The people of the Philippines, their religious progress and preparation for spiritual leadership in the Far East,

360 THE PEOPLE OF THE PHILIPPINES

for extension schools in nearby barrios and met this need
for several years by the establishment of seven village schools.
In each case the village furnished the building, boarded the
teacher, and sometimes paid a part of his salary.
In brief the boys were taught to work, "anything that came
to hand from driving a plane to cleaning a stable or digging
a ditch; and there was no discrimination of persons....
General educational work was not emphasized because the directors wished first of all to direct the thought and trend of school
sentiment along the line of dignity of labor and of just pride
and pleasure in genuine hard work. The results have surprised
us; the boys had been held daily to their task and we never
saw boys work harder."
The Jaro Industrial School Republic is the most remarkable
single institution in this interesting school. There is a congress
to which each class sends three representatives and two senators. There is an executive department consisting of the President, Vice-President and a cabinet of six whose functions the
reader may guess from their titles: Secretary of State, Secretary of Sanitary Commission, Secretary of National Parks,
Secretary of Agriculture, Chief of National Guards, and Postmaster-General. There is also a Supreme Court appointed by
the President to decide important cases. Then there are seven
state governments, one for each class, each having a governor,
third members, prosecuting attorney, defending attorney appointed by the state, and treasurer. The Congress of the
Republic has passed a bill voting that every pupil who enters
the school shall pay a personal tax of seventy-five centavos a
year. This, with fines, is the source of income from which
expenses of the government are paid.
Since I916 the policy of the school has been changing. Experience has seemed to indicate that a purely industrial school
does not achieve mission purposes under the peculiar conditions
obtaining in the Philippines, so well as a school of the Silliman
type. Boys no longer work with the idea of learning trades;
but those who cannot pay are afforded an opportunity to earn
their own way. The industrial requirements are to-day almost
like those of the public schools. The tradition of hard work