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.

294 EDUCATIONAL SURVEY OF THE PHILIPPINES

place in the course except as this may be purely incidental. Such
products as are made should be primarily for the use of the girls themselves or for use in their homes. Related science, art, and economics
should have a prominent place in the work.
For boys, the work should have units of the several fields of industrial or agricultural life found in the community. Constructive work
in wood or in fiber materials of the furnishings, equipment, implements,
or tools used in the environment; home projects in growing poultry,
pigs, or other useful animals; school or home garden projects; building
construction and repair work; vehicle repair; pottery; shoe-repair work;
and studies of the industries and occupations of which the practical
projects are illustrations, are suggestive of the content of the course.
Commercial values of work should be incidental only. Much related
work in science, art, economic arithmetic, and industrial geography
should be included.
For both boys and girls the course should require a considerable
amount of reading about industrial life. Appropriate books in these
fields should be added to school libraries. The work should contribute
materially to reading and expression in English.
THE TRAINING OF TEACHERS FOR INDUSTRIAL WORK
FOR THE PRIMARY SCHOOLS.-For the primary schools, except for
the fourth grade in which the boys' work should be taught by men and
the girls' by women, all teachers should be prepared to teach the industrial arts as they are prepared to teach other primary-school subjects.
The regular normal schools should provide this training.
FOR THE INTERMEDIATE SCHOOLS.-Special teachers should be prepared for the industrial work in the intermediate grades. Graduation
from an industrial, agricultural, or home-making high-school course of
two or more years, with one year's work in training for teaching, should
be required. This year of professional training should be taken in a
vocational school or a normal school in which, or.associated with which,
is an intermediate school having the appropriate occupational courses
for observation and practice teaching. Certification should be for the
teaching of that work only for which the teacher has been specifically
prepared.
For a considerable time, it is probable that the most advisable place
for training the teachers for the practical-art subjects will be in the
vocational high schools representing these respective subjects. The
teacher-training departments of these schools are not now developed,
but they could and should be. These vocational schools should be
schools for developing real community leadership. The teachers of
these subjects in the intermediate schools should have this training and