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

495

Grade 11.-Rhythms and dramatic games continue with less emphasis. Folk dances are more prominent. The other activities continue in
progressive forms.
Grade III.-Singing games are omitted. Folk dancing and games
are emphasized. Rhythms and dramatic games are gradually slighted
and increased attention given to games of skill and folk dances. Stunts
on apparatus are now useful if equipment can be made available.
Very simple equipment will suffice. Adequate apparatus made of
bamboo was seen in some places.
Grade IV.-Rhythms and dramatic games are dropped in this grade
and dances and games constitute the major part of the program. Stunts
and marching continue.
Grades V, VI, VII.-In these grades the boys and girls should be
separated for physical education. Adjustments in class periods will be
required here and in the earlier grades for overage pupils, but with
the proper solution of overage in the schools, this program will be
entirely feasible.
The girls' activities should comprise games, marching, and stunts, but
are to be built mainly around folk dancing. The boys' program should
include folk dancing and marching, but is to be made up chiefly of
games of skill and stunts.
In these grades a beginning should be made in athletic participation
and in training for sports.
High School.-The girls' program in the high school should be a
continuation of the dancing and game activities of the grades, leading
in the former from folk to national, character, clog, and natural dancing;
in the latter from games of low to games of high organization such as
baseball.
The boys' program should increasingly be in games and stunts. In
the agricultural high schools the recreational side of these activities should
be particularly emphasized.
In this entire program from the primary through the high school the
activities should be conducted to conserve and develop the values
desired. Self-discipline, self-control, self-direction are possible in large
measure. The very freedom of the organization and of the movements
do not mean necessarily less discipline, less order, less cooperation. On
the contrary more of these desirable social qualities can be developed.
Leaders properly trained secure such results.
RESEARCH.-Research in physical education should produce valuable data that are essential to any scientific administration of the program of activities. It can contribute to the physical welfare of the