LA IZ91 iP5 PHILIPPINE PUBLIC SCHOOLS AT THE P AIFPACIFIC INTERNATIONAL EXPOSITION T11^EXHIBIT IN THE PALACE OP EDUCATN 4Ot6&GANZATI AND ADMINISTRATIQi 01' THK PHILIPPINE PUBLIC SCHOOL4 FACTS ND FIGURES ON THE ISLANDS AND T^ tOOLS ~~~ T~4 1 11 I 21-~~~~~~~~~~~~~~~~~~~~~~~~-::i \ TIRE, 01 FT OF | Pr-,tc;sc I ntenCt.N,, oQs~ ovI _| EllilM~ltiilltfftWfH ^ d 7: I -.I 26I, i4X~ f * icO THE PHILIPPINE PUBLIC SCHOOLS *0*r 1 E.) e x, J A i. I. I AT THE PANAMA-PACIFIC INTERNATIONAL EXPOSITION THE EXHIBIT IN THE PALACE OF EDUCATION ORGANIZATION AND ADMINISTRATION OF THE PHILIPPINE PUBLIC SCHOOLS FACTS AND FIGURES ON THE ISLANDS AND THE SCHOOLS I'R l-S 01* MA RNII, I. & C(OMI)'AN SAN IF'ANCISCO. ('A 1.11,II'RNIA I <)l 5 THE PHILIPPINE PUBLIC SCHOOLS '-"s8 ~ AT THE PANAMA-PACIFIC INTERNATIONAL EXPOSITION THE EXHIBIT IN THE PALACE OF EDUCATION. The exhibit of the Philippine public _}~,l > "...,-schools at the Panama-Pacific International Exposition is located in the northwest corner of the Palace of '^I^^^BI^ \ Education. The exhibit centers in. the large Rotunda at the intersection of First Street and Avenue A, and covers approximately 10,000 square \KA\CA C(All, Ii.\SKTi IN feet of space. The headquarters of PIIIiiI'LiN ' I,)"S IN. the exhibit are located in the corner of the building. Immediately outside and facing on one side of the Rotunda is the information desk where visitors may register. The public is invited to call upon the information desk and the force of demonstrators for information of whatsoever nature concerning the exhibit, the schools, the country, and the Filipino people. Referring to the official classification of the Departments of Education and Social Economy, the exhibit is to be found under the heads: elementary schools, secondary schools, higher education, special education in agriculture, special education in commerce and industry, education of the subnormal, special forms of education, text-books, school furniture and school appliances, physical training of child and adult, agencies for the study, investigation, and betterment of social and economic conditions, economic research and organizations, hygiene, labor, co-operative institutions, and recreation. 3 The exhibit consists of wall charts, class written work, publications, references, statistics, compilations, administration features, text-books, models, designs, plans, research work, school library work, school museum work, scientific and technical displays, graded industrial courses, transparencies, photographs, lantern slides, moving pictures, an industrial working exhibit, a force of demonstrators, and a sales department of school-made industrial articles. TIhrough these, it is the purpose to show the complete public school system as it is now organized from grade one. the lowest work of the primary course, through the high school classes; first of all, the idea of centralized school management; campaigns for standard school buildings and sites; office management; the public welfare movement; school finances; literac progress; training in public health and citizenship); spe(ial campaigns to improve standards of living; the special training for girls; classroom methods; academic progress; standardi/ation of school text-books and courses of study; the industrial tprograml the play movement and school athletics; gardeniing arnd agii ul ture; economic research work; design and dye work; and, Irn an industrial way, the great campaign to make use of the local wealth of raw materials in the household industries, the improvx ment in standards of workmanship, and the employment of tvypt al weaves and designs of Malayan origin. Stated most briefly, the exhibit presents the complete )ullic school system of the Philippine Islands, with balanced curriculuml embracing academic instruction, industrial training and vocational guidance, athletics and play; organization and administration. From its very nature, the industrial branch is capable of fuller representation in an exposition than any other; and it is precisely upon industrial and commercial features that emphasis is placed in the exhibit, in order that the schools, by the publicity which they give, may do their part to bring the markets in touch with the industrial possibilities of the Islands. ORGANIZATION AND SYSTEM An inspection of the exhibit begins naturally at the Rotunda. The first of the chart groups takes up the organization of the 4 G,,,NI ' AI N I F~\', )U 'Il IF 'i I N tS I L"~i displays of indiustriall articles. Philippine Puwr.u of 11Idumaiton aid it4; place in the governmient. Incidentally, the entire ovrnmen or -i;mi/at:on is cx'i-ained in graphic form. 'this gr also trea's of the pro;ert n findoan cial matters of th:e public schlool system. lMlanv visitors will] h~e surprised to learn that thl entire cost of edu( tion in the Philippines, and of th- operation of the entire IPhilippine Government for that matter, is paid byv the [Filipino people tliemsllves throou1h a well-ordered system of taxation. Not one pesn towNvrcs- the( payment of Philinpine CGovernmen te ese),s ( om'-s from the United States. The next chart shows the distribution of the more than 40(() puhlic schools throughout the Ar( hipela go, the rural or "harrioschools, the central schools, and the higher ptrovinc ial and spccaitl schools. This map shows that the shool system whic ch had its beginning in Manila sixt-en years agyo now rear hes the farthetisles of the group arid the remotest mountain settlemrents. The main wall in the pedagogic exhibit is occupced byv the two charts covering the Philjippi-ne pul lic sc hool svt."tem cd tia' general course of study. Subsidiarv chirts sc't forth furtlier details of th~e system: the growth in enrollment fiom pracctic dilv nothing in 1 898 to more than 6()O.t)O() at the present thime; the unit system of education with its economic and social allmsl_. anid the balanced curriculum with academic, vocational and Phvli( al features; hut above all these, the fact that albsolutely all of the instruction in the public schools is carried on in the ILugilish language, taught to Filipino children w\vho s!,eak in various parts of the Islands several separate and distinct Filipino dfialects of a Malay tongue. (The Spanish languaye is limited almost entirely to a small percentage of the older generajtion of well-to-do families who were educated under tOil Spanish recvne.) The system chart explains the primary curriculum; the several special courses provided in the intermediate grades, largely vocational; the secondary work providing for further snecializ.ation in a minor professional way; and the professional and cultural courses in the several colleges of the University of the PhIilippines. The course of study chart covers only the general course of the system; by means of six color schemes is shown the proportional time allowed throughout the course for physical training, 6 iJ h i nelilEx tge a t vtlis sp | s a I ilS i tralr iritg tf i a tr du theri I %. arid in-6c f - d drawinga A inll Ow Studies 6f the elevezi e-,rie~: nxllrrl ld (4L:cehifrn I r inh niext iyrs I S nU i I I> chats I ion i l' tld grfiil of (i rsl t -s tin aiF) lle irlustrlal iristrnion ei up, as eIi or*Nrl a ll:n n nnnnns oi innustrial pl1k noe nh B lis not on /,nthnnn ihelnne dito i rI | l primaery gn i dels, and nnl n I l lo mI I1nnn nLernn L litne 0r&deS. MaXyi deitnllno ()Io nine ixork antdn obuseprvations on the reslsu1s fl6 eiven i1n subsidiatry ch-larts. Whlenl the p3ulpil enters s 0lon n Ie takes ni p inldustrial winork Jusl aS he does arllthnetie or anv otller suhjct, and he oi nnot advalnced from one grade to allother Inrtil he as finisihed the itrescribitd work ard secured satisfactory ratings, he his assigned task a home garden, a basket, a piece of embroidery, a lesson in cooking, or a wood exercise. Another group of charts covers the organized movement for play and athletics carried on by the schools throughout the Islands. Every pupil who enters the schools takes part in some physical exercises and has regular supervision in his play, as in any other branch in the curriculum. I he general or;anization from the school team to the annual national meet Is explained, with mention of Filipino interscholastic records. INDUIT TRIAL FOU)NIO)A'INS In the special booth provided in the technical and scientific exhibit are found some of the fundamentals upon which the entire vocational program is based. In the forms of photographs, herbarium sheets, raw materials, prepared materials, and articles in unfinished and completed forms, here are shown lhe products of the forest, field, and swamp — the grasses, sedges, filers, stems, roots, woods and other materials which are the,tasis of the handicraft industries of the Islands. Many of these industrial materials have long been known to the estallished industries; many of them have been discovered and worked out in the experiments of the schools under systematic economic and industrial surveys. The dye features are purely the result of school enterprise and have been worked out by foreign scientists in great detail for the most important of the industrial materials. One case here contains a display of the graded industrial courses, elementary and advanced, showing the processes in the teaching of some of the principal industrial lines. Another very important work placed with the technical exhibit is that of preparing for Philippine products a series of structural and ornamental designs of Philippine or Malaysian origin. The school exhibit in Philippine design work shows the progress made in the search for suitable motifs. These studies cover the Islands and include the old handicraft designs, some from the fauna and flora of the country, and some from the primitive art which still remains, particularly among the mountain peoples. The arrangement of such motifs in appropriate natural 8 AGRICULTURAL EDUCATION IN THE PHILIPPINE PUBLIC SCHOOLS THE FIVE PROBLEMS ANO HOW THEY ARE BEING ATTACKED INCREASE AGRICULTURAL EFFICIENCY AND DEVELOP THE GRANGE MOVEMENT 8-FARM SCHOOLS-B 633 - INTERMEDIATE PUPIL - 633 FARMING COURSE FOR BOYS HOUSKEEPIN6 AND OUSEHOLD ARTS COURSE FOR GiRIS MODEL FARM PLANNED FOR EVERY PROVINCE EXPERIMENTAL WORK FRUITS FOOD AND FIBER CROPS CATTLE HOG AND POULTRY BREEDING EXTENSION WORK 5SrTns HOME PROJECTS FARKERS EDUCATIONAL AND SOCIAL CENTER TYE PRICIPAL ANICULTURI COMMUNITY IN TH PROVINCE LECTURES-FAIRS CROP OEMONSTRATIONS ____ __ PRODUCE iNCREASE OEVELOP ESTABLISH ADEQUATE AND rI4MErDA'E IVA;t'Tv JAL: TY AND QUANTITY FERTILE PUBLIC DOMAIN PERMANENT SETTLEMENTS FOOD SUPPLY p^.; ENCOURAGE AMONG STOP RiCE i i PJ'ATiNS EV.P."' A HCME iNDUSTRY HOMESTEADING ROVING MOUNTAIN PEOPLES FOIC iV';'iu PIRO G'lEJ _ 4-AGRICULTURAL SCHOOLS-4 47-SETTLEMENT FARM SCHOOLS-47 4.200 SCHOOLS-ALL GADC3, —;.s OCc PSILS 7c GOc C -;'-. j,-' A, MTi'TE P jPILS-'0 000 BCAROiNG SCHOOLS 4 YEAR COURSE 390 BOYS 2 573 PRIMARY PUPILS ESC'S SCt: u.J h C A 16,,;ik -,,* *,; h iC_ ^ 'Fi ' _ 3F.-:_ _N';:h jiA;ES' ili ~A ^ CO IC C'.AL ARM OCRK FAPMING MORK FOP 80YS IR.S - p;trC;iTS F S';it;25 j' L. JP LJU:'4 N NIES i iC "OUPiLS x. SUPPORT NG SCHOOLS NEiER COSE HCOSEKEEP!NG ANC CCSEHCL3 NOUSTRIES FOR WLS HOME PROJECTS Ir 2O r 4 'AFifL- LARGE FARM SMALL FARM THROUGHOUT THE PHILPPINE iSLANDS UrLl f U 3 I' L 1 E GAROENS THINL' POPULATED AGRICULTURAL REGION FOOT HILL OR PLATEAU REGION 1913 CORN CONTEST 1913 CENTRAL LUZON AGRICULTURAL SCHOOL SCHOOLS NEVER CLOSE 43.561 BOYS 8.835 GiFLS USE OF VEGEABLES TAUGHT 600 ACRE TRACT 265 BOYS PUPILS LIVE AT HOME 57E EXHIBITS di0 D;OJ if: RT Al AiLL PRIMARY AND INTERMEDIATE SCHOOLS. EQUIPMENT MACHINERY RIFT AFANILS CATTL HOGS POULTRY HALF TIME IN CLASS ROOM-HALF TIE ON PRACTICAL WOR RESULTS GARDEN DAY 990 HOMESTEADS TAKEN UP NEAR SCHOOL 1909-141 RESULTS h ACRAGE INCREASED 2 AVERACE YELD EIIRESE 38 FIRS STEP 'O1 RC ANNUAL. A RCU'LTLIRAL FAiR RLFAL POPULATION INCREASED SOD IHOUISAN OF MOUNTAIN PEOLE SETLED IN RAL CR NITES TOTAL PRODUCTION OF CORN INCREASED 75/: iNS- TED iN 30C MLNICIPALITIE5!N 913 SCHOOL HAS OEVELOPED FLOURISHING AGRICULTURIL COMMUNITYT SCHOOL FARMS HELP SUPPORT THE SETTLEMENTS RICE IMPORTATIONS DECREASED 448 4 SCHOOL NURSERIES N lA CROPS iNlTODUCED SEEBS AND SPRDOU5 DISTRIBUlED iLESUMESINPW OVEO UAS BETTER tuTIVATlOI t6ilS IINIOlACEI SAVING TO FILIPINO PEOPLE $ 00Do OOC 54.000 FIuiT TREES PROP61ATED AND DISTRIBUTED IN 1113 BREEDING FARM FOR CATTLE HOGS POULTRY IMPROVED METHOS OF CITTLE H06 POULTRY RAISING -~~~~ _ _ __ _ ----- ICHOOL OROUN LAID OUT7 Y TENOIEER-AORAOIMO PLA.TI. TEWOtl*a OE BY PUPILSI UNIVERSITY OF THE PHILIPPINES S E COURSE PAR AVANCED COURSE 566 STUOENTS SrHOOm rGROnil IMPROnvEM T E TNMtOPuSETRISL 9USJtT RIR YAEtNON! COLLEGE OF AGRICULTURE THE APEX OF T1E PHILPPNE SYSTEM OF AORtCU;LTUR.L EOUCATION SCHOOL GRUUNu IMPsrOVELLNTI ILOWER OARDtlNIM PUBLIC PLAZAS P.ARIED HOMPE MINPROVE ME ETS UP EIRVISED IAMNUAL ARMBO DAY 41.17 TItEE ADI SHlRULS PROPAOATEO AM0 DITRIBUTL D,113j PHILIPPINE BUREAU OF AGRICULTURE CARRIES ON INSULAR EXTENSION WORK AND INSULAR EXPERIMENTAL WORK REPRo()I)CTI()N (F "TliS A(RIClt.lt-RAl, CllART ()F T'rt1- EXHIBIT. ST'I'ING Ft)R'TH 'I'HE \ lAIN (.ARI)NIN(N AND FARMING( FEAT'-RFES. and conventional( ed forni, for Vloilir)ldery. V l keiHV1:, and ar othe houasCeold industriesr aild Vhe dktriabulio af tjte figilshk- 1 deSivivz througiout the 1:"hJ1410ines by nekllsw BA arnj~,ltcrs s MpIC ofia bl)u)ePllas, TIh Pla' ilvinc CI p v (VsV. Scdl oii -n ed6, vvil not only psrove of Intih s Ibut will iiidieIM C Ow l J~ ~c of tb"Wrl III the ildustria bI-cwl"~IM, iAti u5 li uma ee 0 l Ii, ai aiau' iii - lkulala ihpiei:iw Ait nol, sian k Ati" tic, I c aminae lu n)asu in ii iu'iuui I u a e ii i1 I V ii J 1 r1 w sugrrr~ uinea if giif yas MicJ trl~m r~ii 1f ~l~Ii~: rr~~ler hats-;c ss'hnh Vie ~tee utl halv I~ uuix iirj~n B'~ eu'"61 'l~sii' ax~i'hruIi iuuaua iu iiii'ii~-t Xla~~lin a tseuui L:(-CineS a(t:. Ii t tl~ ine' Q1 which thsey ahe s are 1 loen 1n is to 'niS in iik AAiU ag Mu, wIdui+h i hola e forn1c ha ve uaubnl Iarotne Itnat tIes tineii t inSts cu andt unique, no secret processes which give to the Filipinos a clear advantage over other peoples; no well-established system of prodlction along standard lines handled by an economic scheme of brokers. exporters and shippers which might give to the industry thle advaintages of production and sale in large quantities. The halt w'eaves are as well known in a dozen other countries as 'here; cml)roi(detnres in the designs in use in the Philippines have I)('(c made clse'\\here and shilped to the United States and lthere sol(d under the name and with the advantage in price of lPh111piline mllllroideries, while true Philippine embroideries have IC.n1 sc1ldl in tlie tlrkets of the United States as European prodlit Is; thte i a,,atl braiid wliich is used almost exclusively in the pol-u[ticon of wollenl's l)raid hats is made from the Manila )henil). puit throughl ia pIrocess of manufacture into braid principl,1dv in Japan, thoulg to some extent in Italy, Germany and I ranltc' tle' fragranlt fPhilippine tobacco has fought a hard fight to) rlillltin its identity and to )be known by its representative rni ili,\ u tred products; the finest Philippine hats have for (d('( Itd I'ci 'l klnown( in the world markets as Bangkok hats, this I 'llll; )IWe export taking, its trade name from a port which hardly knro\ s t(lie indiustrv., a trick of early traders to keep secret the SO l of (their profit. I "ldently sonilethling must te done to bring to the Philippines Its own te; tlitre rmust be introduced into the commercial product somiething distinctly Philippine in makeup and design. A begilllCiig tlidS already been rmade in this work in the public schools; iutl thle product is still limited almost entirely to the output of ttlh sc:tools, thouglh the industries will be introduced from the sch(ools into the homes as rapidly as conditions permit. As examples of the beginnings already made, examine the variety of forms into which the beautiful abaca is turned out: baskets, hlats, cushions, footstools, handbags, slippers, macrame of many kinds, even embroidery and lace; the raffia of the buri palm with its dozens of new uses; the variety of distinctively Philippine baskets into which the many newly discovered materials of the swamp, field and forest are constructed-setting new standards for the world in basketry; the distinctive forms and decorative motifs which are to be found in so many school products 11 of the Islands. On the industrial articles which have been developed immediately in the public schools there must be found something Philippine; something in the flower and fruit and insect patterns of the Philippine embroidery, in color or design, or in the application of a weave, or the interweaving of many natural colored fibers and splints- this latter the basis of a distinct type of Philippine basket. The ultimate aim is not merely the teaching of the making and selling of an object; even aside from the peda os,(ic prin<:iple of teaching children to make something with their hands, there is the greater problem of introducing such school industries from the school into the home, no easy task nor (uick of -:accomplishment when one considers the many oecrations inv>lved. I ese are of importance; but the child educaltd as;Ia li/t n i the fullest meaning of the term and trained as an all ti t111 isil or a skilled craftsman is the real producl. TEXT-BOOKS, PIUBL I(AlIONS Near the exhibit office is found the shoxw-case in lwhich are displayed some representative text-books now used in the various grades of Philippine public schools. In contrasl willlh these a few of the texts in use during the pre-American administration, as well as some of the earlier texts used in thi first American schools in the Islands, are shown. These will give some idea of the task which the educational authorities faced in providing adequate text-books; the fact that practically 91 per cent of the books now used (not including the University of the Philippines) are especially prepared for the Philippines bears evidence to the progress which has so far been made. ' he text books not especially prepared for the Philippines are principally in the upper high school grades in the study of literature and other subjects which do not require a special Philippine presentation. The bookcase near the information desk contains the remainder of the text-books used in the public schools-the grand total of all books prescribed for use in the more than 4000 primary, intermediate and secondary schools, through eleven years of school work, amounting to approximately 100. This case 12 also contains in bound form a collection of all of the publications of the Philippine Bureau of Education since its inauguration in 1901, embracing the series of annual reports, bulletins, textbooks, civico - educational lectures, miscellaneous publications, 7lThe Teachers Assemnbl Herald, and The Philippine Craftsiman: also several interesting compilations of educational data for the student of school affairs. Supplementary to this, in the office of the exhibit is to he found a further more comprehensive reference collection on Philippine school and general affairs, and more detailed compilations of the procedure and operations of the Bureau. Another showcase on the main wall to the right contains a displlay of typical record forms, and publications of the Bureau of -lducation, covering in a general way the record of pupils Ian( c(lasses, the system of certificates and diplomas, the service of t leachers, school litrary administration, the industrial accountnrl and museum systems, and the general accounting, property 1an1d office procedure; of the publications of the Bureau, there are displLyed about a dozen of the representative bulletins and texts. Deserving of special emphasis are the industrial and a(ccountilng forms, a system by which accurate account is kept of the lmaking of each object, so that the pupil responsible for the making of an article is given a definite share in the selling price and profit. his system is of value in determining such points as waIges and prices, of the utmost importance in adjusting industrial operations with the commercial world. In this same section a lantern slide machine with series of Philippine general views and Philippine school views is in constant opjeration. 'lhe exhibit is equipped with approximately 1000 lantern slides bearing upon the Philippines and their schools. Close by are open for inspection several albums of Philippine school views in which the details of the work are presented in an interesting manner. In another bookcase near the Rotunda are on exhibit the 80 bound volumes which represent the class written work of the schools in every course, grade and subject, from the primary through the secondary. These volumes are built up of the 13 uncorrected written work of entire classes and represent every subject in the curriculum which can be so set forth. BUILDINGS AND SITIES At the farthest entrance to the pedagogic exhibit is a small model school building, a feature of the display covering the campaign for adequate school buildings and grounds. Ihis phase of the Philippine school work is set forth in much detail in the group of wall charts, and in the building plans and photographs near by. I he buildings are made in several sizes from one room to twenty rooms. IThis model is of two rooms and shows the unit system of construction explained in the (harts. More than 400 school buildings of reinforced concrete in these standard designs have already been constructed, scattered in all parts of the archipelago; in addition to these, some 300) satlsfatory buildings of permanent construction have leen ltut up; but the great majority of the more than 4(00 schools are hiouised in buildings of temporary and semi-permarlent types. Approxmately one-seventh of the building program of the Islands has been consummated. T he model here shown was built according to plans and specifications by the students in tie IPhilippine School of Arts and Trades. TIhese buildings are in a style of architecture worked out especially for the tropics and for the Philippines, and admirably meet the requirements pedagogically, hygienically and structurally. A school feature closely related to the building work is taken up on a wall section directly opposite the main technical exhibit. This has to do with the special movement for school sites to meet the demands for school building location, playground, school garden and farm. The minimum land requirements for standard sites are 21/2 acres for central schools and 1! / acres for rural schools. The standard for provincial school plants is set at 25 acres. SCHOOL GARDENING AND FARMING The school work in gardening and farming and in the improvement of the food supply is given attention in this section 14 also. A large wall chart sets forth the work in the five distinct branches: agricultural specialization, school farm work, school and home gardening, settlement farm schools, and the food campaigns with their demonstrations. These features are also emphasized and explained by means of transparencies, photographs and numerous publications. TIhe Philippines are and continue to be essentially an agricultural community; in realization of this fact. the gardening feature stands out as one of the most prominent branches of the industrial work. In the agricultural schools voun, men are being trained, in a broad way, to deal with big agricultural problems such as are to be met with in the opening up of the vast land areas in thinly populated sections. The school farms aim to increase the farming efficiency and to develop the gr'ange movement. I he settlement farm schools are to establislh t'ermanent settlements among the mountain peoples. I he lmovement for school and home gardens has met with surtIrisinv success; from the some 3000 school gardens the work relaches out to the homes where school boys cultivate under the supervision of their teachers approximately 40,000 home gardens al very big factor in the home life. 'Ihe food campaign has to do with the further extension of food crops supplementary to rice, hichll is the staff of life, and to the demonstration work carried on largely by the school girls to instruct the masses in the use of corn and other foods. '1IUF; INDUSTRIAL BOOTHS I he real industrial exhibit of the public schools is the display of a thousand articles made by the pupils in their prescribed school work. TIhis exhibit is divided into six sections covering the trade school and school shop work, the work among the girls particularly in needlework and lace, and the great variety of household industries which come under the general caption of handweaving; there are also several minor lines. From the trade schools and school shops are on display representative pieces of the fine furniture and some of the pottery work. Though of small area (total area 127,000 square miles), smaller in size than the State of California (156,000 square 15 miles), the Philippines rank high among the countries of the world in wealth of forest lands, and nowhere are there to be found more beautiful and generally valuable woods for interior finish and cabinet purposes. For several years the trade schools have been training young men in the making of furniture, in general woodwork, in building construction and in other branches. Some of the trade schools are equipped for iron work; there are included on the walls several frames of exercises in iron and wood. There is a great variety of office and home furniture on exhibit in sets and in single pieces, all of solid construction and of the finest Philippine woods throughout; most of them are finished in the French polish. 'Ihere is also a display of smaller wooden articles, pictures frames, boxes, trays, etc., turned out in the earlier work of the pupils. There are furniture sets for office. dining room, hall, bedroom and library, and many sinTtle piCeces in such beautiful Philippine hard (woods as eliony, canlramon, a( Ie, narra and tanguile, woods whlich are superior to th(l rnlid hol nv standard. Philippine emblroidery is a long estal)is}hed idlt usl rvy ltd Il i made a good name for itself in the nmakels. l:Fonmclv estri( tI to certain small districts, it is now tauth.lll in (v',er tow(. MNI; a forms of lace and crochet, ( ilUnv, to)c-b(o.1, Irish (ctoc-It, flile and tatting, have been introdluced and cxt(ndlced 1rol]ldl tllhl public schools. ' here is a p)rolusionl of leaituliul, Il'ces II a(Ill of these lines, many of them done in tec exluisite 1atlx 1ni\ e ltria ls of the Islands. 11he plilna lunclheon sSets in desie!ins Iiasetd(l on native Philippine motifs are of ex(luisiteC \x, klw si t:). '1he work for girls is not confined to fine t)iec(s lor an export trade. l he greater part of their wo-rk cani be explaiaed at anl exposition only by means of pictures anod charts, and is set forth in this manner. Recently the Bureau issued a bulletin oil plain sewing for the elementary grades a course intended to train the girls to make the clothes for themselves and for their little brothers and sisters and others at home. ' he effect of this course in the brief period during which it has been in operation is remarkable and is most gratifying. It can be seen upon the streets of the cities and towns in all parts of the Islands. Cook — 16 ing, housework, many branches of industry, ethics-subjects which make for high home standards-are emphasized in the schools and explained in the exhibit. In the three booths covering ferns, palms and bamboo, the products are more or less similar; hats, baskets, mats, trays and boxes, wicker furniture and a variety of smaller pieces. Two facts enforce themselves noticeably: the fact that a great number of these materials are in natural colors; and that in all of the articles displaved there is evidence of something Philippine in clesirn aInd weave. I he light furniture on display in these bootls is wor hv of special study. It is evident that such fine furniture as is shown across the aisle cannot be for other than fine homes; hence it is to the light furniture which can be made of t)bamboo and palms that the people must turn for the equipmentt of thle avera(e and more homely dwellings. At practically rno 'exrense rand with the simple knowledge which the boy can, qjuire in the primary grades, he is able to furnish his own home wil th furniture which is attractive and comfortable —a great step fl\, ard in tthe improvement of home standards. In th l)aba('a,booth, visitors will be surprised to learn that Manil!,a hemtp which they know as the basis of a great cordage indlustry is put to many other uses in the Philippine Islands. I lere are samples of the uses which are being made of it in the school work. It has long been used as a textile, and for some years has t)een the basis of the T agal braid of which the rmajority of fine ladies' hats are made. Through school experimTernt it is now being utilized in the making of new forms of hats, slippers, cushions, a variety of macrame pieces including handlags and trays, and in the finest of coil baskets. l he five booths which have just been discussed embrace the general subject of household industries -the crafts which can be carried on in the homes to augment the living assured through agricultural pursuits. By far the most important of them are covered in the needlework, hats, wicker furniture and baskets. The possibilities in basketry are beyond comprehension. From all parts of the islands come in abundance the finest basketry materials. The proper impetus has been given to establish some 17 thing shich is commercially satisfactory in the iway of strlctural and ornarmenltal desig and rthe ilipinos, eve the Sool children, have shon a aptitude for the work and can lurl out a good product, I he development of the asketrV Illdstrv should esult in a rich harest for the Plppnes. Not only this; it will meet ec nomically the market which already exits tfor products of this type. he lasketry exhibit of tie Philippine public schools is probably the most comprehensive and complete conmercial line inr tleie n Phililppine eXhlbit. 1 ie numerous plants among the industrial exhibitxs are ins I.l '_,\ 1INc }:IBR}IDFRY tendted to s rvec a dcuehle purlpose. Aside f rom thir use as a deitcorative feature, these phancs serve to illustrate the materials whic:h are iie hcasis of construction of most of the artic les In general terms we may say that four pilant grOuis f urniShi the Iasis of ost f the handweavg in the Islands-abaca (Manila hlemp), bamboo, palms, and ferns. This classificatio is observed in the grouping of thie displays. Whil e athes fur groups of plants illusr ate the main s ources of industril materials for the schools there are numerou s other importani plani group s ucl 18 as pandans, grasses, and sedges, some of which are included among the potted plants on exhibit. INDUSTRIAL SALES DEPARTMENT Both at the Philippine Pavilion on the Avenue of the Nations, and in the exhibit in the Palace of Education, the products of the Philippine public schools are on sale to the public. This sales feature is not an experiment; it is a business proposition, where Philippine products in acceptable design and workmanship are sold in commercial quantities and at reasonable prices. There will be placed on sale during the Exposition year something like 40,000 separate industrial articles, all the product of public school pupils of the Philippines. These include the articles on permanent display in the show cases, which are also for sale with the provision that delivery shall be taken at the close of the Exposition. The many thousands of articles ready for sale and delivery now are very often duplicates of the articles on display. As an example of trade possibilities between the Philippine Islands and the United States, figures for the year 1911 indicate that the United States imported from foreign countries nearly forty million dollars' worth of laces and embroideries. The share of the Philippines in this trade was a negligible quantity. It must be noted that a large import duty is collected on these materials imported from other countries, whereas they can enter the United States from the Philippines free of duty, the Philippines thereby having a marked advantage over all competitors in this trade. The entire output of the Philippine Islands can be absorbed in the trade of the United States to the profit of both countries. The same is true of many other Philippine industrial lines. The exhibit proper is rounded out by means of transparencies, groups of pictures, framed enlargements, and albums. Programs will also be given according to schedule in the department lecture hall in the Palace of Education. For this purpose there are available several hundred lantern slides as well as 2000 feet 19 of rmoving pirtlur films movhne movingrnlre vtl tcs e prncipl features of Philippine school ork. Those wvho have vislled exhiis from tihe Philippilne slands at otler expositions, and particularly at ttle expostion held in Saint Louis in 1904, are at oice impressed b y stikmllg dif ereices in tiis exhibit In rmer exhibits, emphasis s as placed upon what is strange, curiouS or bizarre in the Philirpllmessomething to sta tle peeople ol to arruse Ithemin he purpioses of this exlihit alonig sucl di iferent linies are self-evident to jve prorer tpubhlicity to the eighlt millio.is of cultured iipinos. It is thle nurpose to shoi in Wtlat malrner the Philippine public schomls have fulfilled their task lf gving enligitenientc to the risiimg generation, aimd wat may be the possibilities of the FiiS educationally, industriarly, and as a people. ONi OF T i; IND mSTRIAi, BOiimTiSu ARTICiJCijS MADiE I i iiii20i ORGANIZATION AND ADMINISTRATION ilt 1sORIAL ihle hstory ol the I hiippiin Is indsh in fS| _ >~h~or=l f par as It elfects the byn mI a eprase t pblesety aic Shool T~ fiai~ ~le hvisyst e ri egan onf AIV~~~ _U~ _-! t August 13 1898, thei__tt the, dat of A meriann Tih}e choniclf t aterp~erids ofgive"; occupation. Imlovw TVIA f l NiAN ever tie life lr som fevr the ti o e ipy anisa was s whic hadc exsted for to raders f e ala canurs e p bl the almost nmmelilate fnrodmuction and rapid devaeloment oi the present schools; fol tla Spanish fystem, incomplete as it may e ave F een when measured by prese rt-lay stanardis, was nore eblierlt tShan that of ny other colony on the a Or ien epte reliaele h story of the Paiipiite ilpn d based upoT W rittell rcords egins cwith tie arrival of Mi gelln n 1521. The chroliclelI s of tlat and later periods give clear alnd cotoplete accoulits of tie iife and custorms of the FIilipinos. I ie lnaltives ihad a systrll of l ritinll arnd uril erstood rrany of tlhe prinlitive Spanish v fation Ciilas not slly wrxling t r Maila was e tfe a lcorrlleroal ctr for trad; s for the Malayan penins la anwd arl cltilao, attie from Chi1t anld Jafan. TIhe onquest of the Isands was rapid, and by I 600 Span-tish rule and Spanlisl insttlutlons wSerc establisheid. Prom thie Sprtanish mona1rc ill tiel IE scorl Philip 11, came thile narte Fi tlinas-l-the P3 ilpEinep me forom Ca/thoiot Spain came the religionr Whichl, Itirough tihe zetious efforts of the missionaries, bca me the accepted belief of the great majority of the Filipitos. [he Spanisih tongue of old Castile aas itltroduced as the official laniglage tof the country, cotfineld as it had to be to the few siwho could acquire some knowledge of it. 21 Manila became a city of importance in the Last and the Philipines took rank with other European colonies in the Orient. In general, the history of the Philippines during these three centuries and a half is similar to that of other eastern colonies. Aggressive foreign powers from without were warded off and frequent insurrections within were suppressed. TIhe Mahommedan Malays to the south known as the Moros proved strong and persistent enemies and were not wholly subdued by the Spaniards. XWith the close of the 19th century came the Cuban revolt and the Philippine insurrection. Before this time the Filipino patriot, Dr. Jos6 Rizal, returning from Europe with new and broad modern ideas, had tried by honest and peaceful means to bring about reform for his people in education and government; but political intrigue and the unsettled conditions led to his destruction; this high-minded Filipino patriot was shot as a traitor on Bagumbayan field on December 30, 1896. The conditions resulting from the Cuban troubles led in 1898 to the SpanishAmerican War, which gave Cuba independence under American protection and gave to the United States control of the Philippine Islands. With the Treaty of Paris which settled the affairs of the war in 1898 came the first Philippine Commission consisting of the following members: President J. G. Schurman, of Cornell University; Rear-Admiral George Dewey, United States Navy; General Elwell S. Otis, United States Army; Colonel Charles Denby, formerly United States minister to China; and Professor Dean C. Worcester, of the University of Michigan, who were instructed to investigate and report upon Philippine conditions and to make recommendations. After the return and report of the first Commission, a second Commission with new duties was sent out consisting of the following members: Hon. William H. Taft, of Ohio; Professor Dean C. Worcester, of the University of Michigan; Hon. Luke E. Wright, of Tennessee; Hon. Henry C. Ide, of Vermont; and Professor Bernard Moses, of the University of California. Later two Filipino members, Dr. T. H. Pardo de Tavera and the Hon. Benito Legarda, were 22 added to the Commission. To the Second Commission was delegated an additional authority to act; it was to take over the legislative power of the United States in the Philippine Islands with the power of appointment of civil officials and employees. The Military Governor was to remain until affairs should so adjust themselves that they could be taken over by a civil government. 'Ihe letter of instructions issued by President McKinley to the Commission constitutes a classic with which every one interested in the Philippines should be familiar. In conclusion, President McKinley states: "I charge tilis Colmniissionl to labor for tlhe full pc)rf(orntllIcc of tllis o(,li;gation,l wllichl conllcerlls thle l(ho or alil( c()Ilscicllcc' of tlheir ci tlltry, in the [irrn llope that tlirougith their latll4or all tlle inalllliitiita s of the Philippilnec Islands mlay co lll to (loo1k back with gratitude to the day whel (;od gave victory to.\llicricall Iarmls at Manila alndl set their } aiIl t I1Ider tile sovereigiity aind protection of tlce p) o)lce of tlie. llited( Stlates." The transfer from the military to the civil government was effected on July 4, 1901, and the Commission proceeded with the organization of municipal and provincial governments, the judiciary system and the central executive government. It is interesting to note that the fifth law enacted by the Commission was for the "establishment and maintenance of an efficient and honest civil service in the Philippine Islands." The growth of the government into a stable institution was attended during the early period by many difficulties which were indeed perplexing at the time. During the period of amendments and changes the public school system was already taking form; and it too was contending with the difficulties incident to this reorganization. The first steps towards a system of education in the Philippines were taken as early as the year 1634, when Philip IV of Spain ordered that steps be taken for the education of the Filipinos in the Spanish language and in Christian doctrine; and at various times in the succeeding centuries the state and the church gave stimulus to public instruction by royal decree and by appropriation. Nevertheless, it was not until the middle of the past century, in the year 1863, that the first general system of education was undertaken. Various regulations fixing the minimum number of schools and teachers were promulgated; but meager as they were, these decrees were not carried out and the school facilities and attendance contemplated were never more than half realized. There were few good school houses, no good furnishings and no modern textbooks. It was not unusual to find the school with no seats for the pupils. Reading, writing, sacred history and the catechism were taught. There was little school discipline or order. Judging from modern school standards, the curriculum left much to be desired. Under the decree of 1863 and subsequent legislation, the number of public primary schools reached 2167 in 1897. Then the revolt against the Spanish authorities became general and education received little attention until the American occupation. For a period of some years at the end of the 19th century, the public schools were closed almost everywhere. Manila was occupied by the American forces on August 13, 1898. Within three weeks after that time, seven schools were reopened and a teacher of English was installed in each of them under army jurisdiction. In fact, for a period of more than two years the public schools of the Islands were operated under the military, and one of the first army interests after the occupancy of a town or a village was the establishment of the public school, generally with an American soldier detailed as teacher. Although there was little permanent school organization in this, its moral effect was very great. The first Manila schools under American control were under the supervision of Father W. D. McKinnon, Chaplain of the First California Regiment. In June, 1899, Lieutenant George P. Anderson was detailed as City Superintendent of Schools for Manila, and later Captain Albert Todd was made Superintendent of Schools for the Philippine Islands. In May, 1900, Captain Todd turned over the work to Dr. Fred W. Atkinson, who had been chosen by the Philippine Commission as General Superintendent of Public Instruction. In the meantime the army 24 officers and enlisted men continued with the school work, although during the first year of Dr. Atkinson's administration superintendents and teachers began to arrive from the United States. On January 21, 1901, the Commission passed Act. No. 74, the basis of the present school law, which among other provisions created a Department of Public Instruction. This Act provided for the appointment of 1000 teachers of English from the United States; by the close of 1901 there were 765 American teachers in the Islands. The great majority of these teachers reached the Islands on the famous trip of the U. S. A. Transport Thomas, August 21, 1901. In 1903 Dr. Elmer B. Bryan succeeded Dr. Atkinson at the head of the school work. Ill health caused him to resign in August of the same year, when Dr. David P. Barrows took charge of school affairs. Dr. Barrows continued at the head of the work till 1909, when he resigned to join the faculty of the University of California. The schools enjoyed ever increasing prosperity, the enrollment rising from 227,000 to more than 450,000 during his administration. Upon the resignation of Dr. Barrows, Mr. Frank R. White became Director of Education. Mr. White did not live to see the full extension of the influence of the Bureau. He died in Manila on August 17, 1913, and was succeeded by Mr. Frank L. Crone, the present Director of Education. The early history of the Bureau of Education was checkered with difficulties and reverses. Most of the teachers were without experience, and with difficulty adjusted themselves to the Philippine situation. Many of them became discouraged, and the Filipinos were dissatisfied with the progress made. In 1902, a widespread cholera epidemic carried away thousands of people and caused the almost total cessation of school work. Practically none of the American teachers understood any Spanish, the language of the educated Filipinos, and none of them except a few who had been soldiers knew anything of the numerous Filipino dialects. There were at first no school books, no supplies, no equipment; teachers were driven to the most natural nethods of instruction, and their success under adverse conditions 25 far exceeded expectations. Schoolhouses had in many cases been destroyed. Others had been used as barracks, prisons and hospitals, and their equipment had been largely lost or destroyed. Besides this, at first there was no general enthusiasm on the part of the people for education. Some children came to school out of curiosity; others were brought in by the municipal police, or by some form of moral suasion w^hich had the effect of compulsion. Attendance was irregular and the amount of tardiness was appalling. The American teachers, however, gradually won the confidence and friendship of the people and the progress made by children who had attended school with regularity began to gain notice. By the year 1908 the schools throughout the Islands were beginning to receive the business-like support of the whole people. Since that time their popularity has constantly increased until today any suggestion that the work of the public schools be curtailed in any way would meet with a storm of universal disapproval. The people are disposed to make every sacrifice in the interest of the schools. Their greatest efforts, however, have been insufficient to meet the growing demand for education. At the opening of schools in June of 1914, with nearly 500,000 children in average daily attendance, more than 23,000 had to be turned away for lack of room. It is only financial reasons, the absolute necessity for keeping expenditures down to the minimum, and particularly the heroic economic measures which must be adopted because of the present European crisis, that prevent the further extension of the public schools to an enrollment of perhaps 800,000. ORGANIZATION OF TIl-E PHILIPPINE GOVERNMENT The organization of the general Philippine Government and its relation to the central government of the United States is set forth in the chart which is produced herewith. The government comes under the administrative control of the War Department at Washington. Like that of any of the states, it is divided into three branches-executive, legislative and judicial. The executive power is vested primarily in the Governor-General, who 26 is appointed by the President of the United States. The Governor-General is the President of the Philippine Commission, a legislative body and advisory council for the chief executive. 'Ihere is also a Vice-Governor who is a member of the Philippine Commission. With the Governor-General as President, the Commission is composed of members appointed by the President of the United States. Four of these members are also secretaries of departments or hold department "portfolios"; the other four are advisory commissioners. TIhe several bureaus of the Insular Government are answerabtle to the secretaries of their respective departments, who are themselves responsible to the Governor-General. The bureau heads are appointed by the Governor-General with the consent of the Philippine Commission. At the present time, the personnel of the Philippine Commission is as follows: II iS I'xcellenCyV, I RA NCIS BI; iTIrN IIARRI(SON, (Gov(1erl0ior (Gelleral. lion. II:NIII':RSON S. NIxRTIN, Vice-Goverior and Secret;arv of -Ptlli c I nstruction. I Iol1. \ I NIFRK:l 1'. I)I:NISON, Secretary of the Interior. II 11. CIiNTION L. [R,(;S;, Secret.try of Colllllerce aIl( IP(lice. I 1MI1. VICTORIN NO IA.\ Seccretary (of tinanlCe and Justice. I I 1(). RA ix.. i I ALM A., I ei1mber. I 111o. J\AlI1K C. IlK VK RAN I (11 Ir. I on. VI CIKNT. SIN(;S()N IN('ARNACION, AI11)em r. 11O11. V ICNI':T I i.rsTRK., Alember. The division of the governmental machinery into its departments and bureaus is indicated in the organization plan included here. The executive branch of the government is administered in three divisions known as the insular government, the provincial governments, and the municipal governments. Each of the provincial governments is controlled by a central board of three members, of which the Provincial Governor is the Chairman. 27 The following is a list of the provinces organized by the central government: -Albaq?I mis;taiis llataaes NlicvaViev Bataiigas ()ccidelitita Negros B3tilacan Panipainga Cag~avan Palawaii caniartiiis I'11aagasiiiaii Cavite RizalI IloCOS Norte Sorsogo-ii I )oc os Sutr Sulriogao H oil() Tarlac LI Sal'lTla11) Levte anac \1 illdol( and the special governments of the City of Manila and of the Department of Mindanao and Sulu. The provinces are divided into an average of about 20 municipalities each. The officials of the municipal governments are elected by the people and are answerable through their provincial boards to the Governor-General. The chief municipal official is the President, who is chairman of the Municipal Council, an advisory and legislative body representing the people. The Legislature consists of two houses. The upper house is known as the Philippine Commission and has already been explained. The lower house is the Philippine Assembly. The Assembly is composed of 81 members elected by the people, each province having at least one representative. At the inauguration of the Assembly in 1 907, the Honorable Sergio Osmefia of Cebu was chosen Speaker, and he has continued to hold that office since. In the United States, the Philippine Legislature is represented by two Resident Commissioners to the House of Repres.-ntatives at Washington, D. C., without vote. At the present time, these representatives of the Filipinos are the Hon. Manuel Quezon and the Hon. Manuel Earnshaw. 28 There are some exceptions to this general government outline, as in the case of the special Department of Mindanao and Sulu, which, because of the differences in the customs and religions of the people, has a somewhat different form of government; and the so-called special provinces, inhabited largely by the mountain people of the Philippines, who do not yet share in the general plan of popular government provided for the majority of the THE PHILIPPINE BUREAU OF EDUCATION ITS PLACE IN THE GOVERNMENT WASHINGTON 0 C U.S CONGRESS --- i THE PRESIDENT | SECRETARY WAR SECRETARY NAVY CHIEF DM IH S AFrAIS I HE PHInIPPINES t I U 9 ARM Y AN NAV Y PHILIPPINE LEGISLATURE GOVERNOR-GENERAL JUDICIARY AND THE FAR EAT JUOICIARY 'EECTIE BUREAU' SEC Y. FINANCE-JUSTICE SECRETARY. INTERIOR I SEC'Y.PU8LIC INSTRUCTION SECY. COMMERCE-POLICE EC I BUEAU -""""" i i:- L*"5O9 ]UCPLY J iP~UO_~l~t ~ CIIcSuJ VIL SERVICE CJ5ST0MS LANOS SUPPLY Au iLI W.OR5TE..J IN -L REVENUE.' CI[NCNI - PRiSONS i POSTS J TREASURY IFO 0R TPY 1 PRINTIN 1 COAST GEO.ETIC.] WEiATHER J UNIVERSITY_, =L A. _LJ tqU_ARANTNE L NB N RARY IBALS AGCNCY [ EOUCATIO SECONO ASSISTANT OIRECTOROF EDUCATION ASSISTANT OIRECTOR7 GENERAL OFFICE, ---------- - ------- -. - - THE FIELO CHIEF' CL ~ ER K. f -.....I —....-... ----.t P ROPERT Y. O[P^Ry; [ EAOCJR "S.PERIISIGC lEACHEi 51 - ASSISTANTS-I! 1 LCLERK S -.:M>, the: Philippine government is TIHE ESCOITAI, MANILA'S CIItI self-support sel- suppornng. BU5SJN ESS TIIOROUi ( IIFAR i iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii5iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii The Philippine Civil Service provides for a system of merit appointments and promotions which also holds in the teaching service of the Bureau of Education. Even in the case of the three positions in the directorate of the Bureau, which are appointive officers outside of the civil service, the appointments made during the past decade have all been of men who have seen provincial service in its varied forms, beginning as classroom teachers. The system of merit promotions is one of strongest features of the organization. The Filipinos speak a Malay tongue which differs so greatly from place to place that a number of distinct dialects and a far greater number of sub-dialects are recognized. A person speaking one dialect is not understood by one speaking only a different dialect. Spanish is still spoken to some extent principally by the educated upper class of the older generation. English has been taught in the public schools since 1899. It is now the official language. Rice is the staff of life. It is supplemented by corn, fish, fruits, vegetables and meat. The land, largely of volcanic origin, is extremely fertile, and through proper irrigation, it will generally respond with two crops per year. In wealth of forests, the Islands rank among the very richest sections of the world, and abound in fine woods for interior finish and cabinet purposes. The seas, rivers and lakes abound in many varieties of excellent fish and other sea foods. The mountains are rich in minerals which have hardly been touched. Grazing will in time be a source of great wealth. Forest, field and swamp bring forth abundant harvests of minor industrial materials, which are the basis of the handicraft industries now being introduced. As a country, the Islands are favorably located within easy reach of the world's great markets. Within a radius of a few days from Manila, by steamer, is to be found approximately one-half of the entire population of the globe. With Manila as 57 its depot, these great commercial possibilities are brought closer to American trade than to that of any other of the producing western nations. The Filipinos occupy a unique position among the peoples of the Orient. The centuries of western training they have had under the Spanish regime have made them a Christian people, the only Christian people in the Far East; have made western civilization and culture in all its branches the civilization and culture of the Filipinos. The matter of public health may be disposed of by saying that the observance of very simple rules of hygiene is almost sure guarantee of normal health. Epidemics are now almost unknown and are immediately controlled when they make their appearance. The public health service ranks among the highest achievements of the American government in the tropics. The climate is tropical, warm, the average temperature being about 80~ F. The evenings and nights are generally cool. April and May are the hottest months for the greater part of the Islands. There is a rainy season and a dry season, the rains beginning about June and ending about October. The United States army and navy have in the Philippines representation distinct from the Philippine government. There are military reservations and fortifications, and troops to the number of several thousand under a commanding general; also a naval base with a contingent of marines and the constant presence of certain ships of war. This is the only expenditure which the United States government has to meet in the Philippine Islands with the exception of a portion of the Coast and Geodetic Survey work. The Secretary of Public Instruction for the Philippine Islands is at present the Vice-Governor, Hon. Henderson S. Martin. The directorate of the Bureau of Education is: Frank L. Crone, Director of Education. Charles H. Magee, Assistant Director of Education. Walter W. Marquardt, Second Assistant Director of Education. 58 T he following tabulation sets forth the unit system of education, in which each unit completes the school training for a definite station in life: THE UNITS (Courses Completed) ( rade I. ( Prilmalry) Primary Illter lllediate Secondary University No. of Years ir School 1 4 I What is This Person Good For? A literate laborer Intelligent worker 7 A well schooled person, trained for a good station in life 11 Edlucated and fitted for an efficient, intelligent career 13 Fitted for the highest to position, p ro f e s17 s i o n a 1, conmercial or industrial What is He Worth as a Citizen? A literate citizen The boy is educationally well qualified for franchise. The girl is trained in the care of the home The boy is educationally qualified for local leadership The girl is a good housekeeper and will make a real home Qualified for leadership in political, social, economic and domestic affairs Educationally qualified for the highest office the p e opl e have to give for National leadership in political, social and economic affairs Some features of the public school system: Grade courses: Primary, intermediate, secondary and University. Balanced curriculum: Academic, vocational, physical. Differentiation of work for boys and girls. Specialization in the intermediate grades. A primary course has been provided to meet the needs of pupils who will probably receive no education beyond the four grades of the primary course; therefore: Practical instruction in hygiene and sanitation. Training for citizenship. Moral education. Education in home making. Industrial and vocational education. Physical training. In evolving the present school system the government has: Profited by Spanish experience. Studied the desires and needs of the Filipino people. Made economic and educational surveys. 59 Consulted foreign countries having similar conditions. Followed the best educational traditions. Made first-hand experiments. The progress in public education has been made possible by absolute executive control over a single complete system with continuous public support and a loyal corps of teachers. Upon the hypothesis that individual economic independence is the basis of citizenship, every pupil in the elementary grades is required to take up industrial training. Pupils are admitted to the public schools at the age of 6 years. The average age of children entering school is between 7 and 8. The average age of students graduating from the fourth year of the secondary course, the last of the 1 I-year course, is about 20 years. The average age of the pupils engaged in the making of the industrial articles included in the exhibit at this Exposition is approximately 15 years. The average age of the trade school boys who constructed the hardwood furniture is about 17 years. (Tle following figures for the school year 1914-15 are for the months June to December, 1914, inclusive.) Note: These figures cover the public schools only. N um ber of school divisions................................. Number of supervising districts............................. 2 6 Primary schools............................................ 3,851 Intermediate schools...................................... 307 Secondary schools......................................... 41 (Including regular provincial high schools and special schools giving secondary subjects.) Total number of schools....................... 4,199 ENROLLM ENT ANI) ATTENI)ANCE: Average Average Annual Monthly Daily Enrollment Enrollment Attendance Primary...................... 539,757 465,679 412,560 Intermediate.................. 41,888 37,714 35,563 Secondary..................... 7,565 6,842 6,557 Totall.................. 589,210 510,235 454,680 60 Number of trade schools...................... 1 Number of provincial school shops............. 1 Number of municipal school shops............. 26 Total..................................29 GRADUATES: Year Before 1907-08 1907-08 1908 —09 1909-10 1910-11 1911-12 1912-13 1913-14 Primary about 10,000 4,954 9,992 11,760 11,200 14,040 15,976 Interniedial about 700 1,051 1,529 2,108 2,436 3,062 4,695 4,585 Output, 1914 $73,836.31 5,495.68 18,947.14 $98,279.13 te Secondary 3 11 about 88 122 222 221 342 407 Total...... 85,195 20,166 1,416 (Graduates for 1914-15 about the same as for 1913-14.) CORN CAMPAIGN: 1913-14 Number of entries in Contest No. 1..................... 19,270 Number of entries in Contest No. 2..................... 24,291 SCHIOOL GARDENS: For the school year 1911-12 there were.................. 2,570 For the school year 1912-13 there were.................. 2,310 For the school year 1913-14 there were.................. 3,236 For Junle-December, 1914, there were about.............. 3,300 HOME GARDENS: 1For the school year 1910-11 there were................. 10,330 For the school year 1911-12 there were................. 22,958 For the school year 1912-13 there were................. 35,719 For the school year 1913-14 there were................. 41,642 For June-December, 1914, there were about............. 44,000 The average nuimber of years of service of the American employees in Bureau of Education on October 15, 1914, was 5 years, 3 months, and 27 days. Number arrivilng before December 31, 1901, who are still in the service as teachers................................... 74 Number arriving before December 31, 1901, still ill the service of the Bureau of Educationl other than as teachers........ 22 PERMANENT SCHOOL BUILDINGS: Number of permanent high school buildings.............. Number of permanent trade school buildings.............. 24 28 61 Number of other permanent provincial buildings, including dormitories, special industrial buildings, etc.......... 14 Number of permanent municipal school buildings.......... 682 Number of permanent concrete buildings completed between January 1 and December 31, 1914, as classified above............................................... 60 Number of permanent concrete municipal school buildings of standard plan...................................... 409 INSULAR TNDUSTRIAL SALE EXHIBIT OF SCHOOL-MADE ARTICLES: Number of Articles School Years Exhibited Total Value 1910-11 9,761 $ 9,482.31 1911-12 16,362 17,209.34 1912-13 23,305 28,591.62 1913-14 51,048 49,488.00 SCHOOL EXPENDITURES: Statement of total expenditures for school purposes during 1914, insular, provincial, and municipal. Insular: Expenditure-salaries, wages, and contingent......$2,040,027.99 Construction of buildings.......................... 254,839.00 Total Insular................................ $2,294,866.99 Provincial: Provincial expenditures for school purposes........$ 124,675.92 Municipal: Municipal expenditures for school purposes........ $1,227,837.09 GRAND TOTAL.................................$3,647,380.00 In addition to the above, from voluntary contributions, approximately....................................$ 50,000.00 Cost of education per capita of total population (census of 1903 modified by division estimates)..............49 Cost of education per pupil (based on average monthly enrollment)...................................... 7.24 62 A CRO)WD O)1 FlIPINo SCHI)OI, CIII[DRIIN 63 i l. ' I' J "c. ~F~r ~ ri_ i-. *. * i i.. ~-r j -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ E l ll UNIVElRSITY OF MICHIGAN i 3 9015 00919 0789 UNIV. C. THE UNIVERSITY OF MICHIGAN DATE DUE APR 15f19 & - - -, I 0 I~ JUL 2 6 1995 MAPR 3 2 v 1X Me 2 9 2001 p ~ ~ ~. - T I