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 59

tribute directly to the efficiency of the worker as both a producer and
citizen. The work should represent a well-balanced program of vocational and liberal education. In planning the program of academic
subjects, the work of the usual academic high school should have very
little influence in the selection of subjects. The purposes of the school
should determine the selection and organization of the materials of
instruction.
For the more advanced phases of agricultural education, the chapter
on the University of the Philippines considers the work of the College of
Agriculture and the Bureau of Agriculture.
From the recommendations in the sections of this report on the work
in gardening, stock raising, and farming in the primary schools, the
intermediate schools, the high schools, and the College of Agriculture, a
complete program of agricultural education may be organized. From
barrio school to the College of Agriculture, this program should be adequate to meet the needs of all interested in any phase of farming, rural
leadership, and agricultural research.
INDUSTRIAL EDUCATION
One of the great achievements of the Philippine educational system
is the development of industrial arts or handwork. There are several
features which make this achievement unique. Industrial work forms
a part of the curriculum of every elementary grade except the first.
All pupils, both boys and girls, take such work as a component part
of the schoolroom activity. Trade or industrial schools for the older
boys in the intermediate and high-school grades are found in considerable number. Domestic-science work is required of all girls in the
elementary school and is provided for in the high schools. The industrial work is of a quality that has commercial value. The manual
skill and dexterity developed is of high quality. As with the garden
and agricultural work, the teaching of the industrial arts has contributed materially to the economic development of the community.
What has previously been said of the tendency to develop academic
courses in schools, of the oversupply of professional trained men in a
society predominantly agricultural, and of the need of agricultural and
industrial leaders and craftsmen, gives evidence that the members of
the Board fully appreciate the work already accomplished in this
field and are in full sympathy with this type of education.
The work remains now substantially as it was organized nearly two
decades ago. The original organization was based upon a thorough
survey of the industrial conditions and needs of that time. Conditions
and needs have changed in some respects; but no such study as that
originally made has been attempted in more recent years. In some