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.

HEALTH AND PHYSICAL EDUCATION

477

a cell nucleus organism. Disinfection of body wastes with air-slaked lime is dangerous,
worthless, effective. Antitoxins are a kind of disease, pigment serum.
The percentage of error in this group runs from 60 to 72 per cent.
Examination of the type of questions missed fails to reveal any clear
indication concerning the quality of instruction or the organization of
subject matter. In each of the three groups there are narrow, limited
questions of fact; in each there are questions with a wider range. It
does appear reasonable to state, however, that in general the test shows
little knowledge in this field. From observation of numerous classes this
appears to be due to two causes: inadequate exposure to scientific materials in this and related fields, and poor teaching.
CIVICS, HYGIENE, AND SANITATION IN GRADES I-V.-In the conversational-English period the primary teachers present a variety of
topics, and occasionally some hygiene and sanitation. On the whole it
is accurate largely because no attempt is made to explain processes but
only an effort to develop hygienic habits. Some lessons observed were
very good; others futile. Practically no use is made of charts for recording health habits and little of the modern health methods are in
use. The entire subject of conversational English needs reorganization.
GUIDING PRINCIPLES FOR INSTRUCTION IN HEALTH.-In reorganizing the instruction in health in the Philippine schools, the following
should be helpful:
(1) Lay a foundation for understanding the fundamental biological
processes through utilization of the industrial work in gardening and
the study of pets.
(2) The organization of the material for instruction should be dominated by the local, social, and civic needs and not by the logical development of any particular branch of science. The futility of much of the
physiology as now taught lies in its organization and presentation as a
technical subject and not in relation to the present and near-future needs
of the boys and girls of the seventh grade.
(3) Instruction in health should use with avidity the situations in the
school and home life that give meaning to scientific fact. The teacher
as health examiner will be greatly enriched in this respect. Situations
arise out of the physical education activities, accidents, communicable
disease in the school or community, school lunch, and routine life in the
home.
(4) Scientific knowledge about bodily processes should be introduced
as the need for them arises. This need will come in relation to problems
in habit formation and in the acquirement of skills. In the primary
grades there is little need for scientific knowledge as a vehicle of ideas;