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.

ELEMENTARY EDUCATION

235

2. Reduce the range of the work in the intermediate grades by:
Simplifying the treatment of longitude and time, and multiplication and
division of time in Grade V, and in bank discount in Grade VI. Omit
"successive discounts" entirely except to note it as a matter of information. In Grade VII simplify the work on corporations; on powers, roots
and square root; and on the measurements of surfaces and volumes,
limiting the work to needs common in daily life.
3. In each occupational subject, include the problems which belong
to it-problems of measurements; of the methods of purchase and the
costs of materials; labor costs; marketing values of products; cost, care
and upkeep of tools and equipment; taxes and insurance costs; profits
to be expected from the work; and others inherent in the conduct of the
occupation-not merely to learn the processes involved, but to learn
the use of arithmetic as a help in daily life.
4. Provide for the development of thinking ability in the use of
arithmetic no less than in the mastery of its facts and processes. Providing for the use of arithmetic in relationship to its needs will include the
necessary opportunities for the development of this thinking ability.
5. Use tests from time to time, not only to measure general achievement, but to locate the individual difficulties of children. Provide the
needed help in bringing up the deficiencies thus revealed and waste no
time in drilling on what is already well mastered.
CITIZENSHIP.-Work in citizenship education is offered by a
course extending through the seven grades in Good Manners and Right
Conduct; by a course in Civics, and Hygiene and Sanitation through the
first six grades; and by a course in Philippine History and Government in the seventh grade. The material in all but the last of these
three courses is included under the general allotment of time for opening
exercises and conversational English. For the civics, and hygiene
and sanitation a manual has been prepared covering the subjects in
considerable detail. For good manners and right conduct, a bulletin
has been prepared, and for the fifth, sixth, and seventh grades textbooks
have been published and adopted.
In using all of these sources of materials relating to good citizenship,
teachers whom we observed were usually very formal, and seemed to be
attempting to do something artificial. An occasional exception was
observed. But very generally the lessons were taught because they
were on the program rather than because there was any real problem
which gave point and meaning to them. Much of the material in the
courses prepared is excellent as subject matter. But to be effective,
teaching that relates to conduct must be in connection with situations
in which the application of qualities discussed is illustrated. As sep