OuO today, there are children in Grade VI who do not know the alphabet* teachers inform us * , ♦ i t 1$ with dread and trepidation th at college in stru c to rs await the products of the 1940 Educational Act *• » Some 1140*000,000 are spent each year to cre ate in the country a lite ra te citissenry, the basis of any sound democracy# Under the present system, the country is not getting that lite ra te eitisenry* The common people are slowly being transformed into an almost i l l i t e r a t e mass*© Mi immediate remedy to the situ atio n would be to re store whole day sessions in the primary grades, with 59 other pupils in one room* 160 minutes a day in school, and without carry-over into the home of the school a c tiv itie s or language of in stru ctio n , i t is too unreasonable to expect a pupil with actually an equivalent of only four .years of elementary education to be prepared to do the work in the secondary schools, the foundations of education are la id In the early years, The six-year f u ll day sessions of elementary educa tion, should fu rth er be supplemented with two years of junior high school work* The seventh grade, which was eliminated by the reorganisation of the system in 1940* should be re stored and an eighth grad© added* both to comprise the junior high school. To an overwhelming majority of the Uilipino students, 0Locsin, T. M, * nThe Biggest Diploma M ill,” l U i £ H M 42;3~5* September 15, 1951.
554 a high school education is as fa r as th e ir ambitions or economic a b i l i ty can envision. I f education Is to improve the economic le v e l of the country^ the education available in the high schools should be functional to give those leaving school the knowledges and s k ills to b e tte r th e ir living* I t is not suggested that a ll secondary schools should be turned In to vocational schools* The general curriculum used a t present provides both fo r the cu ltu ral and vocational education of the student. What Is suggested Is th at the vo catio n al courses o ffered in the high schools should not be tre a te d academically b u t should be made p ra c tic a l to- provide actu al work experiences* further,, the vocational courses in the secondary schools should not be uniform throughout the country but they should be adapted to the needs and voca tio n a l demands of the community* There are two teachers colleges and seven normal schools f o r the tra in in g of teachers supported by the govern ment. Yearly these schools graduate approximately 1,000 teach ers, whereas, the public schools alone need 8,000 new teachers to provide fo r the increasing enrollment and to replace the unqualified and those re tirin g from serv ic e.- Id eally , each province should estab lish a teacher-training in s titu tio n o f i t s own.* whenever fe a s ib le , th ick ly 9Reeves, F« r . , MUNESCO and the P h ilip p in e s /1 p. 15, in lead ersh ip in American Education. edited by Alonzo 0. Grace.
populated o r economically able provinces should be stimu lated to establish provincial teacher-training in stitu tio n s. The need i s there and so long as there i b a dearth of te a c h e r-tra in in g in s titu tio n s , i t would appear u n fa ir to blame the teaching force for the low q u a lific a tio n s of i t s members. The pressure of the shortage o f q u a lifie d teachers can be re lie v e d by e ith e r e sta b lish in g more normal schools end teachers colleges or by increasing the number of students admitted to the ex istin g teacher-training In stitu tio n s. Buncort o f education. The scope of the program ju s t discussed w ill require large Increases of expenditure fo r school purposes* The n atio n al dov©rnTOnt cannot adequately carry the burden o f support of schools alone. The people themselves must help educate the children of the country. Hence, the proposed program of education w ill e n ta il a re vision of the structure of support. The problem of financing the public schools has been the moat ubiquitous problem of the system. Since the f i r s t survey of the educational system, the absence of a. d e fin ite source of school tax has been the root cause of the•corre sponding absence of long-range planning in the system. There has never been enough money fo r teacher education, fo r the extension of universal education, for the resto ratio n and construction of school f a c i l i t i e s , or fo r an adequate cur riculum. The present system of fin a n c ia l support which is wholly dependent on the benevolent disp o sitio n of le g is la to rs
536 towards education, g re a tly handicaps any pre-planning for the equalisation of opportunity* Since the war, the suc cessive le g is la tiv e bodies have l i t e r a l l y opened the purse strings fo r educational purposes, nevertheless, the risks involved are too g reat to he l e f t to the good w ill of the leg islatu re* The crying need is fo r d efin ite sources of educational income in the form of a school tax to support the n a tio n 's minimum program* One of the f i r s t things th at has to be done w ill be to delegate support and control of the common schools to the lo cal communities* By le g is la tiv e actio n , lo cal boards of education should be recreated as agencies of the Philippine Congress* They should be le g is la tiv e policy-making bodies with powers to ra ise taxes for the support of education* I t follow s, th erefo re, th a t the national Government should, re turn to the local communities those sources of Income fo r school purposes which were tran sferre d to the National Gov ernment in 1940* In ad d itio n , the communities must be l e f t with sources for t o leeway i f the schools are to be adapted to the needs of the community. Instead of supporting only a l l the primary end muni c ip al interm ediate schools, the National Government should de fin e a minimum or foundation program fo r a complete system of elementary and secondary schools, which w ill be given s ta te support, thus guaranteeing equality of opportunity for a il
337 in stead of assuring education only fo r a group of the peo ple *s children* Appurtenant to financing the foundation program, the national Government should stip u la te the min imum size of school d is tr ic ts in order to provide an ade quate elementary and secondary educational program. The present n ational position-type salary schedule should be revised* The weaknesses of such a schedule work to the detrim ent of the educational program* By the position- type salary schedule, the high school teachers are given a b etter salary scale than elementary teachers, leaving the impression th at the work of the elementary teachers is not as important as th at of the secondary teachers* Further, promotions according to the scale are given by sen io rity . While those with long experience should be rewarded, pre cautions should be taken th a t Incompetence is not put a t a premium. There are o ld sters in the service who are there because they are durable, Just for having nothing b e tte r to do, and though incompetent, are promoted fo r th e ir sen io rity . An equiW ole and adequate sin g le-salary schedule should be devised, in which the same training and the same number of years of experience are given the same salary sc a le , whether one teaches in the elementary or high school. I f the local communities can only meet the minimum requirements of the foundation program, the provincial gov ernments should provide, through appropriations, funds fo r
338 the weaker communities with which to raise th e ir level nearer to the lev el of the b est schools in the province. Since the burden on provincial governments for the schools w ill be in the form of adaptations* t o main support of a provincial normal school on the co lleg iate lev el should be mad© i t s re s p o n sib ility a ssiste d by funds from t o National Government. Where sp a rsity of population or economic d is a b ility exist© In a province so th at t o support of a normal school is not feasible* two or three such provinces should consolidate and plan the support of a normal school fo r the train in g of teachers In th e ir region* t o need of teach er-1raining school© in t o country is so g reat t o t i t cannot wait on the Nation a l Government, which is burdened w ith expenditures entailed by the new sta tu s of independence such as maintaining an army and a diplomatic service. The provinces must provide the means to improve the quality of teachers, fo r in a great measure t o y influence t o quality of t o education of t o children.
339 CHAPTER XXV THE RECOlffENDED FHOCEM The Philippines today is s t i l l in a flux of change a risin g tram the change of p o litic a l status* Sine® the school Is m Integral p art of the lif e of society, the school finds i t s e l f caught in the midst of questioning of the present in s titu tio n s concerning th e ir purposes and methods fo r the preservation of democracy* The school sys tem of the country has served i t s avowed purposes during the f i r s t 60 years of i t s existence* But lik e a ll dynamic s o c ie tie s , the Philippine society is ©hanging, and I f the schools are to serve the new republic, the aims, purposes, methods, and procedures of the schools must change to be consonant w ith the time®. The school of today should have fo r i t s aims the teaching of the democratic way of li f e ; i t must tra in eitiaen a in the a r t of community liv in g ; i t must Improve the community in which i t finds i t s e l f . To accom p lish these purposes, the school and it® adm inistrators have to come out of th e ir Hvory towers8 and work in and through the community and 30la.ee the schools where they belong—with the people* In the new design for the adm inistration of schools, much has been made of the importance of lay control of edu cation# Demo©racy 1® safe when there exists an in te llig e n t public opinion* The public needs to have the facts about
340 education I f i t Is to have an opinion regarding education and to act In te llig e n tly about it# I t is thus necessary to gain lay p a rtic ip a tio n In the support of the schools and to give them a measure of control, fo r people are people where th e ir money is concerned* In addition to the g reater lay p articip atio n pro posed in th is th e s is , the recommended program i s predicated on the p rin cip les of democratic adm inistration th a t were reformulated, vis*, the principle of adaptability, the prin ciple of au th o rity and re sp o n sib ility , and the principle of effectiveness. Conceding the need fo r g re a te r democracy* adapta b ility , effectiveness, and equality of opportunity in the adm inistration of the e n tire educational system., i t is pos sib le through the appraisal of the system In terms of the p rin cip les to show cle a rly where the lin es of action should l i e . The program recommended fo r consideration has three p arts. The f i r s t deals with the decentralization of control and operation} the second with the organization and scope of education} and the th ird with the support of education. D ecentralization o f Control and Organization In order to adm inister the schools democratically, popular and professional control In education should be In creased, Agencies for p articip atio n and channels of
341 communication should he provided, I t Is* th erefo re, rec ommended th a t: 1* the highly c e n tra liz e d system fee decentralized* 2, The Bureau o f Public Schools should provide leadership fo r th® e n tire educational system* I t should relinquish the actual d e ta ils of the operation of the schools to the school divisions* I t should provide competent con** s u lta tlv e and advisory services to strengthen lo cal ad m in istra tio n and to Improve instruction and the educa tional program, 3* A uthority and re sp o n s ib ility to operate the schools on m atters of established policies within, the division should be delegated to the superintendent* The super intendent administers the schools* coordinates the edu cational program, and executes the p o licies of the Na tion al Government and of the lo c a l boards, 4, The Individual schools should be made qsml-autonoaous pn ^ts, The d iv isio n superintendent should delegate au th o rity and resp o n sib ility w ithin established policies to the p rin c ip a l f o r the operation of the school he administers* 5, The lo c a l boards of education should fee revived and granted le g is la tiv e powers* The board Is the educa tio n a l policy-making body of the local community. The superintendent consults with the board regarding the finance© needed by the schools. The boards determine the quality of education to be offered In the schools, 6, P articip atio n in policy-making should be provided for la the organizational stru cture of the division for both the teachers and laymen through teacher committees, the superintendent*a c o u n c il, or citizens* committees, 7, The national a u th o ritie s should exert a minimum of pru den tial controls with regard to standards of accounting fo r public money, health end sa fe ty , provisions fo r buildings and equipment, and protection of the welfare of the personnel and pupils, 8, The ru les and regulations of the Bureau of Public Schools should fee studied and evaluated c r it i c a l l y to relax or remove strictu re© contrary to democratic p rin cip les. £* Control© exercised fey both the national a u t h o r ! tie s and
342 lo cal adm inistration should not v io late the personality and in te g r ity o f an individual* 10* P articip atio n by teachers- a t the national lev el should be provided fo r in the structure of the administration* The te a c h e r1® A ssociation should be in v ite d to appoint members to boards fo r the q ualification and c e r t ificstlon of teachers, fo r the selection and adoption of textbooks, fo r studying and recommending salary schedules* The Organization and Scope of Education Education th at is offered a t the expense of the public must be adequate and effective* To guarantee s. democratic and e ffe c tiv e education, i t is recommended that* 1* The h alf-day session s should be eliminated and whole day classes fo r primary grades should be resto red as soon bb possible* S, Two-year JuM or high schools to Include grades seven and eig h t should foe e stab lish ed m p a rt of the common school .education m soon as funds permit or when fe asib le. I t la f e l t th at six years of elementary end four years of secondary education are inadequate fo r In te llig e n t democ racy. 3. The vocational courses of the general curriculum should be mad® functional and p ra c tic a l, 4. The Bureau of Public Schools should provide leadership and advice in curriculum development* The lo cal schools should develop and determine the content of the curriculum drawing on the resources of the community to adapt the educational program to the community and to the Individual needs of the pupils* 5. The number of te a c h e r-tra in in g schools should be increased to meet the demand fo r b etter-q u alified , teachers. The number of enrollees in the nozmal schools and teachers colleges should be increased. 6* The q u a lity of teachers should be improved through a vigorous in [email protected] education program end through study
on Saturdays, v acatio n s, and off-iiours. 7* The schools should be made into community schools* Re sources of the community should be u tiliz e d by the school. The needs, in te r e s ts , and problems of the community should shape the educative a c tiv it i e s . The schools should im- prove so cial and economic liv in g of the c itiz e n s of the community* Support of Education Equal educational opportunity should be extended to v a l l the ch ild ren of school age and not only to a group of children. I t must be accessible to all* In order, there fore, to secure a g reater equality of opportunity, for the ch ild ren , i t is recommended thatg 1* The boards of education should assume the support of a complete aysto® of elementary and secondary education in the community. The boards must be vested w ith powers to ra is e the money fo r school purposes* 2. The n atio n al Government should define the minimum or •foundation program fo r the complete system of elementary and secondary education, which s h a ll toe supported by the government. 3. The lo c a l communities should be provided fin an cial leeway for adaptations. 4* The p ro v in cial governments should provide funds fo r adaptations to communities who-can only meet the minimum requirement® of the n ational fkve raiment* 5* The p ro v in cial government, where fe a s ib le , should es ta b lish a teacher-training in s titu tio n in the province, or help support a regional teacher-training school for I t s teach ers. The national Government should contribute to the support of the teacher*-train in g school* 6 * A f a i r and adequate aiagXe-smlary schedule should be es ta b lish e d . I t should be adequate to a t tr a c t young people
into the profession and to hold those already in service. Implementing the Program All the p arts of the recommended program to democra tis e Philippine education cannot be put into operation a t once, th a t needs have to be met f i r s t? what steps should be taken? The P hilippines 1© now faced w ith a complete change of status* Therefore, before proceeding to reorganize the sys tem, a prelim inary action to be taken w ill be the reformula tion of the educational objectives in the lig h t of the nm re s p o n s ib ilitie s of m Independent state* In working out the program, the basic objectives must be clea rly stated to guide what la to be accomplished, om of which should be the policy of a democratically-administered universal education, ele mentary secondary, a t public expense. Hence, the f i r s t important step in the direction of g reater democracy fo r Philippine education is the activation of the lo cal boards by national le g is la tio n . The local school boards should foe made q u a si-le g isla tiv e bodies vested with powers to determine p o lic ie s fo r the operation of the local schools. The activ atio n of the lo cal boards serves two pur poses. The most pressing problem of the educational system which has to foe attacked immediately is that of providing school f a c i l i t i e s fo r a g re ater number of children of school
546 age* Upon the a b o litio n of the double-single session, the pressure w ill be even greater* The solution of mmy prob lems confronting the schools w ill be achieved with the bet t e r financing of public education* Tfith the activ atio n of the lo c a l school boards, the P hilippine Congress delegates the support of the schools to the local communities, thereby widening the base of support* Then, too, through the lo cal school boards, the people gain a share in the control and democratic management of the schools* The form ulation of the minimum o r foundation program has to be undertaken simultaneously with the activation of the lo cal school boards* This is a necessary step in order to determine th© a llo c a tio n of re sp o n sib ility for the sup port of the educational program between the national Govern ment and the lo c a l communities* This indicates a reform In the method of school support. A minimum of complete ele mentary and secondary education should be guaranteed* At p resen t, the n atio n al Government supports only elementary edu cation* Secondary education is supported la rg e ly by tu itio n fees from students* F ilip in o parents have demonstrated th e ir w illingness to undergo sa c rific e s in the In te re st of education* However, everybody b e n e fits from education d ire c tly or in d irectly* Consequently, support of education should not be born© only by p aren ts, but the burden should be equitably d is trib u te d and borne by the community*
346 The support of the schools delegated to the commun it i e s en ta ils a neatt step***the delegation of g re ater re* epon slb lllty fo r the actu al management of the schools at the local level* 1’he General Office should delegate to the lo cal adm inistrators powers to act within the established n ational and lo cal policies* Authority and resp o n sib ility must be granted the lo cal administrators to adapt the local educational program to the community i t serves. The preparation of both the administrators and the teachers fo r the new re sp o n s ib ilitie s in democratic adminis- tration should be met,firstly ,th ro u g h a nationwide in-service training in the techniques of democratic processes; secondly, by the application of democratic procedures in the relation ships between the administrators and personnel; and th ird ly , through a reformulation of the content and training of teacher-preparing programs, f is ta s Ahead The path of a democratic adm inistration of schools Is long, and many a weary step w ill be trod before tangible re s u lts can be claimed. All along the way one must be m guard against the temptation to surrender to the easy (fo r the ad m inistrator} ways of autocratic adm inistration when d if f i c u ltie s loom on the horizon. Many hands are needed in the long pull for education
547 In a democracy and a number of things have to he done. The pxoblem of equal opportunity for a l l w ill have to be re solved in conjunction with b e tte r financing of schools. I t is important In th is connection to Improve the economic sta tu s of the country i f the schools are to have the money to invest In q u ality teaching, in good buildings and equip ment, The schools can contribute to a great degree to the betterm ent of liv in g in the community. However, the bur den w ill be lightened when the c itiz e n s are made to feel and to be stockholders In the community schools, w© must try to draw In more and more c itiz e n s to p articip ate in the education of the people to lay a wider foundation for the ex ercise of responsibility* M y stru ctu re is stable in pro portion to I ts base* The democratic way Involves relationships among peo ple who work together In common concerns* The democratic processes must function within the adm inistration and pro fessional organizations. I t muat be clearly obvious in the relatio n sh ip s within the school system, between adminis trator and teach er, between teacher and pupil, and in the associations between the school and the community* To make the community schools a f a c t, teachers and adm inistrators must b eliev e and liv e and p ractice democracy. B etter tech niques of in stru c tio n , b e tte r school environment, and more educational finance© w ill av ail l i t t l e unless a bold change
348 1® undergone in the present thinking and a ttitu d e of ad m in istrato rs and teachers toward each other and toward the community# In these day® when clashing Ideologies are combating fo r support from the masses, i t is imperative that the c i t i zens know what democracy Is worth* ^rom experience i t has been learned th at only a f te r a prized object which has been taken fo r granted.1$ l o s t th at i t Is missed. The children in the schools and the people In the communities must be given worthwhile and sa tisfy in g democratic experiences and liv in g which w ill be fought fo r when taken away from them.
349
350 BSBLXG&MPHY Ab&da, Esteban E*, rt0M@m i ®log the Foundations o f Our Edu ca tio n a l System/ 1 lo u m al g£ Education 29:7G, August, “ “ Adams, Robert &., XM Mfy&tXoz &£ RmiX® | a Democratic agd Atf&aittflkffi -|Q.Mal C ii^ t e s , Doctor1! dissertation, belaud S ta n fo M W lw riity , Stanford University, O&lif*, 1945, typed. M m Ml Jttft ,®£ iS12# Bureau of Prim ting, Manila, 1954, rev, ed, Alsbtta, Sueamumloti, A Mastery of Education in JJ*© p h llln - .pines 156.5-1931 b U niversity of the Philippines Press, M a n ila ,1932, American Association of School A dm inistrators, qehool Boards ,ip Action, twenty-seventh Yearbook of the American A ssociation of School A dm inistrators, National Educa tio n Association, Washington, I), C ., 1949, Anderson, William, JJJjg; Unjts of Government :,lp the S t a t e s * P ublication no* 0 8 * P u b l i c A dm in i s t rat ion Ser v ic e , Chicago, 1942, Atkinson, Fred W*, Mfhe Educational Movement in the P h ilip p i n e s / Bsport of Jhe .% n is.slo M r jof M u m tlp n , vol* 2, U*S* Bureau o f Education, Washington, D.C., 1902, Babcock, Mildred B*, .Democratic fe Educational Administration and' Qupervision* Doctor1® d isse rta tio n , U niversity of Hew York, iSw Ybrk, 1939, typed. Bagley, William 0*, *’v'here American Idealism Has Paid R e a l i s t i c D i v i d e n d s ,** Spjhool ffl§ .SO-Cl-^tY 61:147-148, March, 1945* Barr, W, H*j Burton,. A. S*j and B r u e c k n e r , L* S ., .B & m riiM m » D* Appleton-Centu ry Oompany, Inc*, Hew York, 194?, Batho, M a r s h a l l 0*# *fhe Hole of the Federal Government In Education/ in Leadership ^11 ^Eftcan Education* Pro* o e e d i n g s of the Cooperative Conference fo r Adminia- tra tiv e O fficers of Public and Private Schools, 1950, pp. 109- 114, edited by Alonso 6. Grace, The University of Chicago P ress, Chicago, 1950*
351 B enitea, Francisco, \"Educational Progress In the Philip- Pines** In A S eries S i EftP.r.8 on fM lloolne Progress, pp. 1-18, The I n s titu te of P acific R elations, Manila, 1951, Bernardino, Vit&ll&no, \"New Education in the P hilippines, “ Educational Leadership 8:1X9*122, November, 1950, Bem ays, Edward L*, jl& £g>£ nomocracy. The Viking P ress, Hew fo rk , 1940, B ernstein, David, The Philippine S tory, F arrar, Straus and Co., Mew fo rk , 194?. Bewley, Luther B ., M M Z l* m ^ o .tp r &£ M3ija.li.2iU 122£» Bu reau of P rin tin g , Manila* 1925. Bisson, O liver H., P articip atio n ojg School Personnel in Adr ibin is tra tio n . Bo'ctor* a d iiB ertatio n .\"W iv e rs lty of Nebraska, published by the author, Lincoln, Nebr&eka, 1939. Bode, Boyd H*, ..Bemoeracy j&g, & wax Mt L ife * The Macmillan Co., Mew York7l9481 Book &f JJij 1944, pp. 545-545, Encyclopaedia Rrit&nniea, tn e* , Chicago* 1944, l £ ,l|anni.c,a look of Jhe Yj§r jg jg , pp. 501-582, Encyclopaedia B ritannica, I n c ,, Chicago, 1948, ■ Bureau o f Education, The Service Manual. Bureau of P rinting, Manila, 192?. Bureau of Public Schools, \"Minimum Entrance Age,\" filro u ijr» no. 21, sex*. 1941, Bureau of Public Schools, Manila, 1941. \"Regulations Covering the Selection of Students for Admission to Normal Schools, to the Teacher's Cur riculum of the National School of Art® and Trades, and the Philippine School of Commerce,\" J21rc.uLt£i no. 9, ser. 194?, Bureau of Public Schools, Manila, 1947. Burke Arvid J . , Financing Public Schools, in IM lsS S ta te s . Harper and B ros., Hew York, 1951. G illie , Francois 8. , .C entralisation or Decentv& U zM lm ^
■352 Doctor1a d issertatio n * Contributions to Education* no* 780, Te&chere College, Columbia University* New York, 1940* \"CItiaens Committee in Action*\" School Executive 71;91* 98* January* 1952* Clemente* T ito , \"A Report on the Third Year of the Ilo ilo Ex* peri ment 2BISS1 Si. E&uca11on 29;584; 635*034* ’A p H I7T 3M 7 Cocking, W alter D., \"Schools Belong to the People,\" The School, Executive 71; 40, January* 1952* £tJfe& E M M w M m * A rticle XXXI. Correspondent of the London Times * \"Education in the Philip* pines*\" School end Society 48;188*190* February, 1937, Counts, 3-eorge S ., Jhg iQSAgA HCVhmarr»llesct &S crr>iib n*earr»’' s*a SQnovsns, lew fo rk , 1954, Cubberley, Elwood *2 ,, Public Education l a 1M Unitea S ta te s* Houghton M ifflin Co., lew York, 1919. Davis, Daniel R ., and Hosier* F ret w** The Challenge of Schop1 Beard Membership. Qhartwell Bouse* I n c ,, Hew York, Department Memorandum, \"Maximum Enrolment In Elementary and Secondary Classes*Mno. 25, ser* 1946, Department of Education* P hilippine Government* in Legal Basis of P hilippine Education. by P r is c illa Manalang, Master’s dissertation* University of the Philippines, tosson City, Philippines. Department of Supervisors and Directors of In stru c tio n , IE £&& P rac tice s*. Eleventh Year book of the Department o f Supervisors and Directors of Instruction* Rational Education Association, Wash- ington* 13*0*, 1959* leaders fo r Education, A Report of a work-Oonference o f Professor© of Educational Adsin1 stra tio n , 1947, mw York, 1947, Dewey, John, \"Democracy in Administration,\" Tlementary School 4;193-204* December, 1903. naocrac.v apd Education. The Maomill&n Go., Hew York*
353 1916, MEducation and S ocial I te Social Frontier 3:238, May, 1937, M s j M and Culture * 0. P. Putman1n Sons, Rcto York, 1959, Meducation I s the P h ilip p in e s,* e d ito r ia l, School and Soc ie ty 45;189, February, 195?* \"Education In the P h ilip p in es 99 ffiohopl ffffd 224, March, 1946 Educational P o lic ie s Commission, The Purposes of ________ I n _ •rJ^gan Democracy, National Education Association 'aid the American Association of School A dm inistrators, Washington, 0*0., 1938. Thp ..Structure .and A dm inistration of Education ;*' National Educational Association m& the American Association of School A dm inistrators, Washington| P .O ., 1.958* the. Wi^ygf &£ R ational Education As so ciatio n and the American Association of School Ad m in is tra to rs , Washington, B.C., 1940* the m S t Z£2S ’, Ha— tio n a lE m ic e tio n Association and the American Assoc ia tio n of School A dm inistrators, Washington, P.O., 1941* E l l io t , A lbert w ,, S M s ta tu s the i$®o,o*»a,t..ie i& saj the Field of School Administration* Doctor’s fiiaser- ta tlo n , Ohio S tate U niversity, Ctoluwbue, 1931, typed. Encyclopaedia B ritans lea * vol. 1?, pp. 785-735, Encyclo paedia B rltaunloa Co., Ltd*, London, 1940. gpg2.cj.0.p.e.^g S t I t e £ft.inP,ia,Eg.l> vol. XO. pp. e d ite d by Zollo F. Galang end Camllo O slas, Vera and Rons Co., M anila, 1936. Extern, E lain e, “The Schools as C itadels of Democracy,l! JB\" erloan School Board Journal 121:51, 96, Itovernbeip, 1950. F o rw m lt, Russell J . , \"Problem Children: School V TOiM* / School and Society 66:316-320, October, 1947. .
Frssnosa* Florencio ?♦ , 1p..ieMLaL& of the P hilippine %du- jpatji^n.^1 System. AMvm Publishing House# Manila, 1050* \" Gibson# Robert E, # ffrla e lp le s * Techniques, m a Organla a t ion o£ BsBoera.tlc School^ and Their Halation to. Evolving Democracy* D octor's d is s e rta tio n , Lelan& B ta iiro m lE iv e rsiti, Stanford University, Calif*, 1949* (livens# W illard E* # \"The Challenge of a United Profession/* R ational Education Association Journal 28:103, April# 1939* Grace, Alonso Or*, e d ito r , Leadership in American Education, Proceedings of the Co-operative Conference f o r Ad m in istra tiv e O fficers of Public and P riv ate Schools, 1950, The U niversity of Chicago Press# Chicago, 1950, Gullek, Luther# \"Notes on the Theory of O rganization,* in ffatwxa m i m a s^ p a s a l m b W j & £m1 m .> pp* p-4&» e d ite d by Luther Guliek and L# Urwick# I n s titu te of Public Administration# Columbia university# New York, 193?* *Science# Values# and Public Administration #H in Pa- uqre ffi tM science g£ ^d m in lstratlo p , pp. 191-195# edi te d n y E u t her flulic k and L* fJrwlck# I n s titu te of Public Administration* Columbia U niversity, New York# 193?. Guliok, Luther and llrwtck, h*f e d ito r a# Papers on the .Science of Adm inistration» In stitu te of Public Administration, Columbia' U n iv ersity, Hew York, 1937, Kagman* Harlan L* # l&e Adm inletration o | Public Schools * Mcdraw-Hlll Book Co*, Inc, # New York# 1951, Hanna* Paul B* * \"Th® P hilippines—Meeting of East and • e s t / ' P h ilip p in e Jo u rnal of gduoatjoM 20:9, 58-60# Ju ly , 1950. Harding# Samuel B*, Selected orations l l lM l m i l n g American H isto ry * The Macmilian Co*, Hew York, 1909, Hayden # Joseph Halston# P friliaalflM t The Macmillan Co., Hew York, 1942* Kolostedt# Baleighw*# f i s c a l C ontrols,\" in Some Problems.
in >ohool Prepared for the Fublio Education Finance Committee of the national C itizens Commiesion fo r the Public Schools by the National 'Conference of Professors 1b Educational Ad- m in istra tio n , Washington, D. C.> 1951. Problems in School Adm inistration* B ulletin of the School of Education, vol* 24, no# 1, Division o f Re search and Field Services, Indiana U niversity, Bloom ing ton, 1950. State Controls of Public School Finance * B ulletin of the School of Education, vol. 16, no* 2, Cooperative Research, Indiana. U niversity, Bloomington, 1940* Hopkins, Thomas, \"Said a t C leveland,w napion MMr ,socsiatlon Journal 2S;1Q2, A pril, 1939. In te ra c tio n ; The Demoerotic Process. D. C. Heath, Boston, 1941* Horace Mann-LIncoln In s titu te of School Experimentation, 3ul.a* to stua» aafl acperlmentatlon In CoQseretlvs Flaanlna in Education« Bureau of P ublications, Teach ers'College# Columbia U niversity, New York, 194?. Isidro, Antonio, .Erlas.lplea a t Education ma.US-2 M JM Philippine®. published by the author, Quezon C ity, P h ilip p in es, 1961. John. Dewey Society, |h e f i r s t Yearbook of the John Dewey Society, edited by william H. K il p a tric k , D. Appleton-Century Co., In c ., Hew York, 195?. ..Democracy and the Curriculum. Third Yearbook'of the John Dewey Society, edited by Harold Bugg, t).\\ Appleton- Century-Croft® Co., In c ., New York, 1939. K ilp a tric k , william 0 ., Education for g Qlmging Civ.Lllna tio n . The Macmillan Co., How York, 102?* \"John Dewey's N inetieth Birthday, 11 F rogreatlyi Edu cation 2?j51, October, 1949. e d ito r, ,The Teacher and Society* F irs t Yearbook of the John Dewey Society, D. Aopleton-Century Co., In c ., Hew York, 193?.’ ,' - ■rJ Koopaan, George} Ifl e i , A llse; end Mlsner, Paul J .,, apfcOorae: if i Sa& iai A a s la litr a tlo n . ». A.ppleton-Oe» tury TSo. ,
556 X a e ., Mew York, 1945* Lewln, Kurt B*; L ip p itt* Ronald; and whit©, Ralph K., \"Pat tern s of Aggressive Behavior in Experimentally Created Social Climates, ^cm m oi o f Social Psychology 10: 271-299, May, 1939* Lewis^.A* G* | Hfhe UNESCO Mission to the P h ilip p in e s / Phi Delta Ksepgm 51:122*12©, Movembsr, 1949, L llle n th a l, David B*, TVA Democracy op. the If&.rp.h* Pocket Books, Mew York, 1945. bocsin, Teodor© II#, \"The Biggest Diploma M ill,* Philippines fre e Pres,s 42:2-3, September 15, 1951* Lorenzo, Cesar M-., wPhilippine L iteracy: 1903-1937/ P hil ippines , vol. 1, no* 7, p* 140, fe b ru a ry ,-1942* McGrath, E arl , quoted by Elaine Exton in \"The Schools as C itadels of Democracy/ American School Board Journal 181:51, 98, November, 1950. Manalang, P r is c illa S ., Basis of Philippine Education* M aster1s d is s e rta tio n , U niversity of the P hilippines, Quezon C ity, P h ilippines, 1950* Man&l&e, G abriel B ., *Bflueatlon for Peace and International Understanding,* School and Society 86:537-539, No vember^ 1947. M artin, Balm&oia* \"The Public Schools—Philippine Democracy* e f i r s t Line of D efense/ School and Society 88:249- 251, October* 1948. Meadows, Austin H*, Safety ,and Economy in tlohool J u | Trans p o rtatio n . Doctor,:c d is s e rta tio n , Teachers College* Columbia U niversity, published by the a u th o r,vMont gomery, Alabama, 1940. Merrlem, Charles E ., sim t is Dampcrapy? The University of Chiesgo P ress,\"Chicago, 1941. \\ M etropolitan -School Study Council, Committee of Human R@4 sources, m u Teachers to a Classroom* The PaomilV lan Co., Mew York, 1950* \\ M ille r, ward 1#, .Democracy in Educational Adm inistration, \\ Doctor*® d J a s e rla H o ^ Yeaoifera College', Columbia \\
OOry?f U n iv ersity , Bureau of P u b lic a tio n s, New York, 1942, Hoehlman, A, i* * r-;.tion f Houghton M ifflin Co,* Hew York, 1940, Monroe, P aul, chairman, A Survey jy^, Educational System of ;fch& P h ilip p in e s » Bureau of P rin tin g , M'anilaTlWB, Monroe, ' a l t e r S* , e d ito r , Encyclopedia off Educational He- se a rc h , the Macmillan Co,, Kew York,194X 7 rev* e d ,, 1SS0 I Mooney, ■s T)*it 'The P rin cip les of Organisation,** in Pa- of ..HdB^nistratlon * 91-98, e d ite d by Luther 0-ullek &xi$ L* Urwick, In s titu te of P ublic A dm inistration, Columbiaa U niversity, Hew York, 1837. Mort, Paul a . , S t e f a ,a s m s t for Bureau of Publication® , Teachers College, Columbia U niversity, Eew York, 1926, .Principles of School Adm inistration* M otl-raw-Hllx Book' Co*, I n c ., Hew Yozk^ 19467\" Mort* Paul R ., and C ornell, B rands U* *, A d ap tab ility o f Pub- School Systems* Bureau of P u b lic a tio n s, Teachers C ollege, Columbia U n iv e rsity , Hew York, •so! _______________ J& Tran a i t t o r . Bureau of Publica- t l om $ Teachers Col lege* Columbia U niversity, Hew York, 1941, Mori, Paul B*, and Reusser, w* 0. * 1941* McBraw^Hill Book Co*, Inc*, U Moser, Wilbur S*, Teacher a rt!c le a tlo ft I p School Adm.in.ia- i t s M ature. Efr.te.nt* &£ Doctor*® d is s e r ta tio n , Lei and 3 ^ b f or d Unlvera! t y , Stanford U niversity, C a l i f ., 1938* 'national Assembly o f th© P h ilip p in e s, (lotm om ealth Act Ho* 1, rtAn Act to Provide fo r the n ational Defense of the P h ilip p in e s, P enalising C ertain V iolations Thereof* Appropriating Funds Therefore, and:fo r Other Purposes, Commonwealth Act Ho* 17?* “An Act Amending and Re p ealin g Some of the Provisions of Chapter 27 of Act numbered 2711, Commonly known a.s the \\a£d t o s t native
358 Code of 191?, end Providing Funds to Defray the Hecess&ry Expenses Due to the Extension of the Civ i l Service Law to All Branches and Subdivisions of the Oovemoent* ** Commonwealth Act Mo. 586, *A» Act to Provide For the Revision of the System of Public Elementary Education in the Philippines Including the Financing Thereof,1* natio n al Education A ssociation, \"the School Board Member/ National Education Association Research Bu lle tin January, 19SS7 \"Constructive Economy in E d u catio n / National Edu~ M lio n k m m i e i l m research B ulleiin l i t 59-89, Sep tember, loSST \"Legal Status of the School Superintendent, n National I^upat^on Aagoftlat.j,pn Hes.pa.rch B ulletin 89aS6, Oo- to b er, 1951, national Society fo r the study of Education, S tructural Re- organlgatlon* Forty-fourth Yearbook of th e ia tio n a l Society fo r the Study of Education, p i. 2, University of Chicago Pres®, Chicago, 1946, Chapping popopntjions \\n .Fdpoatlonal Administration * F o rty -fifth Yearbook of the National Society for the Study o f Education, pt* 2, U niversity of Chicago P ress, Chicago, 1948* Ncwlon, *# Educational Administration ag & Social Charles S cribner1® Sons, Mew York, 1934. Office of Education, fed eral Security Agency, Stage Pro vision# fo r Financing Capital GutjLav Program* bul. no. 6 , United S tates P rin tin g O ffice, Washington, B.C., 1961* Olsen, Edward (L., and o th e rs, School and Community. Prentice H all, In c ., Mew York, 1945. \"One Peso f o r Every I l l i t e r a t e ,* e d ito r ia l, Philippi.ne ^&U£- m I 21 M m M m 29:^55, February, 1951. Grata, Pedro T ., HAdult-Education A ctiv itie s in the P hilip p i n e s / Schop! and Society 70s515-314, November, 1949 \"Progress and trends: Philippine E ducation/ School L ife 27j140-143, February, 1S42.
359 \"Educational Progress in the Philippines*0 Education a l Hecord 31{369-382, October, 1050. '' Padover, Saul iU, m im zm p i. M IM im is&tmmon. D. Appleton* Century Co*, Sew York, 19W * Pangilinan, B enito, \"Basic P rinciples of the Community S ch o o l/ if e jU a ite t o M Ml M m $±m ju i y t 1950* P olley, Mary E*, \"Public-School System in the i-h ilip o ln e s/ tfft MMMImM 30s 544-648, October, 1929/ P hilippine Oongreee, Republic Act No. 139, \"in Act to Amend Certalx* Sections of Act Numbered 295?, E n titled 1An Act Creating a Board to Hays Charge of the Selection and Approval of the Textbooks to be Used by the Col leges and Schools of the Government and fo r Other Purposes*' m Amended by Acts Numbered 5185* 5402, and 3772,« ■ Republic Act No, 512, HAn Act. Providing fo r the Re vised Salary A llocations and Automatic Salary Increases fo r Public School O ffic ia ls , Teachers and other School Personnel of the Philippines*0 Republic Act No% 3 4 5 ;'\"Ah Act Including the leaching of Spanish Language in High 8eh&ois of the P hilip pines. \" Republic Act No, 564, *An M% Authorising All Voca tion al Schools to Collect Tuition Fees, Receive Con trib u tio n s from P rivate Persons, and Contract Loans from Government or Private Banks and o th er Financial I n s titu tio n s , and Creating a Special Trust Fund for Each Such School*a Republic Act No* 416, tfAn Act for the Purpose of Converting the Present Philippine'Normal School Into the P hilippine Normal College,. Conferring the Degrees of Bachelor of Science in Elementary Education and Mast e r '# f Arts In Education, Defining ^h© Board1® Re s p o n s ib ilitie s ancl Duties, Providing Professional end Technical In stru c tio n , and fo r .dither Purposes.\" P hilippine L eg islatu re, Act Ho. 1870, \"An hot for the Pur pose of Founding a U niversity of' the Philippine
360 Islands, Giving i t Corporate Existence, Providing fo r a Board of Regents, Defining the Board*a Re s p o n s ib ilitie s and Duties, Providing Higher and Professional Instruction and fo r Other Purposes.* Act Ho, 337?, “An Act to Provide for the Proset l on of A griculture and Vocational Education; to Provide fo r Cooperation w ith Provinces, C ities and Municipal i t i e s in the Promotion of Such Education In Agricul tu re , Commerce, 'Trades and Industries; to provide fo r Cooperation with the University of the Philippines and other In su lar In s titu tio n s in the Preparation of Teachers of Vocational Subjects; to Appropriate Funds and Regulate th e ir Expenditure, and fo r Other Pur poses. President of the Philippines, Executive Order, No. 392, “Further Reorganising the Different Departments, Of fic e s and Agencies of the Government of the Republic of the Philippines, Making Certain Readjustments of Personnel and' B e a lio te n ts of Funds in Connection Therewith and fo r Other purposes.M Reeder, Ward 3 ., SM fttnds.aentale q£ £ufeii2 M m l MMPAgr tratlon . Tie Macmillan Do., New York, 1941* Beeves * Floyd f . , •Principles of Democratic A dm inistration,H in Dpmoerat^o P ractices f i School Adaiinls.tra.tiQn. proceedings of the Eighth Annual Conference for Ad m in istrativ e O fficers of Public and Private Schools, pp. 16-28, u n iv e rsity of Chicago Press, Chicago, 1939. “UNESCO and the P hilippines , “ in .LfMerehlp f i M r erioim pduQatl.cn. Proceedings of the Co-operative Conference fo r Administrative Officers of Public and P rivate Schools, pp.-'7-2.3, edited by Alonzo G. Grace, U niversity of Chicago Press, Chicago, 1950. chairman, MS2S2* Report, of the MlMlPh 4a 4M l& il\" lpnlfle.s. Columbia tmivex?sity\\Presa, New York, 1949. H eller, Theodore h ., “The Purposes, work, and Value of Citizens Committee/’ f i e School Executive ?1}?X, January, 1952. Boss, Donald H., The Measurement ,of Democracy Pxesent In the A d n ln iiira tlo n o f BepQ&ls* le c to r 's d isse rta tio n , Teachers Collage, Columbia U niversity, New York, 1950, typed. !
361 Sesrs, Jesse B ., .01ty .Bfiftool ftflittlnlfltratlve Controls, MoGraw- H lll Book Co,, ;ln o ,» Sew York, 1938, Seftopl Ateln.l.sAratlor,, The Ronsi d P re s s Co,, York, 1947, \"The Legal Element la Public School Administration,\" Educational Administration and Supervision 36il-24, January, 1950. I t e B|$HZS s£ J te Administrative Process. McGraw-Hill Book do* , Inc. , flew York, 1950, **School C r is is ,** e d ito r ia l, Philippine Journal of M ucatipn 89s5, Ju ly , 1950* Simpioh, Frederick, HHeturn to Manila,* _ Magazine ?St409^461, October* 1940, <rv/hat Luzon Moans to Uncle Ban, Magazine 87; 306-338, March, 1945,\" Skogsberg, Alfred H ,, Administrative Operational P attern s. Doctor*a d is s e rta tio n , Metropolitan School Study Council, I n s titu te of Administrative Research, bo* < published fo r Metropolitan School Study Council by Bureau of P ublications, Teachers College, Columbia U niversity, Mew York, 1950. Smith, B, 0 .; Stanley, w. 0.5 md. shores, J . H., IPunflg of Curriculum Development t world Book Co. ? lew York, 1950. Stanley, Maurice E*, J Eeoomgiended Pui^l T.ra.pgport^tlon ,fo.r the State. qf In d ian a* Doctor*e d isse rta tio n , Indiana U niversity, Bloomington, 1947, typed. Sm Ss and Administration of Education %Improving Education in the Southern S tates7 'bulT no. 1, Southern States work*-Conference on School Administrative Problems, Tallahassee, 1948. , Mattlson L ., Democratic Softool A^injJLtr^tlpp jj* .Practice i £ Itu'dy \"of D1f I tM P tia l g in the J u r i s t s and .O.plMona &£ School M M M M k* Doctor»e d isserta tio n , University of Texas, Austin, Texas, 1950. Strayer, (Jeorge D., J r . , Centrail $>lm IffM epiM i s the Administration of Public Eduoatlon* Doctor’s disser ta tio n , Contributions to Education, no. 818, Teachers College, Columbia University, New York* 1934.
002 Studebaker, J* w ,, MaflfttlQB for Democracy, Office of Edu cation* t\\S* Department of In te rio r, b u l. no, 17, pp. 9-68, Washington, B.C., 1935, T a ft, William I * , MAB@rle&n Education in the P h ilip p in e s,*1 ianM ,tio.m I Review 29:264-385, March, 1905, le a d , Or&way, Democratic Admin1st ra t io n . Association P ress, Mew t o r i , 1946, The $r$ o f A dm inistration.. McGraw-Hill Book Co., I n c ., .Mew York, 1981* Ih e f o r t n i g h t Mltite Ichool Um%mm. The Council of State Governments, Chicago, 1949. #The P h ilip p in e s, 11 e d ito r ia l, lliae 58$38-38, November, 1961* T u ttle , Edward, tt01ear Understanding of Policy-Making and Adm inistrative R elationships Promotes E ffective Pub l i c Schools, 11 American School Board Journal 121 j 53- 56, September., 1950. tJrwick, L ., #The Function of Administration with Special Reference to the work of Henri F ay o l,Min Patera on the Science s i Adm inlstration * pp. 117-150, ed ited by Lucher Sjilick' and L. Urwiek, In s titu te of Public Ad m in is tra tio n , Columbia U niversity, Hew York,., 1937. U, S* Department of I n te r io r , lecond ianaftl im port of the m M & S tates High flomalaaloner to the fhlllnfoftM. 19o?7 17*S, Government P rin tin g O ffice, Washington* P.O ., 1937. ' U. S. Department of S ta te , gaaqfft of the Philippine Commls-d 9ion t gLthe f r e s id e n ts vol. 2, pp. 456-476, 11,3. Y Government p rin tin g O ffice, Washington, B.C., 1900,\\ ' ' IF. S. P hilippine Commission, Act ho. 74, ,fiAn Act E stab lish - VV ing a Department of Public In stru ctio n In the P h il- ; ipplne Islands fo r Appropriating fforty Thousand Dol la r s fo r the Organisation and Maintenance of a normal and Trade School in Manila, and fifte e n Thousand Dol la r s fo r the Organ!sat Ion and Maintenance of an Agri c u ltu ra l School in the Islan d of Negros- fo r the Year Min©teen Hundred and Ore. 11 Tv'hltel&w> John B ,, The School and I ts The John Kopklna P resa, Baltimore, 1951.
363 William®, Omer S , , Democracy in Educational A dm inistration , Boot o r ’ s d is s e r ta tio n , northwestern U niversity, \"\" Evanston, 111,, 1939, typed, Wood, Margaret M#, \"Education in the Philippines: A Precedent In Educational R e c o n stru c tio n / School and Society SO;43-45, J u ly , 1944, Yauch, l i l b u r A, , Jteffpfrlqg M I Mr m in is tra tio n , Harper and Bros,, Mew York, 1949, Yeager, William JW, Schoc l^CosiiHiunit.,y R elations, the Dryden P re ss, Mew York, 1951, Saide, Gregorio Y«, \"Ancient P hilippine C iv ilis a tio n ,“ in SPQlOlftBgOift o f thg iM ll£BM sa» vo1* 10« PP* 71~ 104, e d ite d by £oll© M* M U ng and Camilo Galas, Vera and Gone Go*, Manila, 1956,
364
365 APPENDIX A Calendar of Reports Required of Superintendents* Bureau of Date Due Public Schools Description of form or Report for® lumber July 1 For® 37-8 1# Teacher*s application fo r en Ju ly 15 form 128-s rollment In Saturday classes Form 95 August 15 Foot 20 2, Teacher* b permanent record of work In Saturday classes Form 7 3* Record of outstanding obliga for® 103 tions Form 112 for® 113 4* Summarised report on promo Unnumbered tio n s ! fro® divisions having a g ric u ltu ra l, ru ral-h ig h , and Unnumbered settlement-far® schools form 7 5* Monthly report on service of For® 103 n atio n al (in su la r) employees For® 112 Form 115 6 * Monthly report of sales of for® 29 supplies and equipment 7. Monthly report of (re n ta ls / sales) of school books 8. Monthly report of sales of general supplies 9, Narrative reports of division superintendents and superin tendents of national schools 10. F ir s t day of service of na tio n a l employees 1* Monthly report on service of national (in su la r) employees 2* Monthly report of sales of supplies m d equipment 3. Monthly report of (re n ta ls / sales) of school books 4, Monthly report of sales of general supplies 5* Secondary program of teachers ♦Tabulated fro® Bureau of Public Schools pJJEqul§.rt no. 31, s e r. 1949#
orr oor* APPENDIX A (C ontinued) Bureau of Pate Due Public Schools Description of Fora o r Report Form Number Form 30 6. Secondary program by sections Form 31 7* Summary of Information on For© 86 For© 8? secondary teachers Form 80*A 8* Report on rented and sold thmuabered Intermediate textbooks 9* Report on rented and sold secondary textbooks 10* Far© and settlem ent-far© school record card as of £uly X 11, Q uarterly rep o rt on e n ro ll ment of ad u lt classes August 20 Dteumbered 18. Report on enrollm ent in sec August 51 Form 62 ondary and c o lle g ia te school® form 82 For© 82-T 15* Report on sp ecial permits Unnumbered 14, A gricultural school record o«rd 15* Trade school record card 16* N arrative reports of p rin cip als of normal and secondary schools for© 19 1* Assignment l i s t form V 2* Monthly rep o rt on service of Fom 108 Form 112 n atio n al (in s u la r) employees For© 113 5, Monthly rep o rt of sale® of supplies and equipment 4. Monthly report of (re n ta ls / sa le s) P f school books 5* Monthly^report of sales of general supplies Unnumbered 6. N arrative report of division Unnumbered superintendents and superin ten d en ts o f n a tio n a l school® Form 43 Form 6- A 7. N ational (m unicipal) p la n tllls i l i s t of teachers and other school employee® p aid from Item J-IV-l of the General A ppropriation Act a* Enrollm ent o f te a c h e rs 9, Summarised d iv is io n re p o rt o f
367 APIm w ix A (Continued) Bureau of Date Due Fubllo Schools D escription of For® or Report Per® Humber enrollment and attendances for August October 1 form 9 1*. Report on teachers October 16 For® ? S* Monthly rep o rt on service of for® 103 n a tio n a l (in su la r) employees Form 112 3, Monthly rep o rt of sales of For® 113 Fobs 06 supplies and equipment 4r« Monthly re p o rt of ( r e n ta ls / Form 66**A sales) of school boohs October 31 form 66 Monthly rep o rt o f sales o f general supplies November 15 Form 7 Form 103 Annual re q u is itio n fo r school Form 112 books, su p p lie s, and blank forma Form 1X3 for the school year Unnumbered 7. Annual re q u is itio n fo r school courses of study, workbooks, Unnumbered manuals, and o th er pu b licatio n s November 30 Form 6**A Mattonal appropriations recom mended fo r the year—fo r con stru c tio n , reeoBStmotioB* a lte r a tio n , rep&iF, extension, or completion of school b u ild ings 1* Monthly rep o rt on service -of n atio n al (in s u la r) employees o Monthly rep o rt o f sa le s of supplies and equipment \\ ' 3* Monthly rep o rt o f (re n ta l# / salee) of school books • / v 4. Monthly report of sales o f ■ general supplies v- 5* N arrative re p o rt of d iv isio n superintendents and superin tendents of national schools 6* Q uarterly report on enrollment of adult classes \\ 7. Summarised d iv isio n rep o rt .of enrollm ent and attendance fo r October
368 A PPEM IX A {C o n tin u e d ) Bureau of Date Due Public Schools D escription o f form or Bep o rt For® Number Fom 6-8 8# Division report of enrollment For® 102 and attendance For® 22 9. Abstract of public c iv il December 1 Form 57-3 property consumed form 128-8 For® 8- A 10. Report on the sp ec ia l food production campaign Foot 8-B 1* Teacher* a ap p lic a tio n fo r December 10 For® 33 enrollment in Saturday classes December 15 Fom 20 2. Teacher98 permanent record of For® 92 work in Saturday classe s Foot 7 Foot 103 3* E fficien cy re p o rt (classroom For® 112 te a c h e rs): fo r new teachers Foot 113 and teachers who receive low efficiency ratin g for the previous school year 4, Efficiency report (principals and su p erv iso rs): fo r new p rin cip als and n m supervisorsj p rin c ip a ls and supervisors who received low e ffic ie n c y r a t ings for the previous year 5» Report on supplementary read ers 8 *. Summarised re p o rt on promo tio n s : fro® d iv isio n s having no a g r ic u ltu r a l, ru ra l high, or settlement-far® schools; fro® divisions having ag ri cultural, rural-high, set tlement-far® schools 7 » Report on schools o ffe rin g religious instruction 8* Monthly re p o rt on service of n atio n al (in s u la r) employees 9, Monthly rep o rt of sales of supplies and equipment 10* Monthly report of (re n ta ls / sales) of school books 11* Monthly rep o rt of sales of general supplies
369 iUYEHDXX a (Continued) Bureau of Bate l)u© Public- Schools D escription o f Foot o r Report For® Humber Unnumbered 12. Marratlve reports of prin c ip a ls of normal and sec ondary schools January 15 T om 37-V 1* Teacher1s a p p licatio n fo r enrollment in vocation For® 7 form 103 classes Foot 112 2* Monthly re p o rt on service of Form 115 n a tio n al (in su la r) employees Unnumbered 3. Monthly rep o rt of sales of supplies and equipment 4. Monthly rep o rt of (re n ta ls / sa le s) of school books K Monthly report of sales of general supplies 8* H arrative rep o rt of. division superintendents and superin tendents of normal schools February 1 Form 91 1* Report on- payment of, residence February 10 Unnumbered tax by n atio n al employees February 15 Foot 7 2* Q uarterly re p o rt on e n ro ll ment of ad u lt c la sse s Foot 105 3, Monthly rep o rt on service of form 1X2 n atio n al (In su la r) employees Foot 113 4* Monthly re p o rt of sales of supplies and equipment 5* Monthly re p o rt o f ( r e n ta ls / sa le s ) of school books: , 6* Monthly rep o rt of sjfile'a of general supplies ^ March 1 Foot 134 1* S tatio n rep o rt on d i s t r i c t supervisors and supervising March 15 Form 7 principals For® 103 Foot 112 2. Monthly re p o rt on service of n a tio n a l (in s u la r) employees 5. Monthly re p o rt of sales 6f supplies and equipment , 4, Monthly re p o rt of ( r e n ta ls / sa les) of school books
570 APPENDIX A ( C ontinued) Bureau of Date Due Public Schools D escription o f for® o r Report Pom Number A pril 15 row. 113 Monthly report o f sales of April 30 Unnumbered general supplies May 1 6# Narrative report of division for® 8- A superintendents and superin for® 8~B tendents of national schools fora 7 Form* 103 1* E fficiency rep o rt {classroom for® 112 teachers) for® 113 2. E fficiency rep o rt (p rin c ip a ls for® 54 and supervisors) for® 54-A for® 22 3+ Monthly rep o rt on service of Unnumbered n atio n al (in su la r) employees for® 45 for® 69 4. lo ath ly report of sales of fox® 117 supplies and equipment for® 125 form 130 3* Monthly report of (re n ta ls / for® 49 sales) of school books form 50 form 50-A 6* Monthly rep o rt of sales of general supplies 7* In d u s tria l a r ts report 8* Information on in d u s tria l art® teachers 9. Report on the sp ecial food production campaign 10, L is t of graduates 11« A pplicant1® record o f q u ali fication® 12# Entrance examination l i s t 1* Becommendations fo r promotion 2# Separation®! leaves* and pro posed transfers 3* Becommendations fo r various positions 4# Report on standard school sites 5, Report on permanent and semi permanent buildings 6# L ist of permanent and semi- permanent buildings
371 APPENDIX, h (C on tin ued ) Bureau of Date Due Public Schools D escription of For® or Report Form Number May 15 Form 7 7, Monthly rep o rt on service of Form 103 national (in su la r) employees May 50 Foot 118 la y 51 Form 113 8. Monthly re p o rt of ©ales of Unnumbered supplies and equipment June 1 Unnumbered June 15 9* Monthly rep o rt o f ( r e n ta ls / Form 21 s a le s) of school books Form 80 For® 0*B 10. Monthly rep o rt o f sales of Form 6- A general supplies Form 11 n* Q uarterly re p o rt on enroll* Form 12 Form 40 ment of adult classe s 12. Narrative report of division Form 60 Form 102 superintendents and superin Unnumbered tendents of national schools For© 20 13. Report on fu lfillm en t of con Form 48 tr a c t by national penslonados friA ry 14. Summarise vocational rep o rt 15* D ivision re p o rt of enrollm ent and attendance 16. Summarised d iv isio n re p o rt of enrollm ent and attendance fo r April 17. Health supervision report 18. Report on school lib r a r ie s 18. Report on nom-dhristian schools and pupils fo r the school year 20. Annual rep o rt of teacher* nurse 81. A bstract of public c iv il property consumed 22. Annual reports 1. Summ&rl&ed re p o rt on promo tio n s: from d iv isio n s having no a g r ic u ltu ra l, ru ra l high, or flettlement-farm schools 2, Estimate of voluntary co n tri butions rs. Monthly rep o rt on service of n atio n al (In su la r) employe®®
APPEHDIX A ( C o n t i n u e d ) Bureau of Date Due Public Schools D escription of Form or Report For© Humber Foot 103 4, Monthly rep o rt of sales of Foot 112 supplies and equipment Foot 113 8. Monthly rep o rt of (re n ta ls / OtHEK REPOBfS sa le s) o f school boohs when due Foot 16 6* Monthly rep ort of sales of general supplies Foot 23 Unnumbered 1* Employee’s record of q u ali fications Upon ap Foot 129 proval 2* 'Report of death 3* C e rtific a tio n o f promotion in Unnumbered adult class When c a lle d Foot 122 for Foot 123 4. Report on te a c h e r’ s study load Upon com Foot 14 pletion Foot 26 5, Copies of re g u la r and supple Foot 34 mental provincial and c ity school budgets when neces Foot 62 sary Foot 133 6* teacher's clearance Foot 13 7. division superintendent*a Foot 111 clearance Upon ap 8* te s t record sheet 9, Report on leave of absence pointment Foot 12? 10* Report on scholarship ap when Foot 35 pointment XI* School building card acquired For© 51 12* Report on tra n s f e r ks In d ica te d Foot l3 ? - f 13. Supplementary re q u isitio n fo r p e rio d ic a lly Foot 4? school boohs and supplies 14* A ffid av it covering property lo st 18* Elementary teac h er’ s record card 16* Contract of teacher pensionados 17, School card s ite 18* Secondary trade students* permanent record 19# Report of booh re n te rs
3?3 Appendix B Commonwealth Act No. 585 am a c t to r a o v m mu th e rev isio n of tm sy ste m o r p u b li c ELEMENTARY EDUCATION IN THE PHILIPPINES INCLUDING* THE FI NANCING THEREOF. Be i t enacted fey the N ational Assembly of the P h ilip p in est SECTION 1* This Act s h a ll fee known as the Educational Act Of 1940. Sec* 2* in o rd er to meet the increasing demand fo r p u b lic elem entary In s tru c tio n and a t the same time comply w ith th e c o n s titu tio n a l mandate on public education, a com p le te re v is io n o f the public elementary school system Is im p e ra tiv e . Such a re v isio n s h a ll have the follow ing objec tives* (a) to sim p lify , sh o rten , and render more p ra c tic a l and economical both the primary and Interm ediate courses of in s tru c tio n so as to place the same w ithin the reach of the la rg e s t p o ssib le number of school c h ild re n ; (b) to affo rd every c h ild o f school age adequate f a c i l i t i e s to commence and complete a t le a s t the primary course of in stru ctio n ; (e) to give every ch ild completing the primary course an. ade quate working knowledge of reading and w ritin g , the funda mentals of arith m e tic , geography, P hilippine h isto ry and government, and ch aracter and civ ic train in g ; end (d) to in sure th a t a l l children attending the elementary schools sh all remain l i t e r a t e and become u s e fu l, upright and p a tr io tic citizens. Sec. 3. The Department of Public In stru c tio n s h a ll fo rth w ith make a rev isio n of the elementary school curriculum so as to e ffe c tu a te the o b jectiv es s e t fo rth in section two of th is Act, and s h a ll likew ise so a d ju st the academic school year th a t the school vacations would coincide as much as pos s ib le w ith the working seasons in the P h ilip p in es. The re vised elementary school curriculum once approved by the Pres id en t of the P h ilip p in es s h a ll fee adopted In a l l the public schools as soon as p ra c tic a b le but not l a t e r than the com mencement of the school year 1941-1948. Sec. 4. with the approval of the President of the P hilip p in es the required age fo r admission to the public elem entary schools may be raised to not.more than nine years and the length of time required for the completion of the e l ementary in stru c tio n comprising both the primary and
574 interm ediate courses reduced to not less tban five years, My in crease that may be approved in accordance w ith th is sec tio n regarding the minimum age of school ch ild ren sh a ll not a ffe c t those already enrolled before the school year 1940-1041, Sec* d, Mo c h ild s h a ll be adm itted in to the public eleiaentary schools except on condition th a t he s h a ll remain in school u n til he s h a ll have completed a t le a s t the primary course. Compulsory attendance as herein req u ired may be waived in any one of the following cases; f i r s t * when the d istan ce from the home of the c h ild to the n e a re st school ex ceeds three kilom eters and the said school is not conven ie n tly a c c e ssib le to the child* considering the means of tra n s p o rta tio n a v a ila b le ; second* where such c h ild is men ta lly defective or is physically unable to en ter said school, of which fa c t a c e r tif ic a te of a duly licensed physician should be s u ffic ie n t evidence; t h i r d , where on account of the economic condition of h is parents* the c h ild cannot a f ford. to continue in school; and fo u rth , when the ch ild tra n s fers to a private school. The parents o r guardians o r those having control of ch ild ren h erein req u ired to a tte n d school who f a i l to keep said children In school without Ju stific a tio n as prescribed In th is section sh all be lia b le to a fine of not less than twenty nor more than f i f t y pesos. Sec, 6 , To accommodate a l l ch ild ren q u a lifie d to a t tend the elementary school m herein provided, the Secretary of Public In stru c tio n may, with the approval o f the P re si d en t, au th o rise the holding of two o r more complete single sessions a day, or adopt other measures calculated to take care of the la rg e s t number of school ch ild ren . Sec* 7, Commencing w ith the school year 1940-1941, public elem entary education {comprising the primary and interm ediate courses) s h a ll be supported by the National Government Provided, That the ch artered c itie s sh a ll continue to support a ll the interm ediate classes within th e ir respec tiv e ju ris d ic tio n s , except th a t, with the approval of the P re sid e n t, the N ational Government may grant a id to such chartered c i t i e s as may not be fin a n c ia lly able to provide fu lly fo r the support of th e ir intermediate schools or classes. S ite s fo r sehoolhouses, fo r primary and for interme d ia te c la s s e s , s h a ll foe acquired by the m u n ic ip a litie s, muni c ip a l d i s t r i c t s , or ch artered c i t i e s , as the case may foe,
through purchase or conditional or absolute donation; Pro- That the Department of Public In stru c tio n may, w ith tne approval of the P resident of the P h ilip p in es, waive any requirement for the acquisition of school s ite s of standard slae whenever the same ©re not available* M atriculation fees in an amount to be determined by the President* but not exceeding two pesos for each pupil en ro lled in the intermediate grades, may be c o llected in m unicipalities and municipal d is tr ic ts , the proceeds thereof to accrue to the funds of the n atio n al Government to be ex pended p rim arily fo r the purchase of lib ra ry book® and equipment, for financing ath letic a c tiv itie s in the in te r mediate classes* Sec* 8* To enable the National Government to prop e rly finance the public elementary school® and meet the bur den of t h e i r operation as provided In th is Hot, from and a f te r July f i r s t , nineteen hundred and fo rty , the disposition o f the proceeds of the taxes under Commonwealth Act Numbered Four hundred and s ix ty -fiv e , known as the Residence fsx Law, sh a ll be as followss Of a l l the taxes c o lle c te d and re m itte d to the Collec to r of In te rn a l Revenue as provided in section eight ofCom monwealth. Act Numbered Four hundred and s ix ty -fiv e , f i f t y per centum s h a ll be a lio ted in the following proportions by the said C o llector among the provinces, chartered c it i e s , m u n ic ip a litie s, and municipal d istrict® ' on the basis ofpopu la tio n as shown by the l a t e s t o f f ic ia l census; One-half to the general funds of the provinces* A sub-province sh a ll receive i t s proportionate share of the proceeds allot®cl to the province; and The o th er h a lf to the general funds of the chartered c i t i e s , m u n ic ip a litie s, and municipal d is t r i c t s . Gut of the remaining f i f t y per centum of the proceeds of said taxes, chartered c itie s sh all continue to receive the corresponding share In the school fund o f c it i e s , municipal itie s ., and municipal d i s tr ic t s to which they were e n title d under the provision® of law in force p rio r to July f i r s t , nineteen hundred and forty* The balance sh a ll accrue to the National Government* / Sim ilarly, the disposition of the proceeds of certain taxes under Commonwealth Act Numbered Four hundred and. s ix ty - s ix , known as the National In tern al Revenue Code, as referred
£76 to insectio n s three hundred and fifty -e ig h t, -three hundred ands ix ty , and three hundred and six ty -th re e th e re o f, sh a ll be &e follow s: (a) Three-seventh® of the proceeds of the Internal r e v e n u e percentage taxes on a g r ic u ltu r a l p r o d u c t s prescribed in section 6 m hundred and eighty- seven and one hundred and eig h ty -eig h t as w ell as the taxes due fro® p ro p rie to rs or operators of rope fa c to rie s , sugar ce n trals, rice m ills, corn m ills, coconut o il m ills, and desiccated coconut fa c to rie s p rescrib ed in sectio n o m hundred and eighty-nine of said God© s h a ll accrue to the na tio n a l Government* The appropriation of the pro v in c ia l allotm ent s h a ll be based on population as shown by the l a t e s t o f f i c i a l c e n su s.' (b) Two and o n e-h alf per centum of the proceeds of the tax on © state, in h eritan ce le g a c ie s, and other ac quisitions m ortis causa as well as g if ts , shall accrue to the provinces, two and one-half per cen tum s h a ll accrue to the m u n ic ip a litie s, and the remaining n in e ty -fiv e per centum s h a ll accrue to the N ational Government. The proceeds accruing to the b a sis of population as shown by the l a t e s t o ffic ia l census, Of the n a tio n a l in te rn a l revenue accruing to the Na tio n a l Treasury under sectio n th ree hundred and sixty-tw o of the N ational In te rn a l Hevenue Gods, there sh a ll be se t a p a rt ten per centum as allo tm en t to provinces, to be divided equally between th e ir general and road and bridge funds: Provided, however, Thai in stead of ten per centum only nine p er centum s h a ll be s e t a p a rt m p ro v in c ia l, and road and bridge a llo tm e n ts, la the same proportion as sp ecified h e re in , during the f i s c a l year 1940-1941; and ten per centum during the f ir s t fisc a l year thereafter. The foregoing m odified allotm ents of the proceeds o f c e rta in taxes under Commonwealth Act numbered Four hundred and s ix ty - s ix , known as the n atio n al In te rn a l Revenue Code, to the contrary notwithstanding, chartered c itie s continue to receive the corresponding shares in the municipal a llo t ment to which they were e n title d under the provisions of law in force p rio r to Ju ly f i r s t , nineteen hundred and fo rty . Sec. 9. E ffective July f i r s t , nineteen hundred and f o r ty , the school fund in a l l the m u n icip alities and muni c ip a l d i s t r i c t s 1b d ise sta b lish e d and any amount therein
remaining unexpended and unobligated on the date of the ap proval of th is Act s h a ll foam p a rt of the municipal general fund*- and a l l moneys h ith e rto accruing to the municipal school fund by operation of law and not s p e c ific a lly tran s fe rre d to the National Government shall* a f te r dune t h i r t i e th nineteen hundred and forty* accrue to the municipal general fund* No tu itio n fees fo r interm ediate in stru c tio n by muni c ip a litie s and municipal d is t r ic ts s h a ll be collected* Any tu itio n fees co llected during the school year 1940-1941 fo r the maintenance of the Interm ediate classes s h a ll be re turned to the resp ectiv e co n trib u to rs. Sec. 10# Commonwealth Act Numbered Three hundred and eighty-one* section eig h t of Commonwealth Act Numbered Four hundred and six ty -fiv e* and sections three hundred and f i f t y eight* th ree hundred and sixty* and three hundred and six ty - three of Commonwealth Act Numbered Four hundred and six ty - six and so much of section three hundred and six ty -six and so much of section three hundred and six ty -six of the l a s t mentioned Act* and of o th er Acts as are in c o n flic t with the provisions o f'th is Act* are repealed* Sec# 11# This Act sh all take e ffe c t upon i t s approval AParovM, August 7, 1940#
373 Appendix G Act JfO* 74 Ml ACT ESTABLISHING A DEPARTMENT iW PUBLIC INSTRUCTION IN TH® PHILIPPINE ISLANDS FOR APPROPRIATING FORTY THOUSAND DOLLARS FOR THE ORGANIZATION AND MAINTENANCE OF A NORMAL AND A TRADE SCHOOL IN MANILA, AND FIFTEEN THOUSAND DOLLARS FOB THE QR- GANIMATION AND MAINTENANCE OF AH AGHICULTUBAL SCHOOL IH TEE ISLAND OF NEGROS FOR THE YEAR NINETEEN HUNDRED AND ONE, By a u th o rity of the President of the United S ta te s, be I t enacted by th e United S tates P h ilip p in e Commission* th a t: Section 1, A Department of Public In stru ctio n fo r the Philippine Islands is hereby established, the central office o f which sh a ll be in the c ity of Manila, All primary In stru c tio n In the schools e sta b lish e d o r m aintained under th is Act sh all be free. See. 2. All schools heretofore established in the P h ilip p in e Isla n d s, under the auspices of the M ilitary Gov ernment, are hereby declared to be in the Department of Public In s tru c tio n e sta b lish e d by section one and are made sub ject to the control of the o ffic e rs of th is Department, Sec. 5, The c h ie f o f f ic e r o f th is Department s h a ll be denominated the General Superintendent of Public In stru c tio n and s h a ll be appointed by the Commission. He sh a ll have the follow ing powers\"and d u tie s , to be exercised and d is charged under the gen eral supervision of the M ilitary Governor* (a) He s h a ll e s ta b lis h schools In every pueblo in the Archipelago, where p ra c tic a b le , and sh a ll reorgan ize those already e sta b lish e d , where such reorgan ization Is necessary. {b} Be s h a ll appoint In accordance with Act Numbered tw enty-five, enacted October seventeenth, nineteen hundred, a C ity Superintendent of Schools fo r Man i l a , and division superintendents of schools fo r other p arts of the Archipelago, and the teachers and c le rk s authorized by law, and s h a ll p rescrib e the duties of such teachers and clerk s. (c) He s h a ll fix the s a la rie s of the d iv isio n super intendents and teachers w ithin the lim its estab lis h e d by -law.
{&) He s h a ll fix a curriculum fo r primary* secondary, and o th er public school® and sh a ll decide in what towns secondary schools sh a ll be established* (e) He sh a ll divide the Archipelago Into school d iv i sion®, not more than ten In number* and sh a ll fix the boundaries thereof* with power to change the same when necessary, but the c ity of Manila and I t s b a rrio s sh a ll c o n stitu te one of such school divisions-. {f) Hes h a ll prescribe the au th o rity to be exercised by the p rincipal teacher of each over the other teach ers, I f any, and h is duties in oaring fo r the schoolhouse and school property, (g) Hes h a ll prescrib e plans fo r the construction of aohoolhouses to be b u ilt by the m u n icip alities, the amount o f land required in each case, and ru les of hygiene which sh all be observed in connection with the schools of the Archipelago, (h) He s h a ll make contract® fo r the purchase of school supplies authorized by law, and* whenever prac tic a b le , he s h a ll award the contract to the lowest responsible bidder, ( i ) K® s h a ll have power to determine the towns in which English teachers, to be paid out of the In su la r 'Treasury, s h a ll teach. He m $ exercise th is d isc re tio n in favor of those towns shewing th e ir lo y a lty to the United S tates by th e ir peaceful co n ditions, and in favor of those towns which sh e ll co n struct and maintain su itab le echoolhouses by local taxation or contributions. U ) IB case of a vacancy In the o ffic e of a division superintendent or th at of the superintendent for Manila he s h a ll discharge a l l the d u ties of such p o sitio n during the vacancy, or may make a tem porary appointment to f i l l the seme. (k) He s h a ll examine and pass upon a l l re q u isitio n s made fo r funds by division superintendents and forward them, with his recommendations, to the Chief Executive fo r submission to the Commission* {!) On or before January f i r s t and July f i r s t of each year he s h a ll make a rep o rt of his adm inistration
580 fo r tfo© previous six months to the M ilitary Gov ernor and to the Oommlsslon, and such special re - p o rts as may from time to time be c a lle d fo r by either./ In the regular semiannual reports, i t s h a ll bo the duty of the superintendent to recom mend changes in the school law which he deems ex pedient. (&) He sh a ll ex ercise general' supervision over the en t i r e d®partment> and s h a ll prepare and promulgate ru les fo r the examination and determination of the q u alificatio n s of applicants fo r position© of di vision superintendents and teachers, and for the guidance of the officers- and teachers of the de partm ent, adapted to carry out th is law and not inconsistent with its provision. Sec* 4. There s h a ll be a superior advisory board of education composed of the General Superintendent and four members to foe appointed by the Commission, I t sh all be the duty of the board to hold regular meetings once in two months, on a day to be fixed by reso lu tio n of the board, and such sp e c ia l meetings a© sh a ll foe called, by the General Su perintendent. The General Superintendent sh a ll a c t a© pres ident of the board. The c h ie f clerk o f'th e General Superin tendent sh a ll act as se c retary of the board, and km p minutes o f I t s proceedings.. I t s h a ll foe th e’duty of the board to a s s is t the General Superintendent by advice and information concerning the educational needs and conditions of the Is lands; to make such in v estig atio n s the General Superin tendent may desire and. to make reeos^tidAtions to th e ‘Com mission fro® time to time m to nee&ei 'Amendments to the law, Each of the four member® o f the board, appointed by v irtu e of th is sec tio n , sh a ll receive as compensation ten dollars fo r each reg u lar or special meeting 'which he s h a ll attend. Any member of the board who is a resident of \"Manila sh a ll foe paid h is ac tu a l necessary expeppes tfhr tra v e l fro® his residence to Manila and in Ms r e tp m m d hotel expenses. R equisitions fo r the amount required to pay such .compensation and expenses sh a ll foe made by the General Superintendent. The terms of o ffic e of the members fof such board appointed under th is section shall be fo r three years or u n til th e ir succes sors are appointed and qualified. Bee. 5, There s h a ll foe a Clty^Guperintendexit of Schools in the c ity of Manila who s h a ll receive an annual salary of three thousand dollars. Bee* 6 , In ©ach school d iv isio n , estab lish ed by the
581 General Superintendent of Public In struction ! there shall be a d iv isio n superintendent who s h a ll receive an annual s a la ry o f n ot le s s than two thousand dollar® and not sore than twenty**five hundred dollars# Sec# 7, th e a c tu a l expenses o f the General Superin tendent and the division superintendents while traveling o r absent from th e ir u sual places o f residence on o f f ic ia l b u siness s h a ll be p aid out of the In su la r Treasury. Sec. S. Except where otherw ise provided, provisions o f th is a c t d escrib in g the d u ties and powers of division superintendents sh all apply to the City Superintendent fo r Manila# Sec, 9, Each d iv isio n superintendent s h a ll, subject to rule® p rescrib ed by the General Superintendent, under section three (a ), appoint the native school teachers, to serve in the schools w ithin his d i s t r i c t and s h a ll fix th e ir s a la r ie s fro® year to year w ithin the lim its prescribed by law. He s h a ll examine the schoolhouses occupied fo r public in s tru c tio n w ith in h is d iv isio n w ith a view to determining th e ir su itab len ess and hygienic condition, should the school- house in which any school Is conducted appear to the d iv isio n superintendent to be unsuitable and dangerous fo r the health o f the c h ild re n , and should no o th er sehoolhous© be a v a il a b le , he ehal'l have power, su b ject to the approval of the General S uperintendent, to discontinue such school, and i t s h a ll be unlawful th e re a fte r to use the school house thus condemned fo r public school purposes. He s h a ll pass upon and accept o r r e je c t or modify the plans fo r any new schoolhouae, proposed s i t e th e re o f, and s h a ll make rep o rt o f hie action thereon to the General Superintendent of Public Instruction, I f the lo c a l a u th o ritie s or the. lo c a l school board s h a ll be d issa tisfie d with the decision of the division superinten dent as to the suitableness o f the plans or s ite of the pro posed schoolhouse they may appeal to the General Superinten dent, whose decision s h a ll b® f i n a l . He s h a ll make ca refu l investigations Into the ag ricu ltu ral conditions existing In h is d iv isio n and s h a ll make re p o rt thereon to the General Superintendent of P ublic In stru c tio n , with a view to aiding the General S uperintendent, in making recommendation® a® to th e places and number o f a g ric u ltu ra l schools h e re a fte r, to be e sta b lish e d . Ee s h a ll see to i t by personal v i s i ts end by re q u irin g re p o rts from the p rin c ip a l teachers of each school th a t the curriculum fo r primary and secondary schools p rescrib ed by the General Superintendent o f Public In stru c tio n i s complied w ith . He s h a ll make him self fa m ilia r w ith the supplies and textbooks needed In each school in Ms
d iv is io n # and s h a ll make rep o rt of the same a t as early a date as possible in order th a t they may be contracted fo r and furnished by the General Superintendent. He sh a ll ap point on® h a lf of the lo c a l school board in each pueblo in h is d iv is io n , as provided in section ten, He s h a ll have and m aintain his residence and an o ffic e in one of the largo towns in h is d iv isio n , fro® which a l l the pueblos in his d is t r i c t can be most conveniently reached. Sec* 10* There s h a ll be estab lish ed in each munici p a lity organised under any General Order of the M ilitary Governor or under such municipal code as may b® h e reafter enacted, a local school board, consisting of four or six members, as the d iv isio n superintendent may determine, In ad d itio n to the p resid en t o r alcalde of the m unicipality, who s h a ll be a ©©mber ex-officio* One h a lf of the members, ex cept the member e x -o ffic io , sh all be elected by the municipal co u n cil, and the remaining h a lf sh a ll be appointed, by the d iv isio n superintendent, and the ter® of o ffic e of a ll mem b e rs, holding by appointment or e le c tio n , s h a ll be two years end u n til th e ir successors sh all have been duly elected or appointed. Sec* 11* The appointed or elected members of the lo c a l school board may* a f te r due notice and hearing, be re moved at any time by the division superintendent! subject to the approval of the General Superintendent of Public Instruc tion* who s h a ll have power to suspend such members tempor arily* Sec* 12* I t s h e ll be the power and duty of the lo cal school boardi (a) To v i s i t fro® time to time the schools of the pueblo and to report bi-monthly to the division superintendent th e ir condition and attendance of pupils* (b) To recommend site® and plans to the municipal council fo r sohoolhouses to be erected. (c) where there are two or more schools In the pueblo, to adopt ru les, subject to the supervision of the division superintendent, fo r assigning the pupils of the pueblo to the several schools. (fi) To rep o rt annually to the municipal council the amount of money which should be ra ise d fo r the current year by local taxation for school purposes.
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