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.

248 EDUCATIONAL SURVEY OF THE PHILIPPINES

and understanding. In such an atmosphere growth and development
are likely to take place. Everywhere the Commission found the teachers
evincing an open-mindedness and eagerness for suggestions that indicate
great possibilities for professional growth. The most urgent need at
the present time is to make it possible for them to have training in
English and in methods of presenting the subject matter of instruction.
A proposed plan which will enable those who are already in the service
to receive such training is outlined in the chapter on Teachers Training.
The attainment of teachers should be constantly raised until all have
the equivalent of four years of professional training beyond the intermediate school.
During the last few years the primary schools have been the chief
concern of the educational staff. A slight beginning has been made in
certain provinces in assigning to the primary grades the best trained
teachers and those who have shown a natural aptitude for the work with
the younger children. Our investigations has shown, however, that in
nearly all provinces the better trained teachers are assigned to the higher
grades. As the training in the lower grades is the foundation on which
all later education must be based, this is a very unwise policy. The
Philippines where 82 per cent of the children receive no education
beyond that of the fourth grade, the policy of putting the better teachers
in the primary grades is particularly advisable.
SCHOOL DISCIPLINE AND THE DEVELOPMENT OF INITIATIVE
The work of the primary schools runs with mechanical precision.
Order inheres in whatever is done-passing in and out of buildings,
organizing and conducting class exercises, even play activities. At a
given signal the children march into the buildings, take their place in
the different rooms and often seat themselves in obedience to various
counts given by the teacher. The work of the day then begins. There
is no waste of time, everything is in place; papers are ready to be passed
and assignments have already been written on the board. On the exact
minute the recitation in one subject gives place to another.
The type of management which has been brought to such a degree
of mechanical perfection in the Philippines is the type that prevailed
generally in the United States twenty or twenty-five years ago. It
still persists in certain places. In so far as children learn to obey
unquestioningly and immediately, the system is to be commended. In
so far as it tends to kill initative and spontaneity it is to be severely
condemned. There is no evidence, however, that the Filipino children
are unhappy under this type of regime. They seem contented although
somewhat apathetic. Rarely has disorder been seen on the grounds, in
the buildings or classrooms. Much time is saved when instead of