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 177
TAYABAS.-According to the report of the division superintendent,
extensive examinations in Tayabas of children in the seventh grade
who have received no instruction in the dialect showed clearly that
at the end of the seventh grade such children could read and write
the dialect well if they came from homes where they find materials to
read.
ILOILO.-Similar tests very widely given in all the grades are reported
to show that facility in reading and writing the dialect is well developed
in pupils of the elementary schools without specific instruction in the
dialect.
Supervising teachers who conducted the tests reported that children
begin to read and write the dialect between the first and fourth grades.
The majority report that the ability develops in the second grade.
They believe that this ability correlates closely with ability to handle
English in the same ways.
LA UNION.-A story printed in Ilocano was read by fourth and
fifth-grade pupils. They were then asked to write the answers to
three questions which would show whether or not they had read with
understanding. Sixth and seventh-grade pupils read a somewhat more
difficult story and were asked four questions. The success in the test
is shown in the following table:
r Per cent of pupils in each
grade answering the numGad Number ber of questions indicated
Grae of pupils at the top of column
1 2 1 3 1 4. _'""'"

IV.... 519 26 40 18.......
V...... 343 12 38 46.......
VI..... 289 6 19 64 20
LVII. 343 3 10 61 25

As already indicated the Survey Commission contributed nothing to
this technique of the tests conducted, and nothing to the interpretation
of results.
The Commission is convinced, however, of the significance of the
work done. It represents the first attempt to answer an important question by quantitative methods. Only farther and more carefully organized investigation can either confirm the results or give basis for
questioning their validity.
No combination of the results into a statistical summary is possible.
The reports clearly support the conclusion, however, that there is a
discernible transfer of ability to read English, as gained by pupils in
the public schools, to ability to read the native dialects. A correlation
between the two abilities is evident in all of the studies made.
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