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.

94 EDUCATIONAL SURVEY OF THE PHILIPPINES

of the best staffed, equipped, and instructed institutions in the Islands.
A spirit of alertness characterizes its activities. The venerable University of Santo Tomas is passing through a metamorphosis which will
enable it to realize its possibilities. The Islands need a strong private
institution to compete with the University of the Philippines in advancing intellectual and professional welfare.
In view of the facts presented in the preceding paragraphs, the
Board recommends that legislation be enacted to prohibit the opening
of any school by an individual or organization without the permission
of the Secretary of Public Instruction; that before granting this
permission the Secretary assure himself that such school measures up
to proper standards of school hygiene, equipment, and teaching personnel, and that the continued existence of the school be dependent
upon its continuing to conform to these conditions.
MORAL EDUCATION
The purpose of all education is to direct and control conduct. The
teaching process is not complete until the idea conveyed has crystallized
into action. The pupil realizes no function of his studies except as
they are thoroughly absorbed into his daily life. Until it has affected
concretely the activities of the population in economic, commercial, political, social and above all, moral activities and relationships, a school
system has not achieved the social results to produce which it was
established. Honesty, uprightness, faithfulness, industriousness, truthfulness, persistence, initiative, originality, recognition of social obligations,
good manners or the recognition of the personal comfort and happiness
of others, good morals or the recognition of the rights of personality in
all others unimpaired by one's own abnormal or selfish interest or desires,
are the highest and most fundamental achievements of education.
An abiding danger in all education is a tendency to look upon academic studies and routine as ends in themselves; or to accept the mastery
of form for the possession of substance. Because of the extent of the
task, because of the danger of allowing personal interpretation of the
purpose of classroom teaching and because of the need to satisfy the
views of the public at large, a public-school system is especially liable
to fall into these errors.
Every country with a modern school system is confronted by this
problem. Especially is this true at the present time. The present
generation of youth has been subjected to greater trial and to greater
temptation than any previous one. The moving picture, the phonograph,
and other modern inventions have annihilated time and space; have
visualized the past and have discounted the future. All the stimuli to
action of every stage of culture and of almost every period of history