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

295

spirit for their work. Because the best types of vocational high schools
represent this spirit of leadership, and because they are naturally located
in an environment especially adapted to their purpose, they are better
adapted for the training of these special teachers than are the regular
normal schools.
FOR THE VOCATIONAL HIGH SCHOOLS.-For these schools, in the
vocational and closely related subjects, teachers should be required to
have completed the work of a four-year high school representing the
work to be taught, and to have had one year's training in teaching in
a teacher-training department of a vocational school, in a normal school,
in the College of Education of the University of the Philippines, or in
the College of Agriculture of the University of the Philippines; providing
that, in each case, these schools have associated with them high schools
having the appropriate occupational courses for observation and practice teaching. Until the time when a full high-school course plus at
least one year's professional training may be required, vocational high
schools having four-year courses should include in the fourth year a
course in teacher training for those students who wish to teach and who
are found to have aptitude for it. They should offer the observation
and practice work in the earlier years of the school itself, or in a
neighboring intermediate school. What has been said relative to preparing teachers for these subjects in intermediate schools applies equally
well to the preparation of teachers for these schools themselves.
For the courses in agriculture and home making representing the
sciences underlying the practical work, teachers should have had at
least one year's college work in the subjects which they teach plus the
appropriate professional training in teaching. In future years, the upgrading of the requirements for teachers in the vocational high-school
occupational subjects will be desirable and probably possible.
For the academic subjects in these schools, the teachers should have
had courses and training not less extensive than that required of teachers
in other high schools, and, as a part of this training, work in industrial
or rural sociology and economics, dealing directly with the current life
and problems of the people of the Philippine Islands. They should be
sympathetically interested in the development of the work for which
these schools are established.
THE GENERAL SALES DEPARTMENT
As the industrial work of the schools becomes increasingly adapted
to the economic life of the communities in which the schools exist, the
necessity for the work of the General Sales Department will diminish.
As the work includes more and more local school and home projects of
all kinds, and as the schools respond more fully to locally profitable in