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

271

In some classrooms were excellent maps which the children had made.
On some of these the products of various regions were indicated. Most
of the clothing and food charts, however, were made by the teachers.
This represents opportunities lost to train pupils in initiating and organizing. Social science materials are noticeably lacking, especially geographic reference books, pictures, and specimens. The observations
made in many classrooms together with the results of the tests show that
if the aims laid down in the course of study are to be accomplished then
a very large addition must be made to the material equipment of the
geography classrooms.
The recitation period must be a time when ideas are enlarged and
rich experiences are gained, when children's interest in finding out about
this "great wide, wonderful world" is aroused and habits of study are
developed. The statement of facts will then be in relation to their
effects upon the lives of people and not as isolated bits of information.
The ability to reason from effect to cause must be developed.
No school system has a greater opportunity to develop an understanding of geographic concepts than has that of the Philippines. Few
children in the United States have the range of experiences which these
children have. The children in thecentral part of the United States
have no conception of the ocean or of a mountain except that which
they get from pictures. In the Philippines many children have been
to the ocean and know the meaning of harbor, island, bay, altho they
do not know the English,terms for these. The mountains are not far
distant. All about is a wealth of material used for shelter, food, and
clothing. It is for the teacher to capitalize this wealth of first-hand
experiences which the children have.
In the Philippines the reasons why certain industries are carried on
in various sections and certain products are raised in others can and
should be developed through the actual participation of children in these
occupations. They must be made conscious, however, of why conditions are as they are. Other first-hand experiences can be given through
excursions and these, supplemented with pictures and real objects,
brought into the classrooms.
THE STUDY OF HOME GEOGRAPHY.-This should be based upon
the work in nature study done in the first two grades. There the effect
of sunshine and soil upon plant life will have been developed. The
work in the third grade should be closely related to the work in gardening and industrial arts. Through gardening the child becomes familiar
with the effect of climate, soil, and surface features on plant life and the
raising of certain foods. Man's dependence for food on things grown
should also be developed.