Evening star. [volume] (Washington, D.C.) 1854-1972, 1904-07-07
ITS WISDOM DOUBTED
CRITICISM BY OTHER NATIONAL
TILES AT MANILA.
Claimed That the Native is Led to De-
spise Labor-View Of DR.. Barrows,
Superintendent Of Education.

superintendent OF Education.
BY WILLIAM E. CURTIS.
Special Correspondence of The Evening Star and
Chicago Record Herald.
MANILA, June ), 1904.
AS l have several times intimated. there
is a decided difference of opinion among
men of experience and intelligence as to
the wisdom of the policy of universal edu-
cation which the government has adopted
in the Philippines.
1t Is purely an American idea 1t is con-
trary to the theories that govern the edu-
cationai policy of the British in India and
the East Indies. The Dutch and the Ger
mans condemn it, the French sneer at 1t,
and it has no sympathy or support from
men who have been long engaged in colo
NAL government in this part of the world.
gentleman who has been in the colonial
service of Great Britain for more than
forty years who has recently been retired
with title and a breast covered with dec
orations, and whose judgment on all sub
jects connected with colonial administration
is considered final authority told me not
long ago that the school system which has
been introduced in the Philippine Islands
by the United States a terrible mis-
take and that our government would never
cease to regret 1t, because among the Malay
race education invariably bred idleness and
discomfort. This opinion is shared by ev-
cry person in colonial authority. or of ad-
mtnistrative experience, whom I have had
the opportunity to interview. And one of
the counts in the Indictment brought against
the Taft administration by the American
and European colonies in Manila is that
they are spelling the native population
by promiscuous education, which units
fnr thai
to despise labor.
The Native Demand for Schools.
There is a situation here, however, which
must be taken into consideration in the dis
cussion Of this subject. and which is In
tensely interesting to all who approach it
thoughtfully. AS I showed you in recent
letter, there are 1,3s4,7 76 persons of school
age-that is, between six and twenty-one
years old-among the civilized races of the
Philippine Islands. Last year, according
to the final official returns 1924 of these
were enrolled in free public schools sup
ported by the government and during the
year 1903 the average daily attendance was
1871, or almost exactly 10 per cent of the
school population. That number, however
would be very largely increased if the gov
eminent could furnish all of the schools
that are demanded. AS I told you yester-
day, there is a clamor for a school from
every village and hamlet in the Philippine
Islands. There is actually a popular craze
FOR education. Many people think 1t Is I'M
healthy and unnatural, but the spirit and
education of the American people will not
permit them to recognize the desire for a
school house as unwholeSome or unnatural,
no matter what part of the world 1t comes
from. 1t may be so in Java or Sumatra, or
India or the Malay peninsula, but such a
desire Is not considered an unfavorable
symptom by those who are born and bred
in the United States.
entirely unanimous. 1t Is resisted and op-
posed by a small minority of the popula-
ton, by the old conservative element of
Spanish times. by the aristocracy, and to a
certain extent by the Catholic clergy, al
though 1t is quite surprising as well as
gratifying to know that the native priests
are almost invariably sympathetic and
friendly toward American teachers, and in
many places have taken an active interest
In the organization and conduct of the
schools. In some places the padres visit
the schools regularly, talk to the pupils and
encourage the teachers; at one place the
padre contributed money to enlarge the
school house, and everywhere there Is less
friction than formerly between the educa-
tfonal and ecclesiastical authorities. For
nieriy the priests insisted that the schools
should be closed upon feast days. religious
anniversaries and holidays which are not
recognized by the civil government. but the
regular sessions were held rs usual. This
cause Of friction has been removed by ex-
mass, with the understanding that they will
return to their classes Immediately after.
Those who know best, therefore, tell me
that the opposition to free public schools
and the universal education of the masses
is limited to an insignificant fraction of the
population, consisting of employers of labor
the former aristocracy, the old-faShioned
conservative families and a few of the
priests, while on the other hand the demand
for school privileges is urgent and enthusi-
astic from the masses Of the population.
Aim Of Common School Education.
| this subject, and never lost an opportunity
to express them. In his final report as
governor he said:
II am aware that our plans for the edu
cation of the masses have been the subject
of considerable criticism by men whose ex
perience In eastern countries entities theil
views to great weight, on the ground that
by giving education to the people we unfit
| them for agricultural and other manual
pursuits, and inspire them with desire tc
succeed only as clerks and professional
men. That the result of higher education
upon people untitled by training for and
moral stamina to use it to good purpose
may be productive of evil, need not be dis.
cussed or denied. That superficial educa-
ton frequently produces discomfort and
DflnSS ABOUT SOCIAL disorder may also be
conceded. The condition however, whic,
is most productive of social disturbances
is the existence of vast mass of ignorant
people easily and blindly led by COMPARE.
lively few of their countrymen. supe-fcially
educated. into instruction and lawicssness
without any definite knowledge or certaint,
as to the beneficial results therefrom The
theory upon which we justify, even on po
litical grounds. the spread of education. is
that the more the mass of ignorant persons
Is reduced In number by diffusing amons
| them common school education. the less
| likely are they to be led away by deeen
| crate political fakirs into experiments and
projects that can lead to nothing but dis
| aster The common school educat ton doe,
! not unit either the oriental or the occi
| dental laborer for manual effort, but 1t doe.
| enllghten him as to a more civilized life
| and It does increase his wants. and thu,
| does furnish a motive for more contin,,au,
| and harder labor"
Feeling Among the Natives.
| Dr. Barrows. superintendent of education
had his answer ready when asked hin