ANNIVERSARY NUMBER 1919 



K 



THE ATHLETIC FIELD AT TEACHERS' CAMP. BAGUIO. WHERE TEACHERS ASSEMBLE EACH YEAR FOR CONFERENCES 



AND RECREATION 



Today the second assistant director of the 

 Bureau of Education is a Filipino and six 

 provinces are in charge of Filipino superin- 

 tendents. 



All public schools in the Philippine Islands 

 are included in a centralized system under 

 the administration of the Director of Educa- 

 tion, who is directly responsible to the Sec- 

 retary of Public Instruction. In the 4,706 

 public schools in July, 1918, were 570,669 

 pupils in elementary grades; 16,221 pupils 

 in high schools; 13,744 Filipino teachers; and 

 356 American teachers. 



Most Philippine school activities are classi- 

 fied either as academic, as industrial, as phys- 

 icaj-training, or as social activities. S'o 

 one of these branches is neglected or over- 

 emphasized at the expense of others. 



The elementary and the secondary courses 

 are patterned largely after those in America. 

 Adaptations to local conditions have led to the 

 development of special features which differ- 

 entiate the work in Philippine schools from 

 the work in American schools. 



As agriculture has been, is now, and always 

 will be the basis of Philippine prosperity, 

 instruction in agriculture receives full at- 

 tention. In 1918,4,023 school gardens and 

 103,780 home gardens were planted by pupils 

 under the supervision of teachers. There 

 were 4,322 pupils enrolled in poultry-raising 

 clubs and 1,260, in pig-raising clubs. Most 

 of these pupils kept record books showing 

 the cost of operation of and the net profits 

 from their home enterprises. In this way, 

 lessons in business management and in thrift 

 were taught, and the schools were brought 

 in touch with the home as never before. 



Financial support and trained instructors 

 are the primary needs of agricultural educa- 

 tion. The Central Luzon Agricultural School 

 at Munos and the College of Agriculture 

 at Los Banos are now turning out trained 

 farmers. The Philippine Legislature ap- 

 propriated for 1918 funds large enough for 

 the Bureau of Education to establish during 

 the school year 1918-19 three agricultural 

 schools with farms of 3,000, 500, and 575 

 acres, respectively, In addition to this ap- 

 propriation, funds were alloted for the en- 

 largement and for the development of three 

 of the farm schools already established. 

 These allotments made 1918 a red-letter 

 year in the history of agricultural instruc- 

 tion in Philippine public schools, and this is 

 only a beginning. The budget for 1919 

 carries appropriations for the establishment 

 of three more provincial agricultural schools. 

 Provinces not having agricultural schools are 



interested in the. establishment of farm schools 

 and Bureau of Education officials will not be 

 satisfied until every province in the Islands 

 has at least one large school in which farming 

 is taught. 



The following extract from an article pre- 

 pared by the Director of Education for the 

 statistical bulletin of the United States 

 Bureau of Commerce and Industry indicates 

 the importance of the place occupied in the 

 course of study by industrial instruction: 



"INDUSTRIAL INSTRUCTION 



"Industrial instruction occupies an im- 

 portant place in the course of study. About 



17 per cent of the total time in primary grades 

 and about 18 per cent of the total time in the 

 general intermediate course is' devoted to 

 this form of instruction. In special inter- 

 mediate courses and in special types of prim- 

 ary schools about half of the time is devoted 

 to industrial work. The following gives an 

 idea of the value of the commercial output 

 of the public schools for the school year 1917- 



18 Embroideries, $12,500; lace $9,000; 

 crochet, $4,500; sewing $28,000; cooking 

 $3,500; basketry, $33,000; hats, $1,500; 



AN EMBROIDERY CLASS IN A PUBLIC SCHOOL SHOWING HOW VOCATIONAL TRAINING BECOMES AN IMPORTANT PART 

 OF THE INSTRUCTION GIVES GIRLS ATTENDING THE PUBLIC SCHOOLS 



BOYS ATTENDING A VOCATIONAL SCHOOL ERECTING A CONCRETE BUILDING 



