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- I. RBLICEDUCATIONinthePhilippine

IsfandsisBulletin1935,No.9, andisissuedbythe

UnitedStatesDepartmentof theInterior.Office of

Bducation. HaroldL.Ickes isSecretaryof theInterior

and J.W.StudebakerisCommissionerofEducation.

KatherineM.Cook,theauthor, isChief oftheDivision

ofSpecialPPolitems.

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GRATEFULacknowledgmentisexpressfdto the Bureau ofInsular Affairs fortheuseof O printsrindphbtographsrèproduced in this Biulletin..

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01.1'7.1938 .

4 t ogONTENT 6 :tr% Page Foreword ..4. . OOOOOOOOO. . .

The Philippine Islandsand People 7 Location and ResourceA

The People 10 ; Civil Government inthe PhilippineIslands 15 e

The Public School System ** 21

C. Early Developmentof the SchoolSystem OO , ' 21 The 6 Administrative Organization O . 24

Financing the Schools.. . 19 a . Organization andEnrollment OO oo 32

Curricultim .. 36,

Ngricsulturaland VocationalTraining 39

Secondary Schocgs 4I°

The Teachers .aOOO 43

The University 6fthe Philippineis ...... 46,

Some ichievements andProi;lems O .. O .. . 48 .

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FOREWORD 4 ar

!THE initiation and s developmentorpubliceducation inthe Philip- ...wine Islands istrpique inmoderneducational history'.Probably ee ..-¡onlyamong apeople withanenthusiasticbelief inthe significance educiiion,imder thebenevolentguidanc'eof a\nat'ionithan ¡equally enthusiasticconfidencein itsPossibilities, couldthe duca- tional experimentunderW a yin thePhilippines.sponsored bythe . United States, have eyentuatepd. Rarely, ifeverbefore, hasaconquerjnipeoplesettboutestaiI: fishingafree publicsystemof schoolsalmost beforcthegunsofwar weresilent..Yet thisuniqueachievement tookplace in thePhilip- pine Islands immediatelyfollowing Americanoccupation.Almost overnight, soldiers.becameteachers;schoolrooinswerelocated, somewhere, somehow:and instruction,element*in itsnature, . and with the majorpiifposethat ofteachingEnglish,begun. Educationassumes . added significancein view ofrecept develop- mentslooking towardthe completeindependenceof theePhilip- pine people withinthenext decade. Yct whenoneconsiders the achievements of thepast 3.yearsduringwhichacompleteschool systemhas developed,there is amplejustificationfor hopein the future.In the handsof thechildrennowof schoola0, fornearly twothirds of whomeducationalfacilities havenot yet been'made available, the fateof thePhilippineRepublic,to'whichthe Ple/1 aspire,rests.It is thepurposeof thisbulletinto presentab.rief accountor theprogresstoward universarpubliceducationsoTar made in thePhilippinesaswellas to suggestsomeof theproblems yet tohe solved.Itwaspreparedprimarilyfor theinformatiOn of educatorsand othersin the UnItedStatesinterestedin the education of thePhilippinepeople, whoseintet'estandespecially whose friendly guidancewill continueuntil thehoped forobjectivt' is achieved.

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:11, THEPHILIOINEISLANDS AND PEOPLE - i a -1 , . Location and Resources THE PHILIPPINEISLANDSwerediscoveredtothe European onthemomentoustripOn'which he pi1ote4-' world by Magellan 41) theVictoria,the first vesseltocircumnavigate the Globe.Magel- Iwo lan hasbeen characterizedasthegreatestnavfgatoraof time

id7A with thesingle exceptionbf Columbus. On thisparticular ._trip he wasseeking thesamething th4t Columbus sought,a ,a ; ,western routetothe Indies, particularlytothe 'Spice Islands, whose products were sodiligently sought bywesternEuropeans of his time.alt.' the early sprintof 1521 1\fge1lan landed first onGuam andlater,onthe southern end of Leyte,oneof the smaller" islands of the Philippine grotip.Here,like Capyin Cook in Hawaii,hemet atragic deathatthe handsofthenatives., Maelisn, though aPortuguese, -sailed under the Spanish flag, and thoughdifficulties with Portugalensuedoverthe possession of theIslands covering anextended period, itwasSpain that

finallyWQ11them,colonizedthem, and held them until just a préceding the American°occupation, during th6- short existence

, of tile PhilippineWepublic.

The PhilippineArchipelago lies in the Pacific Ocean south 4 fr and we*liawaiiand closetothe .Asiaticcoastfrom which it

' is separatedby the SouthChina Sea, approximately 500 miles wide. The mostnorthern islandof the Philippinegroupis but 65 milesfrom Formosa,themostsouthern of the Jitpanese Islanqs, From. theBritish andDutch Eat Indieitothe south and south- west,the Islands areseparated only bynarrow oceanchanneli. On the eastthe Philippines arewidely isolated by thrwatersof s thePacific.Guamand Samoa, the former approximately s' 1,500 miles east,the latterneatw5,000 miles in thesamedirec- tion,aretheirilearest American neighbors.

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Nse . Therearemorethan7,000 islandsin theArchipelagoof\\*hid about1 .000'.are f. a inhabited.Theystretchnorthandsolid for1,100miles,and east andwest formore than 600miles Mostof the, islandsareciösetogetherandeven cross the main smallboatscat channelswhichseparatethem.The islands largest tareLuzonattheextreme northendand Mindanzio extreme south. atth( Theyare about thesize ofPennsylvaniaand Indiana,'respectively.Many smallerislandsliebetwetnthem- two, and stillsmaller . Ones. liealongtheircoasts. Amongthe largerandmore important,onesare Samar,Negros,Panay, Mindanoa,Palawan,Leyte,Cebu,Bohol;and i .Mosbate.TI-1 I/ %vholegroup makesup an area nearlyaslarge asGreatBritain andIrelandcom ined,2.orinterms ofterritoryin.coAnental .t_TnitedStates,anlcluded rea about equalto that in in .New Ygork, Connecticut,Massachusetts,New Hampshire.andVermontc.om- bined,or a1-7itlessthanthatofCalifornia. fj t, .Incommon withotherEast Indian. Islandstheyare tainousand moun- have'many. volianoesoftheseveral dormant,and kindsactiv.e, extinct-7someofwhichare as highas 10,000 feet 9 above.sealevel.The variedaltitudes,prevailingwinds, positionwith and respecttonearness to thesea, result ina variety ofclimatesandproducts among the islandsaltholighallliewholly tvithintimTroOcs. , , The Arciiip1agois richin :1" resources,manyofwhichare asyet undeveloped:'Its tropical forestscontaiphardwoodsofmore than 2,006diffti.entspecies,some ofwhichare not foundelsewhere,in varietytofitmanydiiTerent needs.IntheseforestsMereis saidto be undevelopedwealthto the value ofmore than 2billiondollars in lumberalone.Rubber, tanbark,dyewoods,andthelike,are othervaluableproductsof theforests. Agricultuieis the .. predominantindustry.Thetropical isconducive climate to abundantproductionofawidevarietyof bothtropicaland fruits, thosecomson intemperatezones, including citrusfruits,bananas, d =MAUD pineapMand productsof thecocopalm.tir Copra, rice,tobacco, abaca, siigar,andcoconut oilareamong theextensiveexports,- as are Manilahemp,rattan, kapok,and r. Bunker, MilkF.Hawaii A and thePhilippines,lands,andpeoples; also t;L; sIslands of the.SouthSeas. the Philadelphia,J. B.LippincottCo.,1928, 2 I bid. - p: 114. A

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ID other nativv, products.Rice, the real staff of lifeof the Philippine people, isgrownextensively,as are corn,beans,swert-pota toes, and

1:other foodcrops. . I . 4 .1 Thewatersabound in edible fishofmanyvarieties, though there islittle organizedfishing.Manufacturingisrelativelylittle .4developedas anindustry. The productionofsoconut oil,copra, .:,- ',.; desiccatedcocoa,tobacco, vanilla, hemp.embroidery products,' 0

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. and basketry making,are,however, iinportant and fairly.0%'el1

'developedindustries.. Accordingtothe Hammondreport3,the value of production of all organized businessoperations in 1928 was813,175,000pesos, orabout 343pesos perfamily,ascompared .11 witiianincome of $3,900 (approximately 7,800 pesos)ayeirfogy theaveragefamily in the United States:Agricultur'alproduction in commercial form contributrs 72percentof the value produced by all the activities in regular commercial chanrkels.Lumber,

minerals, fisheries, manufacturing, excluding agricultural `i , . prod- 3 Hammond, Lyman P. Aiurveyof economic conditionsin .the Philip- pineIslandswitO$articulárreferenceto present andfuture development. Submitted to the Gpverncsr General.Manila, of printing, 1928. . .1b o' . 4 14013°--36-2 9 4 -titT - A 1. 9 . . 'lit'i - :; . - A t I. so- o f 6 1 .0 6 . . .. k r0 . ;I.. .. !. 1 .. . - - . .11111. "1444 9 11 , 1 a 44 I :.- 6 ...... tt V . .. .- $ ? ---,- ' I:. I. 4 "4. 8 iF4 I."c e ;k .4 ,1.ri,` ;._ . . .. A 7... . - - , ,t1 r.'t ,. .' 4'41; - -. .- , - ,- i - i . ''' :-.....,,... ..i - t ?. Z ' . ... : lacs--v . . . "lr , IL.- !-ti '"- f ,.y/ :,-.;;; .. .- ".721,4.7 . ). . e -1- 0C.:, i .."... 41. -.",, -.'414.....:.1.7:: y- ,'.'". ri.: :,,- .-'1"''' .. - - :"-;ir :-.2-.1V4'-.,--...-N V.,-':',-it'- '"- 14"...,r-tr 40P. r .0, ." `'' -xk''..i4cob.r":* w .,. g vitel'a::;!;::4 47...-; to ..---, --_,-, ,..r....,-,- v.-4-.1 -- -. 4 .A_-.,.. .:,...1 - - a. .:--.7. , ;..."z. r, e 't" .--,:r.i.V.,:lt--;-1,*r.'11,7_, :-..t )41.b.A.,-*'4, ...-.74-_--,- " ., ;2,01.-4.r. .rt.....stt-.. .: Am-f *r.-); 4 ucts,and livestock,contributearproximately17 Percentof the total. qp e. Théclimate istropical butequable.There islittlevariationin temperature, rarelymorethan 30°.E,amongseasons. The cli- mate differs somewhataccordingtotocality;themountainsec- tions and plateaus,som9of whichare approximately5,000 feetip altitude;havea temperate climate.The hotseason is from March toJune; therainyseasonfrom themiddleofjuneto October, is folloOd bythe wintrseason.Themonsoons and tradewinds blowacrosstheArchipelago.Destructivetyphoofisvisit the fe Islandsat occasional intervals. A

st ThePeople ces '01 The .. present populationof'IthePhilippineIslandsnumbers approximately13,000,000.4At thetime of occupation 'hySpain i therewere approxiniately.500,900 inhabitánts.Theyheadeven : atthat time attainedafairly highdegreeofcivilization,butwere thenas nwsplit intonumerous distinct groups with differentlan- ?P guages, s yellas customs, traditioris,anddegree ofqivilization ,attained.Theoriginalfinhabitants . of,the. PhilippineIslands, , going farback into antiqiiity,were a . raceofpygmies.Theyare, commonlycalle4Negritors , becausetheywereoncebelievedto; possesscharacteristitsof the AfricanITegro.Theirdescendantst' tothe numberof aPproximately50,000still inhabit , certain..moun- tainsections in theArchipelago. , .- r.) , .. The t populationas now .madeupisalmostwhollyofMalaysian origin, altliough during thepast severalhundredyears since Ihe discpveryof the Islandsbytiagellantherehas béenconsiderable blending withOrientalsand 'Europians'.TheèarlyMalaysians migratedingroups, probablyat widely separated periodsof time. "1 Whenthe earliestmigrationsreafhedthe Islandsthenewgroup ofMalaysians drove backfromthecoastalregionstheindigenous dwarfpeople whowere doubtless inferiorinwArliktskillsand possibly in'numbers.Lateron aA'groupaftergrpup df Malaysians4: came,eachne*'groupin.turndroN4the\ .. earlierand:resident :., 4 group farther back'into theinterior.Meanwhile,the(milk -to Malaysians t Cifnecessity drovtheITgri't9esstillfartiierback.until - 6 f e ,4Report ofthe 7 Governor,1932.rp.136.' .. e ' e t I. s ; . I i alb . , ..w.m....s...... + 3 . .! ! i 1 % , . ' 4 f %A *. % . I , " -' et!. , ili: lo k t No ti ..., _ 0 .,.. P . !' v .1 * . : fi alb ; b . - 0s O 4fr . %4 r°1 0'

AO ' ;eventually theyvereforcedtoseek safetyand subsistence,in the ':.reniotemountikip sections.Asa .t.zroups, result therearenbwanumber of descendants ofthe eaHyMalaysian filigrants,constituting the several different mountaintribes who,like theindigenous Negritoes,arerelativelyuninfluenced,by moderneMlization. Of these the Igorots.the Bontocs.and theei fueglHN;irethe host

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ss. A MoroVillage,inMindanao: is j. knc;wnand probablythemostnumeroustribes.Theyare moun- tainor atleasi inlanddwellers inlargepart. The southernsctions of theArchipelago,Mindanao anaSulu; areinhábttedalmost exclusively 1));MohammedanMalitysians, geneiiallyknownasMoros. They,.too,areof variedgroups or tribes, but sincetherareallfollmersof Mohammedtheyare 6 unified by thecbinmon bond,ofreligion,Frequentlyall of these vdtips, namely:, theMoros and thedifferentmountain peoples,

areclassedtogetherasthe .non-Christiantribes indistinction from the ChristianFilipinos wilonowmakeupthe bulkof the population,numberingapproximately 90percentof thetotal. Among theCh.rfstianFilipinos of fullnative originthere are' three importantgroups,the Tagalogs,the Visayans,and the Ilocanos. TheTagalogs haveahighlydevelopedlanguage and consiclerable nativeliterature.They live inLuzon, chieflyin that f.

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parrof itsurrounding Manila,and numbertwoor more.millio people. TheIlocanos live inthe. north andalong thenorthwet coastof Luzon, whilethe Visayans,the largestgroupnumericalb 12-

estimatedat morethan 5,000,000,occupythe central ( . 1 sections the Archipelago. Asaresult ofthe locationof the PhilippineIslands,easily accessibletooriental couiaries,and,of the Spanishoccupation .intermarrlagesamongincliNiduai'sof differentracesand national- , ities has beencommon for severaf-hundredyears.It is "estimate 1 ihatmorethanamillionFilipinos,'?includingspmeof themo. t influentialcitizens, politicallyand :commerciall.,--areof mixed blood. Theyaredescendants offoreignei-§ frommanydifferent lands, butespeciaHy from Spainand the Or",anfl ofPhilippino motl-ters. . f .It isapparentthat the.populationisunuajallyvaried, macIAup ofgroupsdistinctive idcustQms, languages, and origin,avarietyrs. rarely found insosmall:anarea.Authoritieshave found87na- tive dialects andmain lailg.uages.. , Not onlythe mainlanguages,; but the dialects differ wi-dely,aswidely it issaidasthe languages of the nationsof westernEurope.The longperiods ofContinued s i. isolation in whichthe differentgroupsoccppying theArchipelago livedledtomuch suspicionarid hostilityamongthem.Each warred with hisneighborup toandevenafter theSpanishregime.*- ... This isolationwastie. not alonetothe tendencyof eachmigrAt- . _ Einggroup todrive the keviousinhabita.n0 fa.r.ihexback inland where mouniainbarriers helped , to preserve itAut inpart also! . I tothemultiPlicityof islandsmakingupthe Archipelago,separated ./..___ by deep channels ofwaterdifficultfor primitivegoatsto navigate. Indeed,even notvinierislanci i . . transportation isdifficultand inade- . quate;,and there is considera0etack of homogeneityamongthe People of thePhilippines in . language,race,andcolor. Of foreignersresidentintIrAslandsthereare comparatively 1 few of American - orEuropeannationality.Accordingtothe . . t % . T. , most recent dataáV4Hable,thereareapproximately4,500 ,. Ameri- . . cans,,5,000 Spanish,50,60.Chinese, .... . 10,000 Japanese;and 3,000 ,. 4 of other At:.. nationalities,atotal ofapproximately ...,.... 72,500..non-Fili-e. . 2,...( ...... _ . . ... %:Z. .0 ' 1 pinog ju the Islands. .. ,, . ...-". 4. i k.-._ i The congestiodofpopulationso commonm many parts of thei e- e Prientdoesnot characterize the Philippinesas a' whole. The gob rs. r _

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. ,*-. o % o oser - t I '41.4.<11. At :olkijat, t A'r;.- j . ,o 4 a; : I 1 4. _ ,escl ,-.-11%' ". :t t 1. ; , ;. . v." . r :f . \Ts _ _ e .s : . ...-A-601,..1" 14; itiwi..!:1,..$ . "A - ._: 414, ' :V" r -11in I? 21- .. ... V %:. - , 6 T) _-rr r6f: V 061W - ' a* Xt 4;:i'zzlf_ w-aa- -A- .4`-+#4_?:254MAO,. alterIAtr 4...."4Andar,o- 'Oar ". populationis, hoWever,veryunevenly distributed.According to areportofa recent surveyof economic conditions madeto theGcWernor of the Philippine Islands, the historic tendencyto i.avor thecoastal regionsas aplace of residence isstill quite characteristicamongthe Philippine people.Populationcon- gestionwhen'found, therefore,is in these regions. _Distribution -ariesamongislands and within ingle islands.This is exempli- tied by thevariationamongislands of from 1 g inhabitantsper squaremile in Mindanaoto458 in Cebu, and,within the single Island of Luzon, where it varies from 10 inhabitantsper square mileto316.For the Archipelagoas awhole, eliminating 'Manila, the populationdensity is 88per squaremile.As compared with orientalareas,China and India in particular, the Islands, there- fore,arefar from43eing overpopulated,evenfifa countryNjhose economic basisisagriculiure.TherearestillvastSrcas of lands inthe Philippines uncultivated; only about 21percentof land

available for agriculture isTIQWprodu.cing-.3 1 ' Standards of livingarelow compared. wi-th American standards, as are wagescales,particularl;rforagriculturallaborers..Under- nourishment caused by inadequate diet, lack of observance of importanthealth habits_ and sanitary regulations 'with the usual evidences of illness- and high mortality, especially infant mortality, which accompadies suchcondifioris, afestill in evidence. Hook worm, oturcosis,eri-ri, c o. era,typhoid, andot erin- testinal diseas arestillcommon.,though there has been material _iiipidveme in health and. sanitary conditionsdurivthepast twodecades eipecially.

The bulk of the people live in rural *c unities classified1,..)y writersonthe subjectasof threetypes:'First, the villagetype in which largeareasof landaredivided into small plots tilledby peasantsunderaninterleasingorkasamiasystem.Thevillages arecalled barrioseach consisting psually Cf a.cluster offrond;500 to760houses. Thistypeof somrnunity'prevailsonthe rice- and sugar owing::jgations. The second ww.:which, like the first, conforms somewhatto thenatureoffáñiThg whichPrevails,is that"acgrnmunity made up_of scattered farmers, each individual living o4fland cultivated.

3 Hammond.0i)..cit. t. 11019-t - o 4,* Ir :!..1,1

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ft moreorless independentlyandeach farmerhavingafruitcr vegetable gardeninconnectionwith hishouse,where hekeeps poultry andotherdomesticanimals,.Abacaandcocont.t raising lendthemselvestothistypeof communityliving arid 4Pt prevailsin sectionsdevotedto their cultivation. Thethird type prevaVs in theirontierregionsnewlyopened uplandswherepioneers laboragainst oddstobuild.newhorn(s andnew corpmunities. Thegovernment is.encouragingthe

- opening upofnew areasnow uncultivated, withthepurpose (I expluiting undevelopedresources throughhomesteadandcormt izationmethods. L. Thefirstor villagesystem. Pccordingto rhost authorities,is more consistent withnativetrits,qùalities,andtraditionsthana are either ofthe othertwit). RuraltransportaLionis-as vet inadr- quate and the peoplenaturallygregarious. Whileagricultureleads -1) amongresources and occupationsandZ. the bulkof thepeoplearerural,indlistryhasdeveloped-- especiallyin thepast20 yeárssomewhalas it hasdeveloped .$7 elsewhere,leadingtoincre-ased urbanizationof thepopulation :4 as a IS whole. Thereare3 citieshavingapopulation ofmorethan 50,000, ofwhichManila,thecapitalcity, with300,000popula- tion, is the largest.Cebu andIloilo, thesugar shippingcenters.u Zámboango, Jolo, the-cap'itplof theSuluArchipelago,areThek a other fargestandamongthemost important ofthe cities. The task ofeducation isindicatedin thisbriefdescriptionof the countryand thepeople.It isapparent that it isconcerned withpeople inlarge part rural who havenot yer-attainedthe"' usual homogeneityinlanguage, ciAloms,andtraditionsonek expects from people ofaunifiednationorofaciviland,social unit, andwhoseeconomic,health, andgenerallivingconditions leave muchtobeaccomplished. Theobjectivetowardwhichthe .° department ofeducation ismoving istheformulationandopera- tion ofabroadeducationalprogram desivedto improve the social andeconomicsituations aqdtopreparethe peoplefor the completé independencethey seekanddesire Andwhich,with approximately 35yearsof graduAlpreparation,theyhopeto achieve mithinthenext decade. VP

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. or. I It. , e4 . *- *.. b 11 Z*". . . t- . r .1, ar - . %P.*: -11::*. s . s 4 " It gl 4 e 6 c . # we", !el f e I. a '- , + e V.* : *!;*- - 4. e" . . . r - 41,6°: . 1' .i 2-* _..741 s. CIVIL GOVERNMENT IN THE

PHILIPPINEISLANDS. . In both theestablishment and mgntenance of American sovereignty in the Philippines, the *policiesfollo..-ecihave been different inpurposeandpursuancefrom those in other outlying parts.From the beginning itwas'definitely understood and offici- allYstated that the ultimate goal of the United Stateswas not annexation, assimilation,or any typeofpermanentcontrolas contemplated in Hawaii, for example,orAlaska,orthe Virgin

Islands, ,but .eventual independent self-government.Principles adoptècl and procedures followed have, therefore, hadfor their purposeeducation in serf-gternment withgradual relinquish- mentof authorityonthepartof: the United States Governmentt. and towarcj furtherautonomyonthepartof the Philippine people. As rapidlyasdeemed feasible in the judgment ofthe responsible officials, functions ofgovrrnmentirkfreasing in number and importanCehave been delegatedtothem. The consummation ofthis-policy is embodied in 'the PhilippineIndependenceAct passed by the°Severtty-thirdCongress settingupmachinery for the attainment of "complete independence ofthe Philippine Is- lands, for the adoption ofacongitution andgovernmentfor 'the Philippine Islands, .and for other purposes." The'present form, ofgovernmenttoprevail until the Philip- a pine Commonwealth materializeshas evolvedunder the policies indicated.Five importantstepsmark its development.The[st stepin governing the Islands immradiately following Ameriran

occupationwasthe settingupof the military Overnmentmain- +Ma tained throughoutorid sections of the Islands from1899to 1902. The secondstep wasthe establishment of civilgovernment under the Second Philippine Commissionappointedby the Presi- dent of the United States *ith William HowardTaftaschairMan. This form of civilgwernmentprevailed until 1907 whenthe third stepin the development and the first toward nationalAelf-govern- O ment wastaken in like creation of the PhilippineAssemblythe first legislative body ofthe nationalgovernment tobe elected by the Philippine people. The PhilippineAssemblyconstituted the lower house of the Philippine Legislature; thePhilippine Commis-

15 .4 t e .4 .* 44; . .4

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. -; 4 9 : If I. aslp; *C. I 4 . N' . . :".°071j.. 6* ' . 44 % . . ?, .4 '7.: ' . . Ir . 5' fr e . " *- - N. tr. 2. .¡.-1-7-*: %. ;71.; .;:i254:.,! --004 -e' - '77 , , er.a1.2. I;CletV "r ::447 0.4 %--4 , --;(""- ..7::.'i(i; °!"-,1Wk r.7:A; rr,), . sion,appointed J asindicatedby thePresidentof theUnitedStates. theupper house. Thefourth step was takenin 1916whenCongresspassedthe PhilippineOrganic Act knownasthf:"JonesLaw"---the basisof thepreserit (1934)schemeofgovt ment in the Islands.The 11 JonesLawprovidedfor theextensionoNndependenceto the Philippine Islands"assoon asasuitablegovernmentcanbe estab- . lishedthere" ir andconferrtd practicaMtfullself-govern-mentonthe Philippinepeople r in theadministrationof theirinternalaffairs. The fifth stepwastaken bytheSeventy-thirdCongressof the UnitedStates when itpassedthePhilippineIndepéndence-Actin March 1934,whichprovidedaplan andestablishedmeans for .4the establishmentofcompleteindeptndence,to heproclaimedJuly 4.followingthe expiration.ofa10-year periodTromthe dateof the r. in-äu-guraiioh of the,newgovernment, provisionfor NaliChis made in theact. Itwas, however. in theadministrationratherthan intheformor wordingof the actg providingforgraduallyincreasinggovern- I. mental resporisibilities thaitheesolicies-towardjnotpotingeventual national self-governmentwere manifested.Followingsoon after.. American occupptionand whilethetemporary militarygovern- ment prevailed,thePresidentof theUnitedStates p. appointeda commission fonown asthe "FirstPhilippineCommission"which.mts composedof 3civilians,1 naval e officer,and1armyofficer"to investigateandstudy conditionsconcernedwithpublicaffairsin thePhilippines" in ordertoaid theGovernmentinshapinga policywhich shouldbe thebasis offuturepoliticalrelationships between theUnited States andthePhilippines.TheCommission made'acoMPrehensive studyandreportedto the Secretaryof State, afterwhich it ceasedto existas an official body.Itsrecom- mendationsandadvice $L-s formedthebasis offuturepolicies,how- ever, to a notable4extent. Oneresultof itssqvicewasembodied in theappointment by thePresidentof theSecondPhilippine -/: Commissionabody empoweredwithauthorityto establishand -execute civil government in thehlands.Itwas composedqf four civilmembers, with WilliamHowardTaftas president.The policytobepursued by theCornmissionyasoutlinedinPresident, 'McKinley'sinstructionsasfollows:" ThePhilippines 7. areours not . to exhibit, butto develop, to civilize,to educate,to train inthe 'a.°1'0 16

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it II 1 ;; ...r S, . : I ....., 111 t -.4 I.- "-- , f 1,1.4 . , . tkt ;' A . . . . e . 't : . %. V't :8' ... ..` - "p4.1c 4C"..r.z1t,:al Y. $`.,..; ' .1.: PI *.. .14." -,...,: -. a p I.... . 8 11. . 1 .:".-;4!;:414 'y.:e,..S. : . t11! *. . . . : *' . . ;W:'t . I /1"; 1- ' .t , _..F.- - --- *. -1 .. '.. .- -- - b ' . -'''. ' --: .--. ;..,t-,_vi,,c,n,,_---1-ra" 97-..,..:. ..d:-.i..:,,VT.-.1.k ;1. .-..,:r_.- -- .-.:,- t "4: 7,...,-' : A... ;.,. : -: i',3.".--'-'1' ' kr .4 ._..,,,-Tf. jt -K-4, _11:" - 'r''' - '''' '"..'' .4.' ,,,.. ,a..0.1j#.`" Le .. -_,..4%;.4 '....w.,.....t..L.....7.:...... *...--.P..r..1--We: '1k ...k. .."` '.1"..WII .44-'44...V1r4. /lLZ %.,./*:,!"'-*.f.-.%; 4 ..i."- c,"_.0%I.k.-..,.,,o=::.z..I.,4.=:.,fa;".tt-.vs. -4;;z-.414.4.-- t -.:Zet.,-.-)2;,-- .4.. --.4.--K tosr-..."-.:. I. - ..-4..4% -- fraiii*...!..r.i,*.21AX. i....-4,,. qr.*.rz.3,,, --..*-1e...: t' 1,..- 'f'*'* .A..t_...4.2."--:.-1 1 _ .. -trzo. ..cNal v,3-..-S.,- _____"..._ .., L_-,:raiik»;:419,; r:3475.1-_ it Sei ''i_174:4-.1.- A,,,,t .....Xji, .,""Nor...; i,,,t-_z,_,-,J,, d .:-- 7,k417441;7?-41j4r14-4Ar'''';,,40.t>Of *11.-c4Z-1; - ' .... , I la

scienceof self-government."In these few words, accordingto Jose Samonte. he "sounded the keynote of khe /I Dr. Vedast6 polic'y I tobe pursuedby the United States in political relationships with theIslands." The Commission assumed its duties in June 1900and began its legislativework,'leavingfor the time being executive functions largely tothe militarygovernor.While the Commissionwas pro- ceedingwith the.setting-up of civilgovernmentin the Islands, . centrbl, provincial,and municipal, Congress passed the Spooner Amendment in March 1901,from which timeOnthegovcrnmcnt Nvascivil in character, deriving itspowers. from Congress.The President of theCriitedStates issuedanExecutive order in June 1901, transferringthe authority hitherto exercised by the military government tothe president of the Commission, whowasthere-

.: after invested withauthority and discretion for.the administration: of the Philippine governmentuntil Congress should provide fora permanentcivilgovernment.ActuallytOmilitary 1/4kovernmenl was notterminated until July 4, 1903, when itwasabolished in all sections of the Islands inhabited by Chrisaan Filipinos.. Hon. William Howard Taftwasappointed the first civilgovernor on July 2, 1 904.The title "Civil Gornor"Nvaslater changedto "Govern/6rGeneral." The executivepowersformerlyxercisec br the Commission werevested, under the Spooner Amendment, in the Gmternor General, who exercised thesepowerswith theconsentand advice of the CommissionwhiCh continuedas alegislative and advisory body. Almost.immediately followinghis appointment GQvernór General (Taft appointed three Filipinosasmembers .4 the Com- mission, marking the first participation and cooperation of Fili- pinos in the administration of their Qationalgovernment.This Commission, consisting of theCivil Governor,4IÀmericans,and 3 Filipino members,wasresponsible for the insulargovernment until 1907. up. In the meantimeapolicy of establishing local self-government wasundirway.The -instructions of the Presidenttothe Com- mission,onits appointment,t forthapolicy of participation of the 'Philippine people iplocalgovernment,theestáblishmentof

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

144873!"-.36----3 17 111, I

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RP% . .* 1." a " e la . . . . , - - r 1,1 ' "1-15A: -: . : . b . . . ; '"3 ' L - - I- - . e . : - rPO . . ._ . .- -"" - - a -.. ! ' lir- -2,1771:1.01r- 471:4,..41'r,''.. -; ¡1.- ,:11-.....-_---- v.1.. _ ;.-..) .:-_-: ¡ ---%. -.....v. 44 ...... :;. %,;.oc.;:eks-...;:. -144.- 14.....,...... -.,...:.c.....;54 :....e.121.4', ' ".., ;,, ti.. a- -. ,, t . .1. '4' .... '" v ' .1 l'",'4(7.-."-.,!..e...,ar- . 4.,,,,-....t..,..- ..t.r.c 1-.:, .!-.;..r ,2,_¡:...,,_ ' -:I..... "'' .3.1..;:e-treVf4-4/;$.7Pf tliill.....1r.'.V..1.t.:Aii7 3.-_ZeIV.V.-j':'"1,311 ' ''' if!fia it... I.eS'7,;61WeS.F . e- - tIA .414 independencein local affairs-ofi3orovincesandmunicipalitiesfrom centralcontrol. and thecontindanreandpromotionofimportant administrativefunctionsinstitutedbythmilitary with crhvernmen: respecttothepubliceducationsystem.to free .elementar 'education,andto the inculcation 41: of theEnglishlanguageamongt thepeople.

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. ww..4,8.. P. r . . .1 '' ... ) ° ' ,1 . OP". 2 **** %**3 '.01k, . 1 I .116_ .. it . ij e , . 1 ....* a ': a T :`; .:- a IZ% C14 . 1.1-,,. 7,;...i, ag '. 2..... ,r:r.'' , .. !".:Y'ilt,ti .... A* L- *4"... 4 ; 4 ..... -1*. ."' ..°,...-:'-',;,....- '..i'lp...; 1173'): L4 titioRi-t-1_1:: .13 N-a----;;;''1. *Iiie'l'_..... i* .... PhilippineNormalSchool at Manila. : - It is apparent that theSecondPhilippineComniision,acting withtheGovernor ' General,wasbothalegisa ndanexecu- fivecouncil.The GovernorGeneral,representgthePresident. of theUnited States,was executive headorthgovernment and as chairman ofthe Commission,whichwasthlawmakingbody, hadavoice alsoIn legislation.FoureNecirti departmentswere g-created 'underthe Commission,each'heed byanAmericai'l appointedby theGovernor.Thedepartmentswere Interior, COmmerceand Mice,justice,andPublicInstruction.Laterthe provision Nos4s changedandIheseexecutiveheads weiseappointed "by thePresident, as was theGovernor*Generalwiththeadvice andconsent of tkeYnited StatesSenate. 'or *4'.41k - a ,r Al° 18 1

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.4 .ti» ?''{ a : I- i . . 4.. a .' I :Ptif ...... , '; . 11.11 -.. . r .4 ...., i». . . I . '.. A 1. 7._,14-..'. A ..' 1141011111100,4 I. ... o V. 0... .. - 1 'It -:: f:41-.... N i.4. i 8 eo a % .1.. a . i , . a ".. ) . . . '''S , 4,,,,, o ' . , e % . i* : ..,.I 4 % . ilk a . , / i 11.' - . *, , ...1 *C.Aftl.* V. ... a 4 -t of .4 TV,: .4 ;44' , .... .44. .. 4. 1 ;"rr % . A "- ... l 4 '',411': 3, *-- . .... li :..i. . ,,,10.., .....4,4.1,41..., .,,,., . ',.1...... 3...... 3 1, Vt,... I.... ,_, -.,,, .,....4 '. i-V-i?.4..z:Ree*. .f.9.X.. 14-4. /,..!....4,141, ... ..1.....1..14...,' t ...,AP-4f. ....110+, elt.f ,/r 7. ., 4.40, 7. L'oAA"1;'Ni* -itto 4,t" OP.--jit'.6 K,',r4.,1,, if.e.ar 4-. 4, --.4 4'. .., 4...... ) , *.- ". `1 --... ,t.,.;.307' * .; ., ...?...- t .. it. , . ' S, '. ,4,.74. ...* V:,e,N ...-47'4--X:- :14 -151',-V . , - 474.:...4" ''.-h,...1.,:e-"--;'l'.1,.. ?. e 4 ',01.."; .'L."' 3 .... .Wit" ,`/ .9m f:' t' ,q"1'': -4.,- _"5,.....-TP:ii- r ... _ , yi e . 6.L. .L-t-... - 4'st' -:':-.,,7.-----yi-ify--.-;- - ....:.--. 4t,... ,¡.-, - 2r- .f. --: e;iii.-:. . ,,,,,, -...-....'s,A;"*:,-,.A. *.r' _....-'''' r.-1*--," 1.-ci ..,r,-....e,, L''_.;.%.. .6 .. _ _ ...21.- --e.f- --- ._',,'".t-r"-.-- -.7w-`M.2------'17117 A. nto_i Under thetermsof the Philippine 1..a\1passed\de bv Uontrress in 4 1 1902, thefurther extensionr of self-go1-nment.wascontemplated as soon ascertainnecessaryprovisions could he complied with. Themostimportant of these- rebtedtothe creation of the Philip-

pine .Nssembly,towhich reference has Iwenmade, \hichwasto 41, . t constituteanelective lower house of.théPhilippine Legislature. The conditions \\vie satisfied in 1907 whenageneral electionwa

called which resulted in the creation Of thefirst Philippine As- ON. (6112.. sembly.It consisted of 81 delegatesfrom 35 Provinces. and\va- thefirst legiRlative hodof the nationalgpvernment to . he chosefl by the electotrate of the Philippine people.Itwasopened for- mally by William Howard Taft, then SecretaryofNVA`r,Ocwlwr . 1907. The Philippine .Commission becametheupperhouse; thN Philippine Assembly the lower house of thePhilippine I.ei;k1a- tun'.The Commission hlidatthis timeamajority of American members.Later byactof Congress and byappointment of ".President Wilson in 1913, themajority of theCommissionwas madeupof Philippine members.Thus both housesNvere con- trolled by Filipinos, the Governor Generalhavingno ytbto powers. The Commission, however, continuedtoadminister the'non-

-. Christian Provinces. glib 9 a In 1916 Congress passed thePhilippine OrganicAct known asthe "Jones Lav"--t he basis ofgtheprescnistheme.of the Philip- pinegovernment.It ckared thewayfor ultimateself-ovcrn- rilent and constituted "averydecigvesteptoward complete

¡r emancipation of theFilipino people." .Besides providingfor independence "assoon as asuitablegovernmentcanbe .estab- lished",itconferredpfacticallyfull e1 f-governmentonthe PhilippinePeoplein the administrafionof their' internalaffairs. The Jones Law vestedlegislativepowersin the Philippine' Legislature,toconsist oftwohouFs, the Senateand the House pf Representatives, the Senatesucceeeting the PhilippipeCom- mission provided by thelaw of 1902.Congressreserved the right'toalter, amend,orrepealanylaw passed by theLegislature. The Governor Generalwasgiven theveto' power, two-thirds of eachtouse bethg requiredtooverride hisveto.If the Governor General refusestoiignabill after suchaction it issent tothe President of the United Statefor final disposition.

1, 19

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, k 4fte. v*Ps 1 . ., . 6 . . k::. ' 50. 1 - 41. . - IV . t I. s . . 4.4 -2. - - .,.. -. . -;...47; -7 . ,.._ s. e - - _ .116 , .---- . '% 4 _3 ' 4a SZeOi: 1 .riJs. .7" -.1-!!7.4.3I-Wkit''''' 17-e:.-7-14:14:-attt* /41.41.- 10111P4 . TheSenateiscomposed *of24 members,2 fromeachof12 .0 senatorialdistricts,created,bythe Fr, JonesLaw.Withthe of ;whoare appointed'by exception the,GovernorGeneraltorepresent the non-Ch;istianProvinces, ,thé*.senators_are electedbythe voters of theseveraldistrictsfor" a term of6years.One-halfof the d.41 *nvnhershipisselectedevery 3years. TheHouseismade -1 4 upor91eleCted'members and9appointedbytheGovernor Generaltorepresent thenon-Christian bers Provinces.Themem- are electedtrienniallybythevoters of tricts, theirrespectivedis- _ whichare formedacc7tIngto population 4 muchasinthe distribution 4' Statesofconti talUnitedStates. j,egalvoters must be'male,21years ofageor . of the over, residents PhilippineIslandsfor 1Vear andof the municipalityhi.. whic1-10,alcs5 i vote 6months,-and inadditionmust complywith One of theIlowing:(a)Own pvoperty;(b)h-aveexercisedthe suffrakewiderpr'eviously existingorganization;(c)beable 'to . readandwriteSpanish,English,or a native lang*e. . Bytheterms of the Jones.ActtheGovernorGeneralretiins . higpositionas representative athe 4. President,ofthe. States,andas chief exectitive United officerpf thePhilippine ment. Herarelyacts in Govern- matter's '.purelydomestic,however, withoutthe-advice.of his' cabinet,consistingoftheheads . executivedepartment* of the Sixexecutivedepartmentswere estab- lishedandcontinueto date as follows:Interior,Justice,Finance, AgricultureandNational Resources,CommerceandCommuhi- ar4 cation,PublicInstruction. Each..ckpartmentheadhasfullcon- trolover appointmentsin'his departmentandhasgeneral supe;'- visionof'theworkofthedepartment. .. Thereisan undersecre- tary in eachdekrimerawhois a-permanentofficerduring gòocf*\ behavior.There.isa Council p. of Stateadvisoryto theGoveitor '.General,composedbeside theGovernorGeneral;ofthe dentof thePhilippine Presi- Senate,theSpeakerof the.House, tsecretariesof thesix andthe executivedepartments.Following . practiceforthe established Territoriesof theUnitedStates havetwo Resident ,the Philippines CommissionersinWashingtonwhoattend sessionsofCongresbutbaveno vote. 'the Theyare selectedby . PhilippineLegislature.[Since . thitas written theFilipino *1haveadopteda constitution people andelectedap ident as proridedforinthe Act ofMarch19341 . V ., % . . 20 # -Ai

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Localgovernments are set upin each of the organized Prdv.- ,,

, inces,of whichthereare49.Therearein each, provincial TA boards and á provincialgovernor,all of whomareelected by thequalifiedVoters of the respective Province.In unorgaqized

Provinces,includingnon-.Christian . andsparselypopulated Provinces, there.arenolocal officers; the administrationiidministra ofgovern-

; . mentis carriedonunder the supervisionof the Departmentof 1 the Interior.Officers for these Provincesareappointed by the Governor General with the advice andconsentof the Philippine

+Senate.. .

Muenicipalítiesconstitute the smallestciviluet...Each isin T 6 charge ofa.prtsident, vice president,and council eleved-bvihj *;ple.The city of Manilaoperate§ underaspocial charter.

THE PUBLIC-SCHOOLSYSTEM . Early Development AT THE TIME of the .American occupation,public Oucation, itk) though established in policy under the Spankhregime and again under the brief period of the Philippine Republic.,Wasconsider- ably ifnotcompletely disoiganized.ThereNvere,however, accordingtoPhilippine authorities, bothwidespreadacceptance

of the principles of democratic ,educationandan eagerness to profit by educational facilitiesasrapidlyasthey could bePro- vided."The Philippine peoplebelieved in the need ofqxtending . educatiohtothtmasseslong before theAmerican occupationand the idea ,}ateducation should be popularandnotautocraticwas prevl t.!' 7 "The American Governmentfound the Philip- pine'Islandsieadytoappreciate all the benefits(educational) that thenewgCNernmenthadtobestow.The officialsdidnot , meetdiscouraging difficulties inintroducing Americaneducation amongthe nalives.The Philippine Islandswere, atthe timeof the coming -of the likeafertile soil cultivatedby tirt- less laborers and lefttoothers for the 'bountifulharvest." 8

7 Alzona, Enearnacion. A history ofeducationinthePhilippines, 4 1565-1930. Manila, P. I., University of Philippinespress,1932.400p. 8 Catapang, Vincent R. The development ,and thepresent status of education in the Philippine Islands.Boston,Mass., The Stratfordcompany, 1926. 137p.

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: .&.- i DuringtheSpanishregimeprimaryIchools 1 hadbeenestab-t lishedin ,thetowns, the 4 levelsof edu.cationoffereddepending : somewhatuponthe size of thecitiesorOhms.Theplanprovided for"incomplete" primaryschoolsin barri 500inhabitants orfewer.Supervision was entrustedtoa su ior,councilofpri- mary instructionpresided overby theGovernorGeneral,later s

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-11. As trio r 4 " s.:400 st .2" '$i i . . ca".`,.00razi;_gl-i., .t 4 .1. .4:71.;77 Air I. 4 .* , . s:s 4.6 . t ° - ¡QUIP In:).-- o AMission SchoolDormitory,Bontoc,MountainProvince. calledthe Supervising BoardofPublicInsiruction.Underthis boardtherewere provincial boards, one'foreachProvince.The organizationofsecondary schools was.orderedbyaroyaldecree in1865, theschools-to .besukrvisedby theUniversityofSantò Tomas,..a.-monerableinstitution inwhich dis highereducationfor Philippines the was centeredforseveralhundredyears preceding AmeriCanoccupation. Therevolutionwhich beganin1896ledto thedisorganizaticin of. theschools; 'even,asit spreádfrom PrOvinceto Province,to theclosingofmany.9. InJune,1898,Philippintindependence was decreed andthe revolution*government setup. Apresf-. dentandcabinet,consisting of thehead&of sixdepartments,of 9 Alzona.Op.cit.

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. -

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.1.41 AD -01,' "'S" ". : ..vhich public instruction was-one,Nvasprovided for in thenew et-up;anda stateuniversity plannedtoheforne Ihecenterof higher educationin thecountry wasestablished.Secondarya§ %cellaselementary educationxvas tobe understatecontrol:The policy adoptedincluded maintaining the prirnry sohoolsNvh ic h wereIn existence duringthelast days of the- Spanish regime. Tocarryoutthe plans indicated,an amountofmorethan 35,000pesos Nvas setaside for public instruction-asrhe budget fo; Iyearby the Philippine Republic.itappearsthen, that xvithin afew months after the proclamation of independence by Filipin(4 leaders, they had "provided forthe establishmentof public # chools from the lowesttothe highest grades." .. Although these variousdecree'swereoftempor5Ar,character, tlwy indicateda de4e end policy.toextend educationtothemasses. In the meantime the Americahs had arrived and _begupto establis 2(schools and.reopenclosedones,with Englishasthe langua,eofinstructioil.'Accordingto aPhitippir.k authoriiy,'0 There is not perhaps in the record ofwaranother example whereaconquering powerhad taken first of all to the teaching of the conquered, but in thevery first minute of American occupation of Manila and otherpartsof the Islands, the American leaders begantodeliberateonthe pursuit of this grandideal. General Merritt, American military commander, wisely appointedthe broad-minded and intelligent W. D. McKinnonsuperintendeniof schools and within 2 weeks thc latter had schools in successful operationthroughout the icity of Manila.Most of the teacherswerevólunteers,manyof them college p. gfraduates, fromamongthe Ameriegn soldiers.. .By September 1898,all the public schoolhouses in14anilathatwere notin ruinswereoperatingto capat3under the superintendence of.the indefatigableMeKinnon.11 By August 1899, accordingtothesameauthor, 100,000 children werereceivifiginstruCtionin the public schools. The Filipinos continuedto opposethe United Statesuntil the a end of 1899.Even thenpeace wasnoRt-fully restoredsince guerrilla warfarewascar.riMonwell into 19 2.In the meantime,how- ever,thetwoPhilippine Commissioi6 previouslydescribed had been appointed. The Second PhilipmeCommissionestablished acentralindsystemof public instruction byalaw which became effective in January 1901. This law, draftedby Dr. Atkinson, acting superintendent of public instruction andamember ofthe

lo Catapang. Op. cit. - - 11Ibid. A t.

,fg 23

ollbsoh

Am. -to 4e

041

:4:0. . 1.

r . Second . PhilippineComission,-vas . .. thelleginningof andthe ; . .v1". basis forthe present insularschoolsystem., 1.treatOaflepartft .., ment of publicinstructionwitha general supe6'ntendentof .. public [)2 .. instrucrionasitschiefofficer; . providedfor 18divisionsuperintend- entsofschools o andfor 1,060teachersofEnglish . from the'United 4, 4 1. States. Asuperior andadvisory , . boardofeducationwas provided also,followingsomewhat,former i -.1. practice,'to aSsist thegeneral .. . superintendentwithadvice.and , ,. informalion.Municipalschool... , bi)ards were provided,composedof six meriiberseach. Throughchanges . madelaterin thelaw,abureauofeducation, was establishedas a division ofthe.department .of 1 public tion, with instruc- a director of 'educationandtwo ass,itantsiri'charge: thenum0er of divisionswas increasedto 36,-.Andáprevisionwa inserttdthatpuac. educationNvasabe fr&.-Ïí1.007,whvthe first Philipiiine Assembly°met, the University6f .th'e w.rascreatedtoheaa upthtpublic-scloolsystem.,-Atthesame time thsAssemblymade its . firstaPpiizipriaiionforthestwpg.Et..of . . 5 barrioschools,amount) - - . . to 1,.000,000 11, pcsos . ** ' I . .. , ... . - . . 4-.4E7- -. . r: A 4Kr " . TheAdministrativeOrganization .00 , ,k.: . 'Thepresent administrative , organizakionisthedirectoutgrowth . . ,. '.e.---i-littthisbasic . organizationestablishedby thePhilippine. iion Commis- followingAmeric.an occlupation.Education,health, r ind cpiarántineservicesare . miteredina .departmcnt'ofpublic instrlittionwhich-istV, of ,6majorgovernmentaldepartments, eachin char-geof a secretary whoisamemberof theGovernoi. General's.cabirtet. .Thesecretary of public Is instructionisalso. ,Vicç; Governoroillthe : Islands and,like theGovernor,isappointed VI . 'bythe Presidentof the Unite'dStates.So farthe . . positionof P . secretarYhas beenfilledbycontinental _ . Americans._The_Under Sec-retaiy isatpresent writinga .-c'-: nativeFilipino. : .,..,,:...... 2. Theeducational system functionsthrottghthe Imirealrofeduca- . tionwhichis incharge ofadirector.ofediication,formerlycalled generalsuperintendent ofeducation./He is.appointed-.bythe GovernorGeneralwith the . approvalof thePhilippine_ S.unate. Thescihoolqstemis ... highlycentralized,withall importailt functions centeredin thebureau.ofeducation.These a includethe functions establishmontsqf. scheofs, h . theagnment -of tiathert 4 ...... s . ..*- : .:,.., ...,..t,.. 40'''., 1:401.'` ..*1 _ ' . , .. s.1.;1:::: .-* t e , .. At__ ..., , eel ... ..: .t.', 114:4 .....41.1111..."n_ 24 ft.-. .: i.., , ., .. ia..1-..1.::.s. . . 11ei -. . 0 '! '.: -J1 ' A ,à) 8 1 . ot". 4" A % 1.,A:.. 4 t Ti t ,. ,8, b ' , ;1- t i .,,,C (j % i 1. - -1111 .

.A** , s. 0 I. s. , \ e .

. the fixing of their salarirs,choice and recommendationto the Tretaryof pliblicinstruction/ofcandidates for importantposi- : ionsin the bureau of education,the_prcparatim ofcurricula,. 4. a . . . upervisionof school-buildingconstructidn; itipser6cetraining of I . . - . icachers,w:t1116-ipnerAconduct ofthe, publi,c-school .4- . system. .5.,' Formerly there471sa separatedivision-4pr.ivate,schools in the .11 departmeht of public .:instruction, .butthe functions prevjously 3 performed by tHai diVisionhave been assignedtothe bureau of sr* t .) 1.77, 7IO , v. eductiori. The director / of education isamember of the board .4- ofregvitsof the University ofthePhilippine's-) . s . . : . f" The g'eneralorganization of the bureauof shownin A

the accompanying chart. Therearein the bureau,'irf addition , tothe direclor,..an assistantdirector in ihargeoian , oK.-..which insrecent.years114-6.efkiLfi1le.dbyáTilipino;five divisio.ns.60..iw --... : charge ofadivision chief;a .a chief clerk and .- clerical and % ...... ,.-_., technical a P ...... staff.The divisionsare:Attadcmic - education,vocatibmitt.edlicd:.:. .t ------,.,i.'..1 . , :...... --1.--,, lion, publications, building andiecords. Attachedto , . the'44min-i .- .,i_-..., ,:. : _...... __...... istrative and supervisory staff inthe general officeatManilaas- ----.,.. . ._ .... s profes4ional workersappake,ptlynotdefipitOy assighedto I. divisions, .; therearealso á. chief, m(asui-errientand researc4 dtpartment;a a chief,turriculum depaetment,anda _AV . .. superintendentonspecial 4 &tail, each with the rank ofdivisign superintendent,an0a spe- ..ir ciálisthi health educationwith the,samerank. Thedirecióiof

.:, I education erAsesand recommendstothesecrelary of public C .instruction for appointrn5.bm,members.ofthe central staffasweil . . ascandidatesfor the strategiceducatiQnalpoMs in the field. k

: !. :1 r

a .. , - 74 .. I .4. . 7

4 fir r . .5 '32,r

, A :44

4

14, I. . , .9 - .1.7- - - "tab -

6 , L..I. 1.

- . ' ..-. . _, '` .% 'oft '4; . -t r-4* --a 0 . t- . _ _ . \ .rTe \ 14414r-36---4 . 25 a .t..4 % -. : # - : . -:.-). 1 ..; .41 4.* .- ..1,,. . e 1 . . o 1 6 ._ .. II .....t. 7... . 1 . r \ ...... :14.. t44.:11"-°-. .0. . ,.. 1...... ---p..:44/7 t .401. ..',..4. : k ;...r.:.:4.._ 1!.. \ . .. 41, ..,i OP . 0 :. . , 3 r ; in" ago.. t. ..iti' ., It 14 .1._ , 4.ÉP. ... : 0 1 O 7.: . : :kr...... :;... i A 4. ' '' 0. , t 1 . ..- .. V. 6 ...-. .. ''' i: r 6 . e .6 . V . ' - .., I % ; % . . ,.4) . kt ..Clc . --) ...... rt akl:tti.-. 6-) l , , ....,, "' I P747 i -.8 7 . ..i.-,..t . :4 .! .: o .t. A. . 4--rt-74...r:7'der--1! ;.i.°t;,....:i:J.;..-V. 7 . '-.1:- '-11 N...... ',...... ,_41.t.*:: :,..,..VIT`:?:::..-,f7...,:,;',...A.7,,,,,,..',_,., .k ... I . ow ' o .e I -.)...... , ., .. e . iAk. i%...... l ,, ...,,,e!,.. v.. . . -.... .'" ' . , ...... :L .2 "7:'e -z-6-1 -.1- 2,-.è.:4,of --Ir .-_,.*..- -.;. , .....-.-.17,---.. ". ...f.A. .ii _g:sr'. :.17..; t ----. : .-...,-.1: ..:. -,f.. Ar.net ...... , -.el% Asr ' : t : f ' *. t- ' 1, 4 ...', 4., v 040.;Igtir'.gr' .,- -t.:N.-.". '7!--... 1; '. --... . -- :. - %...., *.'.`6, ly.lAre '.- .,-,,,....;..,,,-,, -,--64., .- ... t4 -.-;-:...'-';esAill' . -, --.. ,-. 4'''.-...#r ... fr. 1. '14 ..' -.eV' :- _1' -''' ....4- ,V,7,1,.:*.:,S..- ' ,_ 16.L.4 ,r. 0 '-v.-..w.- a . -,...;.--,: -:. -:;,-.- 4-4,- -.-.1r4",....., --.:.-i.. .- - t.- _.-" ',...-" -1-:-;t'''-SI -- i -4.,-,t-.... . - ;"''4.4etIr..-9')';'*à''- '!%'1

41- DIRkfToli. Bureau orF:(lueation ---3 Appointed by GovernorGeneral.

Asistant 11I Director Assistantto Director

(hief Clerk

". Vocational hiblicat ions Building Records Academic Division Division Officer Division Division. a- a 49 DivisionSuperintendents, appointed bySecretary of DivisionSuperintendent PublicInstruction.(A Di- Province) vision is usuallycoinci(lent witha Province.Manila is . . . . classedas a Province.) - A ..-- - industrial Academic Supervisor Supervisor vb.

District Supervising { Districtoneor more Teacher municipalities.

JP `la eachDivision,one ormore sec- .# ondary schoolswitha principal to tbrb, appoitjtedby Secretaryof PAblicInstruction andresponsi- bleto DivisionSuperintendent. !P Prin Antis and Directorof Education.In each municipality, a centrilschool, fit .primary andintermediate, and one otmore barrio schools witha principal incharge, chosenby Di- 11, ./. visionSuperintendentandrespon- sibleto SupervisingTeacher.

Teachers . In eachmunicipality there is &schoolboard J of 4to 6 membersand Pupils the municipalpresident ex-officio.

L Diagram'I . .._, . . , AdminixtrativeOrganization, PhilippineSchoolSOttem. . FROM . The BureauofResearch.anil RVerencein AmericanSchoolSystems, by NemesioL. Agunod,and ThePhilippine SchoolReport, 1933.

-

lb .4 ..

.e 26 _ 17 Jgb J- A Ai< a %L. tr t 4.46,54i4 . , 1111b. V 411 " . '4--11411- -;14-0i.,r...74fi..:44istio ur s 4. -:. r 4:..P .v.. ' .01--Z".. ay - , a... TIP k_ . 6 .4 go,. r . t ;f , . ' . 1 . t- . I, :V AO ! 1,..*"` 4": *. .7. . 70 e ..* .V :"' II .4rin a. I- 10 1A 7. 6.1 6. j ` .:? .:" ,1 t tI. 41;;Zqj -1 .1":1;_' t` .4' &, 'e.06S17-, -S.,J'!,e_t-t`41.1...,.-.4.4,4:A6.4:4.-W1+; 01- A41.4:.',1 _ -- 0_ b .407f-- ,,.1.,vwz....frt!1,11-d, 11W-inkt:r+.14;kG:a tot. 0 - e q.

'MP Forlocal schooladministration theIslandsaredivided into 50 .divisions.Withone.exception there isadivision superin- lìschool tendentin .charge ofeach. Thedivision superIntendent§ are by thesecretaryof publicinstiuctionontherecom- appointed . mendationof the directorof educationtO Nvhona theyarc respon- sible.The schooldivision is usuallycoextensive withaProvince, I.4 thecivilgovernmental unit,the city of Manilabeing- classed for this purpose as a'Province.Division superintendentsareassisted bysupervisorsof whom thereareusuallytwoina'divisionan a academicsandanindustrial supervisor.Their work. N concerned with inspectionof school facilitiesand practices, qpd withinstruc- tionalsupervision. Divisionsuperintendents apPointmunicipal .tea.çhers, fix their salaries, manageschool buildings, inspectschools in theirrespec- tivédivisions,and,-Iin general,carry outpolicies and enforce regulationsof the directorof education inelementary and secondaryschools.Thereareboth American andFilipinosuper- 14. intendents.whoare,in general,qualified and experienced educa- tors.Salariesrangefrom 2,000pesos to6,000pesos per year. Two divisionsupervisors,oneacademic andone.industrial, assist division superintendentchiefly with instructionalsuper- each . vision.

0. In eachdivision thereare one or moresecondaryschool's,each byaprincipal appointedEythesecretaryof public administered , instructiononrecommendation of thedirectorandresponsible tò the directorthrough:thedivisi9Nsuperintendent. ,4 t ''.'

1 :School divisionsareagain divided intodistricts,e.aChdistrict At the head of the school ".'comprisingone sqr moremunicipalities. disfrictsaredistrict supervisingteachers appdinted by thesecre- taryof publiciriitiuctiononrecommendation' of the director of ft education.TheasupervisingAacherisrespOnsibledirectlytothe Ivisionsurrintendent.His chief functionisinstrwtional goof- supervision. In eichmunitipAty There isatleastoneschool, iricltiding primaryana intermediate levels, calleda andone ormore.barrio(small village) schools.In charge of the central and barrioschools isacentral school principal,animportant educationofficial chosen bY the superintendent and responsibledirectlytothe supervising'teacher. 9 _ .

. 4'1. 1 .. 11 . . jot- o . 27 4 0 i. I.

r . I, . . ., . 6. : .... 461.. 4. . %,...711.,4.,. N. A s . I .. . . is, . * "... I i e , Pik . ... 4..9. t* ' ' : ,e 4 . ". ./ *1; .: ' Y- - t'':..- .. - ,, e n I- .. I 1 "- ".1:--...;:,-::-\;vb t..**1:::)..`, C . t, . ." Itt' '', # 411 i41.al '41b1,11 .1.`"- r.:**2.- F71:i."; -4aviivc''N T; ,s ;,..4 *. *kk 1" *4:412. t' f ..4 14, 4 , - - z-t. 4 Zr&- As.providedintheoriginalact there one in each are localschoolboards. municipality,offrom4 to 6=gibers,ofwhicri municipalitypresidentsareex -officiochairmen.The'duties theseboardsaremoreor less of' nominal.Theyrepresent interestsofthepeoplewith thr theschoolofficials,especially districtsuperintendents. tht

71 111% 11.r. '1111_ \. ;Nib AmyOA:0 '

. '

' . * -s. o .11Nb, .4 . t . .i11;4 "3. tI _ V4 4+, ft....is . 3' ..Ire - ....bp NMI as. i6Vts- f '71 Xti - '' "ss s. A ---f 18 . 11. 414'r

r '-. ,%- la-4%4:4\1F ,- ; "1- - I-0 46. 46 AT'. i .l' L., 41414,' 23

41. i 1ii.11 A t.i -, i I I -s r . Atiti'_ 11'-... , ,` 1 _ 4- .a-,._---%...v1.-,--; ., . ,r,, 41, - ,.. --,-. '' c' 9. 11.4 --''`'''''''' --4.1.41'.i: 41 - ...... - .- ... La 411 a--A , - .., ix AN. ...41111 __ . . *Or* 111.,10.2.11. INIO "WO. A f- ,.jot2, 1.1. in". . . . .riLl...- ,., -4 . .1'---- - r ' !----1 - ..... r 4 R=g61 --LP , -gi-r,1- asria-._.: "L. - ION - A CentralSchoolin Cebt Prevailingtypes ofschoolsare elementary barrio schools,central,and schools;academicsecondary it schools, schools,usuallycalledhigh oneormore of whichare located ofthe inManila.andineach provincialcapitals;vocational The schoolsandinsularschools. insular'schoolsintludethe Philippine PhillppipeNormal'School, SchoolofArtsandTrades,the culturalSchool, CentralLuzonAgsi- andthe PhilippineNautical thesetheinsular School.Besides govërnmentmaint4insthePhilippine ofCommerce,thePhilippine School SchoolforDeafandBlind,and UniversityofthePhilippines. the IT Primary instructionhasbeenextendedto all theIslands, sectionsthroughout thoughfacilitiesArenot adequate . thetotalschool to accommódate population.Thebasiclanguagehas fromthe gs beginningbeenEnglish.Books free. andmaterialsare furnished Fromtheestablishment, 1, oftheschoolsystemto 1907, I the 28

. s

. ' primarycourse Nv a s3yearsin length.In 190"" thecquise%%its lengthenedto4years,and muic.health, physicaleducation, drawing, hand work, andpottery N%erE addedtothe curriculum offerings.Atpresent the elementarycourseincludessevengrades. Industrial education is stressedin. the intermediate grades. e The bureau of education publishesbulletins,outlines, textbooks, s (circulars,coursesof st'udy, andamonthly magazinefor teachers which is distributed free of chargetoall teachersin service inthe Philippine public schools.

Financing theSchools a

Public snoolsaresupported throughdirect appropriationfrom- insular,.provincial,and municipalgovernmentalsourcessupple- mented by -oluntarycontributions anisltuition fees. Netexpen- ditures for 1932were27.911.060pesos, or 23.26pesos perpupil. Theliberalitywith which thedifferent governmentalunitscon- tributetothesupportofsducationmaybess judgedroughly by comparing their respectivecontributionstoeducation andto /. other governmentalfunctions.In 1932the threecoritributing units together allotted20.38percentof their totalexpenditure toschool,support.Proportions of allgovernmentalexpenditures toexpendituresonschools by unitswere asfollows: Insular,22.63 percent; provincial, 1-2.25; municipal,26.59. Theinsulargov- Sig _ernmentis by far thelargest 'contributorof fluids for 'Rchool supportboth inamountand inpercentage of .the total expendi- turesfor all purposes'.For 1932percentagelconts'ibutedby each unitare:Insular, 64.61;provincial,16.37; Municipal,19.02. Of perpupil expenditureof 23.26pesosfor theyearindicated,1.51.03 pesos came from insular funds, 3.8pesosfrom provincial,and 4.42 frommunicipalgovernments, respectivçly.' In thè school fear1932-33,voluntarycontributions amounting to633,3176pgos werereceived,consisting ofmoney,land, labor, :Ws' and rriateri*Thismoneyis used forpermanent improvements, athletics, libraries,etc.,butnot`for operatingexpenses of the schools.Table 1shows totalgovernmentalexpendituresand expenditures forschools withpercentages of school Ps . todotalgov- ernmentalexpenditures forthe threerespectiveunits. Table 2 shows thesituationconcerningexpenditures,both insularand provincial fortheyearindicated.

P

29 Or

00cr s -10 .." e -mew : 414. s4.44°44- 16. ? , , .. . . . c . , . I1? A e. 4

s,4 1.; Table1.Governmental Expendituresfor allPurposes tJ Amountsand and the PercentagesSpent forSchoolPurposesin 19321

s!4

Percentage ?it Expenditures Expenditureswhichschool (;overnment for (pesos) schools expendituresI

f (pesos) wereof totali expehditures i)

- ; Insular 79 696,887.-2318, 034,0-'8. 41 22. 63 Provincial r, 289,176. 10 4. 568,628-.% 74 12. 25 M unicipal - ' 19. 965.061. 56 5, 30g,352. 95 26. 59 Total 136, 951, 124. 89 2%7,911, 060.10 20. 38

6. IReport ofDirector nf Education,1933. p. 18, table-5. .1 04. Thedatagiven in-thetablesarefor theschoolyear ending in 1932. Completedetailedinformationfor1933 isnot available at the time of writing.However,becauseofdeeplycurtailed contributionsfor schools,especiallyfromtheinsulargovernment in 1933,due to depressioncoriditions,itseems probablethat expendituresfor1932 f';!= representmore nearlynormal conditions* A than wouldthose for1933. Voluntary contributionsarfiountingto033,376pesosare ;', reportedfor the .school year 1932-33.Contributionsarein money, materials, labor,and land,ndareusedforbuildings andsites but not for operatingexpenses.Contributions type have of this decreased.inamountyearbyyear since 1930-31 il whentheytotaled 1,133,326pesos.Tuitionfeesaggregating 631,406pesoswere collected from as studentsenrolledin schools in45 of secondary the 50Provinces.Theywere si:snt formaih tenance of thesecondary schoolsandrangedfrom25pesosper yearforiresidentto50 pesosperyearfornonresidentstudents. In tab1612thesefundsare credited toprovincial Theactual contributions. governmentalfinancialcontributionistherefore what some- less thanthatgiven inthetable.Expenditures, foe segregated secondaryschools, . are not available.It is,therefore,not possibletostate what pércentage. of thetotalexpenditurefor secondaryeducationcame from tuitionfees. Dyingthe school I. year 1932-33, in ordertoprevent theclosing 4 ofel-nanyclasses,tuitionfeeswere collectedfor the maintenance ![iir

IS 30

st- Poo s elP

- . I . es . 1 lb t 1 .4 0- 4- . ".-4 e. . . 4? . e 45* - r t . . . , a . - ... .1 ". a. . -27:--,:.21.,:. -. x - . /...... S.:..': .7: i.¡.. a , --.. t.- :.'.: .. - ve. 4 if 4. . ..,,-,.:. '...... 7/;'...--. ..: -'...... - ::,....4""-I . N.7..,..r ..¡.. . - 7 s '... :. .. 11. 4, .-, . '.. - -, P'4...... 4.--.,%4-...e., 4 --..r.***., ;,....-.e" r-t . t.' --...s.-V.;',: R2.-tilL, : : .4,-ei2 I . ,.., , . -, ...... t... .0 .; ..-. :...Ad" '''.:_:'11 --J`%:"tp.';!r;-".:: .t e t ..7 . .1_,?,..'$:.:. ....' -"'' ...... , .tol. N4.4_ ziri4r..,---- ....- , ;it . ..r...,,... Tr_ '/. 4".,....4.._.....t. 4.. 0....».... sr.. ,.... 41`.-"',,,,i.; trtY ..#7..rt4.4.16%A.:.2.-ry., ,-1 l's -.. ,- . , ,p, '-nr 4"-"---q .."*.'STlep...- ----wr ---. r --. - 14; - , 14+4,-...:.-4."72i5.,..,:_,'-'` *". -7-`,S--:."-'' a2------iv!.--"' --- --' ______,....71_,----- __:.v.J.I. - -LA.'. 0:-.'.4:vt_ill of intermediate classes inelementary schoolsin 256munici- palities in 34 Provinces.Thiswasduetodepression conditions and doesnot represent nqrmal practisein thisrespec,t.Rates varied from 1to10pesos per annurnperchild. Table 2.Expenditures fromall GovernmentalSources During the Fiscal Year 1932 for PublicEducation, PublicHealth, Public -/f Works, and for Other Purposes

Insular- Frovincial

I Purpose -I i

Expenditures s Percent- Expenditures Percent- 1 (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. 75 i . - Otherpur- I pose,- 50, 64,108. 01 I 63. 55 14,456,,871: 75 38, 77 . ! . ;

.1'7.9, Tval 696, 887, 23 : I-00. 00 37, 289, r6.10' 100.00 ,_,______-

MuniCipal doe Total .A Purpose ' Expenditures Percent- Expenditures Percent- (vesos) age ; (pesos) age s - 1 Public educa- tion 5. 308, 352. 95 26. 59 30, 782,937. 54 22. 48 Public health 541, 789. 51 2. 7l 8, 569, 960.80 6. 26

1 PublicWorks 2, 942,52g.98 , 14.74 21, 321, 856.69 15. 57 Otherpur-

poses 1 11, 172, 390.10 55. 96 1 76, 276,369. 86 55. 69

Tota .19, 965, 061.56 I L. 00136, 951, 124.89 100. 00 ér-

ssp IReport of Director of Education,1931p. 20, table 8, s The apparent discrepancy bettívencertain items intables 1and 2 isnot explainedin the report quoted.

31 -

. . .. . , $. I I . -. '0 ". *- e 1: , . 4- . 4. t. - .:,_4- ,!.." : 1;.",:.,-.. -. 4. '''4'.1". [,t;6sl:,..1.4 .."'; ' ..".'4.4v1.2.;4t1°,- Z.._,:..---'J ..."'-:tW,ril f Someidea ofthe reductioninperpupilexpenditureswhich has been underwaysince1928maybe hadfroman examination of table3. This reductionis duetothe factthatavailablefunds havenot changed inproportionto enrollment :4 changes. Table.3.--Total GovernmentalExpendituresforSchoolPurposes for:5 Years,ExpendituresPerCapita,and Pupil ExpendituresPer

- . i PercentageExpendi- Total Expendi- Year expendi-ofincrease 1. turesper turesper times (pesos) ( ) _ orde- capita pupil crease( )(pesos) (pesos)

411,

1928 .... . 28,99.4965 9.8 s 2. 43 26. 09 1919 IA Jo, 588,352. 11 5. 49 1. 53 26.09 1930 ... 31, 0-9, 255.54 --1. 61 2. 54 25. 61 lb 1931 30. 264,368. 55 2. 62 2:14 i 1. 25. 11 1932 2.7. 911,060. JO 4210 Ilme . 2. 22 23. 26

.i . 's I Thirtv:jourthannualreport(4.the director ofeducation,1933. Manila,Bureau of Priniing,1934. Table 4,p. 18. P.' Organizationand a*. Enrollment Thedevelopment of thepublic-schoolsystem in thePhilippines is generally consideredan optstandingachievementin thehistory of moderneducation.Fromthechaos in educati1k1w9hich'existed atthe timeofAmerican occupationresultiniipart fromthe Id ' disorganization'whichaccompaniedthere:voltagainst Spainand Li the c Spanish-AmericanWar,followedastheywerebysomeyearsof guerilla warfareagainsttheUnit tates, and inpart from the fact thatpublic educationforthema of thepeoplehadnever, been fully established,therehasemergedin therelativelyshort periodof 35 *years a completesystem of schools,elementary, secondary,and higher.Modernschoolhousing,thoughinade- ;' quate, prevails andthenumberofpermanent and seimipermanent liuildings isfncreasingbyannuMacquisitions, (:\Ì; fundsforwhichare Irgi" nowbdingprovidedfrom insularandothersources.Thereare, Ida 10 accordingtothemostrecent report of thedirector itA % ofeducation,' 7,679schools, of which2,104are centralschools,5,455barrio 32 o

66 40

:.:41 6 , 11. lb 6 , .. , 4 i.. .. _ . .. .. - . . I ....' : 7. . . .1 . ;176...... ;It; a --;17_.-;.- -:iv...r.,t.-% -, '"! .e.'-'..,'..1".'; -4,1; 41 "71":r, o '1, 7,.', ,'. LIto -;.; `-'-'--Z`,:ri.-----t-k*C-7 :174. 74 schools, and 120 secondaryschools»More than16,000 class- roeoms costingmorethan 51 millionpesos arenowavailable.In 1932-33, 26,957 teacherswerein chargeof these sbchools,all but birr ;3 approximately 200 of whomareFilipinos.School buildingshave been constructedon morethan 90 different islands;normal schools in which native teachers in constantlYgrowing numbersare prc- . i ipared have been establishedanda systemof schoolGnancinQ devised and successfullyoperated. Year byyearsince theestablishment of theschoolsystemthere hasteenasteady growth innumber of schoolsand inenrollme.nt of children.In the schoolyear1899-1900, the firstfor Nvhich records.areavailable, theenrollmentwas6,900, allin the ele-r mentor)?grades.Instructiononthe secondarylevel beganin 1004-5, withanenrollment of404.By 1925, 25and 20years later, respectively,the elementaryenrollment had . reached 1,080,619; the secondaryenrollment,40,747.l'nthe 2n-year period preceding1932, eisollmentin the elementarygradesmora than doubled and for thedecade 1922-32,therewas anincreaseef approximately 47percent.The peakof enrollmentNvasreached . in1930-31, justpreceding the effectsof depressionconditions, with 1,143,708 enrolledin elementary,and 80,840 iÍiw second- aryschools. Since 1930 theannual legislativeappropriations,,begunin 1927 for the extension of schoolsin barrios, havebeendiscontinued owingtodepression conditions.This has kdtocessation ofthe annual increase inattendance whichcharacterized theyears pre- ceding 1930.Approximately35percentof theestimatedschool populationwasenrolled in thepublic-schoolsystem in September 1933.Pris'rate schoolsenrolled, in1933, 92,579pupils,increasing the totalpercentageenrolled in schoolstp approximately 37per- centof the school population.Thepresent enrollment, though byno meansideal, isaresult of the insistentdemandof thePhil- ippine people for educationand the sincereeffortsmadeover. a period of yeaitofinance%a systemadequate innumber ofschools ánd teachers fo` .makeatleast elementary'education accessibleto all children.

12 Report of the Director ofeducation forthe calendaryear1933, Manila, Bureau of printing,1934. Table 23,p.181. f

2 t 33

p.

.

A . .

s.. \ VI?. - ---,-- t 'Fotalenrollmentin publicschoolsin Septembq 032waf 1,194,802.Of thisriumbeF919;3190,or about 79percent,wen enrolledin primarygrades,that is,grades1-4, inclusive;174,307, orapproximately15percent,in theintermediategrades,add 62,122,or approximately 5percent, in the secondaryschools. Thepreponderanceof childrenin theprimary zr5desis duein si

a

146.

,

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.

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41.

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".. +it ,4,-37a4,--tArtee

Grade VIGirlsSewing Class,ProvinceOccidentalNegros.

part to the desireto giveas many childrenaspossiblethe advan- tages of earlyelementaryeducation, andthe im.possibility,with ...presentresources,of financingadequatelyacompleteprogram. Thereare,however,otherinfluencingconditions,includingthe tendency ofPhilippiriechildren tbdropout of schoolin large numbers a evenbefore theclose oftheprimary . schoolperiod. Reasons fordrci.ppingoutof schoolasdiscoveredinstudies quoted inthe director'sreport for 1933are,in orderofimport- ance: Poverty,no accommodation,illness,lack ofinterest,dis- tance, marriage. mr1041, In spiteof theseweaknesses, g , the factremaihsthatprimary instruction hasbeenextendedte all sectionsthroughqutthe Islands,including thenon-Christianparts where thedesirefor too 34 .r.wr

:

s .

,er: - irjfefs - , _ AP "

40 democratic educationhas_notyet takenroot as firmlvasin other .ections of the. Islands.Theparamouht needand du'immediate objective in elementaryeducation isindicatedin therecommenda- lions of the director ofeducation inhisreports for 1932 and.1033, in both of which he advocatesthe"'increase imnuall,Pof 500.000 pesosfor the *extensionof schoolsuntil allchildren ofelementary kcho21agehave beenaccommodated." School .4 organization isbasedonthe74 plan.7elementary ahd 4 secondary grades.Asyet universal secondaryeducationcan hardly becharacterizedasfullyacceptedas apublicrespo.nsi- bility.This isindicatedbv Jilt.enrollmentcited aboveand I)y the fact that fees forthesupportofsecondaryeducationhave been .; petmittedorexactedforsome Years.Inanumber ofinstances, itcoordingtothereport of thedirectorof education. bale fees have constituted almostthe solesourceof income."Itis the establishmentandextension ofeirmentaryeducationthroughout the Islands thatisconsideredby schoolofficialsof theIslands the most important achieementof theschoolsystem while the further extension of allschoolfacilitiestoall, ofthe childrenisnowthe paraMountandimmediateaim ofschool officials.

Ay. Table4.Numberof andEnralmentin.SchoolsOffering Spicified 'Grades

(;rades Numberof Number Percent schools enrolled <1ir enrolled

! I (only) no 15, 000 r 1. rr I and II 1. 208 69, 000 . 6. 36 Upto and including: . .1. III . i 59 i 55. 00 - . 5. 04 IV .. j ..000 1 895. 346, 000 *31.76 V V . 00000 158 32. 000 .2. 96 VI .184 54, 5C10 448. VTI ...... ' ... : 911 518, 000 47f 53

Total7t P. p - . 6. 315 . 1., 089,500 100. 00

1

35

V.: I . . s . ..1. Atom. , .1 ,I.X i ' 11.P1' ,. . ,.. ... --.. I ...3,4,..,..._i:,* v .. 1 ' . ;' -41;1-_S- 7.V.t.41,, . i P-14. 01 !.- e '' 44-' . . kt ; . lar 1, .. k I ',IL 104 - Sr e 1.. ;!;_-'11,- , , - . 14 Ì , . 1 xr- . . !- .: ,-et; .4. f . . ts . . . *- -- ' -; .; A ' t 4;:441- _ ; - '¡ '- 147.4.7"éri ". 4- t: Hementaryschoolsareclassified as complete andincomplete 1 according to the numberofgradesoffered.Theprecedingtable classifies6,315elementary .. . schoolsonthebasisindicatedan( shows , thenumberandpercent of childrenenrolledin eachcla., of school." Approximately47percentof-thechildrenenrolled in theseschools arein schoolsinNvh icthe fourthis thehighe. gradeofftrecl; 47percentareenrolledinelementaryschool. offeringallseven grades. Depression 4 conditionshave hadseriouseffectsontheelemen- tary schools.Insularaidtoschoolswas decreased.28%percent ill the1933allotment,half ofwhichwas laterrestored.However. many classes failed toopen atthebeginningof theschoolyear. i.C.,June1933,someof whichopened I later, butothersnot at all 1; Intermediate classesaffectedadverselybydecreasingrevenue. were mainwined partly bytuition feeswhileina-numberof ele- mentary schools thefirst four gradeswere organizedonthesin0(- session plan.Thisplan dividestheteacher'sdayintotwo periods in which two differentgroups.ofchildrenaretaught,onjattend- ing school duringthemorning, andanotherduringtheafternoon session. '"It meansthat theteacherhaschargeof 80different OP children each daywhereformerlyshe hada maximum of56". accordingto thereport of thedirector ofeducation,and thir E. relaxation periods,industrialactivities,andphysical.education arepracticallyeliminatedfrom the A. schools operatedonthis plan. Curriculum -Thecurriculumof thefirst fourgrades . includeslanguage,read: ing. phonics, numberworkorarithmetic,drawing,writing,physi- caleducation, andmusic inall fourgrades.Industrialarts and homeeconomics are introduced intothecurriculumin thesecond gradeand continuedon an increasinglypracticalbasisin the th.ird.,and fourth years.In theintermerliategrades,5, 6,and 7. .3 differentcurriCula areoffered:Thegelieralcurriculum,the Intermediate tradwurriculum,and theintermediateagricultural curriculum.In the tradecurriculum,shopwork,woodwork. ironwork,home mechanics,aresubstitigedfor homeeçonomics andindustrialarts in the general a curriculum.In theagricultural 13 Reportof the Dirpctorofeducationfor thecalendaryear 1933, Manila, Bureau ofprinting;1934. e ' 'fable23,p.181.

tb-

a Ai 4. .1 4? , - . - . 4r- , t . . , ... - ... ,... , . , -...... ,-,- 1 . , - *- :. . . - . :.* ..0-. .1', I .' -, ., . ,. 0 *" .",. 1. V .1 of :.. .' - .4.,.11 . 1 ..1 ''. f. tt... .,,.. -. ..., 4 t' 11 : ....1. ' rf:re ..: ..- "4.1! ' : ._ ; -*.'-.:4 O.:: I.... . tr.,.14 :' ,,. -.-ol.,,,,, -,4., - 4 --i.e...,- ,. ..,,,,:.,-;.;',..4" it --,,,,4111 V;..-tr--...-_,..- ....51.N.i...r.,t-,;:s.;'1-'1;1,..-4 44'. "irit,.: --Of 41,. ..0,.. 1,- iv .- " ,-e. _.i...: *4 '-g_._....2_,. ''':. `-yr,if:.,-; Z. i'Vi^:;1';:-.,-1,;..". - \;4 'Iv:..,.1,':-.°-''.:*'t..f -..,..i:t -41-;.#:1-0t.. :AL* -".': '''-'--1:11-1;!=:::: *d s S" .i. 4 : . - 'VirttlaV-.,7,1: :ix .".4..1:-.7::..f..:,-4,,z,:,;¡...-tne-2.6.? ff.! r fi

curriculum agrirulture,farmwork.carpentry, and allied subjects ,treoffered in additiontothe basicacademicsubjects.For the Islandsas awhole thepercentage enrolled intrade andagricul- turalcoursesin theintermediategrades isnegligible.Thereare, fitw however, a schooldivisions in N%hich 9to42percentof the pupils vrolled in theintermediate gradesareenrolled inthe agri- cultural curricula. Theschoolyearbegins inJune andends inMarch: theschool (ayis from 4to6 hours inlength,beginningasearlyas7:30or8 o'clock, with theusualintermissions.Considerabletime isdevoted it) all gradesto teaching English,includingconversation,compo- sition, phonics, and otheraspectsof language teacrling. - From the initiationof thePhilippineschoolsystemonthe Amer- ican plan emphasis has beenplacedonindustrialandagricultural ar training. Agricultureis the.most inVortant industryand is taught in elementary andsecondaryaswellasin specialagricultural schools. Industrialworkwasmade. arequirementin all elem.en- taryand intermediateschools in 19(18followinganexhibit of %school projects whichdemonstratedtheircommercial vlue.Latera government salesagency wasòrganized;sales,centerswereopened VD in provincialmunicipalitiesand elsewhere,andanindustrial divisionwas setupin:thebureau ofeducation'withastaff of traveling teacherstoguidevocationalinstructionin thefield.In addition, each divisionemploysanindustrialsupervisorunder the direction of thecentral staff. The vocationalcoursesofferedin theelementaryschoolsinclude . . carpentry,handweaving, andwoodworkingfor . house- hold industriesfor girls.Theweavingcoursesarcbasketry,mat frilcing, hatmaking,bamboo andrattanfUrnituremaking,for all of whichlocal materialis abundAnt.Woodworkingis requiredin theuppergrades. The hotIseholdindustries includeplainsewing. embroidery,lace making,and Irishcrochet.Cooking gndhouse- keepingare requiredin theintermediategrades.- Training inthe householdartsfor girls 6egiilsia, thesecond s. grade of thepublic schools.Minsewing andembroidery,lace making, partiadarlyofapracticalsort,andsewing,including the ' making ofgarments to be.worn orsold,areemphasized.Instruc- tion incookin$housekeeping,sewing, andhomenursingareoffered in the inter.mIdiate-grades, thecoursesleading._to those in the

L

45.

--1111111016,, -OP 37

t .

secondary schoolswheresimilar ?:.1 , trainingjs offered. i throughoutth,' . . course. Gar4iening isrequiredon .-3 ., homeorschoolgroundsof a': s 4 elementaryschool 'sits pupilsandagricultureandalla1/41:fepicat emphasizedthrbughoutthecourse.. gow e Of theimporiant adaptatiOnsto specialrl-ké-ckandconditionsi.1 thePhilippineIslandstheteaching ofhealth.thestress placedw

-^

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.. t ; 1 i . Ii. , i ...,--_ ' I' ...4r,,A. 14 .,, ,t--, it ip 4? . I Arr V._ai..., I A r en J4-. .e t, $ A li ..z.4- 1 I I 2° . . . . il re' at -;.[;¡ %-,.--- : la., ? q (Y.'1. 3 o 1 4 .. 40 A v . :It P;...L 40 A i .1. . - '.. .. 1 4 7,,-...... ,4 i - . , f El. . _ . ' 9 ..,_ __. ._, a. I . I- 1. )1

14.1., --. ....- ,) -1 ..- v .I. 1R, ...... evi ., .Jg 1P 1 ' 1 _: ::_--0_,-tr aP st .

_ \ _ Elementary School GirlsinCookiugClass, Laguna Province.

industrial 4. 9 apdagriculturalwork, andhomemakingcourses,iii both primary andintermediategrades,areexamples.Healthedki- cationis stressed p$rticularlyinclmuchattentionìgivento supdvision . of hygiene h'abitsofchildrenthrodghout ..theschool:, day.The objeCtivesof healtheductionasgiven bythe 3 director fr of educationinclude (1)sanitationandhygiene oftheschool; (2) health education; (3)physicaleducation; (4)healtizservices. *Healthservices ...!41tet.. are maintained inthe schoolsthroughcoopera- tion with the bureauofeducation,itsnursvs,'first-41d,andregular eteachers, andwith the bureAt 2. of héatth aoctotl.andnqraws, and Red Cross' nursesanddentists.Municipalitiesandparent-teacher , assoeititipqsalso have ..% contributedtowardIhaintenance-ofschool clinics,especiallyjoward 4-- - providingmedicalsupplies.teacher- -v.A 4 J., . Xr. "

I. . 4 38

'111, =:-.." 41..-7errorP'., It 1P)

. .t.

; 4

.444va$

nursesin the sch(Lis)is.insular.provinciol,municipal,orRedCross, numbering 131,were atwork`in43 ofthe 50d'htlionsin19,33.1i he director of education's rtportstatsthat .thenumber*of dikleacherrnurses,thoughincreasing slcm:ly, i:whollvinadequate;the inadequacy in numbersisag-fzravatedbecauseOlepopulationis

widely scatteredandfransporttionin'manysectionsdifficult. '4!= he schools,_concern themselves withcommunity. 4 and home sanifation extensively. 0 Supervisio.n isfurnishedfrum till. centraloffice byaspecialistLfl health education andthesupervisor ofhealtheducation.They areassistedby divkionsupervisoryteachersof hygieneand sanitation who supervisehealth workin theclassrooms. ' TherearepracticallynopufAielibraries'even for theeducated 3 individual otherthan the14 branchesof theNationalLibrary and the librariesinthe publicschools.'Fitelatternumber 4947, withatotal,of2.215,706 booksand alfproximately15.000 magazinesubcriptions. . . Cpnsiderahb:revision ofthesecondarycurriculaisnowunder e vav.Commercial,agricniturai,aiul otharvocationalcourses, ofavariety oftypesarcreplacingmanyof theeolkge-entranee subject's whichhavedominatedthe a coursesofferedin thema- jority of highschools.There isagrowing.realizationthateco- nomic ifidependencemustaccompany politicalindependence and that crucialfinancial,commerciat,andindustrialproblems will beinvolved whenPhilippinegoodsmust competewith*other foreign countriesfor marketsin theUnitedStates.If thepeople are tobe preparedfor thecçitical timesahead, educational. pro- grams knusthe broadened ail('enrichedand theschoolsmust participateactively inpreparing fotandcarryingonunderthe newre4ime.

Agricultural andVocatiónalTraining 1046b, In 1928 thePhilippineLegislaturepassedaVocationalEdu- cation Act underthe provisionsof whichthe division 9 ofvocationAl education in the cCiftir-albureauwas ;organizedonitspa:sent basis, withfourdepartmentsAgriculture,Tradeandindustries, Iforneeconomics, aliciPlacement.Therearecentraliupervisors.

1 4 Report ofthc Director ofeducatian torthecalendaryear 1933, Manila, Bureau ofprintinsr. 1934.Tjible 23,p.1,81.

39.

b,se Jib

o 4 ....;.i...... :1_. . 1. 4V. ... _....;...... 044...... -,....-0 I. - . . .. .,,.,-4....--.....,-3,-..»,. -.,..-_. :.:.! ...i..._. :_jgC.., 4t4!__,_ -___ 'a-: ,.,.--"714...la 14;; .4 "..iill.:::_.i...... -..e.i.-r:;L:iss-',411:-.Cr-12.1.!1:1"''_;_ _"*...... k..-.1.... fV

in eachdepartment andtravdingteachers inthedepartments(f trade and industriesand borneeconomics.Besidesproviding for 3 thecentral staffthe act yrovides also forfinancial aidfrom insular 1 fundstothe Provincesfor teachers'salaries, teAhertraining,andj r. buildings. .. The. act resemblessomewhatin itsprovisions.and-.1 . , , oix:ratiön I the' FederalVocationalAct incontinentalUrf1t-e;1 4 . States. . .

,

or

L

Alob. -

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1 I itvg`' a' 1. E.Nrir ....ma.. .. go PL1

I. I 4 A - ç. ;1'3' A Central School,LanaoProvince. Therearespecialagricultural fa. schools offourdifferenttypes, namely,agricultural I. high schools,of whichthilliKe14; rural high schools,of whichthereare15; farm SthoalIPT;,and farm ; AND settlementschools,269=--atotAl of . _ 294 -schools,whichareagri: a . 411. cultural ivype,located in '.- a.. 32 differentschodidivisionsorProv- -t "." inces.The enrollmentin 1932was27,509...... The 4 4 agricultufárhigh schools arelocatedinas many different 02 1 Provinces'.The principal.andlarge,st onéis the CentralLuzonI AgricillturalSchoollocatedin Mulio2,which issupportedkom .. insular fundsand hasan . enrollment ofmorethari 1,000pupils. Itspurposeistoprepareairiculturalleaders iricteteachers *,. of agriculture. The,studentsare self-supporting. 6 They.ownand 6. operare-asawmill,3general.store, abank,amQvingiiicture ; , . 'house, poultry and, fiogproject.%. and --,,....r..._...:...... !,- r gardens. Thelitre'fägri .,4. I' .,.. , I V. I -4---.A $ A IA.4.: 0 6 . _ . 1 a % , AA t .. 'Tr"' 1 .1i.-dP- . 1 è.S's \ , .`'''...... \ t...A .... * 4... 4 _ 0 ..-46-.. . w 4 ,:s. -Mt...4o . .., 40 - sir.' r " ...:a.... .0 e ¡ 141.. a 'a. 1 IL ; .._...7.-::- ...1.;.43,e .. vs 1 .. C:Z. . %% golf- i:' Oi 411, l iiii i . I I . , ! 0 : : ! *4 - ._44, .1..: 4. tj 4 6 ..0:. 6 'fin0 i 111

O or

, ..24105 ye - :.' ;e ... . 4 wil I 1111 ).-: i 74* .IN A . A . .\ ; . . 6. ':,' i . A 'or ,."o ..'; 1,t ,.31. ,, : leg., - .. t... .g, , -,1 - , . . ' a*. 4 Olb . fo, .45 : ) oil. 441, - .14. " . 6 Ill. u ... ,,,, O -471 t Ir. . - eft5tra... . . - * e 'r I 76- :1-Net 41.

t.ultural high schoolsarepatterned after thisonein objectives iind 4)fferings.

Apfhe rural high schoolsarelocated in the. moreisolatedcorn- munities and emphasize practicáltraining infarming. Thefarm schoolsareday schools ofintermediategrade offeringpractice limning to boys band practicehousekeeping andhouseholdarts togirls. Theyareapparently drcreasingin number.While 14 :stc werereported 441925, only1 is listed in thereportof the director of education for 1933. The settlement farmingschools, all -- onthe primarylevel,are established in the lessprogressive cominunitieschiefly in thenon- NristianProvinces, and have ai.oneobjective thepromotion ofa settledfarm. life and modernINI-rn methods.Besides offeringthe Its academic subjectsonthe primarylevel theygive practicalsug- gestionsonfarming." Trade schoolswereorganizedasearly as..1901in Manila and the idea spre.ad rapidlyinto theProvincs.TheyNeree;tal)- fishedonthe elementarylev0 but s , _ since 1925have beenor are being gtadually convertedinto secondarytrade schoolswhich attract mature students.Both vocationaland academiccourses' areoffered and theschools makematerials,especiallyfurniture,

for governrnentAndprivateuse. .41. The best kept ofthe several tradeschools isthe PhilippineSchool of Arts and TradesatManila.It issupported bythe insular government.Courses includecarpentry, build*,machine-shop liar practice, stationàryengineeririg,automobileoperation andrepair, ceramics,aiafting,preparatoryengineering,and academic subjects. There is alsoaninsular government-mai.ntalnedschool ofcom- merceatsI4anilaciffering theusualcourses,includinga4-year courseincommerce, a2.-yearcoursein bookkeeping,and.a3-year coursein stendgraphy.The insfilargovernnient alsQmaintainsa school ofnavigation offering2-yearcoursesfor studentswho have completed 2yearsof secohdiryeducation,andaschool forthe 111 deaf and blind,'which offersvocationalcourseg.

. '15Alzona. Op.cit. 1932 and 1933Reports, Directorpf Education. tri

p. . I. 4,44 e . nn . 47- .., 41 ifor=

1 ' Iwo s st. 's . % . I , .P - t tP 3-7: ...... -.-4. . . 1 . ..1-.10). . 'Is I .. , .4 I . 144.- e 1 . 444Ili %::.4. :0144;.,1,li ,,..7. 4 41, : ) t ZZ - 1---- -1r : t,.4- ,!'4. l. ;. t ! - .. ¡O ..#.,...4 3,tr, 4116.° I .7;...:.*V..44° k....7o . ... 4..?VI ;11 4.: .gitill:,, !' i! 2.?.":..t. N.471i1..%..1.: 14:4 'i... .,. . C..' -..°'. 4': k le ' -i t.,...11-' ? .- .... .i.4,.,..,.' - .pf..-.- _ 4. ...' '..4...."44)-' .5 .e. »171rit"S-..,'T-.4.:';;e:".:e3t:re;:fil::. -""Er-1___ ''-?A.'LA--...1slr . la,_ - , 1 , SedondarySciloots

Secondaryschools were established duringthesecond decad"t the Americanregimeasgraduatesfrom theelementaryschook eligiblefor furthereducation inFreasedin number.Thecurrk- ulum of theseschoolswasof thecollege-préparatorytypepat- terned after thatofferedatthetime insecondaryschoolsofcon- tinental UnitedStates.Agriculturarand tradeschoolsontho secondarylevelwereresults oflaterdevelopmentsandthe in- creasing realizationthatavailablewIite-collarjobswerenot numerous enoughto provide for all'ehigh-schoolgraduates who consideredthemselvespreparedfor themthroughgraduation from the academiC tyrof highschool. . It was an accepted policyassecondaryschoolswere introduced into the public-schoolsystem that theyshouldbesupportedby therespective provincial governMents.TheProvinceshave,how.- eyer, beenlinabletoassumethisfinancialresponsibilityand the insular government has offeredconsiderableassistance.Munici- dir pal funds andtuition feesare,however,thechiefsourcesofsup- port. Secondaryschoolsare coeducational,thoughboysattendI. in largernumbersthangirls. In 48Provinces, not includingManila, there'are reported113 secondarythools,atleast 1 in cash Province,andas manyas4 in each of 7 Provinces.In Manilathereare7secondaryschools atotal of120 for the a Islands.Enrollmentinsecondaryschools asofSeptember 1933 isreportedas51,623,nearly434percent of the total school cnr011mentelementary,inierrnediate,andsec- ondary.I6 Thereare1,427teachersand'114principalsfor the 120 schools. Thecurricula offeredinsecondaryschoolsare classifiedas:Gen- eral,home economics,nothmal,agricultural,trade,commercial, antinautical. Thepercentage of thetotalenrollmentineach typein 1933 was as follows:General,65;normal,7;agricultufal, 7; home economics,7;,trade,13;nauticalandcommercial,each less than1percent. I yor. ' 14 Reportof theDirectorsor'.4cationforthe calendaryear 1933. . I Manila,Bureau, ofprinting,1934. 1,102. "

I

p. A 11.

Agr 42 - -

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s ;'6 -

1." ". r. P .. 4. . a. . . 4.*4 *454; ;i4" The Teachers .

When the public-schoolsystemof the PhilippineIslandswasini- LiaLed under Americanauspices andwith Englishasthe language of instruction, itwas necessarytoemployteachers fromthe United statesin large numbers,asrelatively fewFilipinoteachers could .peak Englishorteach in English*. Assoon asqualified Filipinos

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= . The ProvincialNotmal School,Cebu. learnedenoullEnglish, theywereappoifitedasteachers in the primary schools, while teachersfrom thecontinent continued In charge of intermediate andhigh-school gradesand inslpervisory and administrativepositions. As rapidlyaspossible planswere organized and, putintoopera- tion with .the ultimate objectiveof staffingthe schoo) withFili- pinos. The Philippine Normal Sc'hoolwasestablishedatManila in 1901, with five branchesinas manyproVinCiakenters,as afirst

steptoward achieving thedesired end. e v Thecourseofferings during thefirst spveralyears wereadapted tothe rietitis of candidatesfor teaching position;rather thanto academic standards of the kindusually consideredacceptable in continental teacher-preparinginstitutions.Standardswere,how-. ever,gradually raisedyearbyyear asregular elementaryandsec- ondary schools turnedoutgraduates inrecurring numbers, t6

---

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conformmore nearlyto approved professionalstandards.Curric- ulareorganizations, , introduction-ofpracticedepartments, primaryand both intc:rmediate,homeeconomics,industrial, phy;ical training,andother 4 departments,aswell as graduallyrisingstand- 1 ards,havemarkedthedevelopment of theschoolintoarealpro- 1 fessionalschoolwith entrancerequirementsresemblingthoseof standardteacher-preparing schoolsin,continentalUnitedStates. Since1928,completion of 4 yeaAofsecondaryeducation A witha prescribed together ratinginintelligencetests has beenrequired entranceto the Philippine for NormalSchool,therebyplacingiton thecollegelevel. Two-year,2 i;-year,and 3-yearcurriculaareoffered.Ofthese, 2are generalcurriculaof differentlengths, 2-Arehomeeconomics Curricula,and 1isa3-Year "combined"curriculum.Theschool iscoeducationaland enrolledin1932morethan1,200students. BesidesthePhilippind NormalSchdolthereare7provincial normalschoolssupported byandlocatedinProvincessoniewhat remote fromManila,and 9 highschoolswhichofferteacher- preparingcourses designated asnormalcourses. TheswirealV- bot.hschoolsand classes-ronthesecondarylevel.Astandard 2-yearcourse for gradumes ofhighschoolsismaintainedat the PhilippineNominalSchool. s Enrollmentintheseschoolsand classeswas 2,940asof September1933,makingatotal enrollniedt in allnormal trainingschoolsandclassesof4,151. Professionalstandardi havebeen drfttantlyimprovingthrough thesepreservice'schoolsapd throughorganizedplansforoffering to teachersin-service opportunitiesforacademicandprofeessional training.Approximately40 a percent of thestaffisreportedas collegornormalschoolgraduate'sin1933! Opportunitiesfortraining inserviceare, providedinseveral way's.Trainingcenters or demonstrationschools,inwhichteach- ersin needofspecial 'helpmayspend.1to 5daysin observatión andconferencewhile- substituteteachersreplacethemintheir regularclasses,are maintainedin 6Provinces. ... Divisionanddistrictinstitutesareheldin practicallyallProv- . incesduringthe first3 weeks ofeachacademic.year.Organized. provisionforschoolvisiting daysprevailsthroughouttheIslánds. Vacationnormal schools,professionalclasses,andconstrirctir.

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0" s' !;t 1011 r. 4, " - r.1 ,..44 ' -# Ink ,. .414 -."*. ft, .1. ;4Y .1P,f'A!2.1 4_,,i14,Pa746,A , z.Zyjf,' classroom supervision. areotherimportantprovisions of thein. . service trainingprogram. The regular schoolyearbegins in June;the longvacation period is during April and May. Thesummer schools for teacherspre- viously notedareheld duringthese months.Schoolhoursare from7to11 in themorning andfrom 1to4or5 in theafternoon. Educationalqualifications ofteachers ofthePhilippint_sclauols as.of August 1933arereported inthe Thirty-fourthAnnual Re- portof the Director ofEducationasfollows: OEthe full staffof teachérs in the elementaryschool,59percenthavecompleted normal schoolornormal classesin secondaryschools;1-7ipercent have completedatleast 3yearsof suchtraining; 15percenthave completedtrom1to3yearsof collegework, while3percent are college, graduates. Thisleavesapproximately6percent(5.64) whose qualificationsarebelow the'secondarylevel.

Of secondar? school teacher's0.67 of1 percent have education . and- training- belowthe secondarylevel;2percenthave 1to.3 yearsof secondarytraining;12percentareseeondaryschool graduates;14percenthave 1to3 years'educationAnd trainirig . . onthe college level;^rid 71.62percentarecollegegraduates. Theaveragemonthlysalaries 'ofteachers andprincipalsac- cordingtoclassificationasMunicipal.Provincial,and Insular,. are asfollows: '7 Mukcibal.Teachers,elementary,53.26pesos; secondary. 101.84pesos;principals, 77.32'pesos. .1 ProvinciarTeachers,elementary,76.58pesos; secondary, 112.89pesos;princiPals,elementary,80.46pms; secondary, 123.47pesos... Insular.Teachers,elementary,92.90pesos; secondary,120.84 pesos;principals,.eleinentary,94.27peso;secondary165.19 'pesos;supervising teachers(allinsular),116.68pesos. Insularteachers, i.e.,those paidfrominsularfunds,receive better salariesand harehigherqualificationsthanthose paid frompr.ovincialormunicipal funils.Thereisateachers'pension fundtowhich theteachersaswellas'therespectivegovernments, insular, provincial,andmunicipal,Contribute. 17 Data-as ofAugust 1935. I. .

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. . J. .3 . . . ; 't ,.....-:,-.:' . . 1.; . .. . " . le, . .4 , .4 f e *- ,71 X - 6 ..) -1.. e, :i .....,7, 1 r .. , , - r at"--o ';G-,'&'-,L0'...-;`.:*-4'.4.:-'1.'"" `t.:IritrV,..4*-4' ,7*..' - 1" 1.1 / r, %%V. i.....-:..1-"iz.,7 -3 r ''.":;;;-.;¡!..' itc..1.1.1.,0 :.:4.-7Af .4' ,A e ;11:- S-41241'-; .iiW erii,,,V??...sx.n.Z.4....V!..g.,;',0.,.fitirl7k.':-.::-e""iAZ/,.41,4.8-0,47414 -,'" .4.e..f.- .yt :',1,;_zli-z.,,..--Arft._,,---.:-.--: : 1.6! .*_e,ki:;,:._,_ 410 TheUniversityofthePhilippInes Thepublic-sch(x)1system .cf the PhilippineIslands,likethato schoolsystems in themajority of theStatesofcontinentalUnite( States,isheaded¡upina university,the University. of thePhilip- pines.Itwas created by an act of thePhilippineAssembly openeditsdoors an( to studentsfortheacademicyear 1908-9, an enrollmentof 67. mill. Sincethen,theenrollmenthas rapidlyfromyear to increase(! yeár.Beginning about'-bthe-year1927, tilt Universityofthe Philippineshasenrolledannuallybetween7,500 and8,000students. The universityispatternedinorganization, port, and thAike, administration.supe 1 somewhatafterAmericanState universities.-. ; It hasa charter bythe terms of whichadministrationis aboardof vestedin regents.In,1030thehoardwas composed tary of public ofthesecre- instruction,ex-officiochairman,thechairman thecommitteeon oi publicinstructionof thePhilippine lb thepresident Legislature. of theuhiversity,the , "t directorofeducation, 1 memberof theunivrrsitycouncil (acouncilmadeupofprofessors of theuniversity),2 alumnioftheuniversity, 'and3 memberppointed additional bytheGovernorGeneralwiththe the P ine consent of Senate.Non-ex-officiomembersare appointed fora terof 3years. fr The presidentischosenbytheboard(If 41. regents.The chosenby 'theboard facultyis uponrecommendationotthe Sinceits president. establishmenttheuniversityhas hadsix person whoat presidents.The present, holdstheposition 'stasappointed Womenhave in1925. beenadmittedto alldepartmentsof sityonthé theuniver- same basisas men sinceitsopening.In were 2,172 1929there women students.Womenare enrolled all inpractically departmentsbutreports indicatea higher departmentof percentage inthe educationthaninotherdepartinents. . The studentbodyis 4 madeupofgraduatesofaccredited schoolsin thePhilippine high Isfandsinlargepart.Entrance es ents differ require- somewhatamong colleges.Thereare studentsfrom a numberof the L'nited"Statesandforeigncountries, fromChina, especially Japan,.andSiam.Thereareno dormitories privately except supportedonesinconnectionwithihe at Manila.The universityproper college'ofagricultureof iheuniversity LosBanos locatedat maintainsdormitories'foritsstudents.. !,W o'Ì pow,. 46

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The university issupported from.annual appropriations mate lvthe Phiii// ppineLegislature and . by stu.dentfees.It hasisyet nolargeedowmentsuponwhichtodraw foradditionalsupport. Since appropriationsvaryfromyear toyearaccordingtothe temperof the legislatorsthepresent method is unsatisfactoryand NIthe university administrationis workingfor and hopingto secure afixedpermanentsourceof income.

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The universitywasoriginallyhoused in oldbuildings"be- queathed by theSpanishera" 18 and inothertemporary buildings. In 1 912 thefirstappropriation forbuildingpurposes wasmade by theLegislature,amountingto 150,000pesos.Subsequent appropriations andstudent feeshave enabledthe universityto provide severalpermanentbuildingsboth inManila andLos Banos.1* Theuniversitymaintains collegesof agriculture,of liberalarts, of veterinaryscience, of medicine,includitigagraduate school of tropicalmedicine, oflaw, 9fengineering,and of education. Therearealso schoolsof pharmacy,of dentistry,of surveying, Mall Is Ibid. e

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:4.`. - :to I - L of finearts, and a coniervàtoryofmusic.Thereare two junk. collegeswhichare branches I of theuniversity.Theyare locatcd at Cebu andVagan.respectively.

SomeAchievèmentsandProblems -%. The_Turposeofthis pamphletisprimarilyto accitiainteduc tors andothersinterested, chiefly,ofcourse,incontinentid UnitedStates,withthe presentstatus ofeducationin thePhilip- pineIslands.Itaims, therefore,to describetheschgolsystem andto givesome idea of ihestatus of educatiTiratherthanio evaluateachievements pr to reviewthehislAryof 'theschool system sinceAmericanoccupation. It isrealized, however,,thatan intelligentunderstandingof the schoolsituationrequiresthat onekeepinmindthattheschool systemasitnow functions is ofveryrecent 'origin,approximately only 35years old, andthat ihe situationitwas designedtomeet wasone for-which therewasno ,adequateprecedentthat followed. couldbe TheMonroe Ciiinission19 characterizesthewholr,Ti , projectas an experiment ineducationoai a large scale.The tivewas to rehabilitate objec- theFilipinopeoplesociallyand ecorlomi- _vs cally, andtoprepare them for self-government.To-achievethis endatrulyAmericanmeans was inaugurated,namely,education: Universal,practical,and democratic.'°Universal,inthatthe foundationwaslaidfor- a system designedto be extendedto all thechildren oftheIslands. Thiseventuationhasnot beenat- tainedbut thebasis for itsattainmenthasbeenwell establisher& Practical,in thatthedefiniteobjectivesdesignated, economic,and social, governmental,háveprofoundlyinfluencedschool aims andpractices,though admittedlytheaimshavebeenin- adequatelyapproachedand V. practicesimperfectlycarriedout. Achievementmusibe judged,ofcourse, in thelightofalmost insuperabledifficultiesaridofhumanlimitations. in that Democratic, the systeinhas from the*inninglookedtoward of equality opportunitywithoutregardto racialor economic The distinctions. peopleforwhomtheeducationprogramwas formulted were oriental inraceivhile Spanishtoa greatextent ininstitutions 19 Surveyof theeducational system of thePhilippine_Islands.ManiIa Bureau ofprinting,1925. 20Ibid.

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I b .e1 e 40 4- 1-4 4, I 11 0 . t i I IT t .1 . t '7 - 6 - 4- ,1.*11 ».,(-143:"., - ? ." 6... ;61 . , '' t.7 e "-4. -Id s.:m..e."..-tal.:Y%--isc!-` . .1.2%% .01; ". ; , Z! f._ , %6- AyNiz traditions.Theirsocial andeconomicstatus was low, judged anystandard, 1314particularly ifjudged byAmericanstandards. I heywerequiteunaccustomedto self-goverrtnent andeducation Itthemasseshadneverbeen fallyestablished.Therewaslittle 11;lityamongthegroupsmakingupthe population.Theydiffered \\idely in languageand customs"withpracticallynounifyingin- litience unless thegeographicalonecould beochracterized.

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a , ,GradeSchool,BukidnanProvince. LIP 0 Theywere now suddenly confrontedwith thenecessity ofrapid adaptationto western civilizationwith all itsimplications,includ- ing theacquisition *ofa newlaiiguage,alltobe achievedthrough education. The ... creation ofa6mpletesystem of schools, elenientary,sec- . ondary, andhigher,enrollingatthepresent timemórethanamil- lion children,organizationofasysteinof financingit,gradual preparation ofastaff ofnative teachersin the shortspanof 35;. years,is in itselfatask ofprobablyunprecedentedmagnitude. It didnot, however, involvemoresignificantproblem'sthanthe parallel taskconfrontingeducation, offormu1atingandmaintain- inga program definitelydesignedtomeeitheunique needsand situations of thepeople. The laiwilageproblem initselfwásdiffi- /1° ,A 49

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. . . . . ". : . -11-4 . . - . % - '19.. :J.1 : - "" . ; 2.4 - il I. s . a s 64.Ink'A`. eLe::4&,:gi. "_61,..C.[_ -- -_ NNN u cul and unique.There'wasno common language andno one1)f theìianydialects inuseapparentlywasacceptAbleassuch.Ile choice,therefore,was not,asin Europeancountries whereb.- Ungualism is in vogsue,betweenoneindigervg-Q..andoneforeien language. Spanish,though widelyused, c1dnotbe calledcon,- mon.\ At the timeatleast theadoption ofEnglishseemedtle mosta-cceptable and satisfactorysoluiion.Historymayreve'Ne thisdecision. An equallydifficult, ifless significant,problemwasthat ofstaff- ing theschools.Large numbers o' of schoolswereestablishedash.is beenindicated "uncle':thevery gunsof theAmericantroopC Soldiers andAmericanteacherswere an immediatenecessity,but employedonlyas a temporary expedient.The workofpreparing a .'' staff ofnative teachersbeganimmediatelythroughestablish- ment ofsteacher-preparinginstitutions.andin-servicetraining. That Creditableprogramhas beenmade in thedirectionofmeet- .ing the needsand solvingthe problemsindicatedisapparent from the precedingaccount of thestatus of the school,systern..A direct attackuponeconomicrehabilitationwasmadeimmediatelyfol- dr lowingthe est'ablishmentof schoQlsunderAmericanauspices. Agriculturezhomemaking,trades andindustries,particularlythose in which thepeoplewereadept, suchashatmaking,basketry,lace making, embroidery,and the like,wereintroduced. into tlyele- mentary schools beforesecòndaryschools wereestablished... At first, emphasiswasplacedupontheproductionofmarketablear- ticles,*even totheextent of conductingasalesservice forschool products foranumber ofyears.Reorganizationwithincreasing emphasisoneducationalvalues andvocationalobjectivesonthe secondary levelhr beenunderwayinmore recentyears.Asset forth in theprecedingaccount, agriculturalcourses and agricul-. tural schoolshave .beenestablishedwidely Mittdecidedeffortsarc tnade towardencouragingenrollmentin variedtypes of vocational r, aswellasacademiccourses. . In .theachievementof socialimprovementthe,most notable gffortappears tohave beenthattowardhealth aridcommunity sanitationobjectives.A specialdrivetoward*improvementof economic andhealthconditionahroughadultcourses resembling somewhatextensioneducationcourses carriedonbycollegesof agriculture in continentalUnitedStatesconductedby schooland

50 a

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k iiergovernmentofficials is reported . by the Governor in his

I portfor 1933. It isapparentthat the social and economic goals havenotbeen

II1stsight of in the educationprogram'andthat considerable progresshas been made in adapting ittothe peculiar needsand ,conius of thepeople.Considerableprogresshas been made,too, inpromotingacceptancebf universal educationas apublicrespon- sibility.Certainly the expenditures for schoolsasreported herein showthe willingness of the pe6pletomake real sacrificesin the interestof education. The Philippine peopleare nowfacingacomplete changein their situation.Independence is assuredattheend-ofthepresent decade.Preparation for intelligent assumption ofthe responsi- bilities involvedcanriotgetunderway tooquickly.The pe.ople havearighttoand doubtless will looktothe schoolstoassume IP -alarge share in this p!cparation.It has beenpointedoutin this pamphlet drataneXcellentbeginning has beenmade through education towardthej'_developmentof tht social aridecoAomic adequacy whichmilstaccompanypolitical independence.How besttobuild.onthe pqsent achievenients in ordertocomplete

the task in thesfiort periodof 10yearsisanimminent problem a demandingathorough stock taking of thepresent statusas abasis for planning forthe future. Among the mostsignificaht problem§ forimmediate attackare: Provision of schoolfacilities forahigherpercentageof children of school age4reformulation of educational objectives inthe light ofnew'responsibilities;school organization and curriculum'ad- justment; preparationof teachers for thenewresponsibilitiesboth throughpreservirce and inservicetraining, andespeciallythe reevaluation of financial resourd:s in order, first, that fundsavail- able for schools beas generous as resourcespermit, and,second, t4hatthe best *possibleusebe made of the fundstothe end thatfull- educational valuesaremilkedfor Money expended.Obviously uponachievement in the directionof better fihancingdepends the successattainable in thesolutiorTZniany other probleinscon-

I. . fronting the schools, Universal education, elementary and secondary,atpublic eXpenseshould be the policy in the democracy forwhich the Philippine people hope.Childrennowof schoolagewill besolv-

A-' 51

.16 4;, 4fr, gel : - 4t- IMP I. S t. . - ing theprobleii s.of the newrepublicin 10years.For littlemore* thanone-third d:thesechildrenare educational facilitieavaii- able.°Of ihis. srriallnumber79percent hre intheelementarya grades;only 5 percentareenrolledin highschools.Intelligent participationin theresponsibilitiesofc.itiietsh'ipina staa, modernS peepitratio.nforleadership,political, 1-;tigin'ess,profesional,

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"'4'41"441,4i; a demandfarmore 2, in thewayofeducationalfacilitiesthanare now available.If,afterfullinvestigation,itappears that finik- cial !resources donot permit ofuniversaleducationonall le, 'atpublicexpensè whateverchoiceis.:501deshouldbe,,mVein thelight ofcAreful considerationof thewholesituation,andwith , the bestprofessionaladvice I. aircouncilaviffable.Thepresent r 'policy of educational authoritiesin ,thePhilippineIslands,as stated-inthe reports of thedirector'ofeducationisto extend .,..facilitiesfor 7. primaryeducation qb lar to increasinglylargernumbersof . . children.Secondaryeducation 41. is stillinpart'onatuitionbásir.-----s IiiTuertoRicowhere financialresources havesofarprovedinade- quate tosupport universaleducation, thepolicyas 'anpounced. isto improve the ,qualityandtypt of educaptionai\offerings ratherllanto extend schoolfacilitiestoa greater ntunber of.. . Childrenuntiladditionalquidscanbefound. Notuitnfees .

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I6-eXactedin eitherelementaryorsecondaryschools. Theseare .ii11011gpossibit choicesifsodrasticachoicemustbe made. Restatement of the ol;jectivesof educat.ionin view of thenew responsibilities whichthe schoolsmustassumeof preparingfor political and economicindependence indsocial adequacy inthe rkextdecade, suchreformulationof curricularcontent, changes in schooForganization and ts.achei-preparingprograms,and the like, as-riew objectivesnecessitate, demandeducatiortplstatesmanship ofahigh order.Awarenessof theimportance of-adequate financing, curricularadjustments,extension ofeducationalfacili- - ties,, and other pertinentproblems, is shownin the annualreports of the director pfeducationover aperiod ofyers.Itseems reasonableto recognition of thenew . , responsibilitieswith recommendations formeeting themfrom educationalofficials in the Philippine Islands.Upon ,thesuccesswith whichthe educational problemsindicated anlitwi...edare metwithin the nextfewyearswill dependthe ultimatewelfare of thePhilippine

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