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.

236 EDUCATIONAL SURVEY OF THE PHILIPPINES

arate, isolated lessons, such discussions probably have but little influence upon conduct. The elements of motive, reality, and opportunity
for direct practice are wanting.
Because of this artificiality, the lessons are not only weak as education
in citizenship or conduct, but also weak as lessons in English. Conversational English can be of {much value only in situations in which one
really has something real and of interest to talk about. Most of the
lessons observed in this field dealt with abstract considerations rather
than with concrete, immediate, or local situations in which children were
concerned. The lessons from the textbooks were often presented without reference to situations or problems in the children's own lives.
It is recommended, for the sake of both the English and citizenship
work, that the two be separated. It is suggested that provision be
made for a certain number of lessons a week on different phases of
citizenship-health, sanitation, business relationships, courtesy, loyalty
to the common interest of the community, personal and community
pride, honesty, unselfishness, and so on-selecting from every lesson
something directly known by the children as a personal, school, home,
or community problem or interest. Use the material that is helpful
from manuals, bulletins, or textbooks. But do not make it a substitute
for real situation. If nothing in the conduct or condition of the children
or the community is in need of specific attention at a time when the
lesson is due, then omit the lesson and do something useful during the
period. Although the lesson, if genuine, may not be called "Conversational English," it will be a good opportunity for the expression of
ideas and thoughts that are spontaneous and real-not the parrotlike saying of what has been learned from another or from a book.
Citizenship is the quality of one's behavior in all situations-not a
thing by itself. It has its place in geography, in industrial studies, in
arithmetic, in music, in art, in hygiene and sanitation, and in everything
that bears upon behavior. It should be emphasized much more strongly
in the schools, not as a special study, but in relationship to the real
problems and life of the community. Keeping well, keeping clean,
keeping one's home and sourroundings sanitary, treating every one
honestly, being courteous, being unselfish, and playing fairly with everyone are all very important qualities of citizenship.
In the seventh-grade course in government, the text used should be
supplemented by much investigation and discussion of the real citizenship
problems of the community. Learning and reciting what a textbook
says about the dates of elections, the qualifications of voters, the departments of government, and so on, will not much affect one's behavior
as a citizen. It is proper to know some of these facts, but they are