A survey of the educational system of the Philippine islands by the Board of educational survey, created under acts 3162 and 3196 of the Philippine Legislature.

78 EDUCATIONAL SURVEY OF THE PHILIPPINES

units to repay, if necessary, in annual installments. In many municipalities where tax resources and interest of the people in schools make
possible a yearly extension of the school plant, such a plan is not necessary. Wherever this condition exists, these buildings should be of permanent type.
On one point the Board is prepared to make a recommendation of
policy. The grant of funds by the Insular Government to municipalities
for the erection of school plants should be placed on a definite basis.
Instead of special legislation and great variation in types of agreements
with localities, the same policy should be pursued as with certain other
public works. The Insular Government should offer to contribute twothirds of the cost of a permanent school plant to any municipality which
will contribute the remainder, and to make such arrangements in order
of application. In the case of semipermanent buildings the contribution
of the Insular Government should not be more than one-half.
One of the contributions of the Philippine system to general educational
advance is that of a new type of school building which is locally serviceable, adapted to environing conditions, pedagogically and hygienically
acceptable, and architecturally attractive.
FINANCE
Twenty-five years have witnessed the creation of an educational
system in the Philippines that reaches into the most remote barrios and the
most distant islands. Through this system the opportunities of elementary and secondary education are now extended to over 1,100,000 boys
and girls. These children are housed in school buildings which compare favorably with the school buildings of wealthier countries. In
many instances the school plant with its playgrounds and well-kept
gardens presents to the eye the most pleasing and attractive picture to
be seen in the barrio or municipality. These children are also provided
with teachers and a minimum of equipment necessary to instruction.
The mere physical achievement involved in this development of an
educational system is of great magnitude.
This achievement is a product of the energies of the thousands of
American and Filipino teachers, supervisors, and administrators who
have given their services to the schools. But it would not have been
possible without the funds supplied by the Filipino people. Through
public taxation and voluntary contribution they have taken from their
earnings to provide the material resources necessary to the development
of the schools. The extent to which they have thus contributed from
their income is shown graphically in Figure 7. According to this figure.
during a period of twenty years the annual expenditures on public
education increased approximately 600 per cent. In 1903 the Islands
devoted to education close to P4,000,000 of public funds, whereas in