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.

98 EDUCATIONAL SURVEY OF THE PHILIPPINES

are pupils greatly overage, specially in the primary schools, it is not
desirable to seat the boys and girls together. Wherever possible
separate sections should be made. 4. Where, because of previous
traditions, present conditions, or religious or social beliefs, the sentiment
of the community is strongly against the practice of coeducation, that
sentiment should be complied with insofar as the efficient working of
the schools renders it possible. There is no essential reason why different sections of classes in the intermediate and high schools should not
be constituted of boys and girls alone. In the intermediate schools there
is a downright advantage because of the difference in the demands of
industrial work, household-arts work, and the athletic exercises. With
regions as diversified as are those of the Islands, uniformity of practice
in regard to coeducation is not essential. 5. In high-school and normalschool centers some greater sense of responsibility for the welfare of
the pupils and much greater care in the oversight of their living conditions
on the part of school officials is desirable. Such oversight is certainly
desired in Manila and in a few other centers where the students crowd
into the universities and the private schools. Conditions in many instances are shockingly bad. No amount of schooling will justify or
make amends for some of the conditions occurring. Such a situation
sometimes develops in small communities where the migration of students
from the outlying municipalities and barrios brings many students to a
small provincial capital. School officials should give more attention
to these conditions.
Education for citizenship and moral education are closely allied.
There is a large common element. The most important factor in each
is self-control or self-government in conduct. This is not to be produced
by the acquisition of any amount of information.
The school system throughout its history has laid great emphasis upon
instruction concerning citizenship and government. A great stimulus
of interest in political questions, particularly in those pertaining to forms
of government, has been given. Through the industrial, agricultural,
and physical education there has been and is excellent training in certain
phases of moral education. But there has been and is now very little
training in the practice of self-government. The most essential element
in citizenship has had little recognition. The dominance of calisthenics
and military drill in physical education, of formal order in the classroom and in passing in and out of rooms and buildings, the dominating
authority of the school teacher in the schoolroom, of conformity to standard regulation in supervision and in good manners and right conduct,
all tend to produce a perfunctory conformity to standards without developing initiative and control. On the other hand formal literary instruction in government, history, and citizenship produces a vision of