womanhood?

Can it afford the waste of a motherhood not developed to its best? Certainly mind and character, like muscle, grow more efficient with use, and to secure the best use there must be incentive. Women of means, robbed of important home duties, find themselves consigned, by the customs of our time, to lives of wastefulness. No opportunity for relief offers itself to the majority, and no incentive urges them to find an outlet for their energy. The real question involved in the present discussion of co-education should be how may an incentive be found for the college woman which will guarantee her continued growth, and which will produce work accruing to the credit of her college, her sex, and her race? The new attack upon co-education is based upon the most superficial observations, and the action proposed is cruel and unreasonable. It is not the loss of a college education to a few women which is involved, but the movement is an attack upon race progress. These college men have attempted to seize the wheels of progress in their onward revolution and to turn them backward in their course. Justice demands that an incentive to equal work with men shall be given the college woman. Mr. Roosevelt talks much of the man who 66 can do things." We need to create a demand for the woman who can do things. Surely, the first duty lies with the colleges themselves. If college professors, now lost in contemplation of the beauties of the stars above or the mysteries of creation in the earth beneath, would turn their eyes humanward in serious study of the question of everyday life for a time, a solution might be found.

It is plain, however, that this unexpected attack upon co-education will impose a new duty upon its friends. That duty is to protect its interests by securing the appointment of more women upon the faculties of our colleges and universities, and especially upon the boards of trustees.

If college faculties are really alarmed over the increasing education and literacy among women, and give credence to the prediction which has been made by more than one distinguished foreign observer, that the time is not far distant when the average American woman will rise superior to the average man in general intelligence and information, let them not lay a staying hand upon the growth of women, but urge the men of the nation to come up higher. If they fear the antagonisin of men students to the women students which has been demonstrated in not a few colleges, let them recognize the spirit for what it really is, the manifestation of the savage, not yet eliminated from the civilized man. Let them analyze well their own attitude of mind to discover whether the action of the men students is not a rough reflection of their own point of view. Let them analyze well the present conditions of society, and then in classroom, in chapel, in baccalaureate sermons, in every thought and act, magnify the duty of the college woman in American life, as they now emphasize the duty of the college man.

In a thousand paths the college woman might walk forth to conquest. If she inclines to science she may maintain her laboratory in her own home. She no longer needs to spend her time in canning fruits and vegetables, for this work has left her home and gone to the factory; but a problem has come to take its place. How is the factory preserving done? With formaldehyde and salicylic acid, with glucose and analine. Then, with crucible and test-tube, let her nominate herself the nation's detective and ferret out the sins or the virtues of every cannery in the land. When her facts are in command let her call forth the legions of other college women to wage a war in the interest of pure food. Tho she must overcome glucose trusts, political rings, and public credulity, let her map out her campaign to save our nation from the wrecked health of body and mind toward which this commercialism is rapidly forcing us. The college woman who may win the victory for pure and honest food, will deserve to rank with our highest and best. If the college woman inclines to philanthropy, let her organize her forces to teach the women of the poor hygienic cookery and sanitary housekeeping. Men may build model tenements, schools may try to educate the young to better things, but until trained women teach the housewives of the poor the higher standards of the home, the race will not rise much beyond the present.

Invite the college women to share freely in the work of the world, according to her inclinations and her abilities. Recognize her as a positive factor in society, as from the character of her endowments we may safely conclude nature intended her to be. Then endow her with the ballot that she may have authority to enforce her opinions, and to do the work of her choice in the most effective way. In the beginning, the gift of education to the people thru our public schools was not given in the spirit of philanthropy, but was extended in order that our government might rest upon an intelligent citizenship. Now that a majority of the products of the public schools are girls, and the preponderance of literacy of the nation has tipped to the side of woman; now that the interests of women can no longer be confined to the home, but are to be found on the outside as well as the inside of that home, the logician will have difficulty to find a sound reason for believing that the government, as well as the home, the school, and the church, may not be safely trusted to the joint judgment of men and women.

Surely college faculties, with their trained powers of observation and their breadth of view, need feel no paucity of resources in the effort to find incentive for the college woman. The only hindrance is their own failure to perceive that she needs an incentive; and meanwhile eyes are blinded by the shadow of the belief that the sphere of a woman is within the four walls of her home, while the sphere of a man is compassed only by the limits of the wide, wide world. There is no sphere for men and

no sphere for women, but a joint responsibility is laid upon both to give their best and highest service to the uplift of the race. With perfect liberty of choice each man and each woman will perform that service, and in doing so they will find their natural sphere. Perfect freedom of action and perfect freedom of training is the need of the hour. If in the evolution of society the home as we have known it, with its rooms to be swept and its furniture to be dusted, its food to be cooked and its dishes to be washed, shall succumb to the general wrecking process, we may rest assured that the change will come so gradually there will be no jar. The home as it is to be will silently steal in to fill the void. We may not locate the new home in space. We may not describe its material equipment, but we may rest assured that so long as time shall last, whenever two congenial souls shall meet, they will unite in the old, sweet way, ever new, and where they pause, there will be a home. That home will continue to be the bulwark of our nation and our race. Children will come to it, more beautiful, better born, and better trained than we have been. The tenderness of mother-love planted ages ago in our animal ancestors will never know its divinest flower until women, under the influence of encouragement and incentive, have developed to their highest and their best. In the transition, which we could not stay if we would, the eternal forces of evolution may be trusted to save the race from mistakes too serious. Meanwhile it is our present duty to hail each college woman, as well as each college man, as a possible apostle of higher light, and our safest guide will be the motto, "Liberty to all, curtailment of opportunity and growth to none."

EDUCATION IN THE PHILIPPINES

JACOB GOULD SCHURMAN, PRESIDENT OF CORNELL UNIVERSITY, ITHACA, N. Y. I shall not at the present time speak of the educational system planted in the Philippines by the Spaniards. In the time of the Spanish sovereignty the church was a part of the state, and the church controlled all education. Manila boasted of a university which had a papal charter, and the Jesuits had a college there; and in Manila and all the other organized towns of the archipelago there were public schools for elementary instruction. We do not know statistically the extent or efficiency of their work, but the masses of the Philippine people are certainly uneducated and grossly ignorant, and it seems no exaggeration to say that only a minority of them can read or write. But, in estimating the services of Spain to the Filipinos, we must remember that she lifted them from barbarism to civilization, and from heathenism to Christianity (excepting only the Mohammedans and heathen in Mindanao, Sulu, Palawan, and other remote parts, who together constitute less than one-fifth of the

entire population of the archipelago), and that, if she did not accomplish the elementary education of all the people, she did almost as much in that direction as she had done for the people of her own country; while in the matter of collegiate and professional instruction the educated Filipinos one finds scattered-tho very sparsely, it is true - all over the islands, bear living testimony to Spain's desire to bestow the highest intellectual gifts upon a select and favored class of young men among her subjects in the Philippines.

As I studied and reflected upon educational conditions in the Philippines, it seemed to me that the soil was peculiarly fitted for the kind of sowing which American administrators would naturally undertake. Here, as at many other points, I discovered a perfect harmony between the needs, desires, and ideals of the Philippine people and the practice and traditions of the American people. The Filipinos wanted free public schools for the entire population; but free public schools for the instruction of the children of all the people is the central feature of the American educational system. It is natural, therefore, for us to give them, not only what they desired, but what they had demanded in every revolutionary program their patriots had adopted when in rebellion against Spain. I never saw anywhere, in any part of the world, a people who longed more ardently for education. Conscious of ignorance, the people desire. instruction. They feel that a new era is opening for them, and realize that it is only thru popular education they can accomplish their national mission. They have seen what schools have done for Japan, and it is the dream of every thoughtful Filipino to make of his country another Japan-with the additional advantage of being Christianized as well as civilized, and of having a republican instead of a monarchial government. And so, as I have said, all thru the islands, there is a hungering and thirsting after knowledge, and the educated man is the object of popular admiration, and he easily becomes the political leader whom the people delight to follow.

In view of these facts the first Philippine Commission, of which I had the honor to be president, recommended in its report that "public education should be promptly established, and, when established, made free to all," and also that "English should be taught in the schools of the archipelago to the utmost extent feasible."

These recommendations were adopted by President McKinley, and incorporated in his instructions to the second Philippine Commission, of which Judge Taft was appointed president. And the results, short as the interval has been, amply confirm the wisdom and beneficence of the policy. About nine hundred American teachers are now at work in the Philippines, and about one hundred more will soon be appointed. Between three thousand and four thousand Filipinos are employed as elementary teachers; and of these about two thousand daily receive at

least one hour of instruction in English. Not less than a hundred and fifty thousand children are enrolled in the free primary schools. The number of native adults receiving English instruction in evening schools conducted by American teachers was ten thousand in October; but at the rate of increase then exhibited there are probably twenty thousand, or even thirty thousand, at the present time. There is a wide and enthusiastic demand for instruction in English in all parts of the archipelago; and next to that is the demand for instruction in manual training and the mechanic arts, the lack of which has hitherto so greatly retarded the progress of agriculture and other industries in the Philippines. It is another proof of the intelligence of the Filipinos that they so quickly recognize the kind of education they most need: applied science for the development of the vast natural resources of their islands, and English for use in government and in trade and commerce.

I need not describe the organization of the public-school system of the Philippines. It is, of course, an adaptation of the system of our own states and territories. There is a superintendent for the archipelago with eighteen district superintendents. Each town has its board of education with advisory functions. The moneys expended are all Philippine, nothing coming from the treasury of the United States. Our function is to administer the funds of the Filipinos for their educational benefit, but in view of the coincidence between the educational desires of the Filipinos and the educational system of the Americans, I am firmly convinced that no other nation on the globe could render the Filipinos such valuable educational service as we are doing at the present time. While the American teachers who went to the archipelago were undoubtedly attracted by the compensation offered -- the salaries ranged from $900 to $1,200-I know that some of them, and I believe that many of them, were actuated by the spirit of educational missionaries, and the letters I have seen from them show that among them are those who are devoting themselves to their noble but difficult work in a spirit of unconscious heroism. And they have the earnest support of Judge Taft and the other members of the Philippine Commission. But undoubtedly the chief praise for the success of our great educational work in the Phillippines must be awarded to the able superintendent, Mr. F. W. Atkinson; and personally it is a great satisfaction to me to recall that when Mr. Atkinson consulted me in his doubts about accepting the appointment, I strongly advised him to take the position and pointed out the possibility of such a work and reputation as he has since performed and acquired.

There are two unsolved problems, two difficulties, which confront our educational work in the Philippines. One is the relation of the church (by which I mean the Catholic church, for the civilized Filipinos are all Catholics) to education; the other is the relation of the English language to other languages as a medium of instruction.