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

291

Among the industries requiring trained workers are building construction, wood-furniture making, reed and fiber-furniture making,
basketry, brick making, pottery, cement construction, making of fish nets
and traps, hat making, boat building, vehicle building and repairing,
blacksmithing, machine-shop practice, foundry work, plumbing, automobile repairing and driving, surveying, electrical construction, drafting,
tailoring, shoemaking and repairing, printing, and perhaps some others.
Putting the principle negatively, no vocational courses should be offered
in a community in which there is no opportunity to practice the vocation
after it is learned. Some of the trade schools now offering courses in
the Islands are failing because they represent trades not practical to
any significant extent in the provinces in which they are located, and
are neglecting occupations well represented in these same provinces.
For one school reporting, seventy-six students were graduated in the years
1920-24, inclusive. Only ten of them are now engaged in industrial
occupations of kinds represented in the trade schools or even related to
these.
In all of these vocational courses, the development of the necessary
skills will require the making of commercial products. Commercial
standards of quality are the standards to be achieved. Commercial
work should be taken whenever it serves as a means for the education
and development of skill, but never for the sake of the commercial
value alone. One should not expect a vocational school to be selfsupporting, although its salable output may be considerable.
Encouragement of every tendency to invent new instruments, devices,
or methods of production should be given boys. Teachers should have
much freedom in adjusting their work to local conditions and needs.
The stimulation of invention among the Filipino people may help to
develop this quality, so much needed in the improvement of the industries
of the Islands.
AGRICULTURAL COURSES.-In communities devoted primarily to
agricultural interests of one kind or another, agricultural courses should
be offered. In a very few localities, both industrial and agricultural
courses are needed. Agricultural courses should vary as communities
are adapted respectively to the growing of rice, sugar, coconuts, tobacco,
industrial fibers, forest products, fruits, vegetables, live stock, or some
combination of these. In almost every community, gardening, poultry
raising, and hog raising should be included along with some large, staple
product, as rice, tobacco, sugar, or coconuts.
The work should follow the general principles applying in the industrial courses-it should prepare the boy for the occupation of farming
of the kind adapted to his community. If a boy wishes to take on industry or a branch of farming not represented in his community, he should