1.Democratic educational administration for the Philippine educational system

DEMOCRATIC EDUCATIONAL ADMINISTRATION FOR THE PHILIPPINE EDUCATIONAL SYSTEM BY FLORA KAYE PINERO Submitted In p a rtia l fulfillm ent of the requirements for the degree of Doctor of Education In the School of Education Indiana University February, 1952

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DEMOCRATIC EDUCATIONAL AMUMISTEATION m FLORA MAVE PXMMQ Submitted in p a rtia l fu lfillm e n t of the requirements fo r the degree of Doctor of Education in the School of Education Indiana University February, 1952

Accepted by the facu lty of the School of Education of Indiana U niversity as fu lfillin g the thesis requirements fo r the degree of Doctor of Education, Director of th esis , Chalraan D octoral Committee? / /!k 4 rf(d r/< ^ ^

Hf h ls Is a n m path* h#s@t w ith & if?ieuX ties| hut I t is the path f deaoeittey* * K ilpatrioh 111

jIO EH O W L EM SH T to the Philippine Ctovemaent» for the scholarship and ©^tension® for stay in the United S ta te s, which gave opportunity fo r th is study#, g ra te fu l aetoowledgwnt is made; To Indiana university, fo r the graduate esslstantehlp# appreciation la expressed; To hr* Eeleigh v* H olnstedt, sincere thanks are due# fo r a double debt of gratitude fo r the wise counseling during the E | year® of graduate study# end fo r the cons tra c tiv e and expert guldens* of this dissertation* Bloonington# Indiana F* I* ?• February# 19i£

TABLE OF CONTENTS Chapter Page IMTKOPUOnON x PAET 1. THE PHILIPPINE ©3UCATXOHAL SYSTEM I . THE COUNTRY— A BACKGROUND 1 Geography . , . « ...................................... . . . . . 1 4 The P e o p le , . 11 to H isto rica l Sketch 23 XI. THE ORGANISATION OF THE PUBLIC SCHOOL SYSTEH . 28 m Elementary Education 5? Secondary Schools ss Higher Education . . . . . . . . . . . . . . . 63 Special S c h o o ls................... . ................................ The Philippine Educational Ladder: A Summary • 68 I I I . PUBLIC -SCHOOL ADMINISTRATION The Department of Education . . . . . . . . . . 70 The Bureau of Public Schools . . . . . . . . . 73 The General Office . . . . . . . . ................... 76 The Field Force . . . . . . . . . . .................... 85 90 k Resume . . . . . .................... . . 94 IV. PUBLIC SCHOOL APMINISTRATION—OTHER CONTROLS . Support of Education ...................................... . . 94 The Pupil . . . . . . ................ . . . . . . . . 102 The F ilipino Teacher 105 V. SUMMARY............................... ... ...................................... 114 PART I I, DEMOCRATIC ADMINISTRATION VI, EDUCATING FOR DEMOCRACY , ....................... . . . 124 VII. A HEIN:TERRRETATION OF DEMOCRACY , .................... 134 v

Chapter Page Viewpoints on Bemocmoy..................., * . * , ♦ 134 139 Modern Conceptions of d&mqrms 151 166 Im plications fo r Education 167 170 V III, HELPED STUDIES OK DEMOCRATIC AM W 1STRAT10N 193 200 Studies of the Process of Administration , Studies of Principles of Adisinistratlcm * , 201 Studies by Professional Organisations * , . Conclusions Derived from Studies ♦ * # « 208 214 ix . p rin c ip le s o f democratic administration . , 219 223 Democratic Administration Defined ................ 231 The Democratic P rinciple ............................... 238 The .Principle of Equal Opportunity * * * , 241 The Principle of Adaptability . , ................ 247 The P rinciple of Authority and R esponsibility 252 257 Principle of Effectiveness 261 286 X, THE ADMINISTRATION OF* EDUCATIONAL FUNCTIONS :78 Support of Education Building, Equipment, and Supplies * * * % 284 The Teaching Personnel # • « « « * « ■ * 288 Educational Control , .................... . 288 Administrative Management . . . . * 289 295 XX* BUh-AnY PART III. iallDSEMOCRATIC PATTERN FOR PHILIPPINE EDUCATION XII. THE PRINCIPLES AND THE PHILIPPINE PDUCATIQHAl 3TJ>TER........................... , <\"huppert of Education Building, Equipment, ana Supplies , . . The Teaching Personnel . ........................ Educational Control Administrative Management.......................* A fr ikDUvA'IxOni!-L • •»*••«•** Vi

Chapter Pag© D ecentralisation of Control 296 The Role of the Organised Teaching Profession . 318 The Role of the School in the Community , * * * 381 The Scope and Support of E d u c a tio n .........................338 :|V. TIE RECOMMENDED PROGRAM................ * ............................359 D ecentralisation of Control and Organisation . 340 The Organisation and Scope of Education * * * * 342 Support o f 'E d u c a tio n ................... ♦ ** ........................343 Implementing the program 344 Vistas Ahead . . . * * , * * * « * < * , * . * 546 BIBLIOGRAPHY................... 349 APPENDIX........................... 364 Appendix M Calendar of Reports Required of Superintendent® ............................ 363 Appendix B: Commonwealth Act No* 566 , , * * . 373 Appendix 0; Act No* 74 « • • • • • « * . • < # • 378 Appendix R: C onstitution and By-Laws of the Philippine Public School Teacher*s Association 586 v ii

LIST OF TABLES Table Fag© 1*. Primary Ourri©ulum ( Double-Single-Session Pro­ 28 gram) . ....................................... 29 2, Primary Old (Two-Session) Plan fo r Combined 30 Grades One and Two 4 . 35 3*, primary Old (Two-Session) Plan fo r Combined 43 Grades Three and Four 46 53 4* Interm ediate Curriculum (One-Class-One-Teacher Plan or Program) ............................ 5*. Secondary C entral C urriculum ............... * • . • . 6* Mew Four-Year Secondary Trade Curriculum * * . . 7.. Bevised Sec® te ry A gricultural Curriculum , . . v ili

LIST Of FIGURES Figure Page X. The Philippine Educational System « • • 64 £* The Line of Authority . * . • ♦ * * * « 71 3* The Bureau of Public Schools , * * * * 77 lx

xmomoTXQi'i A n a tio n s »oat Important resource and p o ten tial wealth are the future c itiz e n s , tide children* Their train in g as c itiz e n s in a. democratic sta te w ill depend to a large extent on the q u a lity and kind of experiences th at they have and the ch aracter of the school clim ate they ex­ perience them in* An autocratic* p a te rn a lis tic educational adm inistration of schools can hardly re su lt in an environ­ ment conducive to the p ractice of the democratic way of l i v ­ ing* the P hilippines has avowed i t s e l f committed to the democratic form of government as expressed in the Constitu­ tio n of the Philippines* Our so c ia l in s titu tio n s are pat­ terned a f te r those of democratic countries and* y e t, the lin e of au th o rity emanates in the direction from top to bot­ tom with ra re ly any p a rtic ip a tio n from the bottom, which is a t once a v io latio n of the p rin cip le of democracy that those who are concerned and have a share in a democratic a c tiv ity should have a voice in the planning* Led by the incumbent D irector of Dubllc Schools, Benito Pangillnan, F ilipino educators are becoming aware of the short comings of the organization and adm inistration of the educational system', of the schools, to share in the re h a b ili­ tation of the country*s war-shattered economic, so c ia l, and X'

c u ltu ra l life * In 1950, the D irector sal&i The Impact of community needs and problems, including those of the nation and the world, should penetrate the curriculum or otherwise reo rien t its contents * • . The re o rie n ta tio n of classroom organization and p ra ctic es along democratic p rin cip les should be stu d ied and explored more fu lly • * * i M other educator claims th at i f democratic processes w ill be introduced in to the system* because of author!tar-* ian concepts that have prevailed fo r h a lf a century in the system, and because of the s t r i c t , negative d iscip lin e of the personnel re la tio n s h ip s , progress w ill be slow* He con-* eludes that? \"This is p a rtic u la rly true In the classroom * . * But everybody is honing th a t the democratic way of g e ttin g things done w ill .qejim into the various phases of Philippine education . , * ^ Here, then, is an urgent need for Philippine educa­ tio n . Things cannot g e t done by hoping, e sp e c ia lly not democracy. The urgency of the hour is a form ulation of p rin cip les o f democratic adm inistration by which to guide the e ffe c tu a l program of reorganization for the dem ocrat!sation ^P angillnan, B enito, MBasic P rin cip les of the Commun- ity School,\" jM U pt'lne Jo an n a of MimtifflB 29j6, Ju ly , 1950. ^Bernardino, V itallan o , \"New Education in the P h il­ ip p in es, \" M u eatlonal Leadership 8 tl2 1 , November, 1950. xl

of th© educational system* To achieve democratic adminis­ tra tio n of the school©# thei*© must be a pre-coneelved plan, of ways and techniques of learning the democratic way of doing things and working a t i t continuously and w ith a w ill. This study has three fundamental purposes: (1) an analysis of the organisation and adm inistration of the Philippine educational system, (2) a c r it i c a l review of re­ la te d l i te r a t u r e w ith the aim of e sta b lish in g and reformu­ la tin g c e rta in b a sic principle© which may be used by those adm inistering the public school system in the Islan d s, and {£} a recommendation o f & new design fo r a democratic ad­ m inistration of the Philippine public schools. The many p rin c ip le s and processes of democratic ed­ u catio n al administration were in v e stig a te d In the re la te d research and l i t e r a t u r e . Considerable work has been under­ taken on is o la te d problems of democratic school administra­ tio n , on the nature o f democratic p ra c tic e s , on c e n tra liz e d school system s, and on d ecen tralized o rg an isatio n of schools. However, no previous research has been discovered th a t en­ deavors to democratize ce n tra liz e d school systems by the ap­ p lic a tio n of some of the best democratic p rin c ip le s and techniques u tiliz e d In decentralized systems, The data has been co lle c te d from various w rite rs on educational adm inistration, educational theory, and p o litic a l xii

science. Other sources are the reporta of school surveys, school r e p o r ts | c ir c u la r s , memoranda, and o th er data fro© the Bureau of Public Schools, and the school laws of the Philippines* Mo experimental work is reported by th is d is­ s e rta tio n . The method used is b a s ic a lly th a t of a n a ly sis, sy n th esis, and reasoning* based on the sources examined* The study of the P h ilip p in e educational system is lim ited to the public-supported schools adm inistered by the Bureau of Public Schools. The S tate U niversity and the p riv ate schools and colleges in the country are not w ithin the scope of th is in v estig atio n . The author does not pose to know a l l the answers or to deal w ith a ll the aspects of th is complicated and m ulti­ faceted problem of the democratic adm inistration of schools. This study, as i t w ere, only leads in opening up the way and to reveal v is ta s of what can be done so th a t those who are becoming increasingly concerned w ith the e ffe c tiv e ad­ m in istratio n of education in a democracy, and p a rtic u la rly fo r Philippine democracy, w ill want to fin d the answers for themselves. x lii

SYSTEM

1 CHAPTER I TOE COOHTRY— A BACKCHOOHD when the P h ilip p in es became the possession of the United S ta te s , the American government decided to make the Philippine® *a show window o f dem ocracy/ a country hereto­ fore unheard of and to many a common man a n o n en tity in the map of the world, what manner of people are the Filipinos? Modem educational theory hold® that to b e tte r understand a ch ild , h is background, his patterns of thinking, Ms behav­ io r, his reaction* to situ a tio n s, his lik es and d islik e s, a l l must be taken in to consideration# Since both physical and s o c ia l environment v i ta l ly a f fe c ts man, a knowledge of the country.or the s e ttin g , as I t were, the people them­ se lv e s, and the h isto ry o f th e ir p ast experience* and stru g ­ g les is e s s e n tia l m a frame of reference in gaining m in­ sight of the chief instrum entality of transm ission of th e ir c u ltu re , th e ir educational system* Therefore, a b rie f de­ scrip tio n of the country, a discus®ion of the people, and a h isto ric a l sketch of the Philippines Is here presented as a background and the lo g ic a l s ta rtin g point fo r the study* Geography The lan d * The P h ilip p in es, p o e tic a lly c a lle d the HPearl o f the Orient,*1 i s an archipelago of 7,803 islan d s

o lo cated In a s tra te g ic geographic p o sitio n some 600 m iles southeast o f Asia, w ith in the tro p ic s and north o f the equator, commanding the p rin c ip a l trad© routes lin k in g the P a c ific c o a st o f America w ith the f a r East* the country has a to t a l area o f 1X6,000 square m ile s, about as larg e as Ita ly and s lig h tly la r g e r than Great B ritain# I t is geo­ g ra p h ic ally divided In to three main p a r ts , namely, Uison, Vlsay&s, and Mindanao; bu*on in the n o rth , where the se a t of the c e n tra l government i s s itu a te d , i s the la r g e s t (40,314 square m ile s); while Mindanao, the next la rg e s t (36,906 square m iles), In the south, with her extensive virgin lands, is sparsely populated, the settlem ents mom g en e rally hugging the seaeoaete; and the Visayas, between Luson and the yet undeveloped Mindanao, are a c lu s te r o f islan d s having areas ranging from a l i t t l e over 1,700 to 5,000 square miles,. Resources* A tropical mountainous country, the Philippines are rich In natural resources, most of which are s t i l l undeveloped* The agricultural p o s s ib ilit ie s have not m yet been exploited! 11Only one-seventh of the land Is un­ der cultivation but according to experts three-fourths of the land w ill eventually be turned to a g ricu ltu re,11^ The e sse n tia lly Malaysian flo ra is luxuriant end var­ ied; the marine fauna i s one of the most abundant known; iL sw ls, A* C .t “The U29E9CO Mission to tne P h ilip p in es,* EM MLM m m m 31*133, November, 1949,

fo re s t w ealth Is. in hardwoods, In f a c t , more than h a lf of the land area Is covered w ith fore etc in which valuable tim­ b e r i s found*& m ineral deposits o f g o ld , chrom ite, manganese iro n , axe extensive and l i e id le w aiting to be tapped; the p o te n tia l water.power ample fo r both domestic and in d u s tria l u t i li s a t i o n remains unharnessed****#!! these p o te n tia litie s and n a tu ra l w ealth could be fu lly developed and w ith carefu l planning, would support a population of as many as 100 m il­ lio n people* The.usable wealth a t present Is derived p rin c ip ally from a g ric u ltu re , the c h ie f products being r i c e , sugar cane, coconuts# abaca (hemp), and tobacco* The p rin c ip a l foods of the popple are fis h and rice* Other in d u stries co n trib u tin g to the w ealth of the nation are mining# fis h in g , and home in d u stries* The Islan d s export copra# desiccated coconut# abaca, tobacco, ra tta n fu rn itu re , and rubber, four of which are a g ric u ltu ra l products* Other exports axe gold and sugar in pre-war clays the islands* b ig g est money-making exports* p l i c a t e * X» the P hilippines, the clim ate is more o r le s s uniform, and the year is divided Into three seasons: the cool dry season, c a lle d the temperate .months, from November to February; the hot dry season from March, to June; and the rain y season from July to the end of October* In

4 sp ite o f the fa c t th a t the archipelago la deep Is the tropica between the la titu d e s 40 4o!i M and 21° ?* B, the sig h ts are seldom imoomfortable, ra re ly going over 100° r , even during the hot season* The clim ate la soothing* g en tle to work in but easier to lo a f In* The People The -population* The population o f the Philippines has increased rapidly-'since 1905* .The follow ing estim ates according to the census show the in creases; 1905 ~ ~ 7*6 m illion 19E8---- - 12*5 m illion 1959 - - * 16*0 m illion 1940 ** — 10# 0 m illion The b ir th ra te i s high* and w ith the progressive health ser­ v ices and sanitation* the death rate Is gradually going down*• The expanding population i s no cause for alar® to the F ilip in o s* unlike the Indians and the Chinesef because Hhe islands oan e a sily support a population of at le a s t f i f t y BilllOII. ”3 R acial flroupfi* O ffic ia lly , the people are c la s s ifie d under two ca te g o ries—the C hristian and the non-C hristian. Except for the N egritos, the people belong to the brown race, although there are white, yellow , and Mroestiso,MI . e . , 3Lewia, o&. o i t ** p. 123.

of mixed lineage#' The ©ore im portant.C hristian groups, c la ssifie d according to the d ialects spoken, ere the Viaeyans* Tageings, Xloeonos* Bicola * Paispangsns, Cagayanos, Pang&alimns, end ^amfeala* They ere the o ffsp rin g of the blending of the . Malays* Chinese* Spanish* and toer i m m * The non-C hristian groups are the Mohammedan F ilipinos* more commonly called the Mows; the page© Malaya as the Igorots, Ifug&o* Bontoo; and the aborigines of Hie Islands* known as the Negritos, About SO per cent of the people are Homan C atholics. Some 2*000,000 mm Agllpayans * an. offshoot of Catholicism; 600*000 are P ro te sta n ts; Moslems o r the Moroe number 700*000; 625*000 are pagans; o th er O riental re lig io n s number about 6 0 ,0 0 0 .4 Claeses &£ neoale* Although the F ilip in os are Malayans * there Is m caste system in ,th e P h ilip p in es; the d istin g u ish in g lin e i s w ealth, One c lass is a group of wealthy and educated F ilipinos* the upper stra ta * th© e l i t e of the Islands* Another group la made up o f the .tens* which make up the bulk of the population. Between the ftlite and. the tao there Is a growing middle .class of small landowners* merchants, and government employees* One of the pioneer American teachers makes.the following observations Before the islan d s had p reotioally no middle Philippines*Me d ito ria l* yime 58:52* November* 1951

8 eX&si* A map .was o f the a ris to c ra c y ®r o f the prole­ tariat* But education In le s s than three decades has created in 'the Philippines a large substantial middle c la s s , and has a t the aaiae time raised no small number fro& 'the lower classes to the statu® of the so-called upper c la s s .& language. the people, who f o r the most p a r t under­ stand one ano th er, iro n ic a lly enough in E nglish, a foreign language, are m u ltilin g u al, having about 8? non-Intercommuni­ catin g d ia le c t# , on® o f which, Tagalog, was proclaimed by P resident Queson on December 30, 1057, as the \"national lan ­ guage of the P h ilip p in es* w But the o f f ic ia l language and the .language o f in s tru c tio n in the country i s English, to ­ day the P hilippines l a , in e ffe c t, the th ird la rg e s t English- apeidcing country in the world.® In 1957, an Englishman re ­ ported to the LfiBflae, fX m is . . . English is becoming the .^ngpa franca of a .country th a t would otherwise be a babel o f fo rty - seven s ic d iffe re n t d ialects . . . the fa c t remains th a t only fo rty years ago they were a heterogeneous group of Malay trib e s * . ♦ liv in g fo r the most p a rt a p rim itiv e and i l l i t e r a t e ex isten ce. , * . the re su lts are s t a r t l i n g * . ♦ Almost h a lf of the population can speak a form of English th a t is both in te llig ib le and grammatical . . • The American teachers have succeeded in tra in in g the Filipino® to give concise and accurate expression to th e ir thoughts. f S polley, M. E ., \"The Public-School System in the P h ilip p in e s, H School and Society 3G: 544.-045, October, 1929. ®Bem a te in , David, ^he Philippine, s tp ry . p. 19. ^Education in the P h ilip p in e s,” ed ito ria l, School and Society 43*189, February, 1937.

? lAAtuMX* Considering the fe et that only 5 per cent o f th e population were l i t e r a t e when the United S tates took over the P hilippines fro© Spain In 1898, the general increase of lite r a c y r e f le c ts the progress made by the P hilip p in e public school system* The percentage of l i te r a c y in the Philippine® wee 50 p er cent in 1930, which was much higher than India*® 9.5 per cen t and was comparable to Spain*® 47.2 p er c e n t, Mexico*® 40#7 per cent, and Portugal’ s 52#2 per cent,® The census taken in 1948 reveals an Increase o f ap­ proximately 3 m illion in,population! but lite r a c y remains b arely over the 50 p er cen t mark, however, s t i l l the h ig h est in Southeast Asia.® L iteracy in o th e r Asia tie areas is ; Malaya, 32 p er eentf Indo-China, 15 per cent} and- Indonesia, 8 per cent# economic. How g re a t has been the socio-economic progress of the islands? faking into account the condition in the country a f te r the Spanish-American war, o r comparing the existing conditions with the current conditions obtain­ ing in o th e r O rien tal c o u n trie s, I t is g en erally conceded, th a t the progress mad# by the F ilip in o s along socio-economic lin e s has been phenomenal. B etter standards in food, c lo th ­ in g , and housing} Improved h e a lth and san itatio n } modern roads ^Lorenzo, C# i t . , P h ilip p in e L iteracy; 1903-193?,** P h ilip p in es. v o l. 1, no. 7 , p# 140, February, 1942. $ 11The P h ilip p in es,* e d i to r ia l , Time 88:34, November, 1951.

8 and public wotfts; wider education also ch aracteriz e P h ilip p in e development* BuW p y ia» lttve l i f e s t i l l p e r s is ts in the moun­ ta in fastnesses and in ru ra l communities, with th e ir super­ s titio n s , ignorance, antiquated customs, and ancient f e s ti­ v a ls in v iv id c o n tra s t to the &Berie&n~ltfee c i t y l i f e o f the towns and e ltie s * Under the new government,- th e ric h got ric h e r, the poor poorer. In 1936, President Quezon, In one of his public speeches, said: ' th e P h ilip p in es tea undoubtedly made g re a t s trid e s both in the f ie ld of p o litie s and of economics during the l a s t th ree decades* P o litic a lly . * * we are an alm ost autonomous government!® , * * Pconomt- oalljw thue n a tio n a l w ealth has increased g re a tly . v?e have accumulated, too, considerable progress in sani­ ta tio n , in education . * * and we have also acquired th e , modern -conveniences o f life * But th e -main benefit ■fllftilgfi M ,k t o most JCfflgftrtohle progress are the' ric h M i k middle c la s s * the rich can liv e In extrava­ gant luxury * . . th e middle c la ss have a tta in e d * * , the comforts of present day c iv ilis a tio n * th e ir sons and daughters am b e tte r fed, b e tte r clothed, b e tte r educated ♦ • * receiving the b en e fits of higher in­ stitutions* Mow the F ilip in o wording man, however i l l i t e r ­ a te , re fu ses to b e lie v e th a t some * * * should liv e in luxury and plenty while others In d e s titu tio n and mis­ ery, l l 1'he socio-economic sta tu s of the people has Improved since the American occupation, but a herculean task confronts !®ln 1936, the Philippines was a Commonwealth under the United States* The country became independent in 1946* u M«p.P.a &m o & S s s s i l s i I t e M M sisM a JiM S m - aiealoner l a 1M IM liaaiiiea* 1937, pp. 39-40.

9 the people th a t demands f i r s t p rio rity * e sp e c ia lly during th is post-war period* Paul lr* Molutt, formerly United S ta te s High Commissioner to the Philippine &* in reviewing the con­ ditions In the islands a f te r his v i s i t in 1946, described the co u n try .as * * * * a .la n d ravaged, b ru talised , burnt over, destroyed,.econom ically crippled, psychologically shocked,.and physically.devastated* The Americans have a truism that you cannot keep a good man down* Of e l l the O rie n ta ls who have the ©oat teeriaan«lik© outlook on l i f e , end something of the Imper­ tu rb a b ility of the E asterner, the F ilipinos picked up the w ar-shattered pieces of th e ir live® and calmly went behind the plow, c a st out th e ir fishing n e ts, sharpened th e ir b u ild in g to o ls , o r stood behind desks and counters again* iiur&X l i f e , in the m idst of our modern power-machine age, resumed I t s simple handicraft economy conspicuously devoid of the elementary labor-saving devices* Social u n re st* In Luzon and in a few o th e r-is la n d s , there is ag rarian u n re st due to a considerable degree to the long-standing d is s a tis fa c tio n of the farmers w ith the con­ d itio n s of t h e i r livelihood* Dean Lewie, the Canadian mem­ b e r of the UNESCO Consultative Educational Mis®ion to the P h ilip p in e s, in making & rep o rt of h is o b serv atio n s, expressed x%£itM»«.lQfe Boais; g£ A s $§££ IM S, p. 381.

10 the opinion that th e ten an t far®era are bow beginning to fig h t for th eir r ig h ts, because the war has . l e f t them w ith weapons and a fig h tin g organisation* ■ He l i t t l e doubts th a t Communist Ideology has much to do w ith the u n re st; however, he -claims th a t the grievances of th e ten an t farm ers w ith th e ir small crop shares are real# and fu rth er advisee th at the m ilita ry successes by the government a g a in st them w ill have to be followed by an improvement of the so c ia l condi­ tions* Lew is.is convinced i t w ill be a g reat task* because many o f the people are I l l i t e r a t e and consequently suscep­ tib le to any ideology. Baolal t,salts * The Filipino people possess many fin e r a c ia l tr a its * To ©numerate tomes H o sp ita lity i s p ro v erb ial and boundless to the extent of in a b ility to refuse a frien d ; fam ily t i e s are very strong, almost feudal In method of man­ agement and oar©' of t h e i r own; love o f freedom* r a c ia l pride* and s e lf- re s p e c t are among the most potent of the m otivating lim its* The people are aggressively ambitious# young and old having an unquenchable p re d ile c tio n fo r education. Like most people* they have th e ir weaknesses* too* The people are highly em otional, e a s ily fe e l In su lte d and h u rt, and w ill keep a grudge fo r long* Broadly speaking# the people are too lite ra l-m in d e d —an innocent remark or an SiS*# P- 124*

11 arge&eiit 1$ ascribed more seriousness or meaning than might be intended* the 'Spaniards used to abuse the people under them, c a llin g %hm .laasy and in d o le n t, yet tbe F ilip in os w ill work hard and s te a d ily ; u n fo rtu n a te ly , u su ally only when ma­ te r ia l remuneration is In sight* Although geogm phically and r a c ia lly Oriental in blood and b i r t h , c u ltu r a lly , th e re lig io n , form of government, language, id e a ls , and a sp ira tio n s o f the F ilipino people are m an ifestly Western* as an outcome o f nearly 400 years of co n tact w ith Spain end alm ost.half a century of American tu­ telage.** An H is to ric a l Sketch When on J u ly 4 , 194$, the United S tates proclaimed the Independence of the 'P h ilip p in es, the F ilip in o people achieved t h e i r fo u r-cen tu ry -o ld dream o f freedom fro© fo r­ eign domination* They have traveled a long way aa a. people since the tin e Magellan \"discovered* the P h ilip p in es on March 16, 15B1* In order to fu lly appreciate the national development o f the P h ilip p in e s , a concise review o f i t s h is to ry ha® r e le ­ vancy here* The h is to ry of th© country can be divided roughly in to four period®! (1) pre-Spanish days, (2) Spanish **Benitez, Francisco, ‘‘Educational Progress in the P hilippines/ A M I M Z I M S M M m i m M S g flS i p. 12.

is domination, (»*?} American sovereignty, and (4 ) post-war and Independence. Bre-Spanish .days. Previous to the advent of the Spaniards, th e.F ilip in os had © c iv ilis a tio n and cu ltu re of th e ir own. They were a simple people .who worked the f ie ld s and b u ilt on the h ills id e s the famous extant ric e te rra c e s , classed among the wonders of the world; they wore silk and cotton clo th es and wrought gold ornaments and liv e d in houses-^*evidences that they were not savages, as the Spaniards had dubbed them. They had c e rta in concepts of government, a s t r ic t .moral code, a re lig io n , a God known as B athala. and a w ritte n language.1$ .According to t&ldo, b p ro fesso r of Philippine history? writing existed among the pre-Mfegtllanle Filipino® . . . . almost a l l the n a tiv e s, both mm and women, w rite In th e ir own d ialects* . . . fo r a pen they need a .sharp-pointed, piece of Iron. . * . and fo r paper they used the bamboo oanes. wood, barks o f tr e e s , and leaves o f p lan ts and palms,*® A th riv in g commerce w ith the neighboring countries of China, Japan, India, and the East In d ies, according to au­ th e n tic Chinese accounts, was flo u rish in g , being mostly done by barter* Fro® the amalgamation o f the c u ltu ra l leg acies of I s o l d e , G. ?*, *Ancient Philippine C iv ilisa tio n ,'1 In Encyclopedia g f tfe FMilPPinea * vol. 10, pp. 71-104, edited by 3U M. Galang and Osla s C aiilo. 16Ihig. > P. ©9 .

13 In d ia, China, and Arabia w ith the c u ltu re of the early peo­ ple o f the isla n d s, there emanated the pre-3panlsh c i v i l i s a ­ tio n of the islands* In 1571, the F ilip in o s f i r s t mounted th e ir hoiMwa&de cannons; they mad© gunpowder even before Magellan shot a t them.with i t , ^ Then the Spaniards came* .Ferdinand Magellan, the famous Portuguese n a v ig ato r, s a ilin g under the Spanish fla g in search o f a western route to the Spice Is la n d s , stumbled onto the P hilippines end claimed the Islands -for Spain in 1521* wherever- they landed, the Europeans were hospitably tre a te d and e a s ily accepted as frie n d s at f i r s t , but when the Spaniards attem pted to levy trib u te and subjugate the people*of tin y H&otem is la n d , the n ativ es w ith their arrows and boles met the in v ad ers, who were repulsed, and Magellan f e l l under L&pul&pu*® bole. gp&fflah.domination.- the defeat of the Spaniards a t the hands of the \" b a rb a ria n s d id not discourage the Spanish felng* Various expeditions m m se n t to the P h ilip p in e s, b u t i t was not t i l l 1660 th a t the f i r s t permanent colony was e sta b lis h e d in Cebu, and not t i l l 1670 was Manila conquered. By 1600, however, Spain was to complete co n tro l of the Is ­ la n d s, which were named Philippines a f te r P h ilip I I of Spain* ^S lm p io h , ^ d e r i c k , “Return to Manila ,* Hat lonal M s& m m M tb i4 u * 1940.

Immediately a f t e r the cobquest, trib u te s were lev ied on the F ilip in o s and t h e i r lands were given in fnooralen.das. >3.8 h e . i larg e p arcels, o f land together .with tlie people on the land, to o f f ic ia ls and favored Spaniards* The system was characterized by c ru e lty and greed, subjecting the people to a.no b etter le v e l than slavery* The Spanish p riests de­ stroyed native litera tu r e and arts and tr ie d 'to change the n ativ e character to a c e rta in extent by oppressive means**8 Aside from the wars with foreign powers such as the Chinese, Portuguese * Dutch, and English who a ctiv ely contested her rig h t to the archipelago, Spain had her hands fu ll in the Philippines* Throughout■the period of almost four cen tu ries of,Spanish m isrule, re v o lts fla re d up which to re Just as quickly snuffed, but the ru le rs never quite succeeded In putting out the fire of rebellion. The main co n trib u tio n of Spain was re lig io u s and po­ litic a l* Credit.,. in a l l honesty, must be given to Spain fo r h er work in Implanting C h ris tia n ity under Homan Catholicism and in implementing European ideas and methods o f government* She gave the people a long p ra c tic a l experience in govern­ mental forms of the West, perv erted , corrupt, in to le ra n t, o r abusive though they m y have been* Spanish was spoken by some o f the people, but ^ i o n i t e s , m * j2 ll- » P*

15 com paratively l i t t l e e f f o r t was exerted by e ith e r friars o r o f f i c ia ls to in cu lcate knowledge? although-as e a rly as 1800* two co lleg es were estab lished, p rin c ip a lly fo r the ch ild ren o f the Spaniards. Primary instruction undertaken by the p r ie s ts was crude and intended only to teach the people to be able to read th e i r prayers and catechism# Sporadic a t ­ tempts at reforms in the government and in the education of the people re su lte d in affra y s among the Spaniards them selves, w ith l i t t l e re s u ltin g good accomplished* L iberal Spaniards in the e a rly decades of the n in eteen th century made serious e ffo rts to organ!*© a system .of public schools, but the pro­ g ressiv e Heducational law o f 1883 was never put in f u ll op­ eration, The Educational Decree of 1888 provided fo r the establishm ent of a complete system of public schools w ith elem entary, aacondary, and c o lle g ia te schools? i t provided fo r the establishm ent of normal schools? i t decreed th at Spanish was to be the language of in stru ctio n ? i t s ta te d the method o f government control of the schools. On© o f the present educational leaders in the Philippines has this to say about the schools of the pasts During the Spanish regin© schools were few and feeble by any reasonable standards * . * How many of them did we have fo r the 10,000,000 F ilip in o s? The ric h had fin e schools In Manila and o th er big towns, -O&lzona, Ehearn acton, J lils tp ry gf th© Education 1b the P h ilip p in es. 1563-1930* p. 95,

but e m u those schools served not m much to prepare the rich youth fo r true citizen sh ip in m enlightened society as to ©tress th e ir privileged positions ♦ * . ^ from 1872 to 1897, F ilip in o s , mostly Fillpino-Spaxileh o r Fillpiito-Ohine©# “mestizo*1 son® who by reason of th e ir b ir th were able to gain m education (p a rtic u la rly those educated In Europe), urged reform© both In the government and in the church* The reform movement re su lte d in wholesale a r r e s t s , l i f e Imprisonment, and quick executions of those who were looked upon as the leaders* I t mm a t th is p erio d , when the people had risen in widespread re b e llio n ag ain st the Spanish government, th a t the Americans appeared on the P hilippine sc©ne. ^ fte r nearly four centuries of Spanish ex p lo itatio n , the country became an As©rloan possession, The United S tates obtained the islan d s by conquest when she attack ed the P hilippines as a colony of Spain during the Spanish-American war, Spanish co lo n ial government ceased when by the Treaty of Pari® of December, 1898, Spain ceded the P h ilip p in es to the United States* fim v lQ m .sovereignty. The years fro© 1898 to 1901 are known a© the American M ilitary period. United S tates troop® in larg e number® were sent to e s ta b lis h and maintain t wM),nawn, rtnw>iiiii*l»ii^,» w f II.1 '*iiw.m—***\"\"*I,Mn *»nm,MW»wu*rw*,i«,m.ni■' m»iUi«n»wm, ■ .......................... ......................... . ^ M a rtin , Balnmelo, “The Public Schools—P hilippine Democracy* s F ir s t Line of D e f e n s e School and Society 60s 250, October, 1948,

17 peace and ©r&tr In the Philippines* which was then in arms ag ain st the Americans- Because the F ilip in o s had success­ fu lly revolted against Spain ( a ll the provinces being is P h ilip p in e hands and only beleaguered■Manila being under the Spaniards who were malting overtures fo r peace when the Americans a tta c k e d ), the people *resen ted the terms of the tre a ty th a t gave them a new s e t o f masters**^2 War wm declared ag ain st the United S ta te s , but the in su rre ctio n was quickly put down, and w ithin a week of American occupation:such educational in s titu tio n s as were already in existence were reopened. Bagley, commenting on th is unusual procedure.by which a dominant people co n tro lled a su b ject people, says* *Fer the f i r s t time in h is to ry , edu­ cation not exploitation held the central place in a conquering n atio n ’s plans fo r governing i t s conquered possessions. C iv il government was Inaugurated on Ju ly 4, 1901, w ith William B, fa f t m the f i r s t American govemos>general* Under him and o th er strong and fo resig h ted men as Governors Wright* Forbes, and l a t e r Henry 8Unison, considerable co n stru ctiv e work was accompli shed—a public school system patterned a f t e r th a t of the United S ta te s was organized, a census taken, a 22L e w is , C lt. , p* 125. ®&B«gley, w, C ., wwhsre American Idealism Has Paid R ea listic D ividends/ 2JSML iM SaSlSH 61s 147, March, 1945.

ia ju d ic ia ry i n s titu te d , eurrm&f s ta b ilis e d , public works com­ menced* and h e a lth serv ic e in itia te d * All these were fe a s ib le m a ©oiisetfuenoe o f the in tro d u ctio n of the school system and the employment of American t e a c h e r s *2^ who by t h e i r in s is te n c e on the d ig n ity and worth of the individual and o f equal ju s ­ tic e fo r a l l , American o r F ilip in o , did more to win the sup­ p o rt of the common people, create good w i l l , and to remove distrust than any other measures undertaken to am eliorate the conditions In the Islan d s, Simplch,■one of the f i r s t American teac h ers, on retu rn in g to the country a f te r fo rty years ex- claimed* 1 was dumbfounded a t the transform ation* But I was not prepared fo r a l l the hard smooth country road®, the concrete bridges, modem, lumbering methods, big gold mining camp®, ©echa&ifced p la n ta tio n machinery, modern schools, nor most of a l l , fo r the change in the people* 2b The f i r s t step© toward freedom were taken on August 29, 1916, when the done® B ill wm passed by the United State® Congress, giving the F ilip in o people a more autonomous form of government* The American governor-general remained the head ©f the s t a t e , but the people were given the franchise to e le c t a Senate and a Bouse* There was g re a te r employment 2%ood, I , M#, ^Education in the P h ilip p in e s, a Pre­ cedent in Educational Reconstruct ion,*’ ffehool and Society 60s44, J u ly , 1944* 2&31siploh» \"what/Luzon Means to Uncle Sam,\" National Geographic Magazine 87:305-332, March, 1945*

o f 'F ilip in o s in t ! ^ government s e rv ic e , and. by 1921, 96 per cent o f the government employees were F ilip in o s and 4 per cent were Americans. November 16, 1935, marked another epoch in the s tru g ­ g le fo r ie lf* d e te m ln a tio ia , when by v irtu e of the Tydlngs- McDuffie Act, the P h ilip p in es became b commonwealth* A ll the o f f ic ia ls of the country were elec te d by the people, the United S tates retaining sovereignty over the country in the person of th e United S ta te s High Commissioner. Six years o f peaceful end com paratively successful commonwealth ad m in istratio n under President Quezon was i n t e r ­ rupted by the course o f world events th a t was to teach the P h ilip p in e people the p ric e of lib e r ty . Being s t i l l under the American sphere of in flu en ce , the P h ilip p in es was a t­ tacked by the Japanese on December 8, -1941. The combined P h ilippine and American forces a t Bataan held an m m y ap­ proxim ately fiv e times th e ir number a t bay fo r four months, and a fte r the surrender of the m ilitary , the F ilipino c iv il­ ians took up the re sista n c e movement, taking to the h i l l s or pretending a dense s tu p id ity In the non-cooperation a c tiv ity against the Japanese, and organising the g u e rilla operations. By 1942, n ev e rth eless, a l l larg e co a sta l lo c a lit ie s were un­ der enemy Ju risd ictio n * The intense h atred o f the F ilip in o s for the Invaders Is imputed to the devastation of the country and the excesses everywhere* R eca lc itra n t c itiz e n s were

castig ated w ith fire and bayonet, c itie s razed to the dust as re p ris a l fo r b elligerence, sick and starving captive so ld iers were forced to march from Batam to Capas, In the Infamous \"Death March# rt But, o f course, to r© 'w e re c o lla b o ra to rs. On October 10, 1943, a puppet government was s e t up, the F ilip in o s were granted \"independence and the Philippines was made a fu ll-fle d g e d member of t o G reater East Asia.Co- P ro sp erity Sphere*\"28 severe shortages in food and clo th in g developed, and t o circu latio n of t o w orthless Japanese currency, d e risiv e ly c a lle d *%lckey-Mouee money\" by t o F ilip in o s, resu lted in a fabulous inflation* Meanwhile, a F ilip in o gov©rnment~In-exile in Washing­ to n , !>*€*■, worked assiduously fo r the deliverance of the i s ­ lands. In October, 1944, P resident Sergio Oemena, escorted by General Douglas MacArthur, landed on Leyte, s ta r tin g a new era in the determined struggle toward freedom. Post-w ar .and independence. A fter lib e ra tio n from Japanese su b jectio n , the whole P hilippine archipelago was a chaos of hunger and m isery, d estru c tio n .and d iso rd e r, and low morale. Through t o help of the United S ta te s In the form of the P h ilip p in e Trade Act, the P hilippine R eh ab ilita­ tio n Act, RFC lo an s, t o United S tates Amy r e l i e f program, r e lie f supplies and material®, together with the w ill o f t o gS B rltsanlag apflk of Jhe X m z Ig .ll, p. 544,

21 people to survive* I t took the F ilip in o s barely two years to be on the road to recovery. The c o lla b o ra to rs were t r i e d , law and o rd er re sto re d , schools put in to o p eratio n , a g ric u l­ tu re and business revived. On Ju ly 4, 1946, a f te r ex a c tly 425 years of fo reig n domination, the Philippines was proclaimed an Independent n atio n . The lin e s of the organization of the P hilippine Government c lo se ly d u p licate the pattern o f the Halted S tates, w ith the President aa the ch ief executive, a b i­ cameral le g is la tiv e body c a lle d the C o n g r e s s , con sistin g of the? 3enstfce and the House of Representatives, and a ju d ic ia ry , Even so , in the fu n ctio nal operation of the government, the two d if f e r diam etrically, the government of the United sta te s being generally decentralized whereas the government of the P h ilip p in es Is highly c e n tra liz e d . The country i s a democ­ racy, but i t is a representative b u reau cratic democracy. There are 50 provinces which are divided in to towns or munic­ ip a litie s , the l a t t e r fu rth e r subdivided into small ru ral communities called b a rrio s . Although there arc pro vin cial boards and municipal councils or c ity councils in the case of chartered c i t i e s , there is not the Quantum o f powers be­ tween the n atio n al and lo c a l governments as found between the federal and s ta te governments of the United States. The lo c a l governments are essen tia lly administrative u n its to

ca rry out th e measures emanating from Manila* The C o n stitu tio n of the P h ilip p in es proclaim s th a t a l l men a re equal* The P hilippine Government and the people a re faced w ith problems o f a growing republic some of which are s t i l l the afte rm a th s of the war, problems t h a t must be met w ith f o r e s i g h t on<3 wisdom I f i t is expected to do more than merely scratch the surface of economic, s o c ia l, and p o l i ti c a l e q u a lity . I t m m t be adm itted th at much o f the progress under the American tu te la g e and l a t e r under inde­ pendence ha® been s e t back by the war* I f the a s to n is h in g stamina m d moral courage of the F ilip in o s during the Jap­ anese occupation are m y sign a t a l l of tbs fu tu re , then despite i t s mistakes and Inadequacies, there is hope fo r th is democracy in th e O rie n t. That w ill become of the P h i l ­ ip p in e s depends on how well the people have learned th e ir lesson in democracy from America. ^ L w i e , £&* o l t * * p. 124*

OHAPTEIt I I THE OfflJtffZZATXOtt o r THE p u b l ic school system The C onstitutlori of the Philippinee d e f in ite ly pre­ scrib es th a t *the ftovernment sh all e sta b lis h and maintain a complete and adequate system of public education, end s h a ll provide a t le a s t free public primary In s tru c tio n , and c i t i ­ zenship tra in in g to ad u lt c itiz e n s , All schools sh all aim to develop moral ch aracter, personal d isc ip lin e , civ ic con­ science, and vocational efficien cy , and to teach the duties of citizenship**^ The re a lis a tio n of th is c o n stitu tio n a l mandate is promoted through a system of schools affording opportunity fo r a ch ild to progress from the f i r s t grade through the university in public-supported schools. The foundations of the present educational system 1. were la id early during the American regime o rig in a lly fo l­ lowing the design of American public schools# The system has undergone many stages in the process of i t s growth since i t s inception and is the result of continuing experimenta­ tio n and reconstruction. The sim ilarity of fe atu res now be­ tween the American and Philippine public school systems are hardly discernible. Among the important fa c to rs th at have Influenced the type of education fostered in the Philippines are: lC onetltutlos &£ 1M Philippines. A rticle XIII, Sec. S.

1* The organization o f the schools by the .American M ilita ry regime begInning In 1698 th a t s e t the ton® o f the Ameri­ can p ro je c t in the P h ilip p in es—of f a ith in e f f ic ie n t schools to train a people fo r the f u ll resp o n sib ilities of modem democracy! 2* The enactment of the Philippine■Commission Act Mo, 74 on January 21,. 1901 , c a lle d the organic school law, which provided-for the organization of e centralized* fre e , sec u la r public school system comprised of a th ree -y ear prim ary, a th re e -y e a r intermediate, and a four-year sec­ ondary course; $ It also provided f$ r the creation of the Department of Public In stru c tio n 0 l a t e r changed to the Bureau of Educa­ tio n and now known m the Bureau of Public Schools; The p rin c ip a l aim® were the development o f a s e lf - governing people through popular education and nto pro­ mote a common la n g u a g e / English; 3, Reorganization of the courses of study in 190? by the Bureau of Education, among which was the lengthening of the primary grades to four years 4* The passing o f the Jones haw in 1918, reorganizing the Philippine government and among other th in g s creating the Department o f Public Instruction to which was given the supervision of the Bureau of Education; 5, Evaluation of the educational system in 1925 by the Mmvm Educational Survey Commission* I t s conclusions vigorously attacked the highly cen tralized system and the detrim ental concomitants of centralization; 6, The promulgation of the C onstitution o f the P h ilip p in es in 1935 which s e t fo rth educational p o lic ie s such as sta te control of a l l education, complete and adequate system of public education, free primary education, 2Alzona, Enoam&olon» A ... . .&£ IE M £Ml.inninej.t jfififcJLggfl., P« 3®9* ‘Atkinson, f . w*, ttThe Educational Movement in the P h ilip p imn ess,* Report of the of Education, vol. 2, p. 1330. 4&lZOB&f <gg. o l t * , p. 201*

25 citizen sh ip training for adults* and the edua&tlon&l objeetlvea; ?• The enactment of the Educational Act of 1940s intended to solve the y early *school crisis** by abolishing grade seven and in s titu tin g half-dmy sessions In the primary school• The measures were designed to place primary education w ithin the reach o f the la rg e s t possible num­ ber of school children; 8* In v e stig a tio n by the J o in t Congressional Committee on Education whereby the members o f the le g is la tiv e body went to the people and asked them what they thought of the educational system;® 9* The P ro sser Survey sponsored J o in tly by the P hilippine Government and the Rockefeller Foundation which surveyed the vocational schools re su ltin g in le g is la tio n s on vo~ oati ona1 educat Ion p 10* Evaluation by the UNESCO Consultative Educational Mis­ sion to the P h ilip p in es In 1949, which found exactly the same weaknesses as those c r itic is e d by the Monies Survey Commission in 1928—high degree of cen tra lisa tio n t need fo r decentralisation* need fo r trained te a c h e rs, b e tte r f a c i li t i e s * and a more adequate fin a n c ia l support*® As i t opera tea a t present* the system of public schools under the Bureau of Public Schools provides fo r (1) a six-year elementary school* (2) a four-year high school, and (Z) co llag e courses of two to four yearsf t o l a t t e r leading to a Bachelor*a degree* Other schools m aintained by ^Commonwealth Act bo* 586, HAn Act to Provide fo r the Revision o f the System of Public Elementary Education in t o Philippines Including the Financing Thereof* * 6Complete re p o rt of t o Committee has not been pub­ lished to date* ^FresBoza, F* ? • , E sse n tia ls o f the F h ilip o ine Educa- ilaH B l § M !W * P* W * ®R«evea* F. w*, chairman9 UNESCO* Report of the Mis­ sion M MB Fhlllpsin.es * 1949*

the government besides those under the Bureau o f Public Schools are the U niversity of the Philippines and the P h ilip p in e Normal College* Elementary Education The elementary schools con stitu te the backbone of the P h ilip p in e school system and hold, over 95 per cent of the country*® school population, of which approximately 76 per cent are In the primary grades and only about 18 per cent are in the Interm ediate grades*® The *free p u b lic primary in stru ction 11 la by law compulsory fo r a l l c h ild ren of school age, but the compulsion I® ra th e r on the p a rt of the govern­ ment to provide f a c i l i t i e s and accommodations fo r the over­ flowing number o f ch ild ren that flock to be adm itted in to the public schools each, year* while in American elementary schools there are eig h t grades, the elementary schools In the P h ilip p in es are mad© up of six grades divided in to a four-year primary school and a two-year interm ediate school* The primary school. Children are adm itted into the primary grades a t age seven* P rio rity In e n ro llin g grade one c h ild re n , however, la given to the e ig h t- and nine-year- olds over the seven-year-olda in the event of over- © figures are derived from the data furnished by the o ffic e o f the D irector of Public Schools as of 1949#

27 enrollm ent*2$ t^hloh is always the case in so f a r as the p r i ­ mary schools are concerned* As a r e s u l t o f the Educational Act of 1940, primary school ch ild ren atten d only h alf-d ay sessions o f 160 minutes p er day, on© c la ss atten ding In the morning and another c la ss In the afternoon under the same teacher* fills is known as the double-aingle-session plan, under which plan the Depart­ ment o f Education s e t 40 p u p ils per c la ss as the maximum* Thus a teach er in the primary grades meets 80 p u p ils a day* In case of congestion, an emergency plan is used whereby on® teach er w ith a. c la ss o f 60 pupils as a maximum uses a c la s s ­ room only in the morning, and another teacher w ith another c la ss u t i l i s e s the room in the afternoon, hence accommodating 120 p u p ils in one room* Table 1 gives the primary curriculum showing the ab­ breviated periods of the double-slngle-aessIon program, Table 2 and fa b le 5 show the programs used before the war in the primary schools, when there was over-enrollm ent. ^Bureau of Public Schools [Circular, no, 21, ear, 1941, \"Minimum Entrance Age,\" llDenartment Me^praMum, no, 23, eer. 1946, \"Maximum Enrolment In Elementary and Secondary C lasses,8 in L o m l Baals &£ Philippine Education by P ris e lla Manalang, p, 361.

TABLE 1. PEIMABT CfiEBlCIJLifM {BOUBIFWSINGLE- SESSION PM0OKAM)# Subjects Httffibcr of isinutes Im r sessio n Opening exercises 5 Hem.ding and Phonics 30 Language and S p elling 30 A rithm etic 20 Music and w ritin g 20 Social Science 20 N ational Language 16 Free p erio d , Including Fr®~ 20 M ilitary Training* Physical Education and H ealth P ra c tic e s Total 160 # Batm obtained from the D ire c to r, Bureau o f Public Schools* NOTES: Teach the .Philippine n atio n al anthem during the f i r s t days of school* This anthem is to be sung each day a t the opening of every session* The o rig in a l words o f the anthem should, o f course9 be used* BeMlftff Is to be taught two period® of 15 minute® each in Grades one and two and only one period of 30 minute© in Grades th ree and four* Ite lftl ,^PClli.ng are to be taught in c id e n ta lly ; the f i r s t in connection w ith Beading, the second w ith Languag- 'Music is to be taught three time®, a, week and w ritin g two times a week during the f i r s t semester* Reverse the time allotm ent a t the beginning of the second semester* J a S i S i m m & « 1 U lnolurie H ealth £&iflsM.on &nd. S te r - meter Education*

TABLE 8, PRIMARY OLD (TW0-SES3ICB) PLAN COtfBDTED SHADES ONE AND WOt Period Minutes With the teacher Seateork m m im ?;4S- 7:50 5 Opening exercises Both grades 7*50- SilO 2 0 A rithm etic* Grad© 1 Arithmetic, G r a d e ! 8s 10- 8?30 20 A rithm eticf Grad© 2 A rithm etic, Grad© : S$SO** 0 j 50 £0 S ocial S tu d ie s,* Social Studies,* @850- 9s05 Grad® 1 Grad© 2 15 BEGESS 9 s05- 9**25 20 S ocial S tudies, •Social S t u d i e s , Grad# 2 G rad# 1 9 5 2 5 - 9 : 4 5 20 Language, Grad# X Language, Grad© 2 9:45-10:05 20 Language, Grade 2 Language, Grad© 1 10s 05-10 S.25 20 Phonics and Heading, Phonics and Read­ Grade 1 in g , Grade 2 10:85-10:45 20 Phonics and Reading, Phonics and Read­ Grade 2 in g , Grad© 1 Total 160 AFTEHKOON 20 Music, both grades Reading, Grade 2 15 Reading, Grad# 1 .Reading, Grad® 1 2 :3 0 - 2 :5 0 15 Reading, Grad© 2 20 n atio n al Language, 2;50- 3:05 3:05- 3:20 both grades 3;20- 3:40 15 Art Education, 3{40- 3:65 both grades 3:56- 4:10 15 w ritin g , both grade© 4:10- 4:30 20 Physical Education, Total both grades 120 tO rta obt*ine<3 from the Director, Bureau of Public Schools. •iasM iles Includes Health i duopitIon and Character Kdu- a & ilsB .

30 TABUS 3. PRIMARY OLD (TWO-SESSION) PLAN TOP. COHI3IKZP SHADES THESE AND TOUR# Period Minutes With the teacher Seatvrork MOHKIfflJ 7j46- 7 ; 50 © Opening e x e rcises, Phonics and. Heading 7} 50- Ss 10 ' both grades f%JX-Y4*rf3AitJUfi? •* SilO- St50 8s 50- Si 50 20 A rithm etic, Oracle 3 Arithmetic*. Grade 5 8* 50- 9; 05 20 Arithmetic*. Oracle 4 20 IIat l m al Language * both grades 15 RECESS 9s06- 9sE5 20 Phonics and Reading, Arithmetic* Grade 4 Orade 3 9*05- 0:46 20 15 Phonics and Reading* Phonics and Reading 9 i45-10t 00 80 Grade 4 Grade 5 10i 00-10i 00 20 writing* both grades Social Studies, 10i 20-10i40 20 Social Studies,** Grade 4 io i4cwii:00 Grade 3 Social Studies, Social Studies,* Grade 4 Grade 3 Art Education Grade 3 dism issed (2 days a week) Music (3 days a week) * Grade 4 Total 196 AFTEHNQOK 2:50- 2:50 20 Heading* Grade 3 Heading* Grad© 4 2:50- 5:10 20 Reading, Grade 4 3:10- 3:20 10 S p e llin g , both grades Reading, Grade 5 3520- 3:40 20 Language* Grade 3 Language* Grade 4 3:40- 4:00 20 Language, Grade 4 Language* Grad© 3 #Deta obtained fros the Director, Bureau o f Public Schools. ♦*3oolal Studies includes Health Education end Ofas.racter Education.

TABLE 3* ( C o n t in u e d ) Period Minute® With the teacher Sea twork 4}00* 4s 20 80 Art Education *#f (2 Teacher’ s choice * 0.ny® a week) Grade 4 Mu®to, (3 days a week), Grade 5 4 j20- 4:40 20 Physical Education, both Total 150 grade® Grand Total 326 f t Art. E-ducat lop Is to \"be taught two times a week and Musio three times a week during the f i r s t semester* Hewers© the time allotm ent a t the beginning of the- second semester* By comparing Tables 1* Zf and 5 with regard to the len g th o f periods of in s tru c tio n , under the o ld plan of com­ bined grades one and two o r th ree and fo u r under the same teacher* the children in the primary grades and intermediate grades w ent to school morning and afternoon and spent 280 and 326 minutes* re sp e c tiv e ly , in school* At p re se n t, the school day is a l i t t l e more than h a lf th a t o f pre-war days. Dis­ sa tisfa c tio n with the double-slngle-sessicn plan has been voiced from many q u a rte rs . Heaves, chairman of the UNESCO Consultative Educational Mission to the P h ilip p in es, says: Over-crowded classrooms* half*day sessions fo r primary school p u p ils and the elim ination of grade sev­ en, a l l in te rfe re s e rio u s ly w ith the development of an

32 e ffe c tiv e program o f elementary education* M artin, one of th e educational lead ers o f the country, also decries the leg islations The e f f e c t o f th is pre-war penny-wise blow may not yet be fe lt* in education we do not n o tic e the e f­ fe c t or defect of any le g is la tiv e reorganisation u n til l a t e r « . * the p upil must o ften f i r s t become a mm o r woman before you r e a lis e the d efect of hi® education . . * By no toom pedagogical acrobatic© can you give the same s a tis fa c to r y teaching serv ic e in- s ix j m m of almost halved school days which formerly took you ©ev­ en years of morning and afternoon attendance#1* Even te a c h e rs, in th e ir o ff-th e -re c o rd co nversations, deprecate the product® o f the *starv atio n * schooling in th e la s t decade, a ll clamoring fo r longer time allotm ent fo r th e ir own subjects# The ten o r of th e ir conversation® runs thus: Language teacher: Our p u p ils don1t even know how to w rite simple sentences w ith c o rre c t s p e llin g and punctuation. Heading teacher? They sta y such sh o rt periods many c m merely go through the motion®, .Arithmetic teaohen I f arith m etic mm a hard su b ject b efo re, i t Is harder now. Elementary science teacher: Their lack of the basic fa c ts 1© p a th e tic , lO peeves, cjjb., p. 18, ^ M a rtin , Dalmacio, *The Public Schools—P hilippine Democracy*© F irst. Line of Defense,* School end Society 68:251, October, 1948* *2Ib ia . . p. 250.

35 The primary curriculum s tr e s s e s the fundamental sub­ je c ts o f read in g , w ritin g , m d a rith m e tic , and a t the same time gives In stru c tio n In music, s o c ia l scien ce, and N ational Language, besides p re-m ilitary tra in in g and physical educa­ tio n —a l l In 180 m inutes, w ith a crowded room and w ith such sh o rt time allotm ent fo r each su b je c t, i t Is v e r ily Impos­ sib le fo r the teacher to attend to the individual pupil* The same m aterial i s used fo r everyone. Learning i s p u rely v e r b a lls tlc j fa c ts are memorised to fee r e - c lte d to the teach­ er* what i s taught is u n related to the experiences of the children! no-provisions are made fo r d if f e r e n tia tio n ; the teacher*s main concern Is how to follow re lig io u s ly the manual* The d is c ip lin e I s s t r i c t ; the teach er is the un­ questioned authority in the classroom, and the children have no p a rtic ip a tio n in determining goals or planning ways and means to ca rry out the purposes determined fey the group o r to- ev alu ate the r e s u lts o f th e i r endeavors* Thp interm ediate grades. P ith the elim in atio n of grade seven, the elementary education of a pupil term inates with the completion o f grades fiv e and six . Upon enrollm ent, the p upil p resen ts h is re p o rt card, c a lle d Form 136-73 duly accomplished. Maximum enrollm ent in the interm ediate grades Is lim ite d to 50 p u p ils per c la s s which meets morning and afternoon f o r a t o t a l of 285 minutes per day.

34 BfrQAUde of the provision *fre e primary in s tru c tio n ,* the elem entary p u p ils do not begin to pay.any school fees u n t i l the f i f t h grade when Interm ediate pupil® are each to pay a m atricu latio n fee of not more than two pesos (an eq u iv alen t o f one d o l l a r 5• Boohs are rented out to the pupils; oth er school supplies are bought by the parents* the general curriculum of the intermediate grades, as shown in Table 4, incorporates a l l th e ,su b je c ts taught In the primary level and fu rth er provides fo r the inclusion of elementary science and the vocational subjects—gardening and in d u s tria l a r ts f o r boys, and home economics fo r g irls # th e p resen t ene-eX ass-one-teacher plan was a means devised to save on the number of teachers per c la ss th a t would have been engaged i f the departmentalized, plan of the pre-war days were u tilised * In some sectio n s o f the country, an a g ric u ltu ra l cur­ riculum Is o ffe re d in the interm ediate grades# The same o n e-clais-o n e-tea ch er plan is follow ed, b u t 50 minutes of elementary a g ric u ltu re and 90 minutes of farm work are added which Includes gardening, animal ra is in g , farm crops, and club work o r ground Improvement# In the Settlem ent far® schools of sp arsely populated re g io n s, re g u la r farm work o f 60 minutes d a lly is performed by the p u p ils both In the primary and intermediate grades, in ad d itio n to the re g u la r courses embodied in the general curriculum of the elementary school.