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.

70 EDUCATIONAL SURVEY OF THE PHILIPPINES

the people of the community, and with the local environment. Furthermore, a superintendent that only has three years growth in him had
better be replaced at once.
The fundamental facts opposed to these considerations are as follows:
First, an administrator cannot possibly work out nev ideas, devices or
arrangements without a period of several years in which they may be
tested and modified. The real fact presented over and over again,
especially by high-school principals, is that there is no incentive to or
even possibility of carrying out useful experiments or modifying the uniform standard plan. Principals are unwilling to start experiments without the opportunity of following them through. If transferred at the end
of one or two years, they are then judged by plans not sufficiently tested.
Certain it is that no more effective system could be devised for preventing the entrance of new ideas or for developing progressive measures
than that of frequent transfers.
THE AMERICAN PERSONNEL
(For several reasons it is important that American administrators and
teachers be retained in the service. Some of them have been long in
the system and therefore carry the experience which has been derived
in building up the system from the earliest days. That the result of
these experiences be kept as long as possible for the guidance of present
practice is important. Through their own education, through familiarity with a successful modern system, operating in a democracy, and
through the special training which they have received, these American
administrators bring to the Philippine schools the results of experience
gained in the States. For a system that has so short a history, this is
essential. Inbreeding through complete dependence upon its own products by a system of such a limited tradition is certain to exert a most
restrictive influence. For more than half a century after modern national status had been achieved, Japan retained the services of foreign
experts. The danger of prematurely eliminating such assistance is well
illustrated in the neighboring country of China. By providing the
training in English the American teacher contributes a third essential
service. For the Philippine system, as indicated elsewhere in this report,
this is a matter of fundamental importance.
Filipinos most familiar with the system are of the opinion that to fill
all administrative posts the requisite number of adequately trained Filipinos is not yet available. Once trained they must gain experience.
This need can be met by developing adequate facilities for training
teachers and supervisors.
If the need and desire for American teachers and administrators in
the Philippine system be taken for granted, the problem remains of
selecting the most suitable for this work and of retaining them in the