orphans, and of the unfortunates abandoned by its founders who had to flee from the ingratitude of the revolutionists, was burned by the shells which the Americans threw to dislodge the Indian rebels who had made forts of it, and being looted afterward by pillaging Chinese who took away even the paving-stones of the lower floor, a cargo of which was surprised by the North American police in the Pasig River, and returned to the Augustinian fathers--the only indemnity which they have received up to date. The Augustinian fathers also extended their charity to orphan girls. For that purpose they caused sisters of their tertiary branch to go from the Peninsula, who took charge of the education and instruction of the children in the orphanage that was built in Mandaloya at the expense of the said Augustinian fathers. More than three hundred Indian mestizo and Spanish girls received a fine education there, so much so that their work in embroidery, sewing, and the manufacture of artificial flowers, took the prize in the expositions at Madrid and Manila. So excellent and fine was the education that the orphan girls received in Mandaloya, that it was necessary to accede to the repeated requests of influential families who begged that the Augustinian tertiary mothers receive as pensioners the daughters of many Peninsulars and Spanish mestizos. EDUCATION SINCE AMERICAN OCCUPATION It is the chief glory of American connection with the Philippines, that no sooner was their easy conquest an assured fact, than attention was directed toward the education of the peoples who thus came under the control of the western democracy. In spite of the more than three centuries of Spanish rule, although many measures had been dictated by the government and by the religious orders, although the college of San José, the Dominican university of Santo Tomás, the college of San Juan de Letran, and various other institutions had flourished for the greater or less part of Spanish domination, and especially, although the active government measures, beginning with the memorable decree of December 20, 1863, had induced a wider result in primary instruction, the educational methods in force in the islands were antiquated, often without result, and narrowing, and to a certain degree tended to shackle rather than to free the mind. The best work was done by the Jesuits who had adopted the most progressive methods used in the islands during Spanish occupancy. The religious orders are not without praise for having established, as early as they did, educational institutions where some Filipinos could, to a certain extent, take on the advantages of the occidental polish and education which Spain had to offer. But it must be remembered that Spain itself has never, since the early days when the great Salamanca University flourished as one of the most advanced outposts of education in the world, been renowned as a center of learning. Hence, it may be said, whatever the