﻿148 The Philippine Journal of Science 1914 



The simultaneous system consisted in dividing the school into classes or 

 sections and teaching one after another of these. The size of sections 

 depended upon the number of pupils in the school and the ability of the 

 teacher to handle classes. This system was similar to that which is in 

 operation in the public schools at the present time. The system had its 

 advantages on account of the superior organization and supervision which 

 it made possible, but in the time of the Spanish government the general 

 adoption of this system was impossible on account of the scarcity of 

 teachers. Owing to a lack of funds in the public treasury, there were 

 seldom more than two teachers in a town, one male and the other female. 

 As boys and girls did not attend the same schools, one teacher was com- 

 pelled to give instruction in all classes and all subjects. In spite of the 

 many advantages of this system, it was not then applicable to any consider- 

 able number of schools. 



The mutual system consisted in selecting the more advanced pupils of 

 the school and organizing them into groups of monitors, who were taught 

 at different hours by the regular teacher. The instruction of the monitors 

 included both subject matter and methods of teaching less advanced pupils. 

 While the monitors taught the several sections, the teacher went about the 

 room supervising the work of monitors, correcting errors, and keeping order 

 in the school. In the larger schools, this was the most practical system then 

 in vogue, but it was far from being perfect. As the teacher was often 

 overcome with fatigue on account of his arduous duties, it was impossible 

 for him properly to instruct the monitors. 



The mixed system was a combination of the simultaneous and mu- 

 tual system. The teacher divided the school into sections of 15 pupils 

 each, grouping in the same section those pupils of equal knowledge. He 

 then formed, from the most advanced section, two groups of monitors, called 

 first and second monitors, whose instruction came direct from the teacher. 

 One first monitor and one second monitor were assigned to teach each 

 section by turns. The teacher divided his own time into three equal parts, 

 one of which was devoted to the instruction of the first monitors, one to the 

 second monitors, and the remainder was given to the general supervision 

 of the school. The chief merit of this system lay in the fact that it com- 

 bined direct supervision by the teacher with the aid rendered by monitors. 



The training department of the normal school was organized under the 

 mixed system. The pupils of the third year were compelled to attend this 

 department for two weeks. Then the critic teacher in charge of the prac- 

 tice school submitted to the director of the normal school a report on the 

 work of the student teacher, together with his opinion as to the ability 

 of the student to direct a school. 



The following may be said with reference to the movement of classes 

 when the practice school was in operation. The ringing of the bell an- 

 nounced the beginning of the classes. At once the monitors, one first and 

 one second, went to their respective sections. The teacher announced 

 in a loud voice what subject was to be taught; for example, Spanish 

 grammar. Upon the ringing of the second bell, the first monitors assem- 

 bled in an appointed place to receive the instruction of the teacher. At 

 the same time, the second monitors took charge of their respective sections. 

 The time for teaching grammar having been finished, the teacher rang two 

 bells, indicating a change in subjects. At once the whole school became 



