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.

MEASUREMENT OF INSTRUCTION

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up on Chart XI. Finally, the measures which were obtained of
mental ability are presented on Charts XII and XIII (non-language
scores), and composite summaries of information and mental ability
(verbally measured) are given on Charts XIV and XV.
Each of the fifteen charts makes possible five different measures:
first, the actual median achievement for each municipality which was
tested; second, the comparison grade for grade of Filipino achievements with American achievements; third, the variability in performances in a given grade of children from these municipalities; fourth,
the comparison of one grade in one school system with that of the same
or other grades in other systems; fifth, studies of growth within individual school systems and within the Philippine system as a whole.
The reader will observe that all of the objective measures of the
results of instruction which have been taken deal with those phases of
the work which the Bureau calls "academic." They are intellectual
abilities developed in scholastic training. The Commission has been
unable to devise measures for the manual activities of the curriculum.
Such measures have not as yet been successfully devised for industrial
and agricultural activities in the United States. Before their arrival
in the Islands, the members of the Commission had no precise knowledge of the industrial and agricultural situation in the Philippines, and
during their stay they had insufficient time to prepare and use appropriate tests. The construction, alone, of such tests would have required
months of experimentation. The same may be said of tests for artistic
ability and the other appreciational outcomes of education. The measurement of only the intelectual phases of the work of the school has,
therefore, been possible. However, because of the dominating influence
of this division of instruction, the measurement assumes unusual importance. This much has been done thoroughly and adequately.
First then, we shall review systematically the evidence concerning
language instruction that has been accumulated. It deals successively
with the following questions:
First. Do Filipino children remain in school long enough to obtain
a mastery of English?
Second. How well can they read English on leaving the school?
Third. Are there school systems in which English is taught successfully and with promise of permanence?
Fourth. How well do adults, who have had a complete primary
education, read five years after leaving school?
Fifth. What is the probability that the rank and file of Filipino classrooms can develop practicable command of English?