Spanish times Jaro
was the educational centre of the Visayas Islands. Since the American
advent Yloilo has superseded Jaro in that respect, and a large school
is about to be erected on 75 acres of land given by several generous
donors for the purpose. The system of education is uniform throughout
the Islands, where schools of all grades are established, and others
are in course of foundation in every municipality. Including about
P1,000,000 disbursed annually for the schools by the municipalities,
the cost of Education is about 20 per cent, of the total revenue--a
sum out of all proportion to the taxpayers' ability to contribute.

According to the Philippine Commission Act No. 1123, of April, 1904,
the official language will be English from January 1, 1906. It will
be used in court proceedings, and no person will be eligible for
Government service who does not know that language.

In general the popular desire for education is very
pronounced. American opinion as to the capability of the Filipinos
to attain a high degree of learning and _maintain_ it seems much
divided, for many return to America and publicly express pessimistic
views on this point. In daily conversation with young middle-class
Filipinos one can readily see that the ambition of the majority is
limited to the acquisition of sufficient English to qualify them for
Government employment or commercial occupations. The industries of
the Islands are relatively insignificant. The true source of their
wealth is agriculture. In most, not to say all, tropical countries,
the educated native shuns manual labour, and with this t