RBLIC EDUCATION in the Philippine

Isfands is Bulletin 1935, No. 9, and is issued by the

United States Department of the Interior. Office of

Bducation. Harold L. Ickes is Secretary of the Interior

and J. W. Studebaker is Commissioner of Education.

Katherine M. Cook, the author, is Chief of the Division

of Special PPolitems.

UNITED STATES

GOVERNMENT PRINTING OFFICE

WASHINGTON : 1935

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45639701.1'7. 1938

ogONTENT

Foreword 4.

Page

The Philippine Islands and People 7

Location and ResourceA

The People 10

Civil Government in the Philippine Islands 15

The Public School System 21

Early Development of the School System 21

The Administrative Organization . 24

Financing the Schools .

Organization and Enrollment oo 32

Curricultim 36,

Ngricsultural and Vocational Training 39

Secondary Schocgs 4 I°

The Teachers a 43

The University 6f the Philippineis ...... 46,

Some ichievements and Proi;lems .. . 48

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FOREWORD 4

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!THE initiation and development orpublic education in the Philip-s

...wine Islands is trpique in modern educational history'. Probably..-¡only among a people with an enthusiastic belief in the significance

educiiion, imder the benevolent guidanc'e of a\nat'ion ith an¡equally enthusiastic confidence in its Possibilities, could the d uca-

tional experiment under W a y in the Philippines. sponsored by the

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United States, have eyentuatepd.Rarely, if ever before, has a conquerjni people set tbout

fishing a free public system of schools almost beforc the guns of warwere silent.. Yet this unique achievement took place in the Philip-pine Islands immediately following American occupation. Almostovernight, soldiers. became teachers; schoolrooins were located,somewhere, somehow: and instruction, element* in its nature,and with the major piifpose that of teaching English, begun.

Education assumes added significance in view of recept develop-ments looking toward the complete independence of thee Philip-pine people within the next decade. Yct when one considers theachievements of the past 3. years during which a complete schoolsystem has developed, there is ample justification for hope in thefuture. In the hands of the children now of school a0, for nearlytwo thirds of whom educational facilities have not yet been'madeavailable, the fate of the Philippine Republic, to 'which theaspire, rests. It is the purpose of this bulletin to present a b.riefaccount or the progress toward universarpublic education so Tarmade in the Philippines as well as to suggest some of the problemsyet to he solved. It was prepared primarily for the informatiOnof educators and others in the UnIted States interested in theeducation of the Philippine people, whose intet'est and especiallywhose friendly guidance will continue until the hoped for objectivt'is achieved.

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Public Education in the.Philippine Islands

THE PHILIOINE ISLANDS AND PEOPLE -

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Location and Resources

THE PHILIPPINE ISLANDS were discovered to the Europeanworld by Magellan on the momentous trip On' which he pi1ote4-'the Victoria, the first vessel to circumnavigate the Globe. Magel-lan has been characterized as the greatest navfgatoraof timewith the single exception bf Columbus. On this particulartrip he was seeking the same thing th4t Columbus sought, a,western route to the Indies, particularly to the 'Spice Islands,whose products were so diligently sought by western Europeansof his time. alt.' the early sprint of 1521 1\fge1lan landed firston Guam and later, on the southern end of Leyte, one of thesmaller" islands of the Philippine grotip. Here, like CapyinCook in Hawaii, he met a tragic death at the hands of the natives. ,

Maelisn, though a Portuguese, -sailed under the Spanish flag,and though difficulties with Portugal ensued over the possessionof the Islands covering an extended period, it was Spain thatfinally WQ11 them, colonized them, and held them until justpréceding the American° occupation, during th6- short existenceof tile Philippine Wepublic.

The Philippine Archipelago lies in the Pacific Ocean southand we* and close to the .Asiatic coast from which itis separated by the South China Sea, approximately 500 mileswide. The most northern island of the Philippine group is but65 miles from Formosa, the most southern of the Jitpanese Islanqs,From. the British and Dutch Eat I ndiei to the south and south-west, the Islands are separated only by narrow ocean channeli.On the east the Philippines are widely isolated by thr waters of

the Pacific. Guam and Samoa, the former approximately1,500 miles east, the latter neatw5,000 miles in the same direc-

tion, are their ilearest American neighbors.ea

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There are more than 7,000 islands in the Archipelago of \\*hidf.about 1 .000' .are inhabited. They stretch north and solidfor 1,100 miles, and east and west for more than 600 milesMost of the, islands are ciöse together and even small boats catcross the main channels which separate them. The largestislands tare Luzon at the extreme north end and Mindanzio at th(extreme south. They are about the size of Pennsylvania andIndiana, 'respectively. Many smaller islands lie betwetn them-.two, and still smaller Ones. lie along their coasts. Among thelarger and more important, ones are Samar, Negros, Panay,Mindanoa, Palawan, Leyte, Cebu, Bohol; and .Mosbate. TI-1 I/i%vhole group makes up an area nearly as large as Great Britainand

ted.t_Tni States, an rea about equal to that in

Ireland com ined,2.or in terms of territory in. coAnentallcludedin .New Ygork,

Connecticut, Massachusetts, New Hampshire. and Vermont c.om-bined, or a 1-7it less than that of California. fj. In common with other East Indian Islands they are moun-tainous and have 'many. volianoes of

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the several kindsactiv.e,dormant, and extinct-7some of which are as high as 10,000 feetabove .sea level. The varied altitudes, prevailing winds, andposition with respect to nearness to the sea, result in a varietyof climates and products among the islands al tholigh all lie whollytvithin timTroOcs.The Arciiip1ago is rich in resources, many of which are as yet:1"

undeveloped:' I ts tropical forests contaip hardwoods of more than2,006 diffti.ent species, some of which are not found elsewhere, invariety to fit many diiTerent needs. In these forests Mere is said tobe undeveloped wealth to the value of more than 2 billion dollarsin lumber alone. Rubber, tanbark, dyewoods, and the like, areother valuable products of the forests..Agricultuie is the predominant industry. The tropical climateis conducive to abundant production of a wide variety of fruits,both tropical and those comson in temperate zones, includingcitrus fruits, bananas, pineapM and products of the cocoCopra, rice, tobacco, abaca, siigar, and coconut oil are amongthe extensive exports,- as are Manila hemp, rattan, kapok, and

ABunker, Milk F. Hawaii and the Philippines, lands, and peoples; also theIslands of the. South Seas. Philadelphia, J. B. Lippincott Co., 1928, p: 114.2 I bid. -

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other nativv, products. Rice, the real staff of life of the Philippinepeople, is grown extensively, as are corn, beans, swert-pota toes, and

1: other food crops.4

many.1 The waters abound in edible fish of varieties, though therelittle organized fishing. Manufacturing is relatively little

developed as an industry. The production ofsoconut oil, copra,desiccated cocoa, tobacco, vanilla, hemp. embroidery products,'

The Water.Front, Manila. 11.

and basketry making, are, however, iinportant and fairly.0%'el1'developed industries.. According to the Hammond report thevalue of production of all organized business operations in 1928was 813,175,000 pesos, or about 343 pesos per family, as comparedwitii an income of $3,900 (approximately 7,800 pesos) a yeir fogythe average family in the United States: Agricultur'al productionin commercial form contributrs 72 percent of the value producedby all the activities in regular commercial chanrkels. Lumber,minerals, fisheries, manufacturing, excluding agricultural prod-,

3 Hammond, Lyman P. A iurvey of economic conditions in .the Philip-pine Islands witO $articulár reference to present and future development.Submitted to the Gpverncsr General. Manila, of printing, 1928.

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4 ucts, and livestock, contribute arproximately 17 Percent of thetotal.

Thé climate is tropical but equable. There is little variation intemperature, rarely more than 30°.E, among seasons. The cli-mate differs somewhat according to tocality; the mountain sec-tions and plateaus, som9 of which are approximately 5,000 feet ipaltitude; have a temperate climate. The hot season is from Marchto June; the rainy season from the middle ofjune to October, isfolloOd by the wintr season. The monsoons and trade windsblow across the Archipelago. Destructive typhoofis visit theIslands at occasional intervals.

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The People

The present population of 'Ithe Philippine Islands numbers..

approximately 13,000,000.4 At the time of occupation 'hy Spainthere were approxiniately. 500,900 inhabitánts. They head evenat that time attained a fairly high degree of civilization, but werethen as n w split into numerous distinct groups with different lan-guages, s yell as customs, traditioris, and degree of qivilization,attained. The original finhabitants of, the Philippine Islands,.going far back into antiqiiity, were a race of pygmies. They arecommonly calle4 Negritors because they were once believed topossess

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characteristits of the African ITegro. Their descendantsto the number of aPproximately 50,000 still inhabit certain moun-

, r.)tain sections in the Archipelago.,population t

isThe as now .made up almost wholly of Malaysianorigin, altliough during the past several hundred years since Ihediscpvery of the Islands bytiagellan there has béen considerableblending with Orientals and 'Europians'. The èarly Malaysiansmigrated in groups, probably at widely separated periods of time.When the earliest migrations reafhed the Islands the new groupof Malaysians drove back from the coastal regions the indigenousdwarf people who were doubtless inferior in wArlikt skills andpossibly in 'numbers. Later on aA'group after grpup df Malaysianscame, each ne* 'group in .turn droN4 the\earlier and: residentgroup farther back' into the interior. Meanwhile, the (milkMalaysians Cif necessity drov the ITgri't9es still fartiier

tback .until

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descendants of the eaHy Malaysian filigrants, constitutingthe several different mountain tribes who, like the indigenousNegritoes, are relatively uninfluenced, by modern eMlization.Of these the Igorots. the Bontocs. and thee ;ire the host

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A Moro Village,in Mindanao:knc;wn and probably the most numerous tribes. They are moun-tain or at leasi inland dwellers in large part.

The southern sctions of the Archipelago, Mindanao ana Sulu;are inhábtted almost exclusively 1)); Mohammedan Malitysians,geneiially known as Moros. They, .too, are of varied groups ortribes, but since ther are all follmers of Mohammed they areunified by the cbinmon bond,of religion, Frequently all of thesevdtips, namely:, the Moros and the different mountain peoples,are classed together as the non-Christian tribes in distinctionfrom the Christian Filipinos wilo now make up the bulk of thepopulation, numbering approximately 90 percent of the total.

Among the Ch.rfstian Filipinos of full native origin there are'three important groups, the Tagalogs, the Visayans, and theIlocanos. The Tagalogs have a highly developed language andconsiclerable native literature. They live in Luzon, chiefly in that

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parrof it surrounding Manila, and number two or more.people. The Ilocanos live in the north and along the northwetcoast of Luzon, while the Visayans, the largest group numericalb 12-estimated at more than 5,000,000, occupy the central sections (

the Archipelago.As a result of the location of the Philippine Islands, easily

accessible to oriental couiaries, and,of the Spanish occupation.intermarrlages among incliNiduai's of different races and national-ities has been common for severaf-hundred years. It is "estimate 1

ihat more than a million Filipinos,'?including spme of the mo. tinfluential citizens, politically and :commerciall.,-- are of mixedblood. They are descendants of foreignei-§ from many differentlands, but especiaHy from Spain and the Or", anfl of Philippinomotl-ters.

.It is apparent that the.population is unuajally varied, macIA upof groups distinctive id custQms, languages, and origin, a varietyrarely found in so small :an area. Authorities have found 87 na-tive dialects and main lailg.uages.. Not only the main languages,,

but the dialects differ wi-dely, as widely it is said as the languagesof the nations of western Europe. The long periods of Continueds isolation in which the different groups occppying the Archipelago

lived led to much suspicion arid hostility among them. Eachwarred with his neighbor up to and even after the Spanish regime.This isolation was tie. not alone to the tendency of each migrAt-

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_ Eing group to drive the kevious inhabita.n0 fa.r.ihex back inlandwhere mouniain barriers helped to preserve itAut in part also

I to the multiPlicity of islands making up the Archipelago, separatedby deep channels of water difficult for primitive goats to navigate.Indeed, even notv inierislanci transportation is difficult and inade-

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quate; ,and there is considera0e tack of homogeneity among thePeople of the Philippines in language, race, and color.

Of foreigners resident in tIrAslands there are comparativelyfew of American or European nationality. According to themost recent data áV4Hable, there are approximately 4,500 Ameri-

. cans,, 5,000 Spanish, 50,60. Chinese, 10,000 Japanese; and 3,000of other nationalities, a total of approximately 72,500..non-Fili-

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pinog ju the Islands.

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The congestiodof population so common m many parts of thePrient

rdoes not characterize the Philippines as a' whole. The

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population is, hoWever, very unevenly distributed. Accordingto a report of a recent survey of economic conditions made tothe GcWernor of the Philippine Islands, the historic tendency toi.avor the coastal regions as a place of residence is still quitecharacteristic among the Philippine people. Population con-gestion when'found, therefore, is in these regions. _Distribution-aries among islands and within ingle islands. This is exempli-

tied by the variation among islands of from 1 g inhabitants persquare mile in Mindanao to 458 in Cebu, and,within the singleIsland of Luzon, where it varies from 10 inhabitants per squaremile to 316. For the Archipelago as a whole, eliminating 'Manila,the population density is 88 per square mile. As compared withoriental areas, China and India in particular, the Islands, there-fore, are far from43eing overpopulated, even fif a country Njhose

economic basis is agriculiure. There are still vast Srcas of landsin the Philippines uncultivated; only about 21 percent of landavailable for agriculture is TIQW produ.cing-.3

Standards of living are low compared. wi-th American standards,as are wage scales, particularl;r for agricultural laborers.. Under-nourishment caused by inadequate diet, lack of observance ofimportant health habits_ and sanitary regulations 'with the usualevidences of illness- and high mortality, especially infant mortality,which accompadies such condifioris, afe still in evidence. Hook

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worm, otu rc osis, eri- ri, c o era, typhoid, and ot er in-testinal disea s are still common., though there has been material

_iiipidveme in health and. sanitary conditions duriv the pasttwo decades eipecially.

The bulk of the people live in rural *c unities classified 1,..)y

writers on the subject as of three types: 'First, the village type inwhich large areas of land are divided into small plots tilled bypeasants under an interleasing or kasamia system. The villagesare called barrioseach consisting psually Cf a.cluster of frond; 500to 760 houses. This type of somrnunity 'prevails on the rice- andsugar owing::jgations.

The second ww.:which, like the first, conforms somewhat tothe nature offáñiThg which Prevails, is that" a cgrnmunity madeup_of scattered farmers, each individual living o4fland cultivated.

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more or less independently and each farmer having a fruit crvegetable garden in connection with his house, where he keepspoultry and other domestic animals,. Abaca and cocont.traising lend themselves to this type of community living arid 4Pt

prevails in sections devoted to their cultivation.The third type prevaVs in the irontier regions newly opened

up lands where pioneers labor against odds to build .new horn( sand new corpmunities. The government is . encouraging theopening up of new areas now uncultivated, with the purpose (Iexpluiting undeveloped resources through homestead and cormization methods.

The first or village system. Pccording to rhost authorities, ismore consistent with native trits, qùalities, and traditions thanare either of the other twit). Rural transportaLion is -as vet inadr-quate and the people naturally gregarious. -1)While agriculture leads among resources and occupations andthe bulk of the people are rural, indlistry has developed--especially in the past 20 yeárssomewhal as it has developedelsewhere, leading to incre-ased urbanization of the populationas a whole. There are 3 cities having a population of more than50,000, of which Manila, the capital city, with 300,000 popula-tion, is the largest. Cebu and Iloilo, the sugar shipping centers.Zámboango, Jolo, the-cap'itpl of the Sulu Archipelago, are Theother fargest and among the most important of the cities.

The task of education is indicated in this brief description ofthe country and the people. It is apparent that it is concernedwith people in large part rural who have not yer-attained theusual homogeneity in language, ciAloms, and traditions oneexpects from people of a unified nation or of a civil and,socialunit, and whose economic, health, and general living conditionsleave much to be accomplished. The objective toward which thedepartment of education is moving is the formulation and opera-tion of a broad educational program desived to improve thesocial and economic situations aqd to prepare the people for thecompleté independence they seek and desire And which, withapproximately 35 years of graduAl preparation, they hope toachieve mithin the next decade.

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CIVIL GOVERNMENT IN THEPHILIPPINE ISLANDS.

In both the establishment and mgntenance of Americansovereignty in the Philippines, the *policies follo..-eci have beendifferent in purpose and pursuance from those in other outlyingparts. From the beginning it was 'definitely understood and offici-allY stated that the ultimate goal of the United States was notannexation, assimilation, or any type of permanent control as

contemplated in Hawaii, for example, or Alaska, or the VirginIslands, ,but eventual independent self-government. Principlesadoptècl and procedures followed have, therefore, had for theirpurpose education in serf-gternment with gradual relinquish-ment of authority on the part of: the United States Governmentand towarcj further autonomy on the part of the Philippine people.As rapidly as deemed feasible in the judgment of the responsibleofficials, functions of govrrnment irkfreasing in number andimportanCe have been delegated to them. The consummationof this- policy is embodied in 'the Philippine Independence Actpassed by the °Severtty-third Congress setting up machinery forthe attainment of "complete independence of the Philippine Is-lands, for the adoption of a congitution and government for 'thePhilippine Islands, .and for other purposes."

The'present form, of governmentto prevail until the Philip-pine Commonwealth materializeshas evolved under the policiesindicated. Five important steps mark its development. The [ststep in governing the Islands immradiately following Ameriranoccupation was the setting up of the military Overnment main-tained throughout or id sections of the Islands from 1899 to1902. The second step was the establishment of civil governmentunder the Second Philippine Commissionappointed by the Presi-dent of the United States *ith William Howard Taft as chairMan.This form of civil gwernment prevailed until 1907 when the thirdstep in the development and the first toward nationalAelf-govern-ment was taken in like creation of the Philippine Assemblythefirst legislative body of the national government to be elected bythe Philippine people. The PhilippineAssembly constituted thelower house of the Philippine Legislature; the Philippine Commis-

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sion, appointed as indicated by the President of the United States.the upper house.The fourth step was taken in 1916 when Congress passed the

Philippine Organic Act known as thf: "Jones Law"- --the basis ofthe preserit (1934) scheme of govt ment in the Islands. TheJones Law provided for the extension oNndependence to thePhilippine Islands "as soon as a suitable government can be estab-. lished there" and conferrtd practicaMt full self-govern-ment on thePhilippine people in the administration of their internal affairs.The fifth step was taken by the Seventy-third Congress of theUnited States when it passed the Philippine Indepéndence-Act inMarch 1934, which provided a plan and established means forthe establishment of complete indeptndence, to heproclaimedJuly4.following the expiration .of a 10-year periodTrom the date of thein-äu-guraiioh of the ,new government, provision for NaliCh is madein the act.

It was, however. in the administration rather than in the form orwording of the actg providing for gradually increasing govern-mental resporisibilities thai the esolicies-toward jnotpoting eventualnational self-government were manifested. Following soon after..American occupption and while the temporary military govern-ment prevailed, the President of the United States appointed acommission fonown as the "First Philippine Commission" which. mtscomposed of 3 civilians, 1 naval officer, and 1 army officer "toinvestigate and study conditions concerned with public affairs inthe Philippines" in order to aid the Government in shaping apolicy which should be the basis of future political relationshipsbetween the United States and the Philippines. The Commissionmade 'a coMPrehensive study and reported to the Secretary ofState, after which it ceased to exist as an official body. Its recom-mendations and advice formed the basis of future policies, how-ever, to a notable4extent. One result of its sqvice was embodiedin the appointment by the President of the Second PhilippineCommissiona body empowered with authority to establish and

-execute civil government in the hlands. It was composed qf fourcivil members, with William Howard Taft as president. Thepolicy to be pursued by the Cornmissionyas outlined in President,'McKinley's instructions as follows: " The Philippines are ours notto exhibit, but to develop, to civilize, to educate, to train in the

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science of self-government." In these few words, according toDr. Vedast6Jose Samonte. he "sounded the keynote of khe polic'y

to be pursued by the United States in political relationships withthe Islands."

The Commission assumed its duties in June 1900 and began itslegislative work, 'leaving for the time being executive functionslargely to the military governor. While the Commission was pro-ceeding with the.setting-up of civil government in the Islands,centrbl, provincial, and municipal, Congress passed the SpoonerAmendment in March 1901, from which time On the govcrnmcntNvas civil in character, deriving its powers. from Congress. ThePresident of the Criited States issued an Executive order in June1901, transferring the authority hitherto exercised by the militarygovernment to the president of the Commission, who was there-after invested with authority and discretion for.the administration:of the Philippine government until Congress should provide for apermanent civil government. Actually tO military 1/4kovernmenl

was not terminated until July 4, 1903, when it was abolished in allsections of the Islands inhabited by Chrisaan Filipinos.. Hon.William Howard Taft was appointed the first civil governor onJuly 2, 1 904. The title "Civil Go rnor" Nvas later changed to"Govern/6r General."

The executive powers formerly xercisec br the Commissionwere vested, under the Spooner Amendment, in the GmternorGeneral, who exercised these powers with the consent and adviceof the Commission whiCh continued as a legislative and advisorybody. Almost.immediately following his appointment GQvernórGeneral (Taft appointed three Filipinos as members .4 the Com-mission, marking the first participation and cooperation of Fili-pinos in the administration of their Qational government. ThisCommission, consisting of the Civil Governor, 4IÀmericans, and3 Filipino members, was responsible for the insular governmentuntil 1907.

In the meantime a policy of establishing local self-governmentwas undir way. The -instructions of the President to the Com-mission, on its appointment,t forth a policy of participation ofthe 'Philippine people ip local government, the estáblishment of

e Samonte, Vedasto Jose: The American system of colonial adminis-.tration.. Iowa City, Iowa, the University of Iowa.

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independence in local affairs-of i3orovinces and municipalities fromcentral control. and the contindanre and promotion of importantadministrative functions instituted th military crhvernmen:with respect to the public education system. to free .elementar

'education, and to the inculcation of the English language amongthe people.

Philippine Normal School at Manila.It is apparent that the Second Philippine Comniision, actingwith the Governor General, was both a legis nd an execu-

five council. The Governor General, represent g the President.of the United States, was executive head orth government andas chairman of the Commission, which was th lawmaking body,had a voice also In legislation. Four eNecirti departments werecreated 'under the Commission, each 'he ed by an Americai'lappointed by the Governor. The departments were Interior,COmmerce and Mice, justice, and Public Instruction. Later theprovision Nos4s changed and Ihese executive heads weise appointed"by the President, as was the Governor*General with the adviceand consent of tkeYnited States Senate.

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\deUnder the terms of the Philippine 1..a\1 passed bv Uontrress in1902, the further extension of self-go1-nment. was contemplatedas soon as certain necessary provisions could he complied with.The most important of these- rebted to the creation of the Philip-pine .Nssembly, to which reference has Iwen made, \hich wasconstitute an elective lower house of.thé Philippine Legislature.The conditions \\vie satisfied in 1907 when a general election wacalled which resulted in the creation Of the first Philippine As-sembly. It consisted of 81 delegates from 35 Provinces. and \va-the first legiRlative hod of the national gpvernment to he choseflby the electotrate of the Philippine people. It was opened for-mally by William Howard Taft, then Secretary of NVA`r, Ocwlwr1907. The Philippine .Commission became the upper house; thNPhilippine Assembly the lower house of the Philippine I.ei;k1a-tun'. The Commission hlid at this time a majority of Americanmembers. Later by act of Congress and by appointment ofPresident Wilson in 1913, the majority of the Commission wasmade up of Philippine members. Thus both houses Nvere con-trolled by Filipinos, the Governor General having no ytbto powers.The Commission, however, continued to administer the' non-Christian Provinces. 9

aglib

In 1916 Congress passed the Philippine Organic Act know nas the "Jones Lav"--t he basis ofgtheprescni stheme.of the Philip-pine government. It ckared the way for ultimate self-ovcrn-rilent and constituted "a very decigve step toward completeemancipation of the Filipino people." Besides providing forindependence "as soon as a suitable government can be .estab-lished", it conferred pfactically full e 1 f-government on thePhilippine People in the administrafion of their' internal affairs.

The Jones Law vested legislative powers in the Philippine'Legislature, to consist of two houFs, the Senate and the Housepf Representatives, the Senate succeeeting the Philippipe Com-mission provided by the law of 1902. Congress reserved theright 'to alter, amend, or repeal any law passed by the Legislature.The Governor General was given the veto' power, two-thirds ofeachtouse bethg required to override his veto. If the GovernorGeneral refuses to iign a bill after such action it is sent to thePresident of the United State for final disposition.

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The Senate is composed *of 24 members, 2 from each of 12 .0senatorial districts, created, by the Jones Law. With the exceptionof ; who are appointed'by the, Governor General to representthe non-Ch;istian Provinces, ,thé*.senators _are elected by thevoters of the several districts for" a term of 6 years. One-half ofthe *nvnhership is selected every 3 years. The House is madeup or91 eleCted 'members and 9 appointed by the GovernorGeneral to represent the non-Christian Provinces. The mem-bers are elected triennially by the voters of their respective dis-tricts, which are formed acc7tIng to population distribution_

much as in the States of conti tal United States.j,egal voters must be'male, 21 years of age or over, residents. of the Philippine Islands for 1 Vear and of the municipality hi ..whic i vote 6 months,- and in addition must comply with1-10,alcs5

One of the Ilowing: (a) Own pvoperty; (b) h-ave exercised thesuffrake wider pr'eviously existing organization; (c) be able 'to. read and write Spanish, English, or a native lang*e. .By the terms of the Jones. Act the Governor General retiins. hig position as representative a the President, of the UnitedStates, and as chief exectitive officer pf the Philippine Govern-ment. He rarely acts in matter's '.purely domestic, however,without the- advice. of his' cabinet, consisting of the heads of the. executive department* Six executive departments were estab-lished and continue to date as follows: Interior, Justice, Finance,Agriculture and National Resources, Commerce and Commuhi-cation, Public Instruction. Each..ckpartment head has full con-trol over appointments in'his department and has general supe;'-vision of'the work of the department. There is an under secre-tary in each dekrimera who is a-permanent officer during gòocf*\behavior. There .is a Council of State advisory to the Goveitor'.General, composed beside the Governor General; of the Presi-dent of the Philippine Senate, the Speaker of the .House, and thet secretaries of the six executive departments. Following established. practice for the Territories of the United States ,the Philippineshave two Resident Commissioners in Washington who attendsessions of Congres but bave no vote. They are selected by'the Philippine Legislature. [Since thit as written the Filipino people

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Local governments are set up in each of the organized Prdv.-inces, of which there are 49. There are in each, provincialboards and á provincial governor, all of whom are elected bythe qualified Voters of the respective Province. In unorgaqizedProvinces, including non-.Christian and sparsely populatedProvinces, there.are no local officers; the iidministraadministration of govern-ment is carried on under the supervision of the Department ofthe Interior. Officers for these Provinces are appointed by theGovernor General with the advice and consent of the Philippine+Senate..

Muenicipalíties constitute the smallest civil Each is incharge of a .prtsident, vice president, and council eleved-bvihj*;ple. The city of Manila operate§ under a spocial charter.

THE PUBLIC-SCHOOL SYSTEM .

Early Development

AT THE TIME of the .American occupation, public Oucation,though established in policy under the Spankh regime and againunder the brief period of the Philippine Republic., Was consider-ably if not completely disoiganized. There Nvere, however,according to Philippine authorities, both widespread acceptanceof the principles of democratic education and an eagerness toprofit by educational facilities as rapidly as they could be Pro-vided. "The Philippine people believed in the need of qxtendingeducatioh to tht masses long before the American occupation andthe idea at education should be popular and not autocratic wasprevl t.!' 7 "The American Government found the Philip-pine 'Islands ieady to appreciate all the benefits (educational)that the new gCNernment had to bestow. The officials did notmeet discouraging difficulties in introducing American educationamong the nalives. The Philippine Islands were, at the time ofthe coming -of the like a fertile soil cultivated by tirt-less laborers and left to others for the 'bountiful harvest." 8

7 Alzona, Enearnacion. A history of education in the Philippines,4 1565-1930. Manila, P. I., University of Philippines press, 1932. 400 p.

8 Catapang, Vincent R. The development ,and the present status ofeducation in the Philippine Islands. Boston, Mass., The Stratford company,1926. 137 p.

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During the Spanish regime primary Ichools had been estab-lished in ,the towns, the levels of edu.cation offered dependingsomewhat upon the size of the cities or Ohms. The plan providedfor "incomplete" primary schools in barri 500 inhabitantsor fewer. Supervision was entrusted to a su ior ,council of pri-mary instruction presided over by the Governor General, later

A Mission School Dormitory, Bontoc, Mountain Province.called the Supervising Board of Public Insiruction. Under thisboard there were provincial boards, one' for each Province. Theorganization of secondary schools was.ordered by a royal decreein 1865, the schools- to .be sukrvised by the University of SantòTomas,..a.-monerable institution in which higher education for thePhilippines was centered for several hundred years precedingAmeriCan occupation.

The revolution which began in 1896 led to the disorganizaticinof. the schools; 'even, as it spreád from PrOvince to Province, tothe closing of many.9. In June, 1898, Philippint independencewas decreed and the revolution* government set up. A presf- .dent and cabinet, consisting of the head& of six departments, of9 Alzona. Op. cit.

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..vhich public instruction was-one, Nvas provided for in the new

et-up; and a state university planned to heforne Ihe center of

higher education in the country was established. Secondary a§

%cell as elementary education xvas to be under state control: Thepolicy adopted included maintaining the prirnry sohools Nv h ic h

were In existence during the last days of the- Spanish regime.To carry out the plans indicated, an amount of more than35,000 pesos Nvas set aside for public instruction -as rhe budget fo;I year by the Philippine Republic. it appears then, that xvithina few months after the proclamation of independence by Filipin(4leaders, they had "provided for the establishment of public

#

chools from the lowest to the highest grades." Although thesevarious decree's were of tempor5Ar, character, tlwy indicated a

de4e end policy. to extend education to the masses.In the meantime the Americahs had arrived and _begup to

establis 2( schools and .reopen closed ones, with English as thelangua, e of instructioil. 'According to a Phitippir.k authoriiy,'0

There is not perhaps in the record of war another example where a conqueringpower had taken first of all to the teaching of the conquered, but in the veryfirst minute of American occupation of Manila and other parts of the Islands,the American leaders began to deliberate on the pursuit of this grand ideal.

General Merritt, American military commander, wisely appointed thebroad-minded and intelligent W. D. McKinnon superintendeni of schools andwithin 2 weeks thc latter had schools in successful operation throughout thecity of Manila. Most of the teachers were vólunteers, many of them collegegfraduates, from among the Ameriegn soldiers.. By September 1898, all thepublic schoolhouses in 14anila that were not in ruins were operating tocapat3 under the superintendence of.the indefatigable MeKinnon.11

By August 1899, according to the same author, 100,000 childrenwere receivifig instruCtion in the public schools.

The Filipinos continued to oppose the United States until theend of 1899. Even then peace was noRt-fully restored since guerrillawarfare was car.riM on well into 19 2. In the meantime, how-ever, the two Philippine Commissioi6 previously described hadbeen appointed. The Second Philip me Commission establisheda centralind system of public instruction by a law which becameeffective in January 1901. This law, drafted by Dr. Atkinson,acting superintendent of public instruction and a member of the

lo Catapang. Op. cit.

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Second Philippine Co mission,- vas the lleginning of and thebasis for the present insular school system., 1.treatO a flepartftment of public instruction with a general supe6'ntendent of publicinstrucrion as its chiefofficer; provided for 18 division superintend-.

ents of schools and for 1,060 teachers of English from the' United.

4 States. A superior and advisory board of education was providedalso, following somewhat, former practice,' to aSsist the generalsuperintendent with advice .and informalion. Municipal schoolbi)ards were provided, composed of six meriibers each.

Through changes made later in the law, a bureau of education,was established as a division of the. department .of public instruc-

.

tion, with a director of 'education and two ass,itants iri 'charge:the num0er of divisions was increased to 36,-.And á prevision wainserttd that puac. education Nvas a be fr&.- Ïí 1.007, whv thefirst Philipiiine Assembly° met, the University 6f .th'ew.ras created to heaa up tht public-sclool system., -At the sametime ths Assembly made its first aPpiizipriaiion for

.stwpg.Et..ofthe

.

.barrio schools, amount) to 1,.000,000 pcsos

4KrThe Administrative Organization .00

'The present administrative organizakion is the direct outgrowthlitt this basic organization established by the Philippine. Commis-,.

iion following Americ.an occlupation. Education, health, indcpiarántine services are miteredr .

in a .departmcnt 'of publicinstrlittion which- istV, of ,6 major governmental departments,each in char-ge of a secretary who is a member of the Governoi.General's. cabirtet. The secretary of public instruction is also.Vicç; Governor oillthe Islands and, like the Governor, is appointedby the President of the Unite'd States. So far the position ofsecretarY has been filled by continental Americans._ The _UnderSec-retaiy is at present writing a native Filipino.

The educational system functions throttgh the Imirealrof educa-tion which is in charge of a director .of ediication, formerly calledgeneral superintendent of education./ He is. appointed- .by theGovernor General with the approval of the Philippine_ S.unate.The scihool qstem is highly centralized, with all importailtfunctions centered in the bureau.of education. These functionsinclude the establishmonts qf scheofs, the agnment -of tiathert

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. the fixing of their salarirs, choice and recommendation to theTretary of pliblic instruction/of candidates for important posi-

: ions in the bureau of education, the_prcparatim of curricula,. 4..

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upervision of school-building constructidn; itipser6ce training oficachers, w:t 1116 -ipnerA conduct of the, publi,c-school system.Formerly there 471s a separate division-4 pr.ivate,schools in thedepartmeht of public .:instruction, .but the functions prevjouslyperformed by tHai diVision have been assigned to the bureau ofeductiori. The director of education is a member of the boardof regvits of the University of the .

f"

The g'eneral organization of the bureau of shownthe accompanying chart. There are in the bureau,' irf additionto the direclor,..an assistant director in iharge oi an oK.-..whichins recent years 114 -6.efkiLfi1le.d by áTilipino; five divisio.ns.60..iw

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charge of a division chief; a chief clerk and .a clerical and technicalstaff. The divisions are: Attadcmic education,vocatibmitt.edlicd:.:.lion, publications, building and iecords. Attached to the'44min-.istrative and supervisory staff in the general office at Manila as-profes4ional workers appake,ptly not defipitOy assighed to divisions,there are also á. chief, m(asui-errient and researc4 dtpartment; a

turriculum depaetment, and a superintendent on special&tail, each with the rank of divisign superintendent, an0 a spe-ciálist hi health education with the ,same rank. The direciói ofeducation erAses and recommends to the secrelary of public

. instruction for appointrn5.bm, members .of the central staff as weilas candidates for the strategic educatiQnal poMs in the field.

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AsistantDirector

Bureau or F:(lueation ---3 Appointed by Governor General.

hief Clerk

Assistant toDirector

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hiblicat ionsDivision

BuildingOfficer

Division SuperintendentProvince)

industrialSupervisor

vb.

RecordsDivisiona

AcademicDivision

49 Division Superintendents,appointed by Secretary ofPublic Instruction. (A Di-vision is usually coinci(lentwith a Province. Manila isclassed as a Province.)

AcademicSupervisor

District SupervisingTeacher

Prin Antis

Teachers

In each municipalitythere is &school boardof 4 to 6 members and Pupilsthe municipal presidentex-officio.

26

{ Districtone or moremunicipalities.

la each Division, one or more sec-ondary schools with a principaltbrb, appoitjted by Secretary of

Instruction and responsi-ble to Division Superintendent.and Director of Education. Ineach municipality, a centrilschool,

.primary and intermediate, andone ot more barrio schools with aprincipal in charge, chosen by Di-vision Superintendent and respon-sible to Supervising Teacher.

Diagram'IAdminixtrative Organization, Philippine School SOttem.

FROM

The Bureau of Research. anil RVerence in American School Systems,by Nemesio L. Agunod, and The Philippine School Report, 1933.

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For local school administration the Islands are divided into 50

school .divisions. With one. exception there is a division superin-

tendent in .charge of each. The division superIntendent§ areappointed by the secretary of public instiuction on the recom-

mendation of the director of education tO Nv hona they arc respon-

sible. The school division is usually coextensive with a Province,

the civil governmental unit, the city of Manila being- classed for

this purpose as a 'Province. Division superintendents are assisted

by supervisors of whom there are usually two in a 'divisionanacademic sand an industrial supervisor. Their work. N concerned

with inspection of school facilities and practices, qpd with instruc-

tionalsupervision.Division superintendents apPoint municipal .tea.çhers, fix their

salaries, manage school buildings, inspect schools in their respec-

tivé divisions, and,-Iin general, carry out policies and enforceregulations of the director of education in elementary andsecondary schools. There are both American and Filipino super-

intendents.who are, in general, qualified and experienced educa-tors. Salaries range from 2,000 pesos to 6,000 pesos per year.Two division supervisors, one academic and one. industrial, assist

each division superintendent chiefly with instructional super-vision.

0. In each division there are one or more secondary school's, eachadministered by a principal appointed Ey the secretary of public

,

andinstruction on recommendation of the director responsible tòthe director through:the divisi9Nsuperintendent.:School divisions are again divided into districts, e.aCh district

". 'comprising one sqr more municipalities. At the head of the school

t

disfricts are district supervising teachers appdinted by the secre-

tary of public iriitiuction on recommendation' of the director ofeducation. TheasupervisingAacher is respOnsible directly to the

Ivision surrintendent. His chief function is instrwtionalsupervision.

In eich munitipAty There is at least one school, iricltidingprimary ana intermediate levels, called a and oneor more.barrio (small village) schools. In charge of the centraland barrio schools is a central school principal, an importanteducation official chosen bY the superintendent andresponsible directly to the supervising 'teacher.

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As provided in the original act there are local school boards.one in each municipality, of from 4 to 6 =gibers, of whicrimunicipality presidents are ex -officio chairmen. The' duties of'these boards are more or less nominal. They represent thrinterests of the people with the school officials, especially thtdistrict superintendents.

A Central School in CebtPrevailing types of schools are elementary schools, central, andbarrio schools; academic secondary schools, usually called highschools, one or more of which are located in Manila .and in eachof the provincial capitals; vocational schools and insular schools.The insular' schools intlude the Phillppipe Normal 'School,Philippine School of Arts and Trades, the Central Luzon Agsi-cultural School, and the Philippine Nautical School. Besidesthese the insular govërnment maint4ins the Philippine Schoolof Commerce, the Philippine School for Deaf and Blind, and theUniversity of the Philippines.

Primary instruction has been extended to all sections throughoutthe Islands, though facilities Are not adequate to accommódate. the total school population. The basic language has from thebeginning been English. Books and materials are furnishedfree. From the establishment, of the school system to 1907, the

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primary course Nv a s 3 years in length. In 190"" the cquise %%its

lengthened to years, and muic. health, physical education,drawing, hand work, and pottery N% erE added to the curriculumofferings. Atpresent the elementary course includes seven grades.Industrial education is stressed in. the intermediate grades.

The bureau of education publishes bulletins, outlines, textbooks,(circulars, courses of st'udy, and a monthly magazine for teacherswhich is distributed free of charge to all teachers in service in thePhilippine public schools.

Financing the Schools

Public snools are supported through direct appropriation from-insular, .provincial, and municipal governmental sources supple-mented by -oluntary contributions anisl tuition fees. Net expen-ditures for 1932 were 27.911.060 pesos, or 23.26 pesos per pupil.

The liberality with which the different governmental units con-tribute to the support ofsducation may bess judged roughly bycomparing their respective contributions to education and toother governmental functions. In 1932 the three coritributingunits together allotted 20.38 percent of their total expenditureto school,support. Proportions of all governmental expendituresto expenditures on schools by units were as follows: Insular, 22.63percent; provincial, 1-2.25; municipal, 26.59. The insular gov-ernment is by far the largest 'contributor of fluids for 'Rchoolsupport both in amount and in percentage of .the total expendi-tures for all purposes'. For 1932 percentagelconts'ibuted by eachunit are: Insular, 64.61; provincial, 16.37; Municipal, 19.02. Ofper pupil expenditure of 23.26 pesos for the year indicated, 1.51.03

pesos came from insular funds, 3.8 pesos from provincial, and4.42 from municipal governments, respectivçly.'

In thè school fear 1932-33, voluntary contributions amountingto 633,3176 pgos were received, consisting of money, land, labor,and rriateri* This money is used for permanent improvements,athletics, libraries, etc., but not `for operating expenses of theschools. Table 1 shows total governmental expenditures andexpenditures for schools with percentages of school todotal gov-ernmental expenditures for the three

.respective units. Table

2 shows the situation concerning expenditures, both insular andprovincial for the year indicated.

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Table 1.Governmental Expenditures for all Purposes and theAmounts and Percentages Spent for School Purposes in 19321

(;overnment Expenditures(pesos)

Expendituresfor schools

(pesos)

Insular 79 696, 887.-23 18, 034, 0-'8. 41Provincial r, 289, 176. 10 4. 568, 628-.% 74

M unici pal - ' 19. 965. 061. 56 5, 30g, 352. 95

Total 136, 951, 124. 89 2%7, 911, 060. 10

Percentagewhich schoolexpenditureswere of totalexpehditures

22. 63

12. 25

26. 59

20. 38

Report of Director nf Education, 1933. p. 18, table-5.

The data given in-the tables are for the school year ending in1932. Complete detailed information for 1933 is not availableat the time of writing. However, because of deeply curtailedcontributions for schools, especially from the insular governmentin 1933, due to depression coriditions, it seems probable thatexpenditures for 1932 represent more nearly normal conditions*than would those for 1933.

Voluntary contributions arfiounting to 033,376 pesos arereported for the school year 1932-33. Contributions are inmoney, materials, labor, and land, nd are used for buildingsand sites but not for operating expenses. Contributions of thistype have decreased .in amount year by year since 1930-31when they totaled 1,133,326 pesos. Tuition fees aggregating631,406 pesos were collected from students enrolled in secondaryschools in 45 of the 50 Provinces. They were si:snt for maihtenance of the secondary schools and ranged from 25 pesos peryear for iresident to 50 pesos per year for nonresident students.In tab1612 these funds are credited to provincial contributions.The actual governmental financial contribution is therefore some-what less than that given in the table. Expenditures, segregatedfoe secondary schools, are not available. It is, therefore, notpossible to state what pércentage. of the total expenditure forsecondary education came from tuition fees.

Dying the school year 1932-33, in order to prevent the closingofel-nany classes, tuition fees were collected for the maintenance

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of intermediate classes in elementary schools in 256 munici-palities in 34 Provinces. This was due to depression conditionsand does not represent nqrmal practise in this respec,t. Ratesvaried from 1 to 10 pesos per annurn per child.

Table 2.Expenditures from all Governmental Sources Duringthe Fiscal Year 1932 for Public Education, Public Health, Public

-/f Works, and for Other Purposes

Purpose

Insular --

I

Frovincial

Expenditures Percent- Expenditures Percent-(peso;) agc (pesos) age

_

Public educa-tion. . . . . . . 20, 905, 955. 85 2 26. 23 4, 5 628. 74 12. 25

Pdblic health. 5, 330, 641. 66 6. 69 2, 6 , 529. 61 7. 23

Public works . 2, 813, 181. 71 3. 53 15, 566, 146. 00 41. 75Other pur-

pose,- 50, 64 , 108. 01 I 63. 55 14, 456,, 871: 75 38, 77

Tval . 696, 887, 23 I-00. 00 37, 289, r6. 10' 100.00

Purpose

MuniCipal

Expenditures Percent-'(vesos) age

Public educa-tion 5. 308, 352. 95 26. 59 30, 782, 937. 54

Public health 541, 789. 51 2. 7l 8, 569, 960. 80

Public Works 1 2, 942, 52g. 98 14. 74 21, 321, 856. 69

Total .A

Expenditures(pesos)

Other pur-poses 11, 172, 390. 10 1 55. 96 76, 276, 369. 86

Tota 19, 965, 061.56

Percent-age

22. 48

6. 26

15. 57

55. 69

00 136, 951, 124. 89 100. 00

Report of Director of Education, 1931 p. 20, table 8,s The apparent discrepancy bettíven certain items in tables 1 and 2 is not explained in

the report quoted.

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of table 3. This reduction is due to the fact that available fundshave not changed in proportion to enrollment changes.Table .3.--Total Governmental Expenditures for School Purposesfor: 5 Years, Expenditures Per Capita, and Expenditures PerPupil

YearPercentage Expendi-i

Total expendi- of increase tures pertimes (pesos) ( ) or de- capita

Expendi-tures per

pupilcrease ( ) (pesos) (pesos)

1928 28, 99.4 965 9.8A1919 I

Jo, 588, 352. 11 5. 491930 31, 0-9, 255. 54 --1. 611931 30. 264, 368. 55 2. 621932 2.7. 911, 060. JO .

2. 43

1. 53

2. 54

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26.09

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25. 11

23. 26

I Thirtv:jourth annual report the director of education, 1933. Manila, Bureau ofPriniing, 1934. Table 4, p. 18.

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Organization and EnrollmentThe development of the public-school system in the Philippines

is generally considered an optstanding achievement in the historyof modern education. From the chaos in educati1k1w9hich'existedat the time of American occupation resultin ii part from thedisorganization'which accompanied the re:volt against Spain andthe Spanish-American War, followed as they were by some years ofguerilla warfare against the Unit tates, and in part from thefact that public education for the ma of the people had never,been fully established, there has emerged in the relatively shortperiod of 35 *years a complete system of schools, elementary,secondary, and higher. Modern schoolhousing, though inade-quate, prevails and the number of permanent and seimipermanentliuildings is fncreasing by annuM acquisitions, funds for which arenow bding provided from insular and other sources. There are,according to the most recent report of the director of education,'7,679 schools, of which 2,104 are central schools, 5,455 barrio

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schools, and 120 secondary schools» More than 16,000 class-roeoms costing more than 51 million pesos are now available. In1932-33, 26,957 teachers were in charge of these sbchools, all butapproximately 200 of whom are Filipinos. School buildings havebeen constructed on more than 90 different islands; normal schoolsin which native teachers in constantlY growing numbers are prc-ipared have been established and a system of school GnancinQdevised and successfully operated.

Year by year since the establishment of the school system therehasteen a steady growth in number of schools and in enrollme.ntof children. In the school year 1899-1900, the first for Nvhichrecords. are available, the enrollment was 6,900, all in the ele-rmentor)? grades. Instruction on the secondary level began in1004-5, with an enrollment of 404. By 1925, 25 and 20 yearslater, respectively, the elementary enrollment had . reached1,080,619; the secondary enrollment, 40,747. l'n the 2n-yearperiod preceding 1932, eisollment in the elementary grades morathan doubled and for the decade 1922-32, there was an increase efapproximately 47 percent. The peak of enrollment Nvas reachedin 1930-31, just preceding the effects of depression conditions,with 1,143,708 enrolled in elementary, and 80,840 iÍ iw second-ary schools.

Since 1930 the annual legislative appropriations,,begun in 1927for the extension of schools in barrios, have been discontinuedowing to depression conditions. This has kd to cessation of theannual increase in attendance which characterized the years pre-ceding 1930. Approximately 35 percent of the estimated schoolpopulation was enrolled in the public-school system in September1933. Pris'rate schools enrolled, in 1933, 92,579 pupils, increasingthe total percentage enrolled in schools tp approximately 37 per-cent of the school population. The present enrollment, thoughby no means ideal, is a result of the insistent demand of the Phil-ippine people for education and the sincere efforts made over. aperiod of yeai to finance% a system adequate in number of schoolsánd teachers fo` .make at least elementary' education accessible toall children.

12 Report of the Director of education for the calendar year 1933,Manila, Bureau of printing, 1934. Table 23, p. 181.

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'Fotal enrollment in public schools in Septembq 032 waf1,194,802. Of this riumbeF 919;3190, or about 79 percent, wenenrolled in primary grades, that is, grades 1-4, inclusive; 174,307,or approximately 15 percent, in the intermediate grades, add62,122, or approximately 5 percent, in the secondary schools.The preponderance of children in the primary zr5des is due in

si

Grade VI Girls Sewing Class, Province Occidental Negros.

part to the desire to give as many children as possible the advan-tages of early elementary education, and the im.possibility, with

...present resources, of financing adequately a complete program.There are, however, other influencing conditions, including thetendency of Philippirie children tb drop out of school in largenumbers even before the close of the primary school period.

Reasons for drci.pping out of school as discovered in studiesquoted in the director's report for 1933 are, in order of import-ance: Poverty, no accommodation, illness, lack of interest, dis-tance, marriage.

In spite of these weaknesses, the fact remaihs that primaryinstruction has been extended te all sections throughqut theIslands, including the non-Christian parts where the desire for

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democratic education has_not yet taken root as firmlv as in other.ections of the. Islands. The paramouht need and du' immediateobjective in elementary education is indicated in the recommenda-lions of the director of education in his reports for 1932 and. 1033,in both of which he advocates the "'increase imnuall,P of 500.000pesos for the *extension of schools until all children of elementarykcho21 age have been accommodated."

School organization is based on the 4 plan. elementary ahd4 secondary grades. As yet universal secondary education canhardly be characterized as fully accepted as a public respo.nsi-bility. This is indicated bv Jilt. enrollment cited above and I)y thefact that fees for the support of secondary education have beenpetmitted or exacted for some Years. In a number of instances,itcoording to the report of the director of education. b ale feeshave constituted almost the sole source of income." I t is theestablishment and extension of eirmentary education throughoutthe Islands that is considered by school officials of the Islands themost important achieement of the school system while the furtherextension of all school facilities to all, of the children is now theparaMount and immediate aim of school officials.

Table 4.Number of and Enralment in.Schools OfferingSpicified 'Grades

(;rades Number of Number Percentschools enrolled enrolled

I (only) no 15, 000 1. r r

I and II 1. 208 69, 000 6. 36Up to and including:

III . 59 55. 00 5. 04IV 1 895. 346, 000V 158 32. 000 .2. 96VI 184 54, 5C10

VTI 911 518, 000 47f 53

6. 315 1., 089, 500 100. 00

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Hementary schools are classified as complete and incompleteaccording to the number of grades offered. The preceding tableclassifies 6,315 elementary schools on the basis indicated an(shows the number and percent of children enrolled in each cla.,of school." Approximately 47 percent of- the children enrolledin these schools are in schools in Nvh ic the fourth is the highe.grade offtrecl; 47 percent are enrolled in elementary school.offering all seven grades.

Depression conditions have had serious effects on the elemen-tary schools. Insular aid to schools was decreased.28% percent illthe 1933 allotment, half of which was later restored. However .

many classes failed to open at the beginning of the school year.i. C., June 1933, some of which opened later, but others not at allIntermediate classes affected adversely by decreasing revenue.were mainwined partly by tuition fees while in a -number of ele-mentary schools the first four grades were organized on the sin0( -session plan. This plan divides the teacher's day into two periodsin which two different groups.of children are taught, onj attend-ing school during the morning, and another during the afternoonsession. '"It means that the teacher has charge of 80 differentchildren each day where formerly she had a maximum of 56".according to the report of the director of education, and thir

E. relaxation periods, industrial activities, and physical .educationare practically eliminated from the schools operated on this plan.A.

Curriculum-The curriculum of the first four grades includes language, read:.

ing. phonics, number work or arithmetic, drawing, writing, physi-cal education, and music in all four grades. Industrial arts andhome economics are introduced into the curriculum in the secondgrade and continued on an increasingly practical basis in theth.ird., and fourth years. In the intermerliate grades, 5, 6, and 7.3 different curriCula are offered: The gelieral curriculum, theIntermediate tradwurriculum, and the intermediate agriculturalcurriculum. In the trade curriculum, shopwork, woodwork.ironwork, home mechanics, are substitiged for home eçonomicsand industrial arts in the general curriculum. In the agricultural

13 Report of the Dirpctor of education for the calendar year 1933, Manila,Bureau of printing; 1934. 'fable 23, p. 181.

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curriculum agrirulture, farm w ork. carpentry, and allied subjects,tre offered in addition to the basic academic subjects. For theIslands as a whole the percentage enrolled in trade and agricul-tural courses in the intermediate grades is negligible. There are,however, a fitw school divisions in N% hich 9 to 42 percent of thepupils vrolled in the intermediate grades are enrolled in the agri-cultural curricula.

The school year begins in June and ends in March: the school(ay is from 4 to 6 hours in length, beginning as early as 7:30 or 8o'clock, with the usual intermissions. Considerable time is devotedit) all grades to teaching English, including conversation, compo-sition, phonics, and other aspects of language teacrling. -

From the initiation of the Philippine school system on the Amer-ican plan emphasis has been placed on industrial and agriculturaltraining. Agriculture is the .most inVortant industry and is taughtin elementary and secondary as well as in special agriculturalschools. Industrial work was made a requirement in all elem.en-.tary and intermediate schools in 19(18 following an exhibit of %schoolprojects which demonstrated their commercial vlue. Later agovernment sales agency was òrganized; sales,centers were openedin provincial municipalities and elsewhere, and an industrialdivision was set up in :the bureau of education 'with a staff oftraveling teachers to guide vocational instruction in the field. Inaddition, each division employs an industrial supervisor under thedirection of the central staff.

The vocational courses offered in the elementary schools includecarpentry, hand weaving, and woodworking for house-

.

hold industries for girls. The weaving courses arc basketry, matfrilcing, hat making, bamboo and rattan fUrniture making, for allof which local material is abundAnt. Woodworking is required inthe upper grades. The hotIsehold industries include plain sewing.embroidery, lace making, and Irish crochet. Cooking gnd house-keeping are required in the intermediate grades.

Training in the household arts for girls 6egiils ia, the secondgrade of the public schools. Min sewing and embroidery, lacemaking, partiadarly of a practical sort, and sewing, including themaking of garments to be .worn or sold, are emphasized. Instruc-tion in cookin$ housekeeping, sewing, and home nursing are offeredin the inter.mIdiate -grades, the courses leading._ to those in the

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secondary schools where similar training js offered. throughout th,'course. Gar4iening is required on home or school grounds of a':elementary school pupils and agriculture and alla1/41:fepic at

gowemphasized thrbughout the course..Of the imporiant adaptatiOns to special rl-ké-ck and conditions i.1

the Philippine Islands the teaching of health. the stress placed w

_

Elementary School Girls in Cookiug Class, LagunaProvince.

9 industrial apd agricultural work, and homemaking courses, iiiboth primary and intermediate grades, are examples. Health edki-cation is stressed p$rticularly incl much attention ì given tosupdvision of hygiene h'abits of children throdghout ..the schoolday. The objeCtives of health eduction as given by the directorof education include (1) sanitation and hygiene of the school; (2)health education; (3) physical education; (4) healtiz services.

*Health services are maintained in the schools through coopera-tion with the bureau of education, its nursvs, 'first-41d, and regularteachers, and with the bureAt of héatth aoctotl. and nqraws, andRed Cross' nurses and dentists. Municipalities and parent-teacherassoeititipqs also have contributed toward Ihaintenance -of school

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nurses in the sch(Lis)is. insular. provinciol, municipal, or Red Cross,numbering 131, were at work`in 43 of the 50 d'htlions in 19,33.1i

he director of education's rtport stats that .the number *ofleacherrnurses, though increasing slcm:ly, i:whollv inadequate; theinadequacy in numbers is ag-fzravated because Ole population iswidely scattered and fransporttion in' many sections difficult.

he schools,_ concern themselves with community. and home4sanifation extensively.Supervisio.n is furnished frum till. central office by a specialist Lfl

health education and the supervisor of health education. Theyassisted by divkion supervisory teachers of hygiene and

sanitation who supervise health work in the classrooms.' There are practically no pufAie libraries 'even for the educatedindividual other than the 14 branches of the National Libraryand the libraries in the public schools. 'Fite latter number4947, with a total,of 2.215,706 books and alfproximately 15.000magazine subcriptions.

Cpnsiderahb : revision of the secondary curricula is now undervav. Commercial, agricniturai, a iul othar vocational courses,of a variety of types arc replacing many of the eolkge-entraneesubject's which have dominated the courses offered in the ma-jority of high schools. There is a growing. realization that eco-nomic ifidependence must accompany political independenceand that crucial financial, commerciat, and industrial problemswill be involved when Philippine goods must compete with*otherforeign countries for markets in the United States. If the peopleare to be prepared for the cçitical times ahead, educational pro-grams knust he broadened ail(' enriched and the schools mustparticipate actively in preparing fot and carrying on under thenew re4ime.

Agricultural and Vocatiónal Training 1046b,In 1928 the Philippine Legislature passed a Vocational Edu-

cation Act under the provisions of which the division of vocationAleducation in the cCiftir-al bureau

9

was ;organized on its pa:sentbasis, with four departmentsAgriculture, Trade and industries,Iforne economics, alici Placement. There are central iupervisors.

1 4 Report of thc Director of educatian tor the calendar year 1933, Manila,Bureau of printinsr. 1934. Tjible 23, p. 1,81.

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in each department and travding teachers in the departments ( ftrade and industries and borne economics. Besides providing forthe central staff the act yrovides also for financial aid from insularfunds to the Provinces for teachers' salaries, teAher training, and

The act resembles somewhat in its provisions .and-. 1. .

Ioix:ratiön the' Federal Vocational Act in continental Urf1t-e;1States.

A Central School, Lanao Province.

There are special agricultural schools of four different types,namely, agricultural high schools, of which thilliKe 14; ruralhigh schools, of which there are 15; farm SthoalIPT;, and farmsettlement schools, 269=--a totAl of 294 -schools ,which are agri:_cultural ivype, located in 32 different schodi divisions or Prov-inces. The enrollment in 1932 was 27,509.

The 4 4 agricultufár high schools are located in as many differentProvinces'. The principal and large,st oné is the Central LuzonAgricilltural School located in Mulio2, which is supported kominsular funds and has an enrollment of more thari 1,000 pupils.Its purpose is to prepare airicultural leaders iricteteachers ofagriculture. The ,students are self-supporting. They. own andoperare - a sawmill, 3 general .store, a bank, a mQvingiiicturehouse, poultry and, fiog project.% and gardens. Thelitre'f ägri

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t.ultural high schools are patterned after this one in objectives iind4)fferings.Apfhe rural high schools are located in the more isolated corn-.

munities and emphasize practicál training in farming. The farmschools are day schools of intermediate grade offering practicelimning to boys band practice housekeeping and household artsto girls. They are apparently drcreasing in number. While 14were reported 441925, only 1 is listed in the report of the directorof education for 1933.

The settlement farming schools, all on the primary level, are--established in the less progressive cominunities chiefly in the non-Nristian Provinces, and have ai.one objective the promotion of asettled farm. life and modern INI-rn methods. Besides offering theacademic subjects on the primary level they give practical sug-gestions on farming."

Trade schools were organized as early as..1901 in Manila andthe idea spre.ad rapidly into the Provincs. They Nere e;tal)-fished on the elementary lev0 but since 1925 have been or arebeing gtadually converted into secondary trade schools whichattract mature students. Both vocational and academic courses'are offered and the schools make materials, especially furniture,for governrnentAnd private use. .41.

The best kept of the several trade schools is the Philippine Schoolof Arts and Trades at Manila. It is supported by the insulargovernment. Courses include carpentry, build*, machine-shoppractice, stationàry engineeririg, automobile operation and repair,ceramics, aiafting, preparatory engineering, and academicsubjects.

There is also an insular government-mai.ntalned school of com-merce atsI4anila ciffering the usual courses, including a 4-yearcourse in commerce, a 2.-year course in bookkeeping, and .a 3-yearcourse in stendgraphy. The insfilar governnient alsQ maintains aschool of navigation offering 2-year courses for students who havecompleted 2 years of secohdiry education, and a school for thedeaf and blind,' which offers vocational courseg.

Alzona. Op. cit. 1932 and 1933 Reports, Director pf Education.

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Secondary schools were established during the second decad" t

the American regime as graduates from the elementary schookeligible for further education inFreased in number. The currk -ulum of these schools was of the college-préparatory type pat-terned after that offered at the time in secondary schools of con-tinental United States. Agriculturar and trade schools on thosecondary level were results of later developments and the in-creasing realization that available w ite-collarI jobs were notnumerous enough to provide for all 'e high-school graduateswho considered themselves prepared for them through graduationfrom the academiC tyr of high school.

It was an accepted policy as secondary schools were introducedinto the public-school system that they should be supported bythe respective provincial governMents. The Provinces have, how.-eyer, been linable to assume this financial responsibility and theinsular government has offered considerable assistance. Munici-pal funds and tuition fees are, however, the chief sources of sup-port. Secondary schools are coeducational, though boys attendin larger numbers than girls.

In 48 Provinces, not including Manila, there' are reported 113secondary thools, at least 1 in cash Province, and as many as 4in each of 7 Provinces. In Manila there are 7 secondary schoolsa total of 120 for the Islands. Enrollment in secondary schoolsas of September 1933 is reported as 51,623, nearly 434 percent ofthe total school cnr011mentelementary, inierrnediate, and sec-ondary.I6 There are 1,427 teachers and' 114 principals for the120 schools.

The curricula offered in secondary schools are classified as: Gen-eral, home economics, nothmal, agricultural, trade, commercial,anti nautical. The percentage of the total enrollment in eachtype in 1933 was as follows: General, 65; normal, 7; agricultufal,7; home economics, 7;,trade, 13; nautical and commercial, eachless than 1 percent. I

yor.14 Report of the Director sor' .4cation for the calendar year 1933.Manila, Bureau, of printing, 1934. 1, 102.

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The TeachersWhen the public-school system of the Philippine Islands was ini-

LiaLed under American auspices and with English as the languageof instruction, it was necessary to employ teachers from the Unitedstates in large numbers, as relatively few Filipino teachers could.peak English or teach in English*. As soon as qualified Filipinos

. The Provincial Notmal School, Cebu.

learned enoull English, they were appoifited as teachers in theprimary schools, while teachers from the continent continued Incharge of intermediate and high-school grades and in slpervisoryand administrative positions.

As rapidly as possible plans were organized and put into opera-tion with .the ultimate objective of staffing the schoo) with Fili-pinos. The Philippine Normal Sc'hool was established at Manilain 1901, with five branches in as many proVinCiakenters, as a firststep toward achieving the desired end.

The course offerings during the first spveral years were adaptedto the rietitis of candidates for teaching position; rather than toacademic standards of the kind usually considered acceptable incontinental teacher-preparing institutions. Standards were, how-.ever, gradually raised year by year as regular elementary and sec-ondary schools turned out graduates in recurring numbers, t6

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conform more nearly to approved professional standards. Curric-ula reorganizations, introduction -of practice departments, bothprimary and intc:rmediate, home economics, industrial, phy;icaltraining, and other departments, as well as gradually rising stand-ards, have marked the development of the school into a real pro-fessional school with entrance requirements resembling those ofstandard teacher-preparing schools in ,continental United States.Since 1928, completion of 4 yeaA of secondary education togetherwith a prescribed rating in intelligence tests has been required forentrance to the Philippine Normal School, thereby placing it onthe college level.Two-year, 2 i;-year, and 3-year curricula are offered. Of these,2 are general curricula of different lengths, 2-Are home economicsCurricula, and 1 is a 3-Year "combined" curriculum. The schoolis coeducational and enrolled in 1932 more than 1,200 students.Besides the Philippind Normal Schdol there are 7 provincialnormal schools supported by and located in Provinces soniewhatremote from Manila, and 9 high schools which offer teacher-preparing courses designated as normal courses. Theswire alV-bot.h schools and classes-ron the secondary level. A standard2-year course for gradumes of high schools is maintained at thePhilippine Nominal School. Enrollment in these schools andclasses was 2,940 as of September 1933, making a total enrollniedtin all normal training schools and classes of 4,151.

Professional standardi have been drfttantly improving throughthese preservice'schools apd through organized plans for offeringto teachers in-service opportunities for academic and profeessionaltraining. Approximately 40 percent of the staff is reported ascollegor normal school graduate's in 1933!Opportunities for training in service are, provided in severalway's. Training centers or demonstration schools, in which teach-ers in need of special 'help may spend .1 to 5 days in observatión

and conference while- substitute teachers replace them in theirregular classes, are maintained in 6 Provinces.Division and district institutes are held in practically all Prov-inces during the first 3 weeks of each academic .year. Organized.provision for school visiting days prevails throughout the Islánds.Vacation normal schools, professional classes, and constrirctir.

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classroom supervision are other important provisions of the in.. service training program.

The regular school year begins in June; the long vacation periodis during April and May. The summer schools for teachers pre-viously noted are held during these months. School hours arefrom 7 to 11 in the morning and from 1 to 4 or 5 in the afternoon.

Educational qualifications of teachers of the Philippint_sclauolsas.of August 1933 are reported in the Thirty-fourth Annual Re-port of the Director of Education as follows: OE the full staff ofteachérs in the elementary school, 59 percent have completednormal school or normal classes in secondary schools; 1-7i percenthave completed at least 3 years of such training; 15 percent havecompleted trom 1 to 3 years of college work, while 3 percent arecollege, graduates. This leaves approximately 6 percent (5.64)whose qualifications are below the 'secondary level.

Of secondar? school teacher's 0.67 of 1 percent have educationand- training- below the secondary level; 2 percent have 1 to .3years of secondary training; 12 percent are seeondary schoolgraduates; 14 percent have 1 to 3 years' education And trainirigon the college level; ^rid 71.62 percent are college graduates.

The average monthly salaries 'of teachers and principals ac-cording to classification as Municipal. Provincial, and Insular,.are as follows: '7

Mukcibal.Teachers, elementary, 53.26 pesos;101.84 pesos; principals, 77.32'pesos.

ProvinciarTeachers, elementary, 76.58 pesos; secondary,112.89 pesos; princiPals, elementary, 80.46 pms; secondary,123.47 pesos.

Insular.Teachers, elementary, 92.90 pesos; secondary, 120.84pesos; principals,. eleinentary, 94.27 peso; secondary 165.19'pesos; supervising teachers (all insular), 116.68 pesos.

Insular teachers, i. e., those paid from insular funds, receivebetter salaries and hare higher qualifications than those paidfrom pr.ovincial or municipal funils. There is a teachers' pensionfund to which the teachers as well as 'the respective governments,insular, provincial, and municipal, Contribute.

secondary.

I .17 Data-as of August 1935.

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The University of the PhilippInesThe public-sch(x)1 system .cf the Philippine Islands, like that oschool systems in the majority of the States of continental Unite(States, is headed ¡up in a university, the University of the Philip-pines. It was created by an act of the Philippine Assembly an(opened its doors to students for the academic year 1908-9, mill.an enrollment of 67. Since then, the enrollment has increase(!rapidly from year to yeár. Beginning about'-bthe -year 1927, tiltUniversity of the Philippines has enrolled annually between 7,500and 8,000 students.

The university is patterned in organization, administration. supeport, and thAike, somewhat after American State universities. -.It has a charter by the terms of which administration is vested ina board of regents. In,1030 the hoard was composed of the secre-tary of public instruction, ex-officio chairman, the chairman oithe committee on public instruction of the Philippine Legislature.,

the president of the uhiversity, the director of education, 1member of the univrrsity council (a council made up of professorsof the university), 2 alumni of the university, 'and 3 additionalmembe ppointed by the Governor General with the consent ofthe P ine Senate. Non-ex-officio members are appointedfor a ter of 3 years.The president is chosen by the board (If regents. The faculty ischosen by 'the board upon recommendation ot the president.Since its establishment the university has had six presidents. Theperson who at present, holds the position 'stas appointed in 1925.Women have been admitted to all departments of the univer-sity on thé same basis as men since its opening. In 1929 therewere 2,172 women students. Women are enrolled in practicallyall departments but reports indicate a higher percentage in thedepartment of education than in other departinents.The student body is made up of graduates of accredited highschools in the Philippine Isfands in large part. Entrance require-ents differ somewhat among colleges. There are a number ofstudents from the L'nited"States and foreign countries, especiallyfrom China, Japan,. and Siam. There are no dormitories exceptprivately supported ones in connection with ihe university properat Manila. The college 'of agriculture of ihe university located atLos Banos maintains dormitories' for its students..

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The university is supported from .annual appropriations matev ii//l the Phi ppine Legislature and by stu.dent fees. It has is yet

no large e dowments upon which to draw for additional support.Since appropriations vary from year to year according to thetemper of the legislators the present method is unsatisfactory andthe university administration is working for and hoping to securea fixed permanent source of income.

Home Economics in the Zemenfary School, Santa Cruz,Lagana Province.

The university was originally housed in old buildings "be-queathed by the Spanish era" 18 and in other temporary buildings.In 1 912 the first appropriation for building purposes was madeby the Legislature, amounting to 150,000 pesos. Subsequentappropriations and student fees have enabled the university toprovide several permanent buildings both in Manila and LosBanos. 1*

The university maintains colleges of agriculture, of liberal arts,of veterinary science, of medicine, includitig a graduate schoolof tropical medicine, of law, 9f engineering, and of education.There are also schools of pharmacy, of dentistry, of surveying,

Is Ibid.

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of fine arts, and a coniervàtory of music. There are two junk. Icolleges which are branches of the university. They are locatcdat Cebu and Vagan. respectively.

Some Achievèments and ProblemsThe_Turpose of this pamphlet is primarily to accitiaint eductors and others interested, chiefly, of course, in continentidUnited States, with the present status of education in the Philip-pine Islands. It aims, therefore, to describe the schgol systemand to give some idea of ihe status of educatiTi rather than ioevaluate achievements pr to review the hislAry of 'the schoolsystem since American occupation.It is realized, however,,that an intelligent understanding of theschool situation requires that one keep in mind that the schoolsystem as it now functions is of very recent 'origin, approximatelyonly 35 years old, and that ihe situation it was designed to meetwas one for-which there was no ,adequate precedent that could befollowed. The Monroe Ciiinission 19 characterizes the wholr,project as an experiment in education oai a large scale. The objec-tive was to rehabilitate the Filipino people socially and ecorlomi-cally, and to prepare them for self-government. To -achieve thisend a truly American means was inaugurated, namely, education:Universal, practical, and democratic.'° Universal, in that thefoundation was laid for- a system designed to be extended to allthe children of the Islands. This eventuation has not been at-tained but the basis for its attainment has been well establisher&

Practical, in that the definite objectives designated, social,economic, and governmental, háve profoundly influenced schoolaims and practices, though admittedly the aims have been in-adequately approached and practices imperfectly carried out.Achievement musi be judged, of course, in the light of almostinsuperable difficulties arid of human limitations. Democratic,in that the systein has from the *inning looked toward equalityof opportunity without regard to racial or economic distinctions.The people for whom the education program was formultedwere oriental in race ivhile Spanish to a great extent in institutions

19 Survey of the educational system of the Philippine_ Islands. ManiIaBureau of printing, 1925.

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traditions. Their social and economic status was low, judgedany standard, 1314 particularly ifjudged by American standards.

I hey were quite unaccustomed to self-goverrtnent and educationthe masses had never been fally established. There was little

11;lity among the groups making up the population. They differedidely in language and customs" with practically no unifying in-

litience unless the geographical one could be o chracterized.

,Grade School, Bukidnan Province.

They were now suddenly confronted with the necessity of rapidadaptation to western civilization with all its implications, includ-ing the acquisition *of a new laiiguage, all to be achieved througheducation.

The creation of a 6mplete system of schools, elenientary, sec-ondary, and higher, enrolling at the present time móre than a mil-lion children, organization of a systein of financing it, gradualpreparation of a staff of native teachers in the short span of 35;.years, is in itself a task of probably unprecedented magnitude.It did not, however, involve more significant problem's than theparallel task confronting education, of formu1ating and maintain-ing a program definitely designed to meei the unique needs andsituations of the people. The laiwilage problem in itself wás diffi-

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cul and unique. There'was no common language and no onethe ìiany dialects in use apparently was acceptAble as such. Ilechoice, therefore, was not, as in European countries where b.-Ungualism is in vogsue, between one indigervg-Q ..and one foreie nlanguage. Spanish, though widely used, c1d not be called con ,-mon. At the time at least the adoption of English seemed tl emost a-cceptable and satisfactory soluiion. History may reve'Nethis decision.

An equally difficult, if less significant, problem was that of staff-ing the schools. Large numbers of schools were established as h.isbeen indicated "uncle': the very guns of the American troopCSoldiers and American teachers were an immediate necessity, butemployed only as a temporary expedient. The work of preparinga staff of native teachers began immediately through establish-ment ofsteacher-preparing institutions.and in-service training.

That Creditable program has been made in the direction of meet-. ing the needs and solving the problems indicated is apparent from

the preceding account of the status of the school,systern. .A directattack upon economic rehabilitation was made immediately fol-lowing the est'ablishment of schoQls under American auspices.Agriculturez homemaking, trades and industries, particularly thosein which the people were adept, such as hat making, basketry, lacemaking, embroidery, and the like, were introduced into tly ele-mentary schools before secòndary schools were established.. Atfirst, emphasis was placed upon the production of marketable ar-ticles,* even to the extent of conducting a sales service for schoolproducts for a number of years. Reorganization with increasingemphasis on educational values and vocational objectives on thesecondary level hr been under way in more recent years. As setforth in the preceding account, agricultural courses and agricul-.tural schools have .been established widely Mitt decided efforts arctnade toward encouraging enrollment in varied types of vocational

r,as well as academic courses. .

In the achievement of social improvement the, most notablegffort appears to have been that toward health arid communitysanitation objectives. A special drive toward *improvement ofeconomic and health conditionahrough adult courses resemblingsomewhat extension education courses carried on by colleges ofagriculture in continental United States conducted by school and

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k iier government officials is reported . by the Governor in hisI port for 1933.

It is apparent that the social and economic goals have not beenII 1st sight of in the education program 'and that considerableprogress has been made in adapting it to the peculiar needs and

, conius of the people. Considerable progress has been made, too,in promoting acceptance bf universal education as a public respon-sibility. Certainly the expenditures for schools as reported hereinshow the willingness of the pe6ple to make real sacrifices in theinterest of education.

The Philippine people are now facing a complete change intheir situation. Independence is assured at the end-of the presentdecade. Preparation for intelligent assumption of the responsi-bilities involved canriot get under way too quickly. The pe.oplehave a right to and doubtless will look to the schools to assumea large share in this p!cparation. It has been pointed out in thispamphlet drat an eXcellent beginning has been made througheducation toward thej'_development of tht social arid ecoAomicadequacy which milst accompany political independence. Howbest to build .on the pqsent achievenients in order to completethe task in the sfiort period of 10 years is an imminent problemdemanding a thorough stock taking of the present status as a basisfor planning for the future.

Among the most significaht problem§ for immediate attack are:Provision of school facilities for a higher percentage of childrenof school age4reformulation of educational objectives in the lightof new 'responsibilities; school organization and curriculum' ad-justment; preparation of teachers for the new responsibilities boththrough preservirce and inservice training, and especially thereevaluation of financial resourd:s in order, first, that funds avail-able for schools be as generous as resources permit, and, second,t4hat the best *possible use be made of the funds to the end that full-educational values are milked for Money expended. Obviouslyupon achievement in the direction of better fihancing depends thesuccess attainable in the solutiorTZ niany other probleins con-fronting the schools,

Universal education, elementary and secondary, at publiceXpense should be the policy in the democracy for which thePhilippine people hope. Children now of school age will be solv-

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ing the probleii s. of the new republic in 10 years. For little more*than one-third d:these children are educational facilitieable.° Of ihis. srriall number 79 percent hre in the elementarygrades; only 5 percent are enrolled in high schools. Intelligentparticipation in the responsibilities of c.itiietsh'ip in a modernstaa, peepitratio.n for leadership, political, 1-;tigin'ess, profesional,

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demand far more in the way of educational facilities than arenow available. If, after full investigation, it appears that finik-cial !resources do not permit of universal education on all le,'at public expensè whatever choice is.:501de should be,,mVe inthe light of cAreful consideration of the whole situation, and withthe best professional advice aircouncil aviffable. The present'policy of educational authorities in ,the Philippine Islands, asstated-in the reports of the director' of education is to extendfacilities for primary education to increasingly larger numbers ofchildren. Secondary education is still in part 'on a tuition básir.-----sIiiTuerto Rico where financial resources have so far proved inade-quate to support universal education, the policy as 'anpounced .

is to improve the ,quality and typt of educaptionai\ offeringsrather llan to extend school facilities to a greater ntunber of..Children until additional quids can be found. No tuit n fees

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Restatement of the ol;jectives of educat.ion in view of the newresponsibilities which the schools must assume of preparing forpolitical and economic independence ind social adequacy in therkext decade, such reformulation of curricular content, changes inschooForganization and ts.achei-preparing programs, and the like,as-riew objectives necessitate, demand educatiortpl statesmanshipof a high order. Awareness of the importance of -adequatefinancing, curricular adjustments, extension of educational facili-ties,, and other pertinent problems, is shown in the annual reportsof the director pf education over a period of yers. I t seemsreasonable to recognition of the new responsibilities withrecommendations for meeting them from educational officialsin the Philippine Islands. Upon ,the success with which theeducational problems indicated anlitwi...ed are met within thenext few years will depend the ultimate welfare of the PhilippineRepublic.

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