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.

BOARD OF EDUCATIONAL SURVEY REPORT

57

a strong drift of the educated population to the cities; that the influence
of the secondary and higher schools accentuate this drift; and that the
agricultural and related industrial schools are not popular, are also facts
of fundamental importance. It is for this reason that agricultural education is discussed in various parts of this report.
One of the strong features of the public-school system is that from the
earliest days it has emphasized agricultural activities. Gardening forms
a prominent part of the elementary-school work. All boys are given
at least one year of gardening. Gardens form most attractive adjuncts
of the school plants. A system of home gardens under school supervision is provided for and is in wide operation. School-garden work
has made large additions to the food supply of the communities, has
improved the dietary of the people, and has added greatly to their
comfort. The financial value of garden products as reported in the
last annual report was P846,314. This represents a small part of
the real value. There are many obstacles to be overcome. In many
regions garden work is difficult or does not thrive. Sometimes this is
due to the attitude of local school administrators; sometimes to the
attitude of the community. Where the school-garden products are pilferred, this work cannot be expected to prosper. There is nothing for
the Board to add but to commend the school-garden policy of the
Bureau and urge its continued expansion.
Home projects in poultry, in pigs, and in fruit growing will bring to
the homes many advantages similar to those furnished by the school
gardens. All of this should be encouraged and extended.
In all farming communities to these lines there should be added courses
in the study of the farm crops appropriate to the soils and climatic conditions of these respective communities. It is recommended that the
occupational courses in the intermediate schools in farming regions be
primarily agricultural with such added industrial work as is required
to meet the needs of a farming population. As these intermediatefarming courses grow strong, some of those in the larger communities
may be built up into agricultural high schools of from one to four years
by adding one year at a time. In regions not now having an agricultural high school, the usual procedure should be to organize such a
school by providing for the natural, normal growth of the work from
that of a good intermediate school.
It is believed that industrial and agricultural high schools should be
established wherever the respective occupations are represented by large
numbers of workers in a given field of production. These schools should
be located independently of other schools, and where they will best
serve the needs of the occupation for which they give training. To
a given school, no student should be admitted who does not have the