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

269

that the Filipino child's ability in the solving of problems is slightly
lower than that,of the American child. In some measure this is due
to the language situation. Because of the excellence of the arithmetic
work the Commission thinks that less time might be given to this subject
and that the time thus saved be spent on subjects needing more time.
It does not advocate the reduction of the recitation time but rather that
less time be given to seat work in arithmetic.
The outstanding need in the teaching of arithmetic is to make the
work real to the pupils. In the classrooms now there are few connections with those problems of life in which arithmetic is used. The
real needs for numerical skill are seldom suggested. The problems are
all "described" problems. Children in the Philippines commonly have
experiences in buying, and yet, in all the classes visited, in only two instances were stores or markets used. Playing store is one of the most
natural situations to use for developing both arithmetical skill and ability
in the use of English. Lessons in sanitation can also be taught in the
care of fruits, vegetables, and meats. Many different kinds of stores or
many booths in a market could be used. The representation of various
goods furnishes excellent opportunities for educative seat work. Variety in the use of language can be developed by having children describe the different goods in such a way as to make customers want to
buy. Advertisements can be written. In this way spelling and writing
needs will be created and natural situations will arise in which real
conversation may take place. The use of the store also calls for the
knowledge of addition and subtraction combinations, column addition,
the writing of numbers, and the making out of bills. Real prices for
goods should be used.
The suggestions given under industrial work will cause other situations to arise which are rich in number possibilities. Children's games
usually require the use of number facts. The making of class and individual graphs will motivate the work in arithmetic.
Many of the modern textbooks in arithmetic make use of natural situations for the development of number. It is recommended that copies of two or three such books be placed in the school building to
suggest the type of situations which might be utilized.
When natural situations are used, such as stores, games, etc., objects
which have some relationship to the problems are present. These objects can be used both to develop number facts and to test their correctness. If real situations for the teaching of number are to be created and
utilized as they arise, the following of a course of study outlined by
weeks cannot be closely adhered to. Large units of time in which
certain facts are to be taught are strongly recommended. Certain modifications of the primary course are given under Curriculum.