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.

352 EDUCATIONAL SURVEY OF THE PHILIPPINES

school for a specialized product should be in a region in which that
product is already grown and to which it is especially adapted. In
time, several schools for the same product will be needed in different
parts of the Archipelago.
Perhaps a word of caution is necessary regarding the use of these
names of products as adjectives describing the schools. These names
are used merely as symbols of the entire culture which has evolved
about each of the great agricultural products. While the rural high
school established in a region devoted primarily to the raising of hemp
should give much attention to the development of the hemp industry,
it should take into account the entire life of the people engaged in
this industry. The school should reflect human as well as economic
interests.
In addition to training men needed for the occupation of the region,
certain of these schools should also serve as demonstration centers to
promote progress in the occupation. They should become intimately
and actively associated with the people of the region, both giving and
receiving cooperative aid in developing more efficient production and
higher standards of economic and social life. They should aid in
utilizing the undeveloped resources of the region and in stimulating
effort to improve methods used in forms of production already practiced.
In maintaining these demonstration stations, the Bureau of Agriculture
should cooperate with a selected rural high school in each important
agricultural region. It should also finance the importation of seeds,
plants, and breading stock, for sale or distribution to the several schools
or their communities. In this way the Bureau would make available an expert service which would eliminate costly duplication of
expenditures.
A definite policy with regard to the size of these schools should be
adopted. Unless impracticable for some special reason, several small
schools, each meeting the needs of a particular region, rather than a
single large school centrally located, should be founded. There should
be no interest in organizing schools larger than the demands of economy
make profitable. Of course, the establishment of very small schools
should be discouraged. Because of the large overhead charges in the
form of equipment and administration that must be carried in any school,
they are certain to be relatively costly. But in the smaller school the
individual will receive more attention, personal contacts between teacher
and pupil will be closer, the administration of the school will be more
elastic, and singleness of purpose will give unity and individuality to
the institution.