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.

SECONDARY EDUCATION

343

form. It displaced the Spanish system of secondary schools, but the
social and educational traditions which provided the setting for the
institution in America could not be introduced in the same way. In
America, a land which until very recent years has been a land of
pioneers, manual labor, except in the South, reached a position of dignity that has very rarely been attained in other countries and at other
times. The explanation is, of course, to be found in the fact that
America was peopled by manual laborers and practically all living
Americans have engaged in manual labor or have descended from ancestors who in very recent generations earned their daily bread through
the sweat of the brow. Manual labor thus became dignified because
both the governed and the governors were forced by circumstance to
engage in it. At the same time there was no ruling caste to create
an educational tradition which would attach social prestige to an academic curriculum.
Contrast the situation in the Philippines. For centuries manual labor
was identified with a subject people and the only occupations for
which extended training was regarded as necessary were monopolized
by the favored class. Moreover, a certain form of academic education
and training for the "accomplishments" became a badge of membership in this class. Until the opening of the present century secondary
education was practically denied the masses of the population and was
regarded therefore as the mark of social position. Through generations this relationship between a form of education and economic and
political power was drilled into the popular mind. Consequently, when,
but little more than a score of years ago, the free public high school
was imported from America, the attitudes and traditions with regard
to secondary education which had been evolved under the old regime
were associated with the new institution. The high school, through its
academic curriculum, was looked upon as an avenue leading to power
and influence. Children consequently crowded into this curriculum,
but curricula in the intermediate and secondary schools which pointed
towards agriculture and industry were permitted to languish. Many
persons of influence have apparently come to the opinion therefore that
such forms of education do not deserve public support. Most of those
who can afford the necessary leisure enroll in the academic course and
hope to achieve social recognition and economic prosperity.
This situation requires vigorous treatment. A system of secondary
schools must be developed which will take into account the needs of
Filipino society. The advantages which are apparent in the existing
system are largely illusory. The Filipino people cannot hope to gain
social and economic salvation by drawing the gifted boys and girls
from farm and shop, by equipping them for a life of learned leisure,