LB 6 F954 ED-P UC-NRLF ^C 31 73fi Ustioal of' the Progress of (the Philippine Public Schools, 1910-1921. ^y Fernando Solidum Fuentes A.B. 1921 TIESIS ^jbmitted in partial satisfaction of the requirements for the degree of IIASTER OF ARTS m I^.W. H^fiT Education in the nTJAnnjTT? DIVISION of the UJ^:^^PT?c;T'P^' nv ^^alifornia TVlo^,, \^1'L I. %. statistical Study of the Progress of the Philippine Public Schools, 1910-1921. ^y Fernando Solidum. Fuentes A.B. 1921 THESIS Suhmitted in partial satisfaction of the requirements for the degree of JiASTM OF ARTS ^" r.w. H/^i^r Education in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA • • • .. •• • o. BDOe, DEPTl 51 ■a TAELT2 OP CONTENTS Introduction 1-iil Chapter I The Philippine Public School Syotem during the Spanish Regiue 1 Chapter II The Present Educational System in the Phil- ippines 9-68 Part I The 3arly Beginning 9 Part II Tyr)e3 of Schools "^stahliflhed 13 Part III The Administration and Supervision 19 Part IV The Teaching Staff 25 Part V The Ciirriculum 32 Part VI School Buildings and Grounds -41 Part VII School Enrollment arid Attendance 49 Part VIII The School Finance 62 Chapter III Progress o ;" the Philippine School System >;y Years in Terras of Ayrea* Index Number for State School Syat«m 69 Bibliography 78 63809G INTRODUCTION Hf contact with the public Bchoola of this country, auid my knowledge of similar institutions in the other coun- tries, has suggested to me various educational problems* This knowledge has kindled a desire to find out in what degree these problems have affected the Philippine public school system and to what extent that system has solved those prob- lems. Heretofore we have heard a -reat many generalize tions about the wonderful progress of the Philippine public schools. We are, however, living in an ai^e when sue-: mere generaliza- tions woaM no longer hold unless authenticated by the actual facts. Further no re, mere generalization will not be of any use to the men and women whose de ^ire is to solve these var» ious problems for the betterment and efficiency of the system, We must have adequate information and facts at our command be- fore we can expect to solve our problem. It is partly for this reason that I go into a more detailed diacussion in chapter II of this thesis on the pres- ent Philippine public achojl system. I realize that I do not have something oriG;inal to offer in this work. If I could find out, however, just where botJi the strength and the weak- -a bi.cov ii ness of the Philippine public school system lie, my work has accomplished something which is both useful to me and to my fello.v students who are interested in the field of education. i'or those who are not acquainted with the past ssystem of education in the Philippines, I have briefly described in chapter I the type of public schools which th- American army officers found in the Philippines in 1898, and the degree of education of the Pilipino. With this as a starting point, I discuss in chapter II the efficiency of the present school system in terms of its organization auid administration, of its financial support ani of the seryice w ;ich it has rendered to the people as a whole. I fourjd that there is a considerable def?;ree of progress but there are also some weaknesses which should be strength- ened before a certain mLjcim;^ of efficiency can be expected from the public school system. To the student, however, who is not acquainted with the general coiidition of the country, such indioation of progress would not mean anything unless some means of comparison could be provided. To solve this, in chapter III, I prepared an index- for the Philippine pub- lic schools, for a period of ten years. This index is based on Ayres' Index Number for the State school system. With both the index number for the school aycteia of the State school system, of Porto Rico and the Philippines for the same year, an adequate comparison of the eilort which these countries put SMI .• X^i tfq • iii behind their respective school systems, is made possible. The question of course is in the authenticity of the various data that are here use^ and for this I can only say that considerable time has been spent in computing and in checking the results obtainel. The data that are used with the exception of the population of school age and some other iaportant facts that are required for the purpose of compari- son, are all taken from the reports of the Philippine Bureau of Bducation which cover the same years. It should be under- stood, however, that for convenience the school years 1911- 1912, 1912-1913, and so on, are indicated in the work as only 1911, 1912, etc. In closing, I wish to aclcnowlidge the invaluable sug- gestions of Dr. P.W, Hart in the planning of the work. CHAPTBR I The Philippine Public School Systesn during the 3panish Regime Although the Pilipinoo had been under Uie Spanish rule for 300 years and enjoy the distinotion of ha/ing the oldest 1, 5'acts and figures about the Philippines op. 16-21 university uiidar tha Aiasrican fla-^:, yet when the United States government took the Philippines from Spain in 1353, it waB found thai a great mass of the Filipino people did not have the privilege of possessing even the si/apleat eleraencary education. It is for this res-sor*^ ir.terssting to note that af- ter a comparatively short period of oaly 22 years of American tutelage of this archipelago, illitercicy is almost wiped out end to-day every Filipino taices great pride in oalling the attention of his friends to t e fact that seventy per cent of their people above ten years of age, a.3 over and against 2 33.59 oer cent of the tiopulation of Spain, can read and write* 2. States.-u-An's Year BooJc fur 1918, p. 1277^ A further enquiry into the facts concerning the system of education in the pyiilippines during this three centuries of Spanish rule will reveal the reason for this wonderful progress of the Filipinos in the line of education. The first Spanish expedition for exploration was sent to ths Philippines in 1521, but the Spanish governraent paid Bo attention to the education of the natives until about 1863, Whatever schools were established during this early per- iod of the Spanish occupation, were due to the effort of the various religious orders. As a result, secondary schools were open only 'io ih^ v^&r^ dantcil.i] csJlsfc** of ohildren whose parents could afford to bear the burden of educating them. Primary 3, Report of the Philippine Commission, 1903. Part III, p. 670 et. seq. instruction was also given in these schools but for the most part it consisted only of the learning of the rudiments of reli-'ious instruction. Moreover, nearly all of these schools were located in Manila, and considering the great difficulty of transportation during this time, the attendance of the children from the other parts of the archipelaigo was entirely out of the question. In some towns the priests opened and maintained schools for the children in the town that they might learn morals and religion. Reading and writing, sacred history, and in some cases, the teaching of simple arithmetic, constituted the whole curriculum. The teachers were generally all Filipinos who were Just as ignorant as their pupils about the subject matter. As most of the primary and secondary in- struction was confined to the schools of Manila, the children !M0*iitm t i&»itm€ i->* in the towns, after completinf^ their simple training in these convent schools, did not have further opportunity for higher education. The "graduates" either served as "sacristai.s" in the church, or as clerks, or as teachers in their "home 4 echools". 4. In the Philippines the woman in the house or the old men held reading schools In their homes for the boys and girls. These schools can still be found in some parts of the islands. It is obvious that this system of schools was entire- ly inadequate even to meet the rudimentary needs for instruct- ing catechism. The number of the schools was so few that only a very small percenta-n;e of the children had the op ortunity of atterwiing. Moreover, the Spanish people were very careful hot to let the natives learn their language, and to make this effective, they took a great deal of pain in translating the religious primer into whatever dialect the people of the com- munity spoke. As a result, the masses of the Pilipino people could not speak and read intelligently in Spanish, and the various diversified native dialects were greatly and sharply magnified. Spain realized her folly in neglecting the education of the natives. She realized that the success of her colonial policy depended upon the intelligent cooperation of the people 5 in her colonies. In 1863 by a Royal decree, a system of pri- 5. Report of the Philippine Commission, 1903. Part IV, pp. 627-635 -J'Qi . -3G OK - . •i^W :-ft A /-■.'-. t/ f;^ mary public education was ordered established throughout the «ntire Philip'iine Archipelago. It provided for erery 5000 people one male and one female teacher, or one school for boys and one school for girls for every 5000 inhabitants. This good intention, but utterly inadequate provision for an effective educational system, was never realized, and the type of education that the Filipinos received was only just as good or even worse than before. In 1898 the facts show that the population of the Philippines was 6,709,810, and there were only 1914 teachers, -991 males and 923 females. Ac- cording to the law the number of teachers for this population should be 1942 teachers for each sex. The entire school system was organized into three di- visions under the Department of Public Instruction, The first division, the Superior or Secondary schools, was placed under the chnrse of the authorities of the University of Santo Thomas; the second division, the Elementary or the prepara- tory schools, was placed under the supervision of the Norraal schools; and the third division, or the Primary schools, was in charge of the school masters axKi 'Distresses of the towns. Theoretically, the entire school system was under the control of the King of Spain through the Governor General of the is- lands who had a general supervision over all the schools. In actual practice, however, the ecclesiastical department of the insular government had the entire control of the school system. In the secondary schools the various religious orders TLMS mam . d#aa remained supreme In the management of their schools, and the "curas" or parish priests remained the supreme head of the town schools. With the exception of the primary schools that were estat)lished according to the Royal deer -se of 1863, and the normal schools in Manila, all the secondary schools were main- tained by the various religious orders, by fees and tuition, and sometimes by the aid of the government of Spain. In most cases these schools had a v ^ry high tuition, and consequently only very few of the children wer? able to avail themselves of the benefit froia them. The curricula of the secondary schools included the 6. Senate Document 129 56th Congress, 2nd session Vol. 11, p. 29 following courses: Spanish aiKi Latin grammar. 31ements of rhetoric and poetry. Elements of physical geography. Elements of descriptive Spanish geography. Universal history. Arithmetic and algebra. Geometry and plane trigonometjry . Elements of physics, chemistry, natural history, psychology, logic, moral philosophy, general outline of anatomy, and hygiene. Some of these courses were also ^iven in the higher schools or colleges. In addition to such preparatory courses in science and philosophy, professional courses were given, such as courses in medicine, pharmacy, theology, jurispru- dence, cannonical law, physics, and chemistry. -ft^ r _.•:'> • r- • *-■ sfFei . In the primary schools instruction was given in the following courses: Christian doctrines and principles of morality and sacred history, Reading £,nd writing. Practical instruction in Spanish. Elementary aritiimetic, comprising the four rules for figure, common fraction, decimal fraction, and instruction in the metric systeta with its equivalents in the ordinary weights and measures. Practical agriculture. Rules of deportment. Vocal music. With these purely academic and professional schools, there were also other technical echools which gave technical training in some lines of vocation. Notahly tunong these were the School of Arts and Trades, the School of Agriculture, the Nautical School, the School of Painting and Sculpture, and the Theological Seminaries. Prom this array of courses end various types of schools it would appear to an uninformed reader that the Pilipinos had had a fair chance for education under the latter part of the Spanish rule. In theory the assumption v/ould appear to be true hut there are verious factors that may be considered as fair indexes of school efficiency. The ability of the teaching staff to carry the work en- trusted to them is one of these indexes. According to the 7 Spanish school law only the graduates of the normal schools 7. Senate Document 129 56th Congress, 2nd session Vol. 11, pp. 30-31 would be oermitted to teach in the elementary schools. But ,r»a. Buch rule was never follov^ed. The graduates of the normal schools never followed their profession as teachers. The sal- aries offered were so low that they prepared for employment 8. Teachers were classified according to the importance of the towns in which they served. The following is the table of sal- aries they received per :.onth: Men Waaen Highest grade, first class - $20,00- -$12.50 Highest grade, second class- ------ -15.00- - - - -10.00 Intermediate grade- ----- - - - --12,50-- - ---7,50 Lowest 10.00 6,00 Assistants 7.50 5.00 in the other lines of work. Consequently, most of the 1914 teachers who were found teaching schools in 1898 were very poorly trained and could hardly speak the Spanish language or read intelligently the Spanish texts. The next thing that might serve as a fair index for an efficient school system is the types of buildings and school 9 equipment. The Spanish schools were all short of these. In 9. Report of the Taft Gornraission Vol. 1, p. 5 many cases there were no school houses, no text hooks, and no furniture. The schools were held in the residences of the teachers or in the buildings rented by the municipalities and used by the teachers as dwellings. Wooden benches and tables were sometimes the only furniture that- could be found in these buildings. The law provided for a corapulsoTy attendance of the -■♦a-^a GA to,3 t ' 10. The law attached a fine of from 2 to 3 "reales" or the equivalent of 5 and 10 cents for every child who was caught not attending any school. children between the age of seven and twelve except when these children were given equivalent training in their homes or in the private schools, or when «liey were living in places that made it Impoasihle for the:n to go to the nearest school. As most of these schools were in the center of the towns, most of the children outside the town were entirely neglected. Moreover, the terra of the school was very irregular, and some- times the teacher who would like to take a vacation or to vi- sit soma othar friends in the other to'-^ns, would suddenly close his school until he return-^d. This was the general condition of the educational sys- tem ^ich the American found in the Philippinea in 1898, and with the knowledge of the situation, h« inaugurated the pres- ent system. 99'&^iS rts CHAPT3R II The Present Mucational System in the Philippines Part I The Sarly Beginning In the previous chapter I have briefly described the inadequacy of the school system in the Philippines from the very beginning of the Spanish rule over these islands up to 1898 when the United States government took over the city of Manila. The American army authorities quickly realized the dif- ficulty of the situation that was confronting them. They knew that the i^reat mass of the people w?re ignorant, and the on- ly way to solve the problem was by giving the natives a good system of public education that would give tiiem every oppor- tunity to show what they could do. Pursuing this noble pol- 1. Senate Documents, 56th Congress, 2nd session. Vol. 11, p. 37 icy, the schools in Manila were immediately reopened scarcely after three weeks of their occupation of the city, and plac- ed under the charge of Army Chaplin W.D, McKinnon. McKinnon 2. Ibid. p. 39; also Bureau of Bducation Bull. Ho. 41, p. 17 a* .'••«'XS: -i-f'i i^. ' ■,/■ . iCX»r«^ laarse bffS 10 held this office until June 1, 1899 when Lieutenant George P, Anderson was appointed as superintendent of schools with an enrollment of 4500 pupils in the city of Manila. HaTing temporarily in charge the schools in Manila, General Otis and the rest of the array officers conceived a plan of extending the educational facilities throughout the entire archipelago, 3 and 80 in March 30, 1900 the military government formally 3» Brown, Arthur J. "H«w 3ra in the Philippines" pp. 241-255; also Bureau of Education Bull. lio. 41, pp. 17-28 constituted the Department of Public Instruction for the is- land, and placed Captain Albert Todd at the head of the de- partment. Acting upon this new responsibility, he secured the opinions of the other array officers as to the general policy which the department should follow. As a result the following 4 points were suggested: 4. Supra, >^ote 1, p. 42 1) "That a comprehensive modem school system for teaching elementary English be inaugurated at the earliest possible moment and attendance be made compulsory wherever practicable. 2) "That industrial schools for manual training be established at soon as a fair knowledge of English had been acquired, 3) "That all schools be conducted in the English language as far as in any way practicable, and the use of Spanish or the dialects be only for a period of transition. » «% ... 11 4) "That English teachers well trained in primary instruction be brought over from the United States in sufficient number to take charge of the schools in larger towns. 5) "That a well equipped normal school be established for in- structing the natives to become teachers of English. 6) "That in large towns at least the school houses be modem structures, plainly, but well and properly equipped. 7) "That the schools supported by the government be absolute- ly divorced from the churoh. If the natives desire schools in which religious instruction is to be given, that they furnish the entire supcort of same from private sources." ^Tien the first Commission was foraed in 1900, Dr. Pred W. Atkinson was made the first general superintendent arid in 1901 the Taft Commission enacted a school law which in addi- 5. Brown, A.J. "Hew Era in the Philippines" pp. 245-246 tion to defining the principles and regulations of the publio schools, outlined also the duties and powers of the general superintendent . Pollowim^ the policy of employing teachers from the United States in the Philippine service, the general superin- tendent through the Commission authorized certain institutions in the United States to select and send teachers to the Phil- ippines, As a general rule, however, the practice was to ap- point the individual who whs either a normal or college grad- uate, or who had attained an equivalent education, or who had ■+« Ik u at least two years of successful experience in school work, 6 or who had satisfactorily passed the exai.iination. 6, Manual of Information, Philippine Seinrice pp. 20-25 (1904) In 1901, 765 American teachers were brought to the Philippines, but due to the prevalence of cholera epidemics in 1902 and various other discouragii:g features which the stranger may always find in the foreign land, some of them were disappointed, A great many, however, did some wonderful 7 and heroic work partinularly during the epidemic. 7. Bureau of Mucation Bull. Ho. 41, pp. 18-19 (1911) On January 1, 1903, Dr. 31mer B. Bryan succeeded Dr. Atkinson, but he was taken ill, and Dr. David P. Barrov's, who was then the superintendent of schools in the oity of ivlanila, 8 took his place. Barrows developed a plan to suit the chang- 8. Ibid. p. 19 ing conditions. The American teachers in primary schools were made supervisors as the Filipino teachers became better qual- ified for the class room work. Courses of study were revised, the distinction between the primary and the intermediate grades was olearly defined, industrial work for all grades was prescribed, and a uniform sy stein of examination and pro- motion was inau-i^jurated. Dr. Barrows held th-? office of Dir- :.%9tltt ■h»^999Sfm orf 13 ector of Sducation until November 1909, and durin?: his splendid administration, the entire school system experienced a great deal of prosperity. It was during this time that the present school system in the Philippines received a much firmer foun- dation and a broad and well defined policy which is now play- ing and will continue to play a decisive rolf^ in the forma- tion of the Filipino nation. Since his resignation to the pre- sent time, four different laen have headed the Bureau of Edu- cation and each of their administrations, as we shall note la- ter, was marked with more or less success. PART II Types of Schools Established Following the policy of preparing the Filipinos for 9 self government, the first Philippine commission early reoom- 9. Elliot, Charles B. "The Philippines to the End of the Mil- itary Regime" p. 59 mended the establishment of the elementary schools througJiout the islands, and as soon as the conditions did permit, second- ary schools as well as various industrial and technical schools were also established. The recommendations were fol- io. Taft Commission Vol. 1, p. 38 iemie: i^-SM^ ~- 'iOia ii^ii 14 lowed very closely, and to atirnulate the municipalities in their school building program, tha Insular government contri- buted annually to th^ir school building fund. In 1920 there were 5.944 schools throughout the Philippines. Out of this number there were 5,280 primary schools, 614 intermediate schools, and 50 secondary schools. The graphic representa- tion upon the following page shows the growth of the schools. The actual number of schools for each grade is shown in Xable II on page 23. The graph shows that there was a great decrease in the numbei of schools in 1913. This was due to the corresponding increase in the number of the standard buildings which were completed and only used this year. This standard building was able to house more pupils than the old rented houses v/hioh were used for school purposes. Some of these rented houses and some of the old school buildings were abandoned. During tnis time there were 2,480 school buildings and out of this number 624 were permanent bulldins^s. Another reason for this de- ll. Bureau of BIducAtion, Report, 1919. Graphic p. 77. creese was the corresponding decrease in the school enroll- 12 ment, which was partly due also to the children's strike 12. Bureau of Education, Report, 1913, p. 12, during the school year. The total annual enrollment for 1911 a^ 'istiem. l£Qi TC 3 »rfj j; 15 GRAHI I Data Taken from Reports of Bureau of "education for the Same Years as Shown in Table II, p. 23, O O o o « 6000 5500 5000 4500 4000 3500 3000 2500 2000 1500 IQ2 , - 1 V 14366 r\. 1911 3647 1912 ( " 2838 ^ • ^ 1913 •4285 4118 4412 1 4493 / 4443 T ^ 1 4589 1914 1915 1916 1917 191B 1919 1920 5944 fears the nu-nber of schools -was 4,404, was 610,493, while in 13 when 1913 the total enrollment was only 440,050. 13. Bureau of Muoation, Reports for (1910-11) and (1912-13) Appendix No, 4 i 7-<^tfw !V4. 16 The apparent increase in the nuinber of schools in the school year 1920 is alno due to th'^ increased numher of chil- dren enrolled during the school year and the nximber of the standard "buildings that was completed. The total nuinher of permanent school buildings that was used during the school year was 1,046 or an increase of 127 school buil lings from 14 1919, The total annual enrollment was 691,622 pupils. 14. Bureau of Education Report of 1920, Appendix B The Bureau also has charge of six insular schools of special types and some experimental schools such as settle- ment schools and farm schools. These six insular schools of special type are t: e Philippine Kormal School, the Central Luzon Agricultural School, the Philippine School of Arts and Trades, and the Philippine School of Commerce, the Philippine Hautical School, and the School for the Deaf and the Blind. In table I the apparent increase in the growth andac- tivity of these special elementary schools is clealy shown for a neriod of fire years from 1915 to 1920 inclusive. There were 59 of these schools in 1915, occupying 15 1,350.33 hectares of land and producing an annual product of 15. Report of Bureau of Education of 1915, pp. 104-106: and ' 1920, pp. 136-140 the value of 31,746.68 pesos or $15,873.34. The total annual enrollment was 5,553 children. In 1920, however, the total t'. i^-^ •i4.> Jin* :\^ number of these schools reached 251, and the total area of land cultirated was l.i6,938.95 hectares. The total enrollment was 22,384 children, and the value of the annual product for the 8a;ne year was 341,535.42 pesos or #170,767.71. The si-nificance of this increase can only mean one thing— progress. Specifically, it means that the 8cho>jl system is offering opportunities for the children in the more sparse- ly populated commui ities as well as to the non-Ghristiaji children in the mountain districts. By supporting these schools with the fund from the Insular goTernment, the establishment of these schools which can reach and serve the needs of the children in the remote regions of the country, is made poss- ible. 'ffith these special elementary schools, the Bureau aloo maintains schools in the different parts of the island where the local industries can be developed. These schools are known as the "Schools of the Household Industries". There is still one more system of schools which the Insular government partly supports. Thes are knovm as the "Subscription Schools." The name is derived from the fact that they are mostly main- tained by free voluntary contribution from some private in- dividuals and communities. With these facts, and if the efficiency of the educa- tional system can be measured in terms of service, one may safely infer that through these various schools the Philip- •3P-i3 'Iv- 1hCs::Jja J9* B9 18 TABLB 1- Agricultural, Farm, and Settlement i'arra Schools Showins Types of Special Schools A. Agricultural Schools Year No. of Schools No. of Tea.chers Annual dln- rollment Area in Hoc tares Annual Vjilue in Pesos 1915 4 19 539 923.75 10.953.68 1916 6 31 837 1018.76 10.892.56 1917 9 45 1086 1296.00 18.669.76 191H 9 51 1473 1 041 .00 .'•1.199.23 1919 13 75 2243 3880 .00 79.421.54 19ki0 15 81 2286 4446.00 119,482.95 B. .Parra Schools • 1915 8 39 1372 90.75 8,039.11 1916 10 43 1732 94.45 7,384.03 1917 11 $1 2035 121.90 12,854.43 191B 12 69 2363 168.00 26,591.99 1919 14 ftO 2405 207.00 30,066.43 1920 14 78 2207 285.00 56,386.42 1 • • C. Settlement Schools 1 1 1915 47 71 3642 .^35.83 12,761.89 1916 63 97 4856 513.18 17,697.45 1917 104 165 8339 1090.50 20,726.95 1918 117 202 d302 1297.00 47.669.95 191^ 162 308 13307 2316.00 91,856.32 1920 222 420 17S91 7171.00 165.166.05 1. See page 17 19 pine public schools are trying to reach every child and to serve the community in meeting its needs. PART III The Administration and Supervision The public school system in the Philippines, like the county system in the United States, is centrally controlled. As I have previously stated, the Departia^nt of Puhlic Instruc- tion was created and placed in charge of the general superin- tendent of schools during the early part of ths American ad- ministration in the Philippines. Since that time the depart- ment has uidergone some shanges. Instead of having the gen- eral superintendent take charge of the whole department, it was placed und-^r a secretary, and the Bureau of Mucation was created. The Director of Education takes charge of the entire Bureau wirn the heljj of the two assistant uireotors &n^ of the five divisions which take oharge of the general office work* The followinj^ chart and diagram v/ill show the Director in 16 his relation to the rest of the various school officers, 16. Bureau of Education Report of 1915, pp. 10-13 9 20 iChlef clertr {Accounting division iFroperty division 'Academic division 'industrial division perrBWRl off ice--'Bui?.dings division Records division 'Traveling inspectors! and instructor* |— Assistants u o ♦» o o u Superintendents of' {Heads of depart-] Insular schools ' raents r-lnstructo rs i-Supsrvising I teachers -- I )i vis ion Super- i intendents •Assistant supervising teechers Ir^rinci-iala of central and "barrio schools and intf^v!a;^diate schools not direct- ly under division suoerintendents i-Prlncipald of higii and trade schoolsLlnstruct- and intermediate ncnooxs aiot un-l ors der supervisin.' teachers According to the law which was created by the Taft Com- 17 Mission in 1901 the Director of 3duoation is given the power: 17. U.S. Philippine Coimaission Report of 1900-01, Vol. 2, p, 1?3 et. seq; also Brown, Arthur "Htw ira. in the Philip- pines" pp. 245-246 1) To det. ermine the qualifications of, and to appoint all sub- ordinate superintendents, teache t, and clerics. 2) To prescribe their duties, and up to a certain limit their salaries. 3) To fix the curriculum for all grades. 4) To determine in v/hat town the secondary schools shall be established. 5) To prescribe the plans for the construction of the school 91. »V>'^ :S S'ij .Jb»ifa li Graphic Representation of the Organization of the Philippine '■' Public School System. General Office Ir.Gular Goveriiraent Legisla^ture Director of Education Superintendent of Insular Jchaols Division Superin- Heads of the Departments I Instructors Supervising Teachers Assistant supervis- Inr teachers Principals of Hif^h Schools , Trade School instructors not under supervis- iTxrr teachers Principals of Central and ^arrio schools and inter- .lediate schools not under the Division Superintendents Instructors r 21- houses to be built by the municipalities. 6) To make all contracts for school supplies. 7) To deterraine the towns in which English teachers, to be paid out of the Insular treasury, shall teach. a);aTo Tisit and inspect the school divisions. "The field of orgaiiization is now composed of forty- one school divisions which include the Philippine liorraal School, the Philippine School of Arts and Trades, the School of Household Irdustries, and the Department of "Bach division is in charge of a superintendent who is responsible to the Director of Education for the conduct of school work in his division lach of the field di- visions is itself composed of a Hvcuber of supervisixig dis- tricts under the immediate direction of supervising teachers. The supervisor is the organizer a: d administrator of the •chools in his district, and ia the full mesining of the 18 term a teacher who also supervises the school work." 18. Bureau of Sducation Department of 1915 pp. 10-11 The division isuperinti^ndent, besiuea ueiug fa. general administrator of the schools in his division, has also a direct charge of the high schools in his division, appoints teachers for the municipalities, determines school sites, pre- pares reports to the Director, keeps records, and determines the expenditure of the allottiaent for school buildings. He ^MUOti 22 conducts teachers' institutes, and In fact does everything for his division as the Director does for the entire school sys- tem . In doing this vast work, the division superintendent is assisted by the principal of the high school, the super- visors of the school districts, the industrial nupervisor, 19 and hy a local Municipal Board composed of four or six moA- 19. Brown, A.J. "B«w Era in the Philippines" p. 250 toers in addition to the "prepidente" or mayor of the munic- ipality who ia an ex officio member of the board. One-half of the m'^rabers is elected by the municipal council and the rest of the members are appointed by the superintendent upon the recommeniation of the teachers. In table II on the following page is shown for a per- iod of 10 years, the number of schools for each type, num- ber of teachers, supervisors, and number of pupils by cour- ses per teacher. The nu ber of pupils per teacher is comput- ed on the basis of the average daily attendance. In looking over this table, we can fee that Ite number of supervisors has a tendency to increase, .but at the same time the lumber of pupils, and the ntimber of teachers is increasing for each type of school, and so if we may infer anything from this fact, we can say that an effort is boing made to improve the system of supervision. If we look over the coluiaii which reads "number of children per teacher", we find the fact that there is a general tendency for a decrease in the ntimber of pupils 9T» a-: 23 ^ ^ Pi Vi o I o o o CO Vi o o >» o 05 o M o Vi n « o « Vi O M «) n 0) « c3 ro "3 fi » •p +> +» <: »4 o »-« d o O OS bO o * :s > o :3 (8 « u :i pq +> O K •P u o 0) o n OS C o CO © ft OJ n M o u s >>« 6 -1 u A o • •* O f7 i-l f-t to lO c^ 00 '<<' e-i M o c ■JD o tC o> o» c- r. 00 u w to ■* •H CM to to to to rO to .-■-> r-i CM ^ o IV "'f -* to CM lO o o» O ro (T rH iH f-t to ^ c» c- CD o • (k • • • • • • • • • • o ro «) U3 to to o ^ CM e*- o> ^?-l ■<# "^ -f lO r> m -* to to •n o a p< M to tJ« H (J> f o> CO lO •o to >» « o» o CM o r-i to m o to to H * PO ■«<• to to to CM ^ «o to '<• O ^ < Fa • CO CM va lO H lO k: to •^ CJ> CM >^ • in o to «0 to to C7> r-i lO C7> o w • • • • « • • • • ( n U ro lO fCj to 'f in lO CM 00 00 ffi ^ H to to o CM r-^ lO rH to to M CM 'd' "•1 o> O r-t lO to C7> t- ro CM CM CM to ro to "^ • Pi CO CJ> tH 00 C^ O CM lO to to > • • • • • • • • • • < iH H CM r-» r-i CM CM CM CM CM a . f-i CO 00 00 to •rl' r-i to lO r- o O o • ro to ■^ ■^ -* •«<• "'f •* '<1' to o r-i w o CO lO to to cr CJ> <3> xl* t~i ro -* M •«* CO C7t t^ o ■«f ^3 rH Cf' r-* «H CM CM CM ro to to to •<1' •^ to o V ^^ •^ lO to r- o rf to c^ o p* Pi 1 CM «o Oi iH to CM 00 00 in 00 >» rH to lO o» 00 O o o> Oi a> CJ> o> o> C»5 CJi o> J« f-l H H rH f-t rH H H rH H ■9 •ri ^ u -p m o < o o o CO 60 •H K I • 18 « I? B t pit p< 03 ilg^^' 24 per t«acher in each course. This means that there io also a corresponding decrease of supervisory necessity. This caanot be tffken, howerer, as th« final infiex for an efficient su- i pervlsion. Several factors must toe tp.ken into consideration "b'>forG the degree of efficiency of the syeten of supervision can toe d^terainsd. A'nong these factors the -size of the sup-^r- visory field nny be considered as one. A supervisor may be well trained and efficient in his work, but if he tries to cover a vary '^Ide area hi 3 vrorlc coulcl not be effective. This condition is beiiif effectiv^^ly remedied in tii'? school system in tJ-ie Philipoinea. The superintendent of the division, be- ing the ceniral school authority in his division, u«ually sees that the nu iber of supervisors is generally distributed to the district v/here they are most needed. The second factor whioii deterainei; the degree of efficiency of the supervisor is his knowledge of the various phasea of public school ed» ucation and his ability to demonstrate and to explain the best a«thod of teachirig to the teuchers under him. This matter obviously depends upon the training of the supcrvrisur. In the Philippine educational system, tu meet this problem, a *two year course for supervising t'jachers and principals is 20 HOW being given in the Philippine iioiroal School." The third 20. Bureau of Education Report of 1919 p. 18. factor is the system of the supeirvisory scheme. That is, to 25 help and to facilitate the work of the supervisors, the tea- chers should be provided with some agencies for training themselves, such as reading courses, teachers* institutes and meetings. The Philippine supervisory scheme does not only pro- vide these, hut the Bureau itself annually sends deserving 21 teachers ahroad or to the Normal School in Manila for fur- ther trainini^ in the supervisory field . In Decemher 1520, 45 teachers were »«nt to the United States and 56 to the Koriual Scliool in '/^anila. All the^;^ facts see::! to indicate, 21. Bureau of Sduoation Report of 1920 p. 27 therefore, tl.at even the supervisory system in the Philip- pine public schools is far from being efficient, and satis- factory, but the facts indicate that the Bureau is pursuing a definite program to meet the future needs. PART IV The Teaching Staff One of the problems encountered by the army author- ities in reopening the s ;hools in the Hiilipplnes was the problem of teachei's.. Most of the Filipino teachers who were . teachinp^ schools were poorly trained, and most of the Amer- ican teachers were discharged soldiers sho also did not have the trairiing as well as the proper education to fit them for the teacher's service. To meet this problem, the d »' -'X! u first Coamiission authorized the employing of teachers from the United States. Th« full number was never realized, but in 1901, 765 teachers arrived in the Philippines, iiore teachers cnme annually to take the places of tliose who re- signed. These teachers rendered a great service for they did not only act as teachers in the class rooms, but they had charge also of the training? of the native teachers under 22 them. They did also other invaluable work in the community 22. Freers, ^.B. "The Philippine 3xperience of American Teachers" pp. 97-121 where they worked, for they sometimes acted as nur««s in times of epidemic or as adviser in matters of municipti.1 af- fairs. Their numbers, however, was destined to h* le?is and less as the years passed on. The places are being Qiraaually taken by the netive teachers who are trained both in the home land and in the institutions of the United States for the teachinf? service. This fact is clearly shown in the fol- lowing table which gives the nu ber of American and 5'ilipino teachers in the different grades ny years, for a period of ten years fro:!i 1^10 to 1920. Fron this table we ill notice that the nuiiber of Filipino teachers is inoreasinjt^ in all grttdes while th3 num- ber of Ainepican theaohers is decrear?ing in all grades ex- cept in the secondary schools which means that Ameri-can tea- chers are more needed in this branch of the school system. : tumc laT 87 TABLJ III American and Pilipino: Rels-tire ^'uater of Teachers "ngaged in AcadeiEic Work Years Primary Intermediate oeoondary aupervising Am. Fil. Alii. ¥11. ATii. I'll. juU» Til. 1911 iJl 526 295 366 118 "1 C 148 15 «i49 1912' T4~" ' 654S 25G ■'"^'iT'- 109 7 2r.3 150 1915 15 5585 166 494 153 4 ^-=6 115 1914 17 7362 143 663 156 12 178 131 1915 14 7495 104 832 177 17 lo9 175 1916 17 8214 100 986 17 o 56 127 202 1917 18 9498 07 142 606 62 113 208 1918 17 10273 55 1722 239 111 66 272 19£9 22 10891 33 2363 246 175 51 286 19 ao 1ft l.;59B i4 2912 239 2.-7 51 350 1. Data tSLken irom Rspoi-ta of Bureau of ]3duo6.i.ion for the sarue years. The apparent increase in the nuiauer of Filipinos in tiie au- psrrisory work can be attributed to this fact. Pilipinos who are trained in the normal schoola in the Philippines and in the higher inetitutione in the United States are usually glTen the supervisory task, and do not stay In the regular class room work. The question that naturally follows from this exist- in«^ condition is the ability of the Filipino to teach. Table IV may throw light on this problem. The facta in this table Indicate that a great majority of 5'iiipino teachers have a very low acholastic attainment. More than 82 per cent of them ar? only high school students, and about 3 per cent have not even completed the Intermediate grades. The tenders to '^Oll^r-A :iAS, stt^, jj B J *; >Ba 39 TAEL15 rV* iCholastio Attainment of Pliiplno Teachers rear Interme- diate High School H.S. Grad. or Col. Stud. Koxmal or Gol.Grud. Holder of certificate 1911 71;^ 29 5 Hone lilone None 1912 b6% 42.67% 1.33?5 Hone lio ne 19 1:^ 49.78;& 46.64^^ 3 . 58 i None Hone 1914 38.47,^ 57.67^ 3.86^ None None 1915 27.37^ 67.50,5 5.03% None None 1916 15.94.^ 77,84/i; 6.2i;4 Xone None 1917 13.23^!; 76.89,-^ 3.12:^ 3 • 50/(' LA. 26^ 1918 7 .99/; 78.78;i 4. 47; J 3.87. • 4.99% 1919 4.555^. 80 .1A% D • O *^/o A, 56% 5.62;^ 1920 2.98% 42.3n;t 5.35;t 4.63,'. 4.66/^ 1. The data la talcen from the Bureau of Education -i^erorts for the sai.ie years. The result ixi '>er cent is o'btain''!!' by dividing the number of teachers of the same attaiiment by the total nu.iber of Jllipino teachers ejnployort for 1920 p. 34 conducted. Ainong these a.-rsncies are the Collepie of Muoa- tion in the University of tie Philippines, the five Phil- Ippii e normal schools, and the normal coursee in th-^ pro- vincial secondary schools. Besides these schools, there are other agencies which prepare the Filipino teachers for efficiency in their service. These are the vacation assemblies which are held in the sum- aier camp at Jiaguio every su insr; the suma^r sohoola •■.7hich are held in a nu ber of school divisions every sumMier; the nonnai institutes which are held in nearly all the school divisions at tlie beginning of the school year; the model classes which are conducted in a number of nunicipalities; and the various reading courses and teachers* meetings. But one of the iiost important schemes which the Bureau has to help improve th« professional ability of the i'illpino teach- ers, is the sending of a group of J^ilipino teacher to the United otates every year. In connection with the training oi teachers, is the problem of the teachers* salaries. At presei.t, as is shown in table V, the teachers axe too poorly paid. In 19ii0 the aver- aire monthly salary of the m inicipali teachers was forty pesos f#«f»T» b90BTq -au. o± e.f mifii&m^ S-C.? s. ii «j.e 30 TABLB V^ Average Monthly Salaries of American and Filipino Teacher* rear Arerage Salary Municipal Tea- cher in Pesos Average Salary Insul r Teacher in Pesos. Average Salary American Teach- er in Pesos 1911 17.68 37.46 215.29 1912 17.68 39.78 215.38 1913 21.25 45.33 230.7-2 1914 22.05 45.33 218.73 1915 22.05 54.12 219.58 1916 22,38 53.91 215.82 1917 23.98 52.99 208.41 12ia 37.49 57.32 207.52 1919 37.49 70.79 258.57 1920 40.00 80.81 271.48 1. The data here is obtained by dividing the annual sum of the money paid for salaries by the number of teachers em- ploye! in that year. Thus the annual sura paid for the sal- aries of th ' insular teacliers is divided by the total num- ber of insular teachers employed. The Filipino teachers are divided into two groups. The insular teachers are teachers paid from Wie fund of ti;e in. ular goveriim mt, and the munie- ipal teachers are paid ^-y th - municipality, or #20. The insular teacher received an average monthly sal- ary of 80.81 pesos or $40.40 per month. The smallness of this salary cai; be fully comprehended if we look at table V • The average salary of an American teacher is 271.48 pesos or $185.74, or ior« than four times the insular tea- cher's average monthly salary, and more than eight times that of the municipal teacher. This wide discrepancy in th« teachers' salaries can be partly explained in terms of the relativ ^ attainment of the Filipino and American teachers, and the fact that the Philippine CJoverni'ient has to oompete iNft J».0^ 70 toe •££it JisftqCXC^ ;:iffA 31 with the salaries offered to the American teacher in the United States. But in case of equal attainment Uie salaries of the American teacher and the S'ilipino teacher should be about the saue. Sometimes some individuals claim that sincft the American teacher has to live in a higher standard of living, that therefore he has to be paid more than -he Fili- pino teacher. This is a purely false assumption. The fact is that ari average educated Filipino maintains just as high a ■tardard of living as any average American family. The fact, ho^rever, that the Philippine Government is willin{^ to pay a high salary to the American teacher is in- dicative of the government's effort to give to the children better instruction, and a chance to learn the American ide- al through these men and women. As table V ndicate^, -iie mont/ily average salary of the teachers is gradually increasing from year to year. In the case of the Filipino teacher, however, the salary is still too small to enable him to support a family ar^d stay in the service. It is apparent, therefore, that this is one of the weaknesses of the Philippine public schools. Most of the teachers do not remain permanently in the service, and usually leave at the time when experience and training would be greatly needed. When they leave, inexperienced in- dividuals usually take their pla<5es and the training has to be done over again. ••Ixslas •Ai dtlw al n^jau 33 Clearly, therefore, one of the needs of the Philip- pine educational system is a force of yilipino teachers of good training and higher scholastic attainraent. Bvery year the Bureau suffers a great deal "by losing some of the able teachers who accept positions in the other lines of work which pay "better. The only remedy for this is to give them a much "better salary or some inducement that will keep them in the public school service, PART V The Curriculum The policy that has always been followed in making the curriculum of the Philippine public school system is well defined in the 1918 report of the Director of the Phil- ippine Bureau of Mucation, Prom this report I quote in part the following: "Public schools fulfil their true duties on- ly when they adapt themselves to the social needs of the time and of the place in which they are established*^ Hence it is fund'-menta ly essential, in planning a system of schools or in establishing new schools, that a careful study be made of the social conditions of the community and of the ideals and the ixiterests of the people concerned, A system of schools inaugurated without consideration of such conditionfs or per- petuated without careful study at frequent intervals, must prove inadequate to meet real educational needs." ^ V »' '- ■;> e-sjoc V i /; i* a i» . . i i Vi?">m-V^' :s 0a»1il- •irta «imi-J M 24. Bureau of Education Report of 1918 p. 18 In the effort to foll«rw closely this policy of giving instruction to the children, educators in the PhilipT^ines have been studying the condition of the country for the last twenty- two years. Their aim is to found schools and to pro- duce courses of study that will meet the needs of the peo- ple of the counxry. In building the courses of study certain principles have been followed, and here I quote aigain from the 1918 re- port of the Dieector. "To-day", he says, "educational theory, based on physiologloal, psychological, and sociological studies of children, leads definitely to the conclusion that elementary education should be nearly uniform in character for all. .... By the time the period of adolescence is reach- ed, the child will have been acquainted, in a general way, with the world's most important interests which will allow him to employ his nowers more or less effectively. He will have been made conscious of the common forms of vocational activity, and h*^ will have gotten a glimpse of the roads that lead toward these forma. The youth who has just en- tered the state of adolescence should not be forced into a life career nor should he be left to plan his life csi- reer alone and unguided," "In t^e elementary school", to quote further from this report, "the child needs and instinctively seeks some oc >5 -oe .SJi^itatSJ.? 34 older person to advise him, and to choose for him, a fixed and definite curriculum, is advisable and defensible, V/hen the etxident "beconies an adult with trained Judgment, no one should presume to prescribe far him a definite course of procedure. But during the transitional period — the period between dependent childhood and independent maturity- -there should be a gradual training in choice, a gradual relaxa- tion of external autv^ority and direction, and a gradual in- crease in the exercise of his own powers of formulating anal« ysis, judgments, and volitions." With this definite principle in mind, and with the knowledge of the general coiidition of the country auid its people, three types of study have been evolved in the Phil- ippine public schools — one for the elementary school pupil, one for the secondary school pupil, and one for the college or the university student. In planning these three types of study, however, provision for gradual transition from one type to another has been introduced, and constant changes to meet the re- quirements have been made from year to year. The w'r'ole field of study is divided into two groups— 25 the elementary and the secondary groups. The first group 25. Bureau of IMucation Bull. No. 7 is divided into two courses-- the primary and the intermed- iate. The primary course is composed of the first three b&xs. 9'1 -Idxts ■D£ll■:^i;Xl/!Irxf5*t o>v fttrrty loEKfa; ,'::5»va;. tcMiliEeo^ 35 grades, and upon the satisfactory completion of this course the pupil is transfered to the intermediate course. In this second sta^s of the child's instruction, opportunity for Tarious exposvires to some particular line of training Is pro- vided. The course which is composed of three /grades is so arranged that a pupil who chooses or enrolls in a definite vocational course, can have sufficient training after the completion of the course to prepare him for his life voca- tion. The graduate of the intermediate can go to the high school, and pursues the line of study which he has been fol- lowing in the intermediate grade, or if he takes the yaoa- tional course, he can inmediately transfer and pursue his study in the school of Arts and Trades in Manila or in the school of Agriculture in Los Banos, The teaching course was previously given in the intermediate grade, "but with the «3ry for more highly trained teachers and with more material available for higher grades, the course has been recently eliminated. The secondary coursf^ is given in the Provincial high schools and in the Insular schools of secondary character. The field of study is divided into a general course, a teach- ing or normal course, a commercial course, a trade course, end a course in surveying and a nautical course. These cour- ses are given not only to prepare the students for advanced instruction in the technical schools, in colleges, and ia iCfB ftffS ,*^^f^ bm%aM^i a STOI3 r'itw btiM »^»rfw»» . .^fi s«xac (ftil «»rfl' •M **?•? i^** the University of the Philippines, but also to give them a 26 certain amount of technical training to fit them for life. 26. Bureau of Mucation Bull. 26. p. 7 Beginning with the intermediate grade, all promotion is based upon a general examination, which is given at the end of the school terra, in all subjects. An average of 7S/» ia required to pass the course. Re- cently a satisfactory mark in Snglish is required in the high school course before the student can be promoted. This recent ruling is rather remarkable in that it shows the trend of thought of the general Pilipino public in regard to 27 the making of iSn^lish their oom^^aon lanj-^age. 27. Bureau of Education Report of 1920 pp. 18-20 The accompanying chart shows the subjects taught in the three courses: 28 . Primary course (Grades I, II, and III) Language: (Spelling, reading, arid writing.) Arithmetic: All combinations of nuraber from 1 to 100. Geography: General inrormation. Supplementary instruction in citizenship. Industrial work. Intermediate course^ Language and graj.imar: Element of grammar and compo- sition, text book and supplementary readings. Arithmetic: fundamentals of inte:?;ers, compound and decimal fraction, and the metric system. Geography: Advanced geography. Science studies: Animal, and plant life, physio logy» and hygiene. Government: Government of the Philippines with par- ticular emphasis on municipal and provisional Eoverm^ent. -6; « fiA 37 Industrial work. 30 The secorKiary course Literature: Advanced grammar, proa-^ and poetical selection, com.o.'sition, rhetoric, study of drama, novel, and essay. History: Ancient, mediaeval, American history, colon- ial history, aixd civias. Mathematics: Algebra, plane and solid geometry, trig- onometry, surveying. Science: Botany, zoology, physical geography, geol- ogy, physics, chemistry, and agriculture. Language: Latin, Spanish, French, and German. PoliticcT economy, corainsrcial lav, elementary econosu* Ics, bookkeeping, practice teaching, indus- trial subjects. 28. Bureau of :f5ducation Bull. No. 7, p. 10-11 -imm-- 29. Ibid. 30. Bureau of Education Bull. Ho. 26, pp. 7-12 Both in the intermediate and in the secondary schools the study is arranged by courses, as tha general course, the teaching coursa, the tra-^e course, the household art course, and the commercial course, 3very student who enrolls in any one of these particular courses, has to follow tha program prescribed for that course, and if any change is wanted by the student or if he wishes to transfer from one course to another he has to apply for the approval of the superintend- ent through the principal. The question, of course, is whether such an arrange- Bi«nt of the program of studies does not interfere with the individual initiative in the selection of subjects which h« wishes to take, and whether it is so arranged so that in case of transfer from one course to another the pupil will not It -^OfO fr{099tt tarni. -Jk-. ic 3a lose anythixig. Personally I azn Inclinad. to think that this scheme of arranging the courses does not In any way interfere with the pupils initiative. In the first place the pupil has to enroll himself in some kind of course, and it would be much better for him to enroll in one of the courses that is definitely planned for him through his intermediate and high school years rather than to pick up at random any subject that he wishes to take. The scheme allows the student's initiative to function in the choice of a definite course that is well plann- ed for him, and his future career. Again, as a general rule the children at this age are not careful of vdiat they are going to study. They are, more or less, dependent ux>on the suggestion and guidance of their teachers, or their principal or some of their parents and friends who tell them that they are well fitted for this career rather than for that career. It would be much better, therefore, to have men who are trained and expert in theso particular fields of study outlined in the course for them and c^ive them the necessary guidance in the choice. As for the ca«e of transfer which might be made af- ter the pupil has already started th^ course, the pro:jram is so arranged that thiti could be done without much time lost 31. Bureau of Education Bull. Eo. 26, pp. 7-11 on the part of the •tJt»dent# page 39 In table Vl/t4ia relative number of children enrolled bll ei teXX. .?nM#^« »«< saiis 39 TABI3 VI-^ The 3nrollmlBnt of Intermsdiate Pupils by Courses year General Teaching Trade i'ar.aing Houseieeping and Hounehold Arts 1911 16.806 731 1285 544 392 1912 13,855 3116 2032 1955 1403 1913 13.121 3706 2293 3287 2635 1914 1153 1915 21.198 5328 2932 1163 608 i9ie 23,129 7412 3582 1380 5917 1917 36.526 7237 3510 1662 7505 19 IP. 35.999 1861 300 1721 9449 1919 41,053 41 2607 1947 11,744 1920 52,^71 2511 2068 15,550 1. Data taken from the Ar>per.dixe of the Bureau of Education Reports of the same years. In the year 1913 the data v.aa not glTen, and the teaching couTtse vras taken out since 191S from the curriculuin of the intermediate grade. oy couraea in the inter:nediate gr.de, for a period of ten years is !>hov7n. From tiiis table we raa.y infer that the general tendency to an increase in enrollm -nt is toward the two courses, the general course ard the course for household arts. T>ie enrollment of the latter, however, is composed wholly of girls, while the enrollnent of the foiiaer is com- posed of both sax«s« The enrollment in both the trade and fanning courses seems to remain constant while the enroll- ment in the teachin:"; course reached its nigheot limit in the calenAar year 1916 to 1917 and gradually dropped down until it had only an enrollnient of 41 pupils in the calendar year 1918 to 1919, The reason for this is probaoly the fact that the teacher* profession is the lowest paid profession in the 40 Philippines. And since the conuTiercial field is offering a comparatively much better retura, a great many of tkie pupils enrolled in the general course »ahere they could study the sub- jects which are prerequisite to the oonmercial course offer- ed i ^ the hi^h schools and in the oolleg«s-.-a faot which is a clear warnin^r to the Bureau of Mucntion. The graduates of the high schools can either go to 32 the Inssular teclinical schools and private colleges, or en- 32. In the Philip -ines there were in 1919, 157 private primary schools, 90 intertnediate schools, 35 high schools, and 18 colleges recognized by the government. J'acts tnd Figures about the Philippines, p. 21 ter tiie University of the Philippines wnich is giving cour- ses in liberal arts, science, educatioii, medicine and surgery, dentistry, phanaacy, agriculture, veterinary sci- ence, engineering, law, forestry, music, and fine arts. Lastly, one of the most important parts of the Phil- ippine public school system is its system of physical educa- tion. The system of phyeical training has developed from a mere random play outside the class room in the early beginn- ing of the pres'^nt school system into one of the most impor- tant inteo;ral parts of th« public school curriculum. From the fourth f^rade of the elementary schools through the high school, every pupil is required to have at least a 75 per cent rating in physical education before he can be or she can be, promoted. This does not mean, however, that the pupil .ov y. 41 33 must develop technical skill. This is not the direct aim. 33. Bureau of Bducation i^eport of 1920, pp. 40-42 of physical trc.ininf^ ao it is conceiYQd inthe Philippines, but rather to deyelop and to remedy the defects oi" the body of all the pupils through a well rejf^rulated system of both indoor and large!: outdoor exercise i^ere everybody partic- ipates. To make this prograra of physical training ^jffective, play ground inc true tors are being eapecially trained to take charge of the play groimd movenent which is beiur rapidly introducei ti rou^hout .the entire islands. Out of these group exercises girls and boys who show special fete in physical ability are s lected to compete in the interscholastio and interprovincial athletics which are held every ye^-r i). the provinces and in Manilo, In addition to thes^^ various con- tests th9 "Philippine Interscholastic Afisociation" competes with the various athletic associations of the far Eastern 34 oountriss. 34. Bureau of i5ducetion Reports of 1920, p. 42 PART VI School Buildlcfra and GrourKfs One of the problems that wafl encountered in the early ir ::e 'GolnrfD»;f aretion of a *st of standard rlanr^ whinh pro- 37 Tide for a "unit* cystam of construction. 37. By"uuit'' is meant that the first unit of the building ."lay br; built, and in case the noinimuiity grows, anoth'?r unit may be added to it vit.iout itijury to the original structure, The selection of suitable sites A preparation for a creditable and a decent standard for temporary buildi; rs, A plan for the proper care and maintenance of school houses and ^irounds. A plan for equipping the school building with Ihe nec- essary furritwre and apr)lianGea of simple out substantial charactt?r. In order for the municipality to obtain the instilar buildinc^ fu/rl, "he amnlcip?! council should RT»r)ly for It. The application shouM state, and tbis should be certified 38, Eure&u of iiducaticn Bull. l^o. 3, pp. 30-32 School Buildings and Grounds by the division superintendent, the nui:;ber of attendance which vnust rer.ain not below forty pupils, tiie amount of lo- cal fu!:d that is available for the building, and the site of the proposed building. This application is subiiltted t)>rough a;^^ i» -eJ^^--: iliOe: 44 the Provincia.! Board to the Director by the division super- intendent. When the allottment is received, conatruction must begin after a reasonable period of time or the allottment will be osncelled. The construction of thie kind of build- ing is undertaken by the Bureau of Public Wor'K:s» and under the inspection of the director through the BuilAlnf^ Division. iflien this system of allottment was introduced, a great deal of local stimulus was (^rented. ~ach municipality desir- ed to get its part and every v^ffort was made co raise its nortion of the quota. The sources from K^iish the fflur:icipality <^et8 its funds are the followin^^: One per cent of ttie aaaeasel valuation of land, build- in CO f?> a K h P. •^ « fc •Si O! ^ O «J b • * • to • a» • o 9 H o o t-i r-« H iH 01 OJ 1 • 1 o <* CO to c«- 'C e ri t>- C7» CM o OJ <0 1 1^ 1 a • • • • • • "'' ♦» o fi .H o o ,-i 1 (s 1 o C 8 0» r-« TJ lO t> >> 6-t a o a> fS OJ r^ rJ «. « • * M t) «k r^ « o» in J> H r-i OD* • 1 • m d P* r'. '^•' H tf O rH e -^^ K ■<* o o H to o t « 1 o OFrl m « « • • o H O o H K5 "* c- 1 Q^ 1 « H iH .-« r^ 1-1 . ^ . Vl .-1 « «o «3 -.o «H to r4 o ..r? S rH o» CM -C C' ^ 1 U i +» O O CO CO eo o» e- o v< o o ^ «o c^ CO o> r-i 1 U % fi> H ff! fi X! • 1 e 1 • 3 «-< "ol 5> r-« o rH m OJ to 1 -H 1 f* » ^ «> «0 O to to to ♦» t-i 05 ■^tt a to P* o ^t o 1 aj 1 M -o O i-i 01 01 to to -* o > H m 1 :i 1 1 ^■^! 1 ^ "H -H a o> o OJ E" H t •O "^i >1 o c- «J r-t c- 00 1 V^ 1 ^ r-i r; '« o «<-, ■'1' cr> to (T- r- O < •H V J r5 E^ o t :i * t r-» o rH 3 -d lO to r- CvJ o> lO 1 ^ 1 O iH 4) •H o> o» f-4 ■^'« to o ;J O -rH E-i 0^ iH iH r^ OJ I m » r/3 5 S to flO OO •«<• o> to i Vi t o o U") CO ■ Vt M •-I o 00 ?o '* CTi o to M o ej a « rH iH r^ CJ rv} 1 ->^ 1 •H 7i f-« i — U -'* 1 O i ■D V kO 0) « to ■<» «* N," < U'.' 1 3 t i ® -* • ^ • •H 'i « tn ^ .-•J o c •-C Q a Ti oi in ■^ c^ i-t '* 1 -o 1 FiT- P4 c- o a) to CJ» C"' f-H 1 'J? t c •H ►*• i (d 1 !» u tO to c- 00 o> ^^ Q o A rH I— i rH r-l r-i \; ^ 9 o» a> o> o 0» Ov • a ->< «-« iH r-i iH ^^ rH 1 <-H t • ^1 47 39. Bureau of Education Bull. l •>-.i." urT' ^•MaI 49 Th« cleanliness of the whole tuilding is in charge of a janitor, but the principal and the supervising: teachers are hald renponsitle for the general cleanlinea-. of the "build- ing and its premise!?, ab a rule the building is generally clean. The pupils are severely reprinandsd if they are caught markinjs; the walls and furniture, or scattering papers on the floors and around the premises of th& school buildings. This matter of school oleanllnass snd respect of property is gener- ally helped Ly the oupils theMaelv-^s who usually taics the af- fair in their own hands through their school orgcnizations. We Eiai' Infer from theee fact» that the Philippine public school system, through it* officers, i« gradually and effectively meeting its building problem, and the tendency is to replace all the old temDorary buildings with permanent standard biiildiiiirs, raodamly furnirhed and hygienically main- tained. PARI VII School (Enrollment and Attendance In the early organisation of the present public school 41 system in tha Philippines, <;ompulsory attendance was re- 41. Senate Documents, 56th "Jor-iCreas, 2nd session, Vol. 11, p, 42 et.seq. Also Brown, Arthur Judson "New '.^ra in the Philippincft ' pp. 251-256 commended, buL no compulsory attendance law has ever been es- S.n:iH. • ihfm » -.^t tablished. The reason for this is that there is no need for such a law, for the Filipino p?irents as a general rule v/ill do every honest thing in their power to send their children to school, ai.d the problem therefore lies not in Making the i''ili- pino children attend school, but in. providing an adequate nizn- ber of schools throughout the archipelago. To raeet this problem the Insular goyernraent has evolved the idea of allotting a cer- tain sum of money to the building fund of each municipality, as has already been stated in part five of this chapter. In table VIII, I have shown the average monthly enroll- ment by 'Trades and by sexes, the total average monthly enroll- laent and the per cent of the total nui;iber of girls enrollea. The data show, ss illuftrpted in ^raphs II, III, I'^'', and V on pages 55 to 59, the apparent increase of enrolLnent from the school year 1910 to 1911 to 1919 to 1920, and the increasing nU' ber of girls in riroportion to the number of boys . If v.'e look at the graphs II, III, IV, and V, it is in- teresting to note that the enrollment falls down during the school year 1912-1913. If we lo ;k back to graph I in part II of this chapter v/e will notice that for the same year the num- ber of schools has also decreased, and probably this is the reason for tiis apparent decrease. The fact that the fall in the enrollment is only in the primary grade's (graph II) seems to establish this assumption. Furthermore, the school year 1912 to 1913 was the year when more penna- 51 TABLS VIII A Table of Enrollment by 'Grade and by Sexes, and the Per Cent of the Total iluraber of Girls Bnrolled by Year. Year ^rimary Interusdiate Secondary To tal '/o Girl 8 kr.ld PeiLBle Male Female Male Fe- male 1911 278.909 181,117 16778 4922 2513 450 484^89 38.06 1912 243.550 156,717 19.328 5896 3130 559 429,380 38.00 1913 194.512 121,551 21840 6798 4005 748 34914&4 36.95 19X4 292,277 193,655 28,764 9393 5746 1104 530,939 38.46 1915 297,829 196,431 33,689 12,031 6998 13 53 548,321 38.26 19 IG 213. 521 .•:>'i:o oy 14509 8832 1868 60 5,487 37.96 1917 323.835 214.505 42,851 17762 10,961 2638 612,552 38.30 1918 :5-19.744 218.263 45,784 20,537 11,974 3,394 619,699 39 .08 1919 355.984 256,519 53i855 27,480 11,688 3,888 709;514 40.58 1920 434,163 322,663 65662 34938 12,62314732 874781 41.41 nent schools buildings were opened, and since thess schools were located mostly in the center of the towns, it was evi- dent that many of the children of the remote districts did not have the opportunity to attend school. We notice from table X that ttie percentage of attend- ance based on the monthly enrollment is generally over 90 per cent, which means that the Bost of the pupils enrolled are retained in the schools throughout the year. In graph VI we notice that the number of pupils promoted from year to year increases, while the per cent of the failures and of those who dropped out decreawes. This in part is an index of the better instruction. But if we examine table X, however, we will notice that the per cent of pup^ils atten iinfc the public schools daily, if computed on the basis of the total nu:aber le 52 of children of »chool age, is very low. It is obvious, therefore, that while th?> public schools are able to keep almost all the pupils enrolled daily in the schools, a great majority or about two-thirds of the children are not in the public schools. This means that the public school system has not as yet satisfactorily served the community, and before it ever accomrilishes its pur ose, the system must reach almost all, if not entirely all, the children of school age. page 60 As we may notice in grajjh Vll/the numuer of school population attending scnools daily is rather irregular from year to year, but the tendency shows progress in increase in the number of children that is bein'^ gradually reached by the public schools, as the number of school buildings in- creases. Another item that we will notice in table X is the small percentage of the attendance in the secondary schools, which indicates that the dec^ree of th3 schS^s-stic attainment of the general population is rather low, A^ain, we v/ill no- tice that the percentage that boys were of girls is low, and this means that the majority of the ^irls are either not at- tending schools or they go to the private schools. The facts in table VIII and tq^ble X, however, show that the per- centage of girls is increasing from year to year and that in 1920, Alfo of the total average monthly enrollment in the public schools was girls, and Z7% of the \umao& s lit OQ .t»9M»XO ''fifttis'^fy 93 public ochools was c^irls, and 37 ' as over and against the 17^ in 1911, of the enrollment in the secondary schools, was girls. In determining the effort of the country in educating; its people, we must take into consideration the service of the private schools in?-:smuch as they play an important part in educating the people. In the Philippines there were in 42 1919, 300 of these schools with an enrollment of 38,544 42. Facts and Figures -bout the Philippines p. 81 pupils. These schools were recognized by the government and they were composed of 157 primary schools, 90 intermediate schools, 35 high schools, and 18 colleges. All these facts tend to show that there is a decided progress in the Philippine school system, and that it will be only a question of years when the public schools will reach a great majority of the children. What the Philippines need is the buildin^n; of more schools, and the a compulsory attendance law. It is true that the parents and the children themselves go to school without being told to do so. Still, such a law may be neeed often to reauh the children viho by reason of the economic and the industrial necessity will no longer find it possible to go to school. tc; *^. ■» .-. - teiB >iu- 54 TABL3 IX Percentages of the Total Average School Attendance and the Attendance by Grades Year High oohool Attendance Intermediate Attendance Primary Attendance To tal Attendance 1911 95 01 79 80 1912 97 93 83 83 1913 97 94 87 87 1914 97 94 87 88 li^l5 96 94 89 90 1916 96 94 90 90 1917 96 94 90 91 1918 96 U 91 92 1919 92 91 88 i8 19^0 95 93 91 91 XI S^J lamX CM 1-1 03 1 >> O r-i ^Q O ^ fH 03 .c; fcC-H r-i •b O -H Cs 03 ^, ^ 1 03 CO w >1-H W TJ «H O C5 -H 1 •rl bOVH o pq ti^io > $:: o Ch 03 OJ V> t>- rH to in «3 'i' in 00 1 -H •H d) ■•-> O cr> H ^ CO to I> CM Ti 03 ■^"^ ^ -H CO 1 P^ > i:: QJ O 1 •> o Ol -H 03 c r-i 1 -P >> 0) -tM a-^ a o 0)0 (H (D -P 03 1 O 0) rH fil »-.,'» o a O O ^ o ;:! ^H -^f-P O S.: H C 1 C P, «H rH 03 to to O VO rH o C3> 1 rH Tzi Pi O O O CO C o C • • • • • • • • • • H fl CM K -P O Tf rQ +> o o c .; CO p, '^<«: >• •< H 05 ^ 0) pj «h 1 rf o +^ c; 03 O fl • 03 O >j 03 +J 1 -H rH 05 t>> X U CO H • +J -H rH ^ 05 tJ O o xi 1 03 CS 05 rH i rH rH •H tJ -P rf Ti F-q >>-H O .a 1 rO -H O 1 -(-> O -P 0' 1-1 ^ Sm C3 03 -P ^ o «) CM c> H o to C-- ■^ CM to o5 0) -P o •cS ^ c- r:> cS CO tiD< TJ OO ^ ■^ «o 00 rH •sf o CM to to "* 1 -P M H-> -H rH Tj Oj 0) CJ • • • a • • • • • CO 05 >> t> trt 1 ^ C ^ fn 03 -cj ;c; coto ■<* ^ to in •=!< in «o r- to 03 1 u ^ i>i-H «0 O (1) M 03 >> C O 0) CM CM CM CM CM CM CM CM CM to - 03 ,J^; ti v_- aj -*J •H }> cd 03 ca ch M <: o -p 03 o < i >i i> xi F-^ -P K h 05 03 -c! rH © <; 1 -P -c! 03 O •< ri-l H 03 >j -H -Cf O 1 1 :i fi i> ^ xi a 1 1 -H •d -H {> o iH 'd -^> ^ +J 05 1 C rJ xS -H 03 O 0) O p*<; Q l-H 03 CO o r- 00 i> CO CM o o tJ -H 03 03 bO O 03 tM O -H O • • • • • • • • • 1 C > tS O -rl to 4^ O tM -H 73 O l> in c- 00 c- cr> o r-{ o c- a-H a c ^ -P O +-> C ^CM CM CO CM CM CM CM to to to to 1 Tfl 0) 05 «H <: 03 C3 03 O >j 4) +J ^ s^ O Oj ^^ rH -P CO rH 1 CJ C -P C -rt 03 fc; (D CO Q) M o cd 0) 1 0) -H +^03 g +J 03 -P rH , 5h p O PrH 1 g 03 >j OJ fH T3 C O G o o o o o o o o o to O H Ctf -H H 0) cd PL, O o o o o o o o o o to 1 O TS rH to •H JjOiO •H "* '* m rH OJ o> to 03 in •^ Pt O ^ OJ C r-t -P » « • . . . . 1 tM O 03 O Ch O fH 03 o cd in o? o> l> in to" rH Ol 00 CO O P<+J x! C) O rH '^ c^ Ol Z\} in CO rH K. in to 1 05 c «M t> -P X! :3 ^ ■^ ^ in to in <£5 to to to ::! rH bo 03 fH o <; •• > • > •> • •> 1 05 O 03 03 CO rH iH rH rH rH rH rH r-t rH rH 03 O fH ^ P 4) ri O — 1 Mx: K) to B ;3 o b."-H d XI rH O u r-\ CM to >* in <£) r- 00 Ol o pq CO <; K !zi E ■' ^ a H rH H r-i rH r-{ rH rH H CM :3 o3 O 03 o> cr> CJ> cr> (J> cr> Ol CJl Ol Ol ^ p. C-! >H rH r-i H rH r-t t-\ rH r+l H rH 1 rH OJ t<^3 tT in 03 H ■r-{ o o GRAPH II "umter of Pupils jEnrdll^d by ;Sexes in the Primary ;Gr ad es 450,000 400,000 55:, 000 30.0,000 250,000 ^^00,000 150,000 100,000 7- / r' ' > / n L /:- - / ^ ^'/ / ' / \ ■^ y / /- '5 1^ 1 1^- z ^_ N t. _/^ _.. "^ '11 '12 '1/- '14 'l:j M5 • I,'- UB •;y 'rfQ Years >- ^ .:er of in th( .'olled "by Sexes 2 Interzaedia;te Grades 7 Z , 65,000 6: ."" 55,000 50.000 03 •H 45,000 3 a^ • 40,000 <- V- , ^ „ „ 3:,D0D 25,000 2Q , 000 15, 3 DO 10,000 III TT TJT r>^ H L 1. I 15 ^ ^ .,.<^_ 15 i^. 17 |: iL 13 ^ / / ^ Years -^ ^1 GRAPH IV lIuniTDer of Pupils Snr eill 'ed "by Sexes in the Secondary :|Grades 0> rH •H P4 o • p 14,D00 13.000 12,000 11,000 10,000 9,000 8,000 7,000 6,000 5,000 4,000 3,000 2,000 1,000 / / — -^ / / / / / / / / V/ ,' y ( ^/ / / _/ y ^ 7-^- y /-' .fi^ '/ -r A y> ^ /> J- •'^ M1 • 1 '-^ '12 '14 '16 '16 •17 •18 '19 •20 -^ fears — . K GRAPH V Total lIurnDer of Children Enrolled in All Grades l)y Years a -H Pi o 1,000,000 900<;0<30 800,000 700,000 600,000 500,000 400,0': 300,000 200,000 100,000 1 ^^. ^/^ .^^^ O- ^ 12 ITo dnte 6,447,715.25 1912 4254,522.34 27'i_272.43 4213,^91.36 6007.30 6748893.40 1913 4,460970.95 58 6,421.10 2,455,660.18 198,544.46 7,411,49 6.6^ 1914 4,589,753.99 472538.29 2303.304.34 344-432.68 7,710,009.30 .915 4,905,296.16 443166.9 6 2;L64,813.69 374,982.31 7,888,259.12 1916 4,7 37715.98 463,843.76 2,394,737.79 349,743.10 7^916,0 90.63 1917 5,176,736.48 431018.20 3,614,513.70 478,802.61 9,G0U23.9 3 1918 60 67,277 .33 715.614.63 4,393.306.01 617,399 .77 11499,099.74 1919 10,086449.92 468,0 24.58 v\715,552.0 5 682.549.58 15,584,422.14 1'320 12,80^247.33 468124.53 3,715,552.0 5 799,537.84 17,73 5,462.30 1. One Toeso eauals fifty cents in Uniced States currency. Data used here is taken from reports of the Director of 3duca- tion for the sa!ne years. It is apparent from this ta )le that the annual expendi- ture for school purpos-'s of "both the Insular and local govern- ments is increasing. It is important to note the attitude of the people toward the public schools as is indicated by the amount of contribution which rose from 6,007.30 pesos in 1912 to 799,557,84 pesos in 1920. This apparent increase in the ex- penditures for school purposes is well illustrated in graph VIII. In comparing, however, the expenditures of the Insular government with its total annual expenditures for the years 1915 to 1920 inclusive, I found the interesting facts as shown in table XII . From this table we will notice that the amount of the 'Ill o m 0) •H I Total and the ivelative A:nount of Honey Expended Annually for School Purposes by the Insular and Provincial and Municipal Governments : 2o;ooO:,o;oo 19,0.00,000 18,000,000 17,000,000 16,000,000 15,000,000 14,000,000 ir^, 00, 000 i 1 o CM u e3 a> 0) c:; to CO 00 O Z> to 03 LO UO 1 ci5 rH X • to • CM • to • • o • • CO • • • 1 xS O d ^o 05 CT £> r- z> CO o ^ '43 0) +J f1 oi C^:! CM - > 0} .-, ■> -■-2 to LO to 1 to iH M 03 .^— 1 :3 rH o o> "* CO to lO o 00 fi CM 0-! »* 1 CO iH O CO • CM • rH • OJ '^3 • • • CO • • • •H 1 xi rH lO ^ f:: 00 cn. VO "^ '^f to CM 6 -p to '^ "nJ* to t^:. to to sT ■^ m 1 m 1 (U VO to o r- CO !> o> in l-i CM OQ to CJi to co CO 00 to o t> CO 4-> >» CT» • • « • • • • • • • 1 -H CO ^ o to •sf 'sf to I> r- cn CC O iH CM rH rH t-\ r-{ rH rH CM CM 1 C Ci CO CO 'C' C-) cn CO O cn ti) 1 +' o r~) CM C- C ; to rH l> lO o> rH ,c; m CO • • • • • • • • • • 1 (U o o o in o ^ to o ^2 to •^ OJ ^ CO OQ to -■--!' ^ to to to to to '.-H ^ 1 4-> •sl< in 1 o > fl C ) to tc 00 cn o r- CO to to H-> M •H EJ c- • • • • • • • • • • X ft M lO in '^ ■^ ^ m m to c:^ r> n ( Hi ft •H rH rH 1 C o 1 ^'^^ c\i o cr> m lO o J>^ in ■^ to s •H rH in CM o> CO 00 to o o l>- 0) ^ 'O • • • • • « • • • • 1 o E-t ^ CO r> c- to r- to CO CM :-i CC iH rH CM rH rH rH rH rH OJ ro Cl 1 U o CT> to c- rH k:. in to -^i in CO 1 o +J in • CO • in • • to • rH » o • ^0 • in • • 1 a> Cm t- t> 00 o> cn rH •^s* CO t-"; r- > O U to rH iH rH rH r-\ C\} CM CM to to 1 -iH ro CM to CO Cj ^ o CM C>I Oi CM 1 ^ rH 00 to to o to rH o C7> r-i r" M ■* • • • • • • • • • • 1 o ^ o5 CI to fj '^ ■^' iS} in D- CO to C ^ o 1 -H o o o o O o o t ) o. o in in in uO o in in m LO in 1 O X o to • • • • • • • • • • rH 0) Jh r^ j^ r- c- r- i> t- i> c- £> a> cc a 03 co CO cc CO co CO CO O 1 4-> to CM r- r-t o to c- •^ CI fj c -sC to to r-l «^ o o> fj ^'i ^ 1 r-i TS M 3 • • • • • • • • • • c •=f '^f f: in ^ to to i> to OJ 1 CQ c5 CD "?.} ■■J CM CM CM CM c? OI c? to 1 (U in in to ~ o> in CM in CO to rQ +> en CO r; c- CO j> 00 CM o r> 1 c; c rH • • • • • • • • • • 3 a; t-- in r- CO E^ Ol o H o t^ I f^ o ft C\I a CJ CM CM -■M to t^J to to ^H rH OJ t-'^ "^ in tc z> 00 cn c 0) S ca rH rH r-l rH rH r-i r-t rH rH CJ 1 -p o o> cn CD <^ cn cn cn cn o o f« rH rH rH rH rH i-i rH rH rH r-\ 1 t^ Graphical RepresentatioTi of t'le Average Annual ■"Expenditure per Child Atteiidiif:^ School Daily;; per Child of School Age; per Teacher Illmployed ; Ex- penditure per Pupil for Purposes OtherThan Tea- chers' Salaries, and per Pupil for Salaries. ca o CQ -(J fin 50 40 20 g IC -Yec^rs- Note: (6) Average annual eapenditura par oMld attending d=.ily. v7) Average annual oxpenaiture per chii- of ^ohooi age. (3) Average einnual expenditure per teacher employed. (9) Expenditure per pupil for purposes other than teachers', salar: (10) Expend iture per teacher for salaries. (See table XIV) , riraphicial Sepresentatio^n of theiiiPrd-greas of t?;e Philippine School System in Tenns of the Annual Index . 50 45 43 3o 20 15 10 JJ_ LLZl ' 14- ±1 :^a. Yeai '0 77 Components and Index Kximbers of the Philippine Public Schools ar-r'' the Public ochoil System of Porto Rico for the Year 1918. Iteias P. B.A P. I. 1. Per cent of school population at- tendin/T school daily 24.74 30.08 2. Avera.o^e days attended "y e;-Gh child of school a,^e 21.65 26.32 3. Average nuiaber oi days sciiools were kept 0T3en B7.50 87.50 4. Per cent that hif^h school attend- ance v/as of total attendance. 7.2 J 8.09 5. Per cent that hoys were of ^irls ir, hi 'h schools 9 5.22 33.55 6. Avera^'^e expenditure per child in av era;'' e a t i e nu an o e 21.85 31.04 7. Average expenditure per child of school a^e 5.41 9.. -^4 3. Avera-^e expenditure per teacher e!:i-ployed 35.24 44.99 9. Expenditure per pupil for purposes other than teachers' salaries 13.71 29.21 10. Expenditure per tepcher employed for salaries 40.31 44.28 The Index Number (1918) 35.7 5 34.44 1. Data for Porto Rico is taken from Leonard P. Ayres' "An Index Nu:nber for State School Systems" p . 37 percentage that boys were of girls in the high schools. In part 7III of chapter II, I stated that the per capita wealth of the Philippines in 1918 was 72.95 pesos while the per capita wealth of Porto Rico was $200, and the per capita wealth of the 4 poorest state in the United States was about $800 and yet in 4. Ayres, L.P. "An Index i\^um:er for State School Systems" p. 39 terms of effort behind the public schools, the Philippines lead 78 seven of the states in the UnitGd States and are next to Porto Rico, as the following table may indicate. TABLE XVI Index ITum'bers of States Including pines in 1918. Montana California Arizona i\e"V7 Jersey District of Columbia Washinrrton low^ Utah Massachusetts Michigan Connecticut Ohio New York Colorado North Dakota ITevada Indiana Jdeho Minnesota Oregon Pennsylvania Febraska Hawai i Illinois Wyoming Rhode Island 76 71 66 66 64 64 62 61 61 60 60 60 59 59 59 59 59 59 58 58 58 57 57 57 57 56 Porto Rico and the Philip Kansas 55 Canal Zone 55 South Dakota 55 New Hampshire 54 New Mexico 53 Vermont 52 Wisconsin 51 Missouri 50 Maine 47 Oklahoma 44 Maryland 43 Delaware 42 Texas 41 Florida 38 West Virginia 38 Virginia 35 Tennessee 35 Kentucky 35 Porto Rico 35 PhiliTDi^ines M Louisiana 34 Geornria 33 North Carolina 31 Alabama 31 Arkansas 30 Mississippi 30 South Carolina 29 Note: Data used in this table except that of the Philippines v/as taken from Leonard P. Ayres' Index Niamber p. 53 If the Philippine peso is reduced into its money value in terms of Americar, currency, the index number for the Phil- ippine public school system is reduced from 34.44 to 26.50, and .:C iK 79 this would place the Philippines three points "below the state of South Carolina which had the lowest index number in 1918. As I have shov/n before, ho-wever, to reduce the Philippine peso to the United States dollar is not fair to the Philippines when it conies to measuring the relative effort that is put by each of the countries behind their respective school systems. Por , this reason therefore, 34.44 is the actual index number for the Philippine public schools. In the light of all these facts one can fairly assume that the Philippine public school is not behind when it is compared with the state public school systems in the United States, and that the government has done and is doing its best to support the system. The public school system has just begun its work, and so far it has reached only about on'?- third of the children of school a^e. It has already done wonderful and com- mendable service to the i'ilipino masses. But it needs however, well trained and adequately' paid men in the service, and when this is realized, one can only speculate as to the future ser- vice of this most important institution in the raaking of the Filipino people. 80 BIBLIOGRAPHY BOOKS Freer, V/illiar.i Bowen The Philippine Experience of an -^I'lerican Teacher ^:^. 47-110; 275-313 Brown, Arthur Judson The Tew "''^ra in the Philippines pp. 241-256 Craig, Austin Philippine 3.^rogress Prior to 1898 pp. 79-91; 1-77 . DO^UMiill-TTS The Philippine Comraission 1900 Vol. 1, pp. 17-43 The United states Philippine Coirmission 1900-01 Vol. 2, pp. 133-143 The United States Philippine Commission 1902 "^ol. 2, pp. 867-890 Senate Documents, 50th Congress, 2nd Session Vol. 11 129, pp. 37 et. seq. United States Congress Documents Vol. 3, pp. 19 et. seq Report of the Philippine Commission 1904-190 5 Vol. 2, p. 3 * BURTllAU OP EDUCATION R'^^PORTS Reports of the United States Educational Bureau Education in Cuba, Porto Rico, and the Philippines Report of 1898 Vol. 1, pp. 909-983 The Present Educational Movement in the Philippines Report 1901, 1902 Vol. 2, pp. 1319-1440 Report 1906, 1907 Vol. 1, pp. 141-364 Puhlications of the Bureau of Education of the Philippines The Bureau of Edu^fition Reports "beginning in 1903 The Bureau of Education Bulletins 81 BI-^ IG.r ■.v.-.IY--GOKTIlIU!'ID Service -anual for the Bureau of Education Bull. IIo. 54 Courses of Instruction for Public Schools Bull. ¥.0. 7 High Schools and Secondary Instruction Bull. ITo. 26 Interniediate English Bull. No. 42 Program for Labor Day and other Special Holidays Bull. T.o. 50 School Buildings and Grounds Bull. No. 37 School Buildings, Plans, and Specifications Bull. llo. 38 School of Household Industries Bull. ITo. 45 Libraries in the Philippine Public Schools Bull. ]Jo. 44 School and House Gardening Bull. Ho. 31 Oonstructive Lessons in Enr^lish Bull. No. 29 Course in Mechanical and Free Hand Drawing Bull. ITo. 11; Bull. Ho. 32 PAMPHLETS Facts and Figures about the Philippines Bureau of Printing, Manila, P.I. Philip-oine Resources and Opr)ortunities United States Commercial Agency 1921 Bureau of Commerce Statistical Bull. ¥o, 2, pp. 25-52, 174 U- C. BERKELEY LIBRARIES CDST4t.63fiM ,*^f5;;: '*..^--.; "S'^'^A m ,m .«■.-■«;:- t9SJ*«; ^m F^-^>aV'-7V* ,S,v3- ■^:sf^ ^y^ "M^