Vilas County news. [volume] (Eagle River, Vilas County, Wis.) 1896-1927, 1903-07-20

fiux of the American teachers educa-
ton took on a great boom" Every
man, woman and child, soon found
that it was quite the thing to speak
Americana, as they termed it, and
demands for teachers, from towns,
even such as were too small to be on
the map, were received in great num-
Der at the general superintendent
office. The 900 teachers were quickly
scattered, and sent forth to their vari-
Gus stations. Truly there was great
wailing and gnashing of teeth, for
friends were separated, regardless OF
protests and in some cases even
brothers and sisters were sent to diff
ferent towns. Without so much as d
letter of introduction to the head men
of the town, or, in fact, without any
advice as to how TO start a school,
these teachers were put to their wits
end. Yankee ingenuity, especially III
the cases of those fresh from college,
was absolutely necessary. In many
cases the American teacher was
obliged TO build the schoolhOuse and
to make all the furnishings, utilizing
soap boxes, tin cans, or whatever a
lretreating regiment had left in its
wake. Not so much as a hammer or
a saw was furnished by the depart
ment. Not a book, slate, pencil, or
board was given; the only implement
that the teacher had was the advice,
Go forth and teach" In the course
of time all necessary things came
from the main office, but patience,
and lots of it, is the primary requisite
for dealing with the American oficials
in the Philippines.
Some have asked me, But how did
you teach them?" This question is
hard to answer, for there are some
things that you do and yet do not
quite understand how. There you are,
face TO face with a room full of ig-
norant black youngsters. You do not
know a word Of their language, and
they may understand mo got" and
"can do" in yours. Much harm has
been worked innocently by the Amer
lean soldiers telling the natives that
a horse was a cat or a COW was boat,
or some equally ludicrous thing.
AS | said before, it was considered
quite the thing to go to school. and
if there is one thing the Filipino
dotes on it is being in style. In a
short time more than 100000 pupils
were enrolled in the schools of the
island. The average daily attendance
numbered perhaps $4,000. This num-
Der gradually dwindled, however. for
as soon as the child found it required
work to learn English, interest grad
ually decreased. This falling of was
especially perceptible in the various
trade schools, for the Filipino was not
anxious to enter anything that would
soil his hands.
Five hours of work a day was re-
Quired of every American teacher,
four hours of school-roOm work, and
one hour of instruction to the native
teachers. The school hours were gen.
orally from s to 10 and from to 4.
1t was also the duty of an American
teacher to observe and assist in the
work of organizing schools, going
from one barrio to another, selecting
native teachers, watching their prog
ress, and making regular reports.
Teachers were also advised to start
evening schools, but this was entirely
optional on their part. At these even
ing schools, adults only were to be ad-
mitted. In addition to the regular
school duties, many teachers were
called upon to act as members of the
school board, and in other cases were
appointed as members of the local
board of health. Neither of these Of
fees carried with it any extra recon-
pense, and required much work from
a conscientious American.
Few can understand what it means
to begin at the foot of savagery and
attempt to teach the Filipinos the
English language. The very structure
of their bodies seemed averse to the
undertaking. Some words were utter
ly beyond their control, for the Fill
pinos have a decided lisp when trying
to pronounce words beginning with
9Th or any such combination.
| | shall never forget my first visit
to the school to which l was assigned.
II was on the Island OF Mindanao,
some FIVE days sail from Manila, and
on the very edge of the Mohammedan
country. l had no trouble in finding
the building used as a school-house
for the continual chant which reminds
one of unearthly music came to my
! ears long before came in sight of the
| house. / admit that it was not with
out a bit of trepidation that I intro
duced myself to the native teacher,
who stood before his class with
| formidable stick. Ny fears were soon
thrown TO the winds, for, with the
most profound bow, he gave three
mystical raps with his weapon. where
upon with a dull thud the entire schoo!
went on their knees. and in poor
| Spanish but excellent rhythm offered
up q long prayer for the redemption
of my soul. When | had assured the