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.

58 EDUCATIONAL SURVEY OF THE PHILIPPINES
capacity and the intention to follow the occupation for which the school
prepares.
The present agricultural and farm schools need not necessarily be
taken as norms for the institution recommended. All of these schools
have a per-pupil cost which seems to be unnecessarily high. Even so,
much of the products of the farm crop now goes to the pupils which
properly should go to the schools. Many of the farm schools have
admitted primary pupils and consequently these schools can scarcely
be distinguished from the ordinary rural school except in their increased
cost. Many of the schools have no proper contacts with the surrounding
community. With many, the attendance of the pupil is forced by
penalty of nonadmission to any other school. The unsatisfactory condition of these schools is generally admitted by the administrative authority in charge. Even though not all of them are successful it is
demonstrated that this type of schools can succeed and can benefit the
environing community. The long record of achievement of the Central
Luzon Agricultural School at Muiioz is a demonstration of what this
type do for the educational system. What is needed here as in other
phases of the work of the Bureau is to do in many regions what is
successfully done in one. The additional point emphasized is that such
farm schools to be successful do not need to be on so large scale, or on
so expensive a basis.
Ultimately such schools should require completion of the seventh
grade as one qualification for entrance. For a time, however, it may
be desirable to permit the entrance of some students of advanced age
who may be academically rated as of sixth or seventh grade. Gradually, as the intermediate schools develop efficient courses in these fields
more generally, the high schools should be able to fill their classes to
capacity with students entering with full intermediate-school preparation.
Not less than one-half of the time in these vocational schools should
be given to participation in the application of the principles and the
practice of the occupational fields which they represent. The work
should be on a productive basis to develop the skills and the intelligence
of pupils and not for the sake of commercial income. Although the
output required for the education and training of students may be
considerable, a vocational school should not be expected to be selfsupporting.
In addition to studies in related science, problems of management,
problems of the marketing of products, and problems of upkeep and improvement of plant and equipment, the curriculum of these schools should
include applied sociology, studies of community and social life, economics of home and occupation, home and community recreational life,
home and community health problems, and whatever else may con