1.Democratic educational administration for the Philippine educational system

TABLE 4 * BJTBRMEMEATE OHHRIOULITM (O R R -C tA SS-C )R i:-TEA .O M EB rum oh pbooham}** Subject® Num ber of m in u tes par s e s s io n & rade 6 O rade 6 Music 15 15 B e a d i n g and Phonic® 30 L a n g u a g e and Spelling 30 A rithm etic 30 30 Social Studies 30 30 Elementary Science 30 N a t i o n a l Lmnguagt 30 30 hardening, Industrial A rts, 30 30 30 and Home Economic® 30 P re-M ilitary t r a i n i n g and 30 60 Physical Education 60 Total 285 £85 t&Pats obtained from the D irector, Bureau o f Public Schools. NOTESt Teach the P hilippine n a tio n a l anthem during the f i r s t days of school.. This anthem i s to be sung each day a t the opening o f every session. The o rig in a l words should, o f course, fee used. Phonics and.Spelling are to be taught In c id e n ta lly ; the f i r s t In oonnect i o n w i t h Heading. the second w ith hanltu&igp. Social Studies w ill Include .Health Education and ..Character Sd-Upatlop. Mualfi i s to be taught th ree times a week.

36 fh@ UNESCO m ission recognised th a t a l l the su b jects taught in the elementary school are important, but i t c r i t i ­ cised th e ir unrelatedn.ess to the train in g of the child in the p a rtic ip a tio n o f community liv in g . One o f the general conclusions o f the misslcm 1st Although a l l these su b je c ts &r® Im portant, yet there is need . . . fo r developing the special a b il­ i t i e s o f each c h ild , and preparing him to p a r tic ip a te more e f fe c tiv e ly In group and community liv in g in'’the modem world. In consonance w ith the conclusions of the m ission, another w riter claims: The c h ild Is not In school so le ly fo r the pur­ pose o f acquiring su b ject m atter » . # There is no n m h th in g a® a c h ild 1s 'n o t being able to p r o f i t by the present-day school*® many-sided program, i t is up to the school * * . Emotional training, moral pre­ c e p ts, s o c ia l s t a b i l i t y , a ttitu d e s , and wcr& h ab its axe a l l p a rt of the schoolfs re sp o n sib ility to each child. i* In the education of the F ilip in o c h ild , the elemen­ ta ry school i s compelled by law to o ffe r s p e c ific in s tru c tio n in d e fin ite areas. English as the language of in stru ctio n begins w ith the f i r s t grade and is used throughout the school system, although recently the use of the d ia le c t in the pri­ mary grades as an au xiliary medium of In stru c tio n has been l^Heeves, jg£* o l t . « p. 16. Fronwe.lt, R. J . , \"Problem Child: School or 1ork?\" I S t e i *2& 66s 319, October, 1947.

3? pew&tted* Since m m o m m a m ajority of the pupils leave school before reaching the interm ediate grades (In fa c t, the low holding power i s one of the- major c ritic is m s a g a in st the educational system}, and slue© English is used le ss than 160 minutes per day, P hilippine educators fe e l th a t the high ra te of i l l i t e r a c y i s in p a rt due to the *fo rg e ttin g * of English which had. n o t boon s u f f ic ie n tly learned upon leaving school* Consequently, experiments on the p o s s ib ility of em­ ploying the vernacular as the language of in stru ctio n in the f i r s t three grades, instead of English in the primary grades, ha© been i n i ti a t e d i n 't h e p ast throe y e a rs .3.$ ■ national language, taught in the vernacular, prepara­ tory m ilitary tra in in g ^ fo r a l l boys, and a school r itu a l designed to fo ste r nationalism in the pupils are required* Unlike many schools in the United S tates where the p upils fro® the f i r s t grade to the sen io r year in high school are a l l housed In the same b u ild in g , the elem entary schools In the P hilippines are independent of the secondary schools regarding f a c ilitie s . Separate school s ite s , buildings, f a c i l i t i e s fo r shop, home economics, lib r a r y , and other equipment are © specially provided fo r the elementary grades. ^C lem en te, T ito , *A Beport on the Third Tear of the I l o ilo E x p erim en t/ iM i t o J M £m £Ml &£ 29s564, f f . , A p ril, 1951. ^ P o stp o n ed t i l l the l a s t two years in high school.

m A complete elem entary school I© found In a l l towns; primary grades a r t in la rg e r b a rrio s ; and a t le a s t grades one and. two are o ffe re d in the more .remote b a rrio s . Secondary Schools Secondary education in the Philippine® is not fre e. The secondary schools are p ra ctica lly self-su p p o rtin g through student fees o r tu itio n . Attendance is not compulsory* being e n tir e ly dependent on the parents* a b i l ity to pay the tu itio n fee| other school fees, rental of books, and school supplies needed by th e ir ch ild ren . In a sense, p in g to high school in the Philippines is lik e going to a s ta te u n iv ersity In America, economically speaking* I f th e ir parents decide they can dispense w ith the economic help of the stu d en t, graduates of the elemen­ ta ry schools leave th e ir towns and take up residence in the c a p ita l c ity where the secondary schools are lo cated . Trans­ p o rta tio n to and from school is not provided fo r e ith e r elementary o r high school students* Recently, the government estab lish ed the so -called Junior High Schools* offerin g the f i r s t two years of the general curriculum in the more popu­ la te d cen ters of the provinces th a t are remote from the capi­ t a l in o rder to give a g re a te r number of elem entary school graduates opportunity to further th e ir studies* Admission to the f i r s t year in the secondary schools

39 i* based, on a com petitive examination* the kind, depending m ‘the type of secondary curriculum th a t the stu d en t e le c ts to take, the predominant types of secondary c u rricu la offered aroj (1) sp ecial c u rric u la , (2) general curriculum* (3) trade curriculum , and (4) a g ric u ltu ra l curriculum. gjaeclai c u rric u la . In order to provide the elementary schools w ith teachers who had some tra in in g In teaching methods e a rly during the American regime, secondary normal schools were e sta b lish e d In the provinces by the Bureau of Education, However, w ith the ra is in g of the p ro fessio n al level of teachers to a t le a s t a two-year normal course, the present Bureau of Public Schools has been gradually doing away with the secondary normal school, so th a t a t present th ere are only two such schools l e f t —on®, the Bukidnon Koiaal School and the second, the sp ecial normal curriculum in Trinidad A gricultural School fo r students completing the second year of the ag ric u ltu ra l course, An experim ental fis h e rie s curriculum is offered in one of the high schools o f the province of Cebu, The f i r s t two years are almost id entical to th a t of the four-year trade curriculum# Specialization in fish e rie s is provided in the th ird and fourth years of high school. The Importance o f vocational education in the develop­ ment of the country had fo r long been recognized by the

40 government in the ecwiitmente found in the various le g is la ­ tive acts, therefore# in a ll types of secondary curricula# vocational education is given Importance to lay a foundation fo r u sefu l l i f e vocations or to tttu m out graduates# th a t are capable of meeting occupational standards# General curriculum # The trend In, the public schools In the P h ilip p in es Is away from the purely academic to the general curriculum# th e general curriculum , whlch In 1949 had 88*6 per cent of the to ta l secondary enrollm ent in the Philippines,!© combines the elements of the purely academic curriculum with p o rtions o f the trade and a g ric u ltu ra l cur­ ric u la . the academic curriculum , which was claimed as purely a preparatory course, is s t i l l retained as the core In the general curriculum , around which were, added the home econom­ ie s course fo r g ir ls and the vocational courses fo r boy®, supposedly to meet the needs of those who ended th e ir edu­ cation with the high school courses. According to Is id ro , however, the vocational courses found in the general curriculum perform a ll the educational functions except the s p e c ific a lly vocational ones* the course® are \"designed fo r guidance purposes and fo r the de­ velopment of work habit® and d esirab le a ttitu d e s toward l^X sidro, A*, I v i m l t i l m of M ueaM m Applied the a t e t e , p. 2w. 18J M S * i p . 869.

41 manual la b o r o n ly ,*3$ and th e re fo re , he claim s th a t the general curriculum la,n o th in g mem than a .college prepara­ tory course. On the o th e r hand, Or&ta claim® th a t the curriculum is designed to % eet the vocational needs of the various communities, to s a tis fy sp ecific a ttitu d e s and in te re s ts of the in d iv id u al p u p ils , and to prevent the schools from be­ coming p u rely academic in s titu tio n s as they have tended to become in the l a s t few years. A F ilipino high school student hardly has m y choice in the su b jects he ta k e s. A fter passing the entrance exam­ ination and paying the tu itio n fe es, the student finds the programs prescribed*, In the f i r s t year, a student*s sectio n Is determined by his accomplishment in the examination on admission; in the upper years, his performance In the pre­ vious year decides whether he w ill belong to the top or bot­ tom se c tio n . With the exception of the vocational courses, where choice Is a lso r e s tr ic te d , there are no e le c tiv e s . There are o p tio n al s u b je c ts , however, which may be taken as an e x tra su b je c t .In the already heavily-loaded program. fa b le & shows the academic su b je c ts, the core of the igJkM* * P- 205. 80Qr«ta# P. T ., \"Progress and Trends; Philippine E d u ca tio n / School Life £7*141, February, 1942.

general curriculum, designed to prepare students who plan to go to college* Eight vocational courses ©re o ffe re d fo r boys* The onetime a male student makes a, choice Is on the firs t-y e a r vocational courses* A student se le c ts six of the eig h t courses and spends six weeks In each one to explore th e ir p o s s i b i li t i e s according to h is I n te r e s ts . At the be­ ginning o f the second y e a r, he drops two o f the six f i r s t - y ear v o catio n al courses he had e le c te d and spends ten weeks in each o f the four courses* • In the th ird y e a r, two o f the four, courses are fu rth e r elim inated, and In the fou rth y ear, he s e le c ts on© course on which he spends the whole year. A g i r l , on the o th er hand, has no choice t i l l the th ird and fo u rth years o f home economics, when she can sub­ s t i t u t e one of the home economics courses fo r the optio n al subjects*

43 * 43 *»\"H. So £<21?iO ®S*? © cug§ m4fm* *> *-* 0 H U t1t i$>4c* $B M &Ejf*t*S} W£p***Q M© 4w«» #sq4s4^» ©q9 *&•4>0&*«MCal'J Hq hq & W«■<>' **r*Hrft DJ£■3*H■*o•**J\" Sh©&3r*©3!H u© 4 * q tO o Of f TABLE 5. SECOH0AHX SEME HAL OBBJRICBLCTK^# b u0 4 » m S Hi m* M $ v 4 &4 H W£ | us © vAI**i #0' *Um*-* 0 K 4» 8e q Mwo q © r**■41 Mi* ^ -v q IaD fS0eU?4OI*n9 I * H 0*0 © 0 0 53 0 cs *4*© U© P3 < ; «i A* J* o § ****tHo H 4» o o-qto$4 *>&•*»*«. 0u #v B u to 0 ^Sg H8 O ,w ' ©s <qd mQ» 4-! 8* I* s r0 4C9D4C*O © «n © rtf qm wPBO%<sO0r4 0 u if & as ■ fOi r4u!* oh © *» m© f© <a«gas§4aq$40S*3H4o*i £ <© ©3 & ©E a o © 4» 3«■ ■*tj so• &>a 0 © & uo 4V? © (0oA£4h3f0«1{ 45 <2i 0w U j JU © $ 3, tO ■<fee Soi o e> l-V O I H St. «r! CO toW e © c rq w « 3 « <g o * a & 'qMCi 4«©oH* O >&EQH4' SB>%4^0H9 © O g ■''*'• *3 *4 q 0| k feC H « tl <rt M w !0 < 25 OO O 3 &O4*9rt 4*r4 i - i PW £* £» ©©(Hi © < O © oK )5*j CE! *>

44 Ht -#* s* H 40* w 0 §6 «*! pto H0 4» O W MJoW W • H CO E lective (&B) iGond Seises te r ) hr w s>*rrj «HH+• HWHHM as H K 1cs*0to# #|J* A «r*f X4* h s *•< ■** !»• SM «ort 4&»H«4 W $ow&rfdai #*boH S3 * H « f l 6 «to © o #4tw«H © W• otO Shi O'j D £} 0 S' 0 wm o 0 £ £ ti u t * to to & to P 4> © to iO © to WH M r* to i0 i ►s* to P £ to to 0 SH w m © \"■ „™, HI «>H to H H $3 u »d to £ H 4* H bS to *c? 0 # ctf « M s © ft* ► d «h p O 0 H#H HitHo S636JSO|I 0 H to # w 3 CO 4» «H *H *. ° 4* £ *O0J®S»O 0«0 •4» <H 0 JH SX„: rH C3 4So-Ss#jm4* 4 0{H 0 4 » to 4«*Hw- us 0 H I« T lw fe; © 44 O H{4 6 $ M w. m\\ 34 1 ra*i 0 S* **p4dV O J»\"XgtK-o»**HA-*MHt WAr4- to m& S3 M Hi Ht n «c -w- ft Hi to &t o 4©» H «d 0 hq ■d S3 s* to S3 0 # ■W C; H 0 © (> *H ^ H H4 &■ 0 HMSM3 ©«£ 8«H M P N r i H l- » P*f*,4H0 O 49 NH 0 0 c h *Od #0 -HP as *•C4«f-et 4 » H 5*0 F& gS H i * O Hi cto #S3 4*2401 feO H to G Q f d t o © 5* # *H # 0 a © O 0 3 O OH & X < ^ t2? M F4 H rK rH V M>i KtoI a*•HAw*| ;c, uo © fc o *®, ®5(^i) to F a & o whhf*A©*54*fqttsB©£oo.j. X*4tah§&»j0lH*MH©0«4«^4*gcO&H9sg«cm0ttxDoo: H *a rctk0o toSO&5 e>gtH*Q©+&®#*>4» o o ^£1 Sf\"^“v4 fc S>* # &* Hi«H o #frr#-S4 1. 0Oi Cft fNll#h f4 r#f 4«* *C4#O <00 ato t0o S4 &0 &to <SO3&O©H&3 &00. 3a03 OH0i +* cs x

45 ©ua M0©£j.i0Q***0«»<■ 4 g©e04bq©O3*0jo!tO3j«*-©OB£h<S*wH4I4Si#S3u«Hft s4*i M© u g$s § «3 *£S 5r* ft»O f*$li •Sd3rt-\"i*O- *9 'f• €©J cs Ov H to fit <C583l ft x^10:$jr©\"«f4cCiCoMw.&»1^*o 5©5 * f©5$* «©5 ©CQ4&©*■4■e»3 S3 3S4 H a 4* © fiss<& 44f*agS©3^>O:v® O% O £3 'w* i©* <*ewao« &♦ iOrl *kHP© Su >&5 r5 Ca©l ©fCag 6 (Si>3fa ©m r~? >% u rn s* § w&«f©•au» »m MS < &*n, €> «&H ,4 a55 CmHO5OE HI s o

46 Ati examination of fable 5 reveals the crowded pro- g » si of those taking the general curri culum, The length of time.a student Is actually under Instruction with a teacher Is five hours and forty minute®! three hours and twenty minutes taking the academic subject®, one hour and twenty minute® in either the vocational or home economics courses, and one hour o f health and physical education, The merits claimed for the general curriculum are that i t provides for the need® both of those going to college and those whose edu­ cation end with the high school* that student®, particularly the boy®, are given a background and su ffic ie n t time to se­ le c t a sp e c if I O' vocation; and that I t makes provisions for work experience* SMM S S U X lM S * t ^ t l l a. f e w years ago, e n r o l l m e n t in the trade schools was fr ee» in order to provide a practi­ cal ©ducation for those who could not afford th e.tu ition fees charged In the general secondary schools. In sp ite of the fa ct of free enrollment, the growth of the trade schools ha® been slow; there are only 28 trade schools In the entire country, compared to the 264 high schools offering the gene reX curriculum, F ilip in o s, rich and poor, believe that education Is the key to p o litic a l and social betterment, but It is the edueatlon that prepares for the wwhlte c o lla r 1* job and the sinecure and aspect of so cia l prestige that go with I t , that the people are p artial to.

Table 6 shows the new curriculum fo r the four-year trade course, an t from a cursory examination of the general end trade cu rricu la In Tables & and 6, resp ectiv ely ,' I t is apparent th a t the student gets p r a c tic a lly .the same high school education In e ith e r curriculum* This fa c t (quite re­ cen tly perceived by the students) and the making of the trade schools oo-educational has re su lted in ® rush to. the trad e schools. Because of the g re a t numbers cu rren tly seek­ ing admission, a student desiring to en ro ll in the trade school now has to take an ap titu d e te s t and,, i f su ccessfu l, also pays a tu itio n fee to help finance the schools*2° 20Republie Act Ho* 364, \"An Act Authorising All Voca­ tio n a l Schools to C ollect Tuition Fees, Receive Contributions from P riv ate Persons, and Contract Loans from Government and P rivate Banks and Other Financial I n s titu tio n s , Creating a Special Trust Fund fo r Each Such School,w as c ite d in Lanalang, on* o l t *, p* 210*

48 I mto E O HH H >> to o k toHo © s»*H u **•*“» £ to *410 *4 d «s H O M O © a f-sco to «S*H ©JG}Ee. to «rt t£3 to ♦ d CvJ k $ «w- <P 'W to, w - H i£S«U«S0 (i) c k *o So3 «r-f & wi: «J ei H o -h 4Mtso*fJcd35 M^«HwO^ J to TABLE 6. MEW FO0B**Y£AFt SECOMDAHY TBABE OTBRI0ULBM^4» C obtained fro® tiie director* Bureau of Public Schools? d^ d0 ■t k0 43#*^ E to C k #*4 u st Hi k to o fit p 0 ^ k 10 *d c *4 O w 4k#-iQwf-„.j Sto3 MO M * to * d 00 U3 m to o 4® *'“'* r©H&! *3wm0 ^m Se& * •«'-!■$>*•Ht o -0^3wH to 8 a ;wHSlhi£jl«RowH*t»o ^ HI 0„ *H ©v to to M k d —' to a Sk S3^HH...S* h;> Cfc' H ^ «B 4 * f* *a k O ~ *a£*..*wt«o4dt*o jttoo EShS« to Hi *4 £■ to « 3 '3 § H *4 a 4* >4 8 , k to CM to *to5 d- IH a to d a © o to *~x*H Hto^ «ri >» 4® w«# -tPoH Ph s —*© *0*-r •e to fcC’H £h O d -p o 8 «H to ® © I t8o5 a. o © to 43 k am H <ri to to A ' «E * w rd tohi h S& (D4®^ HPtoHoto 4» * » w HI Hi »tCo‘ k ’H*»«' © P3 040 k S-s d-**\" * «H 4 » H •cs tIo to £3 k *.0 €Q to 0 £• *«v O. Cl 'U •‘rl^ H E d ****'w>-’'ito to ^ + • 0 ta ^ o •w- to h i 'O H <H tko»»a**•4ao*il di whi d a 4> 9«ikw4°»>W©* odttoo *tt*o to Hd to to to to <$ IS o © ^fiSk0,0 J3 *•/' H 'U Pk i am wU <£, ■v.^ E iCt3o£4*MS®s'■w»™'» i3 H to k +» to S3 to Httooh© x

49 #“4 v#4Uff\"f*lV-W54fG**$>‘.£»PHfw©-0•i»t*P«H©wCr©-li«©+„@0©£H“#.*,'*#*•**oi«*\"4**<*' OS&O*a§•&£©©**.» «.Ht-. *<^•*a©M*,**>*■<*HH«M>§H>^02Sf|O3i CoM <+©8»<8t4 dI! . A4 «© M| {£ H © «8 H © §H V^Ot HJ©4li t|:-. «H $ © es ® H *6 0 H . &£ w & (a m *ri & •© ei *^£'H$cmd P@qES3OrbH0h&SO„ H^©f'13e$dHt<PfJ0BSSg]4>£4I*S2S©l4OS6_P0, ©©P»dS&?dKM«^^*-*;3rhGi P«*0*a S3 MtM e ea © 3m P. ©V<2 •*-•<*•■■■* «W3* P3*# H-4f 2a3 jM4 v~». £S * d OD 0«*-w OO ©«w**O£*©® J®S*w#f vttt »w* «8 o f>rovii*f ■t*ow«£H3lO m4©* ® 0 £« 5k, @0 0 I 4* 5©^ *OH <m ©a*v©4 ©a a a©a «a*4*4©a» 4* w4 ,-4| a o S3 £-* o *'-•'- s*»^ 4U«»S 4®©t©»t rOol<nw#&<**i©i©MHH<oJ,g0••oPtHdo,*I©«) o QJ9t 44©*3» *ad©H€4®©S*3. H _O ^o a «. 0J fgj •d\"*h4 ©ft M©© ©us aiSH ji e ® | H » | < © @r|M £ aOrn'****^' © 5d-f ©© 0 © ►> o # <E •aC: -pp -t®*h o(t •nCl ^St ^03 # & 43 3 «S ^ © ©4» #4 w«0©*.^•XHQ?4#I 4m©a* m0aO44Ha** S©©S ©aO©oa^a ass P 0 VU4U 5W i4 c Q W «rl © a fi UXpt 02 a «,£> O O^ b 8t OO «£ o^ u r*} Mn §*«4P-©aa©^S©©eB©@*.H_d3t.v3j,)i H*43*eah!«a©0©@©©m»>4.g♦.©.oV#.©©t^f0^.>rs0a«r•«(H£O6aa>w©<arM44H4Zdjtj'►*r•4ra©©So©©O'4i3*©4s%Po©©©$©3z**«-. H•ri @ Q «*^h <% * <D •4 H w X4#* w «Hi—>■r*»\"«4»• •»£5r*l •»*^- O M v< {>> 1*4 %«**• 4* pH! 3* OM & |»4f-4 d a <ti4hH * O h H H * 4 ej *^*«4 O *53 4S©33' *H@d W © HI €$© N ®J- jH '■* • •wtO 2* © f* * 4 & , * l Pa©iwp©©©,m©©a Hv»Ph4 0 <P*4 *wW fw» #a4nj333tt *0e a CO •HwO©©Pfa©©Oi | O»«©i©0K«•a«©ret4«#a^K*rt■<C*<»S,*vSOa3 P {3 H? ft H £J ^**» * n r^« k. ?**»44 o$f*jr+** f^C4, 1*4 fHr*4 <ar4 ©©<P©d 0H4! U 4* -f# * w > -* m- r-r © S. «£©m) QC oHOMa WW ©© H «-! © o ^*HolhDE#4* P O r^j ^ &SfS©f43i2*«©a©©H P©©©P«aO4iPCOS3 *C( m © CQ ^m 0 >i w**HtH#ooku^i484o©wo£a®# H4oaifoOosfllSa*r«&©caHSi OrtpCvl o <g rEti- ©O*rdl ©0 ■Wa <£hS s X i *0 BPe ■^tO o &Coh;3 W£a Neo SM O Q O 4-* o iSswl GQ s

50 two c u rric u la arc offered In the secondary trad© school© of the Philippine a* The f i r s t Is a two-year trad© curriculum c o n sistin g of two parte; the constants—general read in g | h e a lth and physical education* and shopwork taken fiv e hours d ally which includes mathematics, science* safety* and re la te d technical terms; the sh o rt courses fo r boys— general metal work, p ra c tic a l e le c tric ity * fu rn itu re making, building construction, and d ra ftin g ; and the short•courses f o r girla*~&reeam«&it»gt cosmetology, food tra d e s , and t a i l o r ­ ing* Both boys and g i r l s take the constants both years and e le c t one of the sh o rt courses p rescrib ed fo r each respec­ tiv e sm * The primary- purpose-of the two-year trad® cur­ riculum- i s to provide in ten siv e tra in in g to prepare in d iv id ­ u a ls fo r immediate employment* The academic su b jects in the four-year trad e curriculum are s im ila r to tw o -th ird s of the general curriculum* Most of the so c ia l sciences are replaced by the physical sciences, drawing, and drafting* Trade courses fo r boys are general m etal work, p ra c tic a l e l e c t r i c i t y , fu rn itu re making, b u ild ­ ing construction, and auto mechanics. Since the four-year trade curriculum purports to give a. more te c h n ic a l train in g, the boys and g i r l s work in the shop and lab o rato ry from two to th ree hours d a ily , whereas those e n ro lle d in the general curriculum taking the same vo­ c a tio n a l subject® work only 80 minutes in shop d a ily . The

51 home economics courses fo r g ir ls In the trad e curriculum are a lso more p ra c tic a l and s p e c ific than those of the general curriculum , which usually are only academically discussed* The In s tru c tio n period of a trade school student av­ erages s ix hours and fo rty m inutes, o r one hour longer than th a t ©f a student en ro lled in the general curriculum . .ftgrleujtum j curriculum , the problem o f a ttra c tin g stu d en ts to e n ro ll in vocational schools has been one of long*standing and slower of so lu tio n in the a g ric u ltu ra l schools than in the trade schools, the teaching of respect fo r u sefu l work, © specially on the farms, had to hurdle the an tip ath y f o r manual la b o r which fo r more than 3-J ce n tu rie s the people had learned by precept and example from the Spaniards, who regarded manual la b o r m degrading and only f i t fo r servants and peasants* n e v e rth e le ss, the P hilippines is b a s ic a lly an a g ri­ c u ltu ra l country today, although i t is not d if f ic u lt to en­ vision her as sn in d u s tr ia l country in the fu tu re . Cogni­ zant of th is f a c t, ‘tiie government has stre sse d In the educa­ tio n a l program some form of In stru c tio n in a g ric u ltu ra l courses; gardening in the lower grades (see Table 4), agronomy and h o rtic u ltu re in the general curriculum (see Table 5 ), and more em phatically, by e sta b lish in g 26 a g ric u l­ tu r a l schools in s tr a te g ic farm l o c a l i t i e s to help develop and improve fam ing methods.

52 The secondary a g ric u ltu ra l curriculum is offered in the ru ra l high schools and in the a g ric u ltu ra l echoole. Both have been made co~aduoa11onal, follow ing the lead of the trade schools. Menslang# who made a study o f le g is la tio n a ffe c tin g P h ilip p in e education , d iffer en tia tes Between the ru ra l high and the a g ric u ltu ra l high schoolsj h rural school i s u su ally located, in a town, in which case the students liv e In th e ir own homes, while an a g ric u ltu ra l school Is o rd in a rily found on a fa n s, in which case giving q u arte rs neve to be pro­ vided fo r the stu d en t* ^ Admission to the ru ra l and a g ric u ltu ra l high schools i s gained by taking an ap titu d e t e s t . Like a l l o th er sec­ ondary students# those taking the a g ric u ltu ra l curriculum fin d a ll of th e ir four years of high school work prescribed. Table 7 presents the revised a g ric u ltu ra l curriculum. SJtfftnalang, c l t . , pp. 280-281

53 V&rm gg rl HG3yrf tti H^ Jk l8*3»HO« C<&.HM6O5 *0I3SHS3 &* m <H ^«<+©» #© m $ 0U> «s S3 Q © ^. .•t*w*o\"v *rf tQ t e a ilto H19 _ so U (Xt *+*• S-» •—0 *H4©H3«-£0w03*4&©f» >*>■ R §S£ §SS •rf & • UD &R ocsd ® ©*e © •arf©> a© . £Pk8«f480 44H^3#'003C44H3#. ^t0Bf 4H*H*rIi0w0 MAS:£*3'W' 3®$5s*2 3©©5 m TABLE 7. REVISED SECONDARY AGRICULTURAL OUREICtJUW* r4 O> © r l t » &3 tfJ 43 © H©H£<H0 ^ m 0H ©H o ♦» | H «-0\" «&H 00 RS* DOH &s 8 @0 «rft© ©w © 5 * m 43*0 4t3erJ\"O* ffi O-i<Cwp4W§3 rOi -f3ig £R*•w' 4•t&d53| Hr0©f4*£p3055«r©0rff •4tfrf*ffl\"RPO-C.- S#•4 h35004m» *a» 0 35 HI B1©0 4SH3 >0 *0 £5 6 .... .. 4* 35 rf ®€p»3•5hSiclwy •©rf H 4H0 H P >?fe H H *0 H A3 Im45£&3v *g| 43 eg fc*3 © 3©3 S©E 6 3 * 3 t? t4 H*0 •H £ &#45 1U ©« su «n ©© ffiH wt JAbr HO 54 40* >> «8 © <0 to +» i ■§ *HsSt0fsS*+K$04*^'*fa©14* r8«£©f*5%«w©&H* U 45 MH § e$ t 0 r f ,—J ,«*•»* O H •rf *>! -rf H0 8©3 iwfl Has:Wo © ©© 04© 03 to © HHoOIHHm0 f lv © J4»! S 03 OPQ •©HI « u?H) H © M*333 fc •» <o s a JA?4c» mh © # Hcc ^&£§hs >» « #\"*•%. ft) 05 f^l rf fl fr fi © ■13 OiSir*S0f r*30f g J0M9 m i•£DH H 49 © 0 M4» HOwtO # Si 0 fe Hct **-■>H H © &* 81 \" ‘■■V.: g

54 1 66m SOH^**\"<*0>.!H|&ft u m4 si © aw •%*? ft '*** 0 m «H & tl? i ihfCQ4» i>5feO© v» H w CO-H ■v-' 0 H H ti> 43 |fttD gOffigt 0 Hi H « S0& fl§ o *4DH-pO34w*ff6iHtt3,i®©fiSS4oH«^O3Hfcw•Oo0n0© « 4» O *H*0 t0g: ft ft M p ^ H M h53 f ©© o ig«rt 0 ** H0 fife P» 4>*tf fis«i O o ft r§ H© O fit *g 0 5 ftp (4 H 44 0 ®Oq « *COC ©0 rf!t 40*if’He S |H •H © H E0 © h fee ©•fnptXft COO ft SHC iMW QSKh 4P» ®^Opft %0*4■0-wH G SSft «s &0H O ha og ©©f^t #rr'-ff Swi FT® “ g» Oft +»xf?t W H 4* O ft:feU ,ft «0rt 0©HC H 4^ ©© «fst o *®0gOOH+r*»Hi4K0» fi©.*OO. H' f*ig* Mt-rSiI ® £ 1 »1 S3 f « ft H O4* >4© O ft £©H&K»0£■• 0fftt 0© 0©0©H« 4©* ft *'fb***>- *ft HH BH £f,tmlwHftv-HfNti><fft; $ ra«rf wHft H CJSQd P ^ S3 f t <r «s«g * # S§Ha I ^ s# 0©0 0f„t©0ft fONtCTOO I H# HS «H 0 v f4©3t fa©t «0d0fCOt oft 830 & £4 H 43 © 4-t * t Bt 0© ©©e a ©H 0 **s& © © OH hO O *0 H H © H H B*TB 0 Q+»H4*-P Amp O ft *0«H©4» H jd # SS fig M 8 $C3m0-3®aaf Jpt f t ($ o 0S*#;■**->*ft08Hx£©4 f •HH»OdHi©gtj *5# 0 COB 0 O ©O P x ro SO O N .ili Pift «8& css-«sa a ft « is to «; * r-t © 04©£->4 8 ©o •fP5iHugfP0®t HH<4**O*HSjjfai *\"w © ‘\"•x1’fiS f t © *4 I *g^ * ft H Oft H COS3•*-'*«< i « s *ft 25 O (,\\i «ri COH «H £$ fid 4* wMbm*»fiwHfBSc *tC3 fHi<Hoft S£m »> u fOc* 03ft faee Hi? CO H m ®gf£44fflg©O 4Hi©Hfrdl <g«ilS 005 pi H0 *©d ©Sse«a1 O o «H O d ivO ow O ^S % fib fib fOt fOt- OH

55 A comparison o f fables 5, 6 , and 7 shows th at the a g r ic u ltu r a l curriculum more g e n e ra lly approximates the gen­ eral ra th e r than the trade curriculum , except that the agri­ c u ltu ra l stu d en ts have ab so lu tely no leeway In the se le c tio n / o f courses* The f i r s t two years f o r home economics are iden­ tic a l fo r both general and a g ric u ltu ra l curricula* D ifferen­ tia tio n i s e sp e c ia lly n o ticeab le in ^the fo u rth year* The general curriculum home economics course gives tra in in g th a t has commercial goals* Home, fam ily l i f e , and c h ild care are stre s s e d in the a g r ic u ltu ra l curriculum home economics co urse, in addition to which the g ir l s render d aily two hours of prac­ t i c a l home economics work* The academic su b jects in the a g ric u ltu ra l curriculum are the b arest e sse n tia ls—reading and composition, so cial s tu d ie s , and N ational Language* L ite ra tu re , biology, and advanced mathematics of the general curriculum are replaced by h o rtic u ltu re , agronomy, animal husbandry, and farm engi­ neering* The a g ric u ltu ra l curriculum covers an in s tru c tio n a l period o f seven hours and twenty m inutes, which means that a. student en ro lled in th is curriculum works one hour more than a trad© school student, and two hours longer than a student In the general curriculum, ^our hours daily, including Saturdays* are spent in p ra c tic a l f ie ld work by the boys while the g i r l s are taking th e ir home economics courses and also p u ttin g in the two hours required p r a c tic a l work.

56 M, J&£ M m A n I t e l i * Instruction in th® secondary schools la departmentalized* w ith very l i t * t i e interchange between teacher and pupils of one department o r one grad© with the teacher and pupils of another depart­ ment o r another grade* Academic subject#* and even some vo­ ca tio n a l s u b je c ts, are taught u tiliz in g the assignment- stu d y -re c ita tio n method to impart the prescribed curriculum to the stu d en ts. The curriculum is a mass of organized ma­ t e r i a l , and education Is the a c q u isitio n of so much pre­ scrib ed m aterial. In stru c tio n a l methods are uniform, and with the exception of rare teachers, hardly any provision is made fo r individual differences. Teachers re ly almost e n tire ly on prescribed textbooks, courses o f study, and work­ books prepared by the experts in the General office* The school is a place to 1earn, tru e , but i t is also a place to a c t end to liv e democratically* Yet, both teachers and stu ­ dents have l i t t l e opportunity fo r in itia t i v e or o rig in a lity — time i s a l l taken up in learning the prescribed content or abiding by prescribed instructions* Students have two pre­ occupations during a school &©yt (1) passing from one c lass to another according to class schedule, and (2) following m eticulously the in stru c tio n s d ic ta te d by the teacher* Shared planning, evaluation, democratic cooperation, c r i t i ­ cal thinking ©re unknown to the student®* By a l l intent® and purposes* the various cu rric u la

5? o f the P hilippine public schools are not intended to be cul­ tu ral* Many of our s o -c a lle d educated people in a l l walks of lif e are grossly illite r a te in the area of fine a rts; th e ir education hairing been d e fic ie n t In the appreciations and un­ derstanding o f m ale*, drama* poetry* painting* sc u lp tu re , and the like* The UNESCO C onsultative Mission suggests; * * * (1) th at the high schools increasingly become la b o ra to rie s in which p u p ils learn by doing as they assume re s p o n s ib ility fo r planning and conducting group a ffa irs * and (SJ th a t youth p a r tic ip a te in de­ termining the goals, planning the course of action* accomplishing tasks* and sharing In the rewards of community service p ro je c ts developed through the school « « * Youth need to understand that democratic actio n must be e s s e n tia lly p o s itiv e .8* Higher Education By th e term ^higher education® is meant the education beyond the secondary level* Under the Bureau o f Public Schools, higher- education is solely fo r the preparation of public school teachers* although teacher education is also offered in the p riv ate college® and in the S tate U niversity. The U niv ersity of the P h ilip p in es occupies the same s ta tu s in the Philippine system of public education th a t the s ta te u n iv ersity does In the school system in the United S tates. 2%leeves, P. -57., £sm £$ S i «i£ IJHESCO C onsultative i s J&jfi fM llpxA naa. 1949, (iw iu s o rlp t).

58 However| the u n iv e rsity is not w ithin the scope of the Di­ re c to r o f Publio Schools* authority,, but has its-own admin­ is tra tiv e organisation and officer®. the more important schools on the c o lle g ia te lev el under the Bureau of Public Schools are the normal schools and the vocational schools# I & l l l i S S M M - The Bureau of Public School® ta le s care of one of i t s Important fu n ctio n s, the tra in in g of elementary school teach ers, in the various normal school® scattered throughout the archipelago* The f i r s t of these normal school® was the Philippine Hormal School founded in 1901 which had fo r i t s aim the preparation of primary school teachers# Admission was gained on completing the interm ediate grades* The candidate had to be a t le a s t 14 years old# In 1985, the standards of the school were raised, the curriculum revised into m equivalent of a Junior college curriculum , and, admission was gained a f te r completing the four-year academic secondary course* The purpose was ra d i­ c a lly changed, according to Alcona: * . • the ch ief aim * # # was to tr a in prin ­ c ip a ls , supervising teach ers, demonstration o r model teachers f o r the- elementary and c r i t i c teachers fo r p ro v in cial normal schools. 23A1zona, o i t . , p. 216*

59 Another phase in the [email protected] of the Philippine Normal school was accomplished on October 27, 1950, when i t was converted Into the P h ilip p in e Normal College and the two-ye&r general normal curriculum was expanded to four years, ra isin g i t to the level of a college o f education* Besides the former P h ilip p in e Normal School, the i / Bureau e a rly In th e American regime had opened, p ro v in cial normal schools on the secondary le v e l which l a t e r carried the burden o f tra in in g the classroom teachers a f te r the re­ o rg an isatio n o f the P h ilippine Normal School in 1925. Of these normal sch o o ls, only one, the Bulcidnon Normal School, remains on the secondary le v e l, which the Bureau is dis­ continuing? the re s t o f the eig h t regional normal schools were ra ise d to the- Ju n io r college le v e l by the Bureau as soon as the schools met the standards s e t by the P hilippine Normal School* The normal schools of the Bureau o f Public Schools are highly s e le c tiv e , in an e f f o r t to ra ise the p ro fessio n al standards of teach ers, and also because of the very lim ited f a c ilitie s * To gain entrance to m j of the normal schools, a candidate must pass a competitive examination, p rio r to which certain requirements have to be met by the examinee,

60 among them b e in g :^ 1* S ch o lastic work must be w ithin the upper 60 p er cent bracket of Ms graduating class In high school, £* Ho f a ilu r e s a t a l l , e ith e r in su b ject or year in high school, 3. freedom from physical defects—f a c i a l , s tu tte r in g , deaf­ ness • 4* Sixteen years of age a t examination time* 5* -'Proficiency In English* The normal school student o rd in a rily has seven, sub­ je c ts the f i r s t semesters of each year and six subjects the second sem esters. The maximum su b ject load la 25 semester hours of work, Including h ealth , physical education and preparatory m ilitary train in g , fa ilu re In three semestr&l subjects the f i r s t year autom atically elim inates & student from the normal school. Propping a su b ject a f t e r the second grading period is considered, a failure* whereas In the quality u n iv ersities in the United S tates, i t is with great d iffic u lty that permission is gained to take 18 sem ester ho u rs, the F ilip in o student is loaded w ith 26 sem ester hours besides having to overcome the i n t r i ­ cacies of a foreign language* Although the program is crammed w ith courses, th ere are no courses In c h ild psychology ^B ureau o f Public Schools .C ircular* no* 9, se r. 1947, *Regulationa Covering the Selection o f Students fo r Admission to Morsml Schools, to the Teacher's Curriculum o f the n atio n ­ a l School of Arts and Trades, and the P h ilip p in e School of Commerce i* c ite d in Manalang, $£>, c l t *, p* 238.

61 c h ild re n 1s l i t e r a t u r e , o r in curriculum co n stru ctio n . ffQcatlonal schools. Graduates of the secondary voca­ tio n al schools such aa the trade' and ag ric u ltu ra l schools who d esire to become teachers In th e i r resp ectiv e vocations can secure tra in in g in ®m of the te a c h e r-tra in in g vocational schools of the Bureau o f Public Schools* th e re are two schools of a r ts and trad e s on the c o lleg ia te le v e l, one a t Cebu and the o th er in I l o i l o , besides the National School o f Arts and trad es in Manila which prepares teachers fo r the trade schools in the Philippines* Teachers in agriculture are usually graduates of the College of A griculture of the University of the Philippines, but four ag ricu ltu ral schools, one in Luzon, one in Mindanao, and two in Vls&yas also o ffe r sp ec ia l te a c h e r-tra in in g courses* The a g ric u ltu ra l school in Luzon lo cated in Munoz, Mueva E o ija , has been converted in to the C entral Luzon A g ricu ltu ral College by v irtu e of the re­ organization order of the President effective January 1, 1951. In addition to the four**year secondary a g r ic u ltu ra l course, the college w ill offer*, a one-year mechanics course* a two-year course leading to m Associate In A gricultural Education; a four-year course leading to a Bachelor of Science ^E xecutive Order, no. 592, \"Further Reorganizing the D ifferen t Executive Departments, O ffices and Agencies of the Oovemment o f the Republic o f the P h ilip p in e s, Halting C ertain Readjustments o f Personnel and Eeallotm ents o f Funds in Con­ nection Therewith, and fo r Other Purposes**

i n Agricultural Education; and a post-graduate course lead ­ ing to the Master of Science in Agriculture! Education. The only public school of business la called the Philippine School of Commerce, lo cated in Manila, which prepares teach­ ers fo r business and d is trib u tiv e education* The P h ilip p in e Nautical School, in h e rite d from the Spanish regime, and which had been administered by the P h ilip p in e Naval P a tro l of the Department of National De­ fense, has bean tra n s fe rre d to the Bureau o f Public Schools by the reorganization o r d e r . T h e school prepares personnel and fu tu re o ffic e rs fo r the P hilippine M&vy* Admission to these co lle g ia te vocational schools are su b ject to the same requirements that are demanded of those en ro llin g in the normal schools* Finances and in stru c tio n a l f a c i l i t i e s are even more exiguous than in the vocational schools, from data, furnished by the Bureau of Public Schools as of 1949-1950, Isid ro concluded th a t of the sum appropri­ ated by the government f o r public schools, only 1*6 per cent was expended fo r the operation and maintenance of vocational schools. He says? , * * fo r ©very peso appropriated for the pub­ l i c schools a l i t t l e over one and one-half centavos { ,016} are appropriated for the support of vocational s c h o o l s # 2” a6Ib ld . . 3ec. 26. 27I s id r o , ju£. 2 1 $ ., p. 254.

Acceptance, therefore, in these schools is not based merely on passing the com petitive -examination, but is s t i l l fu rth er lim ited to those obtaining the highest scores# Special Schools There are special schools supported by the Philippine Government, on® of which is not adm inistrated by the Bureau o f Public Schools but fey another department in the Govern­ ment* The P hilippine School of F ish e ries is under the De­ partment of A griculture and Commerce* The only sp ec ia l school fo r handicapped pupils under the Bureau i s the School of the Deaf and the B lind, where the ch ild ren are ts&en in from the f i r s t grade through the f i r s t two years o f secondary education. The P h ilip pine Educational Ladder* A Summary fig u re 1 give© a graphic summary of the organization o f the p ublic school system* Elementary education provided in the four-year primary and the two-year intermediate courses begins fo r a F ilip in o ch ild normally a t age seven* However, in cases of over^enrollment, preference is given to the eig ht- and nine-year-olds. Mid-year promotions fo r the ex cep tio n ally b rig h t in grades one to fiv e is practiced, although annual promotion is the general rule# The curricula

H <S> © <►0 cU«o a $ 23 Post Graduate 22 21 M V E E D T 20 I C E Arts I R N I Sciences Education 19 E II A Business Nursing R Normal 18 V Music Engineering 17 S Agriculture Trade Commerce 16 17 c. 15 n i SECONDARY lh n 1* General Normal 2* Trade 5. Fisheries 3. Agriculture 13 INTERMEDIATE 12 11 10 9 PRIMARY 8 Figure X* The P hilippine Educational System

65 In the elem entary grades are the general and the a g ric u l­ tu r a l cu rricu la* Primary education Is compulsory* but because o f shortage In f a c i l i t i e s prim arily* end sometimes because of financial handicaps or failures- in schools, a vast m ajority of the children are elim inated, beginning In grade th re e , so th a t only a fra ctio n reach the intermediate grades* Graduates o f the elementary schools who decide to continue up the ladder e n ro ll In any a m of the secondary schools of th e ir choice a f te r passing an entrance examina­ tion* the various secondary cu rricu la are the general, tra d e , a g ric u ltu re , normal, .end fish erie s* Common to a l l the c u rric u la is a core of academic subjects am plified by the sp ec ia l courses o f each curriculum* fo u r y e a rs1 work Is usually necessary fo r completion of the secondary courses w ith the exception of the two-year trad® curriculum* How­ ever, in stru c tio n is departm entalized, and promotion is by su b je c t, so th a t a student may f in is h high school In three years o r , on the o th er hand, In more than four years, Graduate® from any of the high schools In the P h ilip ­ pine® are e lig ib le to e n te r the s ta te u n iv e rsity and o th er p riv a te colleges# Secondary school graduates may apply to e n ro ll In the schools of higher education under the Bureau of public Schools, su b je c t to passing of a com petitive exami­ nation* The c o lle g ia te courses rang® from two to seven y ears.

68 Those under the Bureau a re : the two-year normal courses; two-year technical courses In a g ric u ltu re , a r ts and tra d e s, end commerce; the fo u r-y ear teachers -college; and the fo u r- year agricultural college. fig u re 1 i l l u s t r a t e s what is c le a rly m ex c elle n t lo ck -step system. Students are grouped In grades and are promoted to the next higher grade upon completion of re q u ire­ ments s e t fo r each grade* I t also shows the \"complete* system of public education stip u la te d in the C onstitution. Vocational education occupies a prominent niche in the system. Vocational courses are o ffered from the very bottom of the ladder, as early as grade two, and extend to the technical and sp ec ia liza tio n vocational courses In the schools of higher education. Aside from the tra d e , r u r a l, and a g ric u ltu ra l secondary schools in the provinces, the Bureau of Public Schools has seven n atio n al Schools (fo u r a g ric u ltu ra l and th ree in a rts and trad es) on the c o lle g ia te le v e l, estab lish ed in the s tra te g ic regions In the country. The law mandates on s p e c ific school m atters. By the time a student fin ish e s h is secondary education he must have had in stru c tio n In English, n ational Language, and Spanish. English i s the language of In stru c tio n (lo c a l d ia le c ts may supplement English in grade® one and two); study of the Na­ tio n a l Language begins la the primary grades through high school, and in s tru c tio n i s given in th is language; Spanish,

67 which has hem recen tly required by law fo r a l l secondary pupils, has not yet been Introduced fo r lack of teachers. Preparatory m ilitary tra in in g is required of a l l male stu ­ dents, but recen tly the tra in in g of boys below the th ird year has been deferred. Commonwealth Act No. 589, ca lled HAn Act E stablishing a School R itual Ip All Public and Pri­ vate Elementary and Secondary Schools,” requires the observ­ ance of a ritu a l consisting of p a trio tic ceremonies, recitin g the P a trio tic Pledge, and the singing of the national Hymn.

68 CHAPTER III PUBLIC SCHOOL ADMXHxsmvnois The most d istin c tiv e clement of tbs Philippine Public School System Is I t s t o t a l cen tralisation of control and ed* m inistration# This bad I t s genesis in the organic law, Act 74 of 1901, which purposely provided fo r the organisation of a Mc e n tra lis e d public school eyetera/ and also in the f i r s t s tip u la tio n concerning education In the C o n stitu tio n , In A rticle XXV, section 5, which s ta te s : All educational in s titu tio n s s h a ll be under the su p erv |sio n o f and su b ject to reg u latio n by the s ta te Osl&s# one of the framers of the C o n stitu tio n , in te r* prats th is provision of the Constitution thus: The foregoing provision makes i t c le a r th a t a l l in s titu tio n s of learning public and private s h a ll be under s ta te supervision and su b ject to sta te regulation * * .* Educational a c tiv i ti e s being intended to advance the I n te r e s t of the country aa a whole and the w elfare of i t s in h ab itan ts, i t is only Ju st and proper th at the S tate be given au th o rity and power to supervise and re g u la te . . . s Hence, the school system of the P h ilip p in es is highly centralized a® a r e s u lt o f the d e lib e ra te planning by th© ^Constitution of the Philippines, Art* XIV, see. 5, 2l8 iaxo, A«, ErlncltAea Sll Musatlpn Applied Jo Jh& Ih lllp p ln eg « p. 219,

69 American founders of the system* and by the choice of the people who Incorporated the regulation of the.schools In the C onstitution and le g is la tiv e statutes* the following are the more Important of the leg al bases of public education In the Philippines: A rticle II* section 2—Is the basis of m ilita ry training* A rticle XIV* section the basis for teaching Nation­ a l Language* Section 5—is the basis of c e n tra lise d control* a complete system of schools* free primary in s tru c tio n , and ob­ je ctiv es of education* 2. M l 2t&« B The Act was enacted by the United States Philippine Com­ mission on January 21* 1901* Sections 1 and 2—create the Department of Public In stru c­ tion* Section 3—s tip u la te s the powers and duties of the Gen­ e ra l Superintendent* Section 3 (e ), section 6* and section 13—d ire c t the es­ tablishm ent of the educational system* Section 14—is the b asis of English as the language of instruction. Section 1?—estab lish es the P hilippine Normal School* Section 18—estab lish es the School of Arts, and trades* 3* Ml la - 1B70 This law became the basis of the founding of the Univer­ s ity of the P hilippines in June* 1908. MS 2a* 2222 Also known as the Vocational Education Act, I t created the Vocational Education Division in the Bureau of Educa­ tion to supervise and coordinate vocational instruction* b* .gOMionwealih M l JSft* 1 Preparatory m ilita ry training mandated by the Constitu­ tio n is Implemented by th is law* 6 Act No* 177 Public school teachers were c la s s ifie d as c iv il service employees subject to the rules and regulations of the C iyll Service System.* This is the leg al b a sis for

70 teacher tenure# Act Ha# J>§§ B etter known m the Educational Act of 1940, I t supports the six~ye&r elementary school, the double*single*session, and national financing of a l l elementary education# Broubllo Act Ho# im This created the Board on textbooks which s e le c ts and approves a l l textbooks in the public schools# Bppufellc .Act Mo» ^l..§ Known as the ^Public School Salary Law of 1 9 4 8 / I t e f­ fected-a new salary schedule for teachers and school of* fio la ls . £0* Republic M l M* jj&jj I t provides fo r the teaching of Spanish in the secondary schools.. .Beauhllc ftot Mo# 3:64 This authorised vocational schools to c o lle c t tu itio n fees and created a special tr u s t fund fo r each school* 12* hmiMJLc. M l JB&« MM This la the basis of the creation of the Philippine nor­ mal College from the former Philippine Korsaal School# is. jawflHAiMasflgi: M- ML th is is the leg al b asis of the newly created Central Luzon A gricultural College, formerly the C entral Luzon A gricultural School. The Department of Education Figure 2 shows the lin e s fey which authority is cen­ tralized in the S ecretary of Education* The whole educa­ tio n al system, except the University of the Philippines, the P h ilip p in e normal College, and the C entral Luzon Agri­ c u ltu ra l College, la d ire c tly under the supervision and au­ th o rity o f the Secretary* The U niversity of the P hilippines

71 PRESIDENT OF THE PHILIPPINES SECRETARY EDUCATION Board Board of Trustees of Trustees president Director of Director of Univ. of the Public Schools Private Schools Philippines President D istrict President P hil. Normal Supervisors Central Luzon Agri. College College Private Schools Public Schools Division Superintendent - 4- - and City N at'l. Regional Superintendents Presidents Schools_____ private U n iversities Principal Normal and Presidents Technical Schools private Colleges D istrict Principal KEY Heads Supervisors Secondary Private Schools Lines of control Schools Supervisory Principals Elementary functions Schools Figure 2 The Line of A uthority

72 i s governed by th© Board of Regents, while the two colleges are ru led by th e ir respective Boards of tru stees* However, th® Secretary of Education Is the chairman of the three boards, so th a t in r e a l ity he has d ire c t o r In d ire c t au­ th o rity over a l l education in th© Philippines* The Depart­ ment of Education functions through the two bureaus—the Bu­ reau of Public In stru c tio n and the Bureau of P riv ate Education. The S ecretary of Educationf who holds a p o li ti c a l post as a department sec retary w ith a. cabinet p o rtfo lio , appointed, by the P resident w ith the consent of th® Commission on Appoint- meats, represents the educational system in tbs Rational Government* Vast powers to promulgate ru les and re g u la tio n s, to supervise and d ire c t th© various e n titie s in h is department, and to appoint th e ir personnel are vested In the Secretary of Education by P h ilip p ine s ta tu te s . The Department of Edu­ cation th a t the S ecretary adm inisters is composed of: 1. The Bureau of Public- Schools, 2. The Bureau of P riv ate Education. S. Board on textbooks. 4* Bureau o f Public, l i b r a r i e s . 5, P h ilip p in e H isto ric a l Committee. 6. I n s titu te of R ational Language* Th© Secretary of Education 1® a s s is te d by the Under­ sec retary o f Education, who holds a technical p o sitio n . Like th© S ecretary , the U n d ersecretary Is appointed by th© P re si­ dent w ith th© consent of th© Commission on Appointments. In

73 ad d ition to th© ex ercise of the v ast powers in his hand®, the Secretary and his Department are expected to furnish the much-needed leadership In education* th is demand n ecessi­ ta te s an adequate teclinical and pro fessio n al s t a f f to fu r­ nish the essen tial data Indispensable in policy formation end rendering of decisions* the present department s ta ff f a l l s very much sh o rt of e s s e n tia l personnel* The Bureau of Public Schools Since the Inception of the public schools, the eyatm has grown in geometric proportions. The enrollm ent, e s t i ­ mated a t 6,900 In 1899,3 ha® soared to more than 4,600*000* G rata, a F ilip in o educator with the IPIFSCO, describes the systems. School enrolment has recen tly p&eeed th© 4 m illio n th mark * * * one out of 5 persons is In school—a figure th a t Is excelled only by the 1949 record of the United S ta te s, which is one out of every 4i persons * . * Sine© the beginning of American occupation the to ta l of public schools ho© Increased fro s 3,150 to about 18,000 * * . There i s no country on record, Including the United States th at devotes as high a percentage of i ts to ta l revenue to education as does the P hilip p in es, ^M artin, bstla&olo, «The Public School a—Philippine Democracy*a F irs t Line of D efense/ &qhoq.l and Society 68;250# October, 1948.

74 namely 36 to 40$ . . , 4 Th© teaching corps who guide the education of the more than 4,000,000 F ilip in o ch ild ren has expanded from th# o rig in a l 1,000 American teachers brought to th© P hilippines by the P hilippine Commission to a to ta l of 80,000 a t present* 2&& I t e M a S t M l l S Th© person d ire c tly responsible fo r th© adm inistration of th is prodigious system of public schools is the Director of Public Schools, appointed by the P resident with th# concurrence of the Commission on Appointments. The law v ests the D irector w ith v ir tu a l con­ tr o l of the whole system* An examination of h is powers w ill help th© envisaging of the amplitude o f the c e n tra lis a tio n o f th# system. Among h is extensive powers, as ©numerated in the A dm inistrative god©« section 910, are the following: 1* To recommend to the Secretary of Education appointees to ad m in istrativ e and supervisory positions and to as­ sign th© sm® to any div isio n h® decides. 2* To approve appointments, assignments, and. s a la rie s of a ll teachers at a ll levels, 3. To open primary schools and night school®. 4. To prepare the c u rric u la for a l l schools under the bureau. 5. To prescrib e the au th o rity of the p rin c ip a l of each school, 6. To hold normal in s titu te s fo r teachers. 7* To examine and pass on a l l estim ates fo r funds. ^O rata, P. T ., \"Educational Progress in the P h ilip - Pines,\" Educational fitctar.a 31;376, October, 1950.

75 8* To a tte n d to th® construction o f school buildings* 9. To p rescrib e the ru les of hygiene fo r schools to follow* 10, To maintain teacher*training schools. The D irector ut i l l zee various methods of comauni ea tin g the p o lic ie s , rules, and regulations to reach every teacher in th© system. Communication, carrying the modem democratic concept of a two-way system where even the le a s t personnel has a mesne of talk in g back, Is absent. Communication is a one-way downward process, and what goes back to the source of communication are Ju st m atters o f reporting. The m m m used a t present to convey information ares5 1 law s, rule®, reg u latio n s, and in stru c ­ tions compiled/ to guide the personnel ©f the Bureau in what exactly t© do and not to do. Published In 1927, the Manual Is being brought up-to-date to include a ll c irc u la rs issued during the ensuing 24 years. 2. Circulars Hatters concerning policy of e more permanent nature are issued to the f ie ld in c irc u la ra which are mandatory* These are the o f f i c ia l regulations that l a t e r become part of Jhg &t£glsg IfiSSfil* 3 . M emoranda Interpretations of circulars and regulations in .The .Service la n u a l* reminders to compliance of c irc u la rs ana regulation© , ar® sent to the f ie ld in memoranda for® since they are of a tra n s ie n t nature, 4. SitiJLljtlSS Infomation regarding educational trends, researches, in­ s tru c tio n a l methods, l i s t s of approved books and r e f e r ­ ences are given to the fie ld in b u lle tin s —academic and 8Presnof.a, P. I1. , Essentials of the IM I I bpIs.s jguca- tio n a l Svste®. od. 297-298* Also In Manalang. P r ise ila ,

76 vocational* 5* itesaa si .alaSs m3 m lite st£smssm jai £M&£ , The courses and o u tlin e s are prepared in the curriculum div isio n of the General O ffice, they describe and out- lin e the contents of the courses, state the objectives, aims, procedures| and methods o f teaching* These are o f f ic ia l correspondence to superintendents con­ taining inform ation and In stru c tio n s concerning the super­ intendent s only* ?* gffJLclJl. The D irecto r, A ssistan t D irector, and personnel of the promotional division of the General O f f i c e personally observe a l l b r a n c h e s of the fie ld force to supervise or secure firs t-h a n d Information on th® in s tru c tio n a l and adm inistrative functions* The g reat adm inistrative and supervisory organiza­ tio n , illu s t r a te d in Figure 3, and which is co n tro lled by the D irector of Public Schools, is called the Bureau of Pub­ l i c Schools, Delegation of control is required by the or­ ganisation i t s e l f in o rder to carry out the huge educational endeavor* The adm inistrative and supervisory functions are larg e ly c a rrie d on by Cl) the General Office and {2) th® F ield Force* The General O ffice The General O ffice Is the clearinghouse fo r the ad­ m inistration of a ll the public schools* All In stru c tio n s, courses of study, correspondence, movement of personnel, e t c , , th a t are prepared in the General Office and issued to

77 Director of Public Schools Assistant Director The General Office Administrative Officer Chief Instructional Div, Chief Personnel Chief Curriculum, Chief property Research and Chief School Plant Chief Education Chief Finance Chief Vocational Ed Chief Chief Chief Records Chief Home Economics Adult Education Publication Supt. of Division Supt, Supt, of Nat«l. City Schools of Schools or Normal Schools The Field Force City Division Principal or Supervisors Supervisors Registrar Dept. Supervisor HeadI s Tr. Dept. City High D istrict Secondary Instructors Principals Supervisor School Principals Central Elen City Elem. Teachers C ritic Principals Teachers City High H. S. Faculty Faculty KEY City Elem, Teachers Barrio Teachers Lin© of a u th o rity Supervisory function Figure 5* Th® Bureau of Public Schools

78 th© f i e l d fore© are su b je c t to the approval of th© D irector o f Public Schools, fo f a c i l i t a t e the work, th© o ffic e work is c la s s ifie d into the promotional and ad m in istrative, su­ pervised by th© A ssistant 'Birector and the ad m in istrativ e o f f ic e r , re sp e c tiv e ly , w ithin each of th© promotional and adm inistrative groups are functional divisions {see Figure 3 ) i each w ith a c h ie f and an a s s is ta n t c h ie f. Each func­ tio n al division i t fu rth er sub-divided into sections headed by a section chief* th e promotional d iv isio n , Th© A ssistant D irector of Public Schools, appointed by th© P resid en t w ith the consent o f the Commission on Appointments, besides performing th© d uties p rescrib ed fo r th© Ageietant D irector, also has the d ire c t co n tro l of th© promotional d iv isio n of the General Office which consists of divisions ins (1) in stru ctio n ; (£) curriculum , re se arc h , and evaluation; {3} vocational education; (4) home economics; (5) p u b licatio n s; and (8) adult education, fo the In stru c tio n D ivision, considered the most im­ portant division in the General O ffice, belong the super­ viso rs and su p e rin te n d e d ts-a t-la rg e , engaged mostly in ob­ serv in g , in sp ectin g , and supervising In a l l p a rts of th© country* th e re are supervisors fo r ©[email protected] schools, sec­ ondary schools, and te a c h e r-tra in in g and tech n ical schools.

79 There are s u p e r i o r s fo r National Language, physical edu­ c a tio n , E nglish, music, science, e tc .., a l l aiming to improve In stru c tio n in the field* All in s tru c tio n a l (except in vo­ c a tio n a l su b jects and in home economics) o b je c tiv e s, aims, and methods; education of teachers both p re-serv ice and in* service; p u p il personnel work in promotion, d is c ip lin e , en­ rollm ent, and attendance are w ithin the purview of the In­ struction Division* The Curriculum* Research* and ^valuation Division is a fusion by Executive Order no* 592, a* 1950, o f the Cur­ riculum D ivision and the Research and Measurement Division* The functions of the Research and Measurement Division has been appended onto the Curriculum Division* Hence, th is new division performs three functions? (1) I t formulates and prepares or revises a ll courses of study, outlines of study, and source u n its; (2) i t prepares textbooks and reviews books to be recommended f o r adoption as textbooks, supplementary read ers, re feren ces, and lib ra ry books to the Board on Text­ books; and (5) i t performs experiments to a sc e rta in practice® applicable and feasib le in the classrooms, besides construct­ ing and adm inistering te s ts to measure educational progress In the field * The personnel of the Curriculum Division also supervise the work of the classroom teachers to asc ertain how w ell the curriculum is put in Operation. The Vocational M vision Is organised in th© same

80 mtmnev ®e the lOBtraetlog J&SMsa. having It® own set of supervisors. They have charge of the supervision and di­ rection of vocational in struction In a r t s , trad e, agricul­ ture , f is h e r ie s | and commerce in a l l lev els—elementary, secondary| and technical schools. ffptys Economics Ijivislon was created by Executive Order no, 392, s. 1950, Th® supervision of home economics was formerly under the Vocational Division, but since home economics courses are offered in the elementary and In a ll the general secondary, secondary trad e , and secondary a g ri­ cu ltu ra l schools, a separate division was f e l t to b® req­ u is ite to a Ju st Implementation of modem home economics education. The .Publications Division e d its the various in stru c­ tional m aterials, courses of study, manuals, teaching guides, and textbooks sent out to the fie ld . I t p rin ts or mimeo­ graphs the c irc u la rs , memoranda, and b u lle tin s issued to the fie ld . The I M S I M i i a a WM formerly the o ffic e of Adult Education which was converted into a division of the Bureau, of Public Schools by v irtu e of Executive Order no. 92, s. 1947. Adult education, being pow a p art of th® Bureau, u t i li s e s the school f a c i li t i e s and the services of school teach ers, thus prosecuting i t s campaign for the elim ination of il li t e r a c y and th® improvement of community

liv in g with m in fin itesim al appropriation of 140,000,6 lees than a thousandth p art of the appropriation of 141,428,280 fo r the support of the public schools* The Adult Division organises and supervises adult, education classes and prepares the educational lite r a t u r e and mate­ r ia ls needed by the classe s. Xfift S tiM a S * To keeP the wheels of ad m inistration turning e f f ic ie n tly is the main function of th is division* I t performs no educative process but looks a f te r th© p ra c tic a l s id e , the business adm inistration and the adm inistration of the teaching personnel* The adminis­ tra tiv e o ffic e r assumes f u ll charge of the d ivision , signs correspondence relatin g to routine matters, buildings, tu itio n fe e s , and other such work th a t involves pp. policy formation o r decision* The functional d iv isio n s of the ad­ m inistrativ e division are: (1) personnel, (2) property, (3) school plant, (4) finance, (5) accounting, and (8) rec­ ords, The Personnel Division attends to a f f a ir s pertaining to a l l employed In the Bureau o f Public Schools. Matters of assignment, promotion, tra n sfe rs, leaves of absences, re­ tirem ent, resig n atio n , and government insurance are a l l coursed through th is division* Other ‘functions are to Interview Peso for Every I l l i t e r a t e Adult, 9 e d ito r ia l, PMll-opine Journal g£ S&SSMaa 29:463, February, 1951.

83 The [email protected] Division sees to I t th a t the fie ld force receives a l l c irc u la rs *. memoranda* b u lle tin s , publications of the Bureau| or other correspondence that contain the rules and regulations th at ©re prescribed by the D irector of Public Schools* The Division algo system atizes the work from the recording and filin g to the binding and sto rin g of a ll pa­ per work of the Bureau fo r record purposes* The f ie ld force The personnel of the Bureau of Public Schools in the provinces* c i t i e s , towns* and barrios contributing d ire c tly to the educative process constitute the m et field force, fo r adm inistrative and supervisory purposes, the whole coun­ try is divided Into school divisions* Each province and each chartered c ity is a school division. At present* there are 50 provincial school divisions and only 5 c ity school divisions* although there are 28 chartered c i t ie s . Administration of £ school MMM&M- Yhe D irector of Public Schools controls every teacher in the whole archi­ pelago through th© division superintendents who head th© school d iv isio n s In the provinces and chartered cities* The superintendents are the top men in the lin e of control in the fie ld fore© {see figure 3), They represent the Director of Public Schools in th© fie ld and are the im pelling and pro­ pelling force th a t set© the educational machinery going in

&g>pliaent«» to liesiii# i«m tlg*tlott*v to Iml Into p t » I f i i « i to «s|ftft I t buelseM* m& In general to m% %M%immtmm m& mmplf with th® mlm m% Ib%%m§* .g^ftfyfer atMnd# to th# reqmlaltlimt dlttrltartioa* snd s0WBtlBii of ttitbobEs m® supplies9 of t<plp»p% f t e l l i i t t i t m apeel&i eeinrle** m®h m 11- hm tim t hm& %M% ®m &»•«& In %h® fitld* A f t § u § « , r 0i®p ®% m$®v thin ilflflOH# Ijjtsftt its e lf with M ilo- inn pleae* m%im% m o f « a w netseol* ooaeinietiosi of m ? sc h o o l p le n te * ®»& o f §liftin g school pleais# Is I t E itortilcii the mlm%lm$ « « m it end ftgls* tsmtlon of ntw m h m l fit#®.* JEfljyww ..^ tl^ l^ rotta m% the f lr«@lai plum ing m& efaeelui m& eceoimts of i l l «*$ssoX a iv t- m& m%lm®X teliooi#* It iiM triW tm fm%n$ m% mm$® %&d l i b t i r a e i M f i t o f %h e th e d ia o r e ilo tv o f th e le ft fmmu* ..M.'fi&tsi 1# the e d i t i n g afaat of a l l &eaoimt$ of the Stift«u The olftiioit tofea&Xlf belongs to the Isu4®»i o fflot of the Beprtwisl of FMnaiih# doteHot to the Bure#** of fufello Sol»oi# m m effort to feellitete rnuiltlmi tad to w iuot rod taps between 'the two office#f end to perfosw th® ed itin g service® for the flirtotor*

compliance w ith orders sent down from the Director# The division superintendent, who gets h is post through the recommendation of the D irector of Public Schools, and by appointment from the Secretary of Education with the ap­ proval of the Cabinet, performs both adm inistrative and. executive duties* Some of his more Important duties sres? 1* To appoint and assign municipal teachers to schools# 2* To determine the salary of municipal teachers# 3* To observe and check in stru c tio n a l functions to see th a t the cu rricu la prescribed are followed* 4, To examine, co n tro l, and regulate the us© of school buildings in Ms division, b* To asc e rta in textbooks, supplementary readers, lib ra ry books, and supplies needed in the division, 8* To make reports to th© D irector of Public Schools re ­ garding his division? enrollment, finances, buildings, in stru c tio n , etc* 7# To encourage In-service teacher training* 8* to carry on public re la tio n s work. Attached to the o ffic e of th© superintendent Is a supervisory sta ff whose duties are to supervise and Improve Instruction In th© d iv isio n , p a rtic u la rly a t the elementary level* The academic supervisor supervisee In stru ctio n in the elementary subjects that do not have especially designated supervisors# Other eupervleora th a t make up the supervisory s ta f f are those fo r home economics, vocational subjects. 7Ii& SgCTloe Manual, seo. 8,