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.

234 EDUCATIONAL SURVEY OF THE PHILIPPINES

solving their economic problems and other problems requiring measurement of quantities and values. If this was done, reasoning would be
required and training received in it.
In the first and second grades, the material suggested for use is somewhat artificial. The number of relationships existing in the environment
all about the children afford much material for developing number concepts on a concrete basis without using much artificially prepared material. Multiplication may well be omitted from the first grade since it
is very important to fix the facts and processes of beginning addition and
subtraction.
The time allotment of the arithmetic is thought to be larger than is
needed in Graders V and VI in view of the fact that much arithmetic
should be included directly with the study of the occupational subjects
in these grades. To offset the shortening of the arithmetic periods in
Grades V and VI, it is proposed that the needed related arithmetic
be added to the agricultural, industrial, and home-making subjects in
the appropriate places in each. This material should be worked out
in detail for the courses of study in each of the occupational subjects.
This work, with the full forty minutes daily in arithmetic in Grade VII,
should be adequate to satisfy the statements of purpose set forth in
the present intermediate course of study. These are "to develop in
pupils the ability to solve the ordinary problems that arise in connection
with the activities of the home and the community with a high degree
of speed," and "to give pupils a knowledge of the business practices of
the community." In the occupational courses, one should gain a knowledge of the business practices of his community by direct contact and
participation, and by the use of arithmetic to help him in these practices
develop efficiency in its use. To give more time in arithmetic than is
required to achieve these aims would be wasteful. In the academic
course, the time allotment should be greater for arithmetic since it is
partly foundational to courses in more advanced mathematics.
Recommendations for changes are as follows: 1. Add to the course
of study suggestions and illustrations throughout for making the work
relate directly to the number problems and situations of everyday life
in the homes and communities of the children. Keep the number
small-typical of those used in daily life. Secure the real problems
from the children, using the textbook to help teach processes and
methods and for drill purposes. If not enough drill problems are found
in the textbook, use supplementary books for others rather than wasting
the teacher's time in making them. Avoid waste of time by eliminating
the over-minute analysis and explanations of problems by pupils now
so common in the upper-grade work.