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.

300 EDUCATIONAL SURVEY OF THE PHILIPPINES

mediate schools, and for training leaders to promote the industrial interests of the people among whom they go to work.
9. That there be no attempt to make the industrial or agricultural
schools self-supporting, and that their productive work be so conducted
as to serve as a means of education and not as an end in itself.
10. AGRICULTURAL HIGH SCHOOLS.-That more agricultural high
schools should be established on a regional basis and be so developed
that they will:
(a) Prepare directly for the occupation of farming of the types
practiced or which may be profitably practiced in the region in which
they are located.
(b) Train the teachers needed for gardening and other kinds of farm
work in the intermediate schools.
(c) Serve as centers of leadership and training of leadership to promote the economic and social life of the agricultural communities of the
region, develop their latent resources, and raise their standards of production and living.
(d) Include courses for girls, providing them with appropriate training in home-making and liberal education.
SUPERVISION
THE Two ASPECTS OF SUPERVISION.-The teacher is the cutting
edge of the educational machine. All of the elaborate organization of
administration has as its end to create the situation, economic and
physical, in which the teacher may work effectively. The machinery
of supervision has as its function to make certain that the teacher does
his work to the limit of his ability and that he increases his ability
as rapidly as possible. The first is the inspectorial aspect; the second
is the helping aspect of supervision.
SUPERVISION PARTICULARLY IMPORTANT IN THE PHILIPPINES.The Philippine school system is unique in respect both to the rapidity
and the manner of its development. No parallel is to be found in history
of so rapid an expansion of school facilities on so large a scale. Nor
is there another case in which there has been so complete a transfer
from one situation to another of an already highly developed school
procedure.
There was no period of small and tentative beginnings, no indecision
as to the manner in which schools should be developed. From the
outset the larger outlines were quite clearly conceived. A definite
educational plan was to be "put over."
The difficulties encountered had principally to do with personnel.
The type of highly developed American school which it was proposed