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.

BOARD OF EDUCATIONAL SURVEY REPORT 97

In general the same statement may be made with regard to the industrial work. When the economic reward for industrial work is so
long withheld and subject to so many discounts, all moral as well as
much of the industrial training value is lost. Work done under compulsion and without developing the moral qualities and economic motives
for which it was designed is not educative.
Brief consideration of one other moral problem of the schools cannot
be avoided. Conditions with reference to the moral relations of the
sexes are such in some communities as to present a serious menace to
the welfare of society and to raise a question concerning the entire
procedure of modern education. The members of the Commission made
no special investigation into conditions. But at the same time there
were brought to their attention conditions which make some special attention to this problem desirable. Conditions in this respect vary greatly
from region to region. In some communities conditions were reported as excellent; in some they were reported as bad. Many educators believe that the present conditions are normal and that coeducation
is productive of the best results. They believe that such abnormalities
as do occur are due to the situations outside the schools. They hold
that the school associations make for normal and socially desirable
mingling of the sexes. They believe that a normal, social condition in
which the woman is free and guarded not by an ever present guardian,
but by public sentiment and a high social standard can only thus be
developed.
That here again Filipino society represents many widely divergent
situations must be admitted. The Moro people with their traditional
religious and social views of the place of woman are clearly not prepared for the coeducation of the sexes or for the education of their
women in schools taught by nonmoslem men. It seems probably also
that in many communities where it was not necessary to do so, coeducation has been introduced without sufficient preparation and without
sufficient restrictive influences. A more gradual introduction would
have been better. This constitutes an illustration of the introduction
without adequate preparation of a practice which has grown up in
America only after a long period of gradual adjustment.
Certain recommendations dealing with coeducation can be made:
1. With the Moros coeducation under compulsion should not be attempted. There is nothing to be gained by the use of violence and the
breaking of long-established customs around which center many of their
religious beliefs and prejudices. 2. For somewhat different reasons much
of the same principle should be applied to the introduction of coeducation
among the Mountain people. 3. Where, as frequently occurs, there
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