The present director of education believes that the total number of children who would enter the public schools without compulsion, if adequate facilities were provided, is approximately eight hundred thousand. Until revenues materially increase not many more than five hundred thousand of these can be educated, if due regard is had for other imperative necessities of the government and the people. If the people of the United States, or any political body composed of them, really desire to help the Filipinos toward the practical realization of their ideal of an independent, self-sustaining government, let them stop talking about the advisability of now conferring upon the present generation of adults additional rights and privileges, and provide the hard cash necessary to make intelligent, well-trained citizens out of the three hundred thousand children who are now annually left without educational advantages which they earnestly desire, and greatly need. Under the Spanish régime private education as distinguished from that provided for by the government attained considerable importance. At the time of the American occupation, Santo Tomás, the oldest university under the American flag, had colleges of medicine and surgery, theology, law, engineering and philosophy. There were also numerous private so-called "colleges" for boys and girls and very numerous smaller private institutions. At first the establishment of public schools had no apparent effect on those conducted privately other than to induce them to introduce the study of English, but as years went by, the organization, modern methods and industrial development of the public schools forced the private institutions into activity. The law provides that the secretary of public instruction may give approval and recognition to such private schools as meet certain requirements, and in 1910 a division superintendent of schools was detailed to assist him in carrying out this provision. His report for the period ending September 1, 1912, is a very interesting document. It compares the Philippine private schools with those of South America, very much to the disadvantage of the former. It notes particularly the lack of manual training in boys' schools and the lack of standardization in the manual training of girls' schools; and speaks of the allegiance of the Filipino institution to the classical programme of mediæval institutions of learning. It is a notable fact, however, that English is gaining. Thirty-four private schools are giving their entire primary and intermediate courses in that language; nine are giving primary, intermediate and high school courses in it, and two are so giving all courses, including the college course.