IMiGt LISRAftY 6P PbUCATfOW 
 
 UNIVERSITY Or CULiFORPM^ 
 
 BE«K€LEY. CAUFO/»W»A« 
 
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The educational principled and methods of the Philippine school 
 system and their adaptability to the present needs of Siam 
 
 By 
 
 Bertram Bethuel Bronson 
 A.B. (Nazarene University) 1915. 
 
 THESIS 
 
 Submitted in pp.rtial satisfaction of the requirements 
 
 for the dep;ree of 
 
 UAST-m OF ARTS 
 
 in 
 
 Education 
 
 in the 
 
 GRADUATE DIVISION 
 
 of the 
 
 UNIVERSITY OF CALIKPNIA 
 
 Approved 
 
 Instructor in Charice 
 Deposited in the University Library 
 
 Date Librarian 
 

 ONPEPT- 
 
C OBTEHTS 
 
 Preface • «»#9«>9f#p«. p.i-lli 
 
 Introduction 
 
 World's interest in Philippine colonial 
 
 policy - principles of President McKinley - 
 
 the ideals of the American school system in 
 
 the Islands - the whole plan purposive - 
 
 the chief characteristics of adaptability 
 
 and plasticity - the influence of the 
 
 school in occupation of '98 - breaking the 
 
 ground for the Burenu'a work - freedom of 
 
 teachers and staff - the work experimental - 
 
 the teachers' interest - the Peoples' 
 
 interest • the effectiveness of the Bureau 
 
 of Education - its organization by Dr. 
 
 BarroT?rs a marked success — p .1-10 
 
 Chapter I 
 
 The principles of the Hillippine System. 
 1^. Principles. Adaptation to natural 
 "Conditions end resources - an agricultur- 
 al people ?/ith physical needs greatest - 
 under bordens . 
 
 2. Principles based on existing needs - 
 no selfish motive in f'overnsaental plan - 
 aim altruistic and well rounded (a) con- 
 sideration of world markets in plan for 
 development (b) develop.ient with exist- 
 ing industries as basis (c) purpose in 
 social developiiient (d) health considera- 
 tions - various principles involved - the 
 end of tJiia induistrical education - civic 
 and social regenerallon important - the 
 part played by health conditions 
 
 3. Principles based on psychological condl- 
 Tiona •• use of natural agencies to aid 
 
mental processes - the chief charactoristlcs 
 of mind « racial and tribal hinderances - 
 the three general directions of work: 
 
 (1) development of strongest qualities 
 
 (2) creation of new Int^irests (3) changing 
 of habits - some native traits used »• basis 
 
 of appeal - things to be changed ..•»•*.••••••• pp .11-28 
 
 Chap ter II 
 
 The Methods of Applying these Principles. 
 Nature of the ca?gan of nethod * its offices - 
 first methods of proceediu"'e - the teacher - 
 the method of unifying the work - language - 
 development of the syston - schools - the 
 districts • co-operation of the people « the 
 native teacher - his value and usefulness - 
 practical methods used 1. tiio gradtial growth 
 frori hcs-ne industries 2. progrssj^lve agricul- 
 tural plans 3* social a^^enciea and methods 
 4. methods of treating psychological conditions - 
 some agencies In use.... .. •♦•♦«♦•#•*•• pp. 29-45 
 
 Chapter III 
 
 The Adaptability of these Principlos and Methods 
 to the He© da of Siom* 
 
 1. Natural conditions considered - the first 
 gr-ound for applying the principles and methods 
 of the Philippines (a) comparison :;s to geogra- 
 phical location (b) Similarity in climate, 
 topography, soil, and seasons (c) ccsnparlson as 
 to products and honie industries at the time 
 of the American occuj>ation of the P.J. (d) the 
 two populations, racial traits, life, habits - 
 the lingiiiatic aituotloi. (e) sane cawion points 
 in historical backrTound. - religious influence 
 in life • the part of aniiiiisin - tlie folk-lore, 
 fetish and religious rites and of ft, rings. 
 8. 'ilie Present Status of the Siamese education- 
 al syst-em.- number of years organized - measure 
 of its success by influence in nations * life and 
 interest of the people - the organization - 
 
Digitized by the Internet Archive 
 
 in 2008 with funding from 
 
 IVIicrosoft Corporation 
 
 http://www.archive.org/details/educationalprincOObronrich 
 
mx0«r7i9lmk miA t«a«3iiisg f ai*ee » iRNHMSifts of 
 
 leerxilna «• tools and laboratarla« • th« t&xt 
 
 And methode of teaohlng « t^e profiuets of 
 
 th6 ftohool •» opiniOQ ^ Prine* {>lt«<i»uloieo« 
 
 3« A pi»Opot«d «^hi6tttioiHil pp9&»m» (a) pro-* 
 
 posftl to take advontac© of the results of 
 
 liiiA Phillppiao •tiAttWiw w th« dlreot value of 
 
 flMMi^ pptnetpliBB and no^ods to Sla»M« « 
 
 xmable to 800 truo ne«il owil fwiimlate woiPklns 
 
 ia»*l8| <b) to boglsi y-eoosiAtxnieticm l»y stiip^l?* 
 
 ixig « better 8iy?«rtl«ion « Ijotter training cr 
 
 t#ft«liers « direet sjethode in te&#il»g praotloftl 
 
 M^jootsi <o) r«vtalon of ryhol© eontent of 
 
 emanMi ^ ehftn^ss from olidMiloal to prw^t4.&eiX 
 
 instntotioa - oatlined 9U8ge»tioi28 • pp .46-65 
 
PREFACE 
 
 The problem of education In the Par East has become 
 one of vital interest to rae since ray journey throu^ 
 Japan to China to the "Oriental Land of the Free", 
 geographically designated as Siain. 'What impressed me 
 most was the inadequacy of the existing schools to 
 meet the needs of the masses of the people. As one 
 teacher said in a Chinese College, "the people do not 
 know how to use the simplest things of the sciences, 
 arts and trades". But most striking is the utter 
 failure of the schools to meet the needs of those 
 people whose sustenance depends on the products of the 
 soil. 
 
 I feel justified in making this criticism, especially 
 In relation to Si am where the people are almost entirely 
 agrarian and partially nomadic. Tiieir needs are keen, 
 not only in respect to physical development but also in 
 r elation to purely intellectual ideas* There is not in 
 this land the same intellectual craving among the people 
 as in China and there does not seem to be a strong enou^ 
 
ii. 
 
 Incentive in the present to stir the people to think and 
 act. Many excuses have been offered for this condition, 
 but they do not suffice, and in no way can reasons be 
 offered as to why the system should fail to achieve as 
 much as has been done In the Philippines where the people 
 seem to be of the same stock as the Siamese and certainly 
 have the same characteristics. 
 
 My interest in the work among the Filipinos began 
 while directing the work of the Nan Boys' Academy in 
 Muang Nan, North Siam. It has been increased by the 
 friendship of a few Filipino boys who are the products 
 of the work, and it has been intensely aroused by the 
 ccHTiparative study as this thesis was being prepared. 
 
 I am indebted to many for valuable aid, especially 
 to President David P. Barrows for the use of his fine 
 collection of books, pamphlets, and catalogues on this 
 subject. Further, to Dr. Lewis Hillis, for suggestions 
 from a first hand knowledge of affairs, there is a debt 
 of gratitude, as also for valuable suggestions for back 
 ground reading for this interesting study* It has 
 yielded personal satisfaction in that it has clearly 
 shown that there Is a solution of the problem of ineffective 
 
lii 
 
 unadapted oducation which la praotloal Instruction. 
 It is the typa of public instruction that enlists tha 
 interest and co-operation of the people as a whole, 
 because it affects their well being. 
 
 *♦***•*♦******* 
 
THE EDUCATIONAL PRIKCIPL*^S AND MTTHOC' S OF THE PHILIPPINE 
 SCHOOL SYSTEM AND THEIR ADAPTABILITY 
 TO THE PRESENT NEEDS OP SIAM. 
 
 Introduotlon 
 
 The eyea of the Diplomatic World were on America when 
 In 1900 she undertook the task of governing the Philippines. 
 They wondered concerning her colonial policy. Would she, 
 like the European nations, make her mandate the opportunity 
 for exploitation? When she proposed to make education the 
 chief agency and the end the Ideal of democracy and demo- 
 cratic thinking, we only invited contempt and gnt It. 
 However, today the greatest Illustration of colonial 
 development Is the scorned Idealism, and that because the 
 first aim of the task was complete education and there was 
 no selfish exploitation, no paternalistic government, and 
 no mere sop in educational practice as ordinarily presented 
 by governments to their subject people. America's task 
 was not merely the building of the system from the ground 
 up; It was preparing the ground. Removing the suspicion 
 
d 
 
 againat the white man and hie oonduct In the orient « and 
 the removing of the Filipinos' opposition to the Spanish 
 Primary School System whioh they hated, waa the first 
 step in the xindertaking. 
 
 To-day the eyes of the Educational World are on the 
 Filipino people, beoause a race, whioh was considered by 
 commercial e^loiters an4 even by some enlightened Europ- 
 eans as impossible of development, has perhaps had a 
 
 more rapid economic development in two decades than any 
 
 1 
 other country, due to education. The policy stimulat- 
 ing this is expressed in President MoKinley's address 
 to the Philippine Commission, stating, "that the 
 Commission should bear in mind that the new government 
 was not designed for our satisfaction, nor the express- 
 ion of our theoretical views, but for the happiness, 
 
 3 
 peace, and prosperity of the Philippine Islands," 
 
 This spirit has permeated the whole machine of 
 American governmental development, and has won the 
 
 Paul Monroe, in Asia, January 1920, p. 81. 
 3 
 President MoKlnley, In Address by F. Crone, in 
 H. E. A., 1915, p. 166. 
 
3- 4 
 
 hearts of the people principally through the work of 
 the eohool system. Thus they have been persuaded of 
 our benevolent intentions and have so heartily co-oper- 
 ated that there oannot be found a parallel polioy« and 
 development in history. The core of the whole systen 
 which has been so successful is, that the Bureau of 
 Education in promoting "the happiness, peace and pros- 
 perity" of these peoples « has prepared the people to make 
 a happy living under the most practical conditions of 
 democratic choice. The world is full of systems of voca- 
 tional training but in no other case is there worked out a 
 system which in its entirety is bent on making the people 
 develop along their natural lines and use the natural 
 tools and conditions as in the Philippines. Nor is there 
 such a system of adapted Industrial instruction given with 
 the intention of instituting democratic ideals. The 
 system which in almost an arbitrary way is bent on teachtng 
 the child to live is giving power of choice in the 
 proper place. In this respect the educational policy 
 which the United States has adopted in dealing with the 
 
1 
 
 Filipinos is without a parallel in history. 
 
 Philippine education is purposive. In the great 
 plan of developing the people themselves the highest 
 ideals have been chosen and the most praotioal methods 
 of achieving them have been used. The political as 
 well as the economic end is a free and capable people. 
 The means of attainment is by education. "Those in 
 charge believe it is the function of a public school 
 system to prepare every boy and girl for the happiest, 
 freest, and most efficient life possible in a sphere to 
 whioh his actions will probably be confined." The only 
 limit to the sphere of activity is the volition of the 
 child or the economic condition of the home, for the way 
 is ever open for him to rise to the highest place. The 
 Philippines' middle class and political leaders are for 
 the most part rising out of the once submerged low class. 
 The two most characteristic qualities of this purposive 
 educational system are its adaptability and its plasticity, 
 
 1. 
 
 Worcester, Philippine Islands Past and Present, V.^, 
 p. 531. 
 2 
 F. Crone N.E.A., 1905, p. 166, 
 
In the first dB.y» of American oooupatlon, wherever tbe 
 Amerloan flag k&b raised there a aohool wae started. At 
 first the teacher was very often a soldier put to the task 
 of Inetruotionj and in many oases the first pupils went to 
 school at the point of the bayonet. General Bell, in 
 charge of the Phill^^plne forces, said that the establish- 
 ing of a school was worth as much as a company of soldiers 
 in a town toward the establishment of peace.^ The early 
 teacher was not hampered by traditions binding in other 
 fields, but was free to adapt his instruction to the minds 
 of the people. Too often he found the teaching of the 
 "three H's" inadequate and almost always he changed his 
 educational method that it might be adapted to the environs 
 
 and conditions of the peoole, taking into account their 
 
 2 
 needs. Often he was forced to leave these only as a back- 
 ground, laying emphasis on the teaching of crafts that 
 
 i 
 
 Goods, ?. Our Educational Experiment in the Philip- 
 pines, p^. 4, 5. 
 3 
 
 Arnold, Education in the Philippines, p. 338. 
 
would iaprovo the homo life of the people, teaching eanitation 
 to save life, and teaohlng English ae a basis for a large 
 life through study. Thus the early system was the result *- 
 of the personal contact of the taaoher and people » and it 
 is from these and further studies in the field itself 
 that the present system has grown. It is a oonposite - 
 of reoonnendations of hundreds of teachers scattered 
 throughout the Archipelaga, and these reports have 
 been based on hard earned experience . The early adminis- 
 trators also were tinhanpered by tradition and had only the 
 
 govemnent to look to for direction, and so they aade it a 
 
 8 
 great ei^eria^sntal ground. Thus this systea built by an - 
 
 adaptative growth has ever renained plastio, ar.d these two 
 
 eleaents have ever kept the system of the highest usefulness 
 
 and given the sohools an unprecedented plaoe in the hearts 
 
 of tha iJ6or-le. It was the teacher's and siq>erintendent*s 
 
 task also to know the needs and provide the material of 
 
 learning to meet them. Tt was his duty to hold fast to - 
 
 all that was best in Filipino oharaoter, and supplement it 
 
 f- 
 
 Worcester, Philippine Islands Past and Present, V.3, 
 pp. 504, 505. 
 
 a 
 
 Orone, M. E. A.. 1915, 166 ff. 
 
8 
 
 1 
 with tha best we had to offer. And we kaow he went to 
 
 3 
 work to eolve the taska with an earnestneas unsurpasaed. 
 
 Inside of a few years they won the favor and co-operation 
 
 of the people whioh has resulted in insistent demands for 
 
 more schools, even among the wild tribes of the Igorots 
 
 and among the anti-ohristian Uoro tribes. A thousand 
 
 sohools could be bisilt tomorrow and all filled were there 
 
 fimds to carry them on and sustain a high standard. There 
 
 are over six hundred thousand in the schools, about one Inin- 
 
 dred thousand have been turned away inside a year and there 
 
 are two or three hundred thousand who would like to enter 
 
 but oannot because of economic conditions of the home th(t 
 
 require their presence there rather than at the school. 
 
 The school in many a town is looked up to as the pride of 
 
 the town; it is the fountain of Inspiration; it is the 
 
 3 
 open door toward a better living. 
 
 I 
 
 Crone, National Educational Association, 1915, 167ff. 
 2 
 
 Ibid., 166. 
 3 
 
 Goode, P. Our Educational Experiment in the Philip- 
 pines, pp. 4,5. 
 
9. 
 
 This extensive work has been made possible only through 
 the central organization of the Bureau of Fducation. But 
 It is Interesting to note that the policy and organization 
 of this Bureau has been the result of gradual crystalliza- 
 tion of practical experience. It took permanent form in 
 1903-4 under the direction of President Barrows of the 
 University of California, then the Director of the Bureau 
 of Education. It is one of the most absolute of bureaus 
 in existence today. It is organized and equipped for 
 effective work, and can carry out promptly and effectively 
 the policies determined by the central office. At the 
 same time it is still growing, still enlarging, still 
 learning more of the people, their needs and th^ remedial 
 agencies. The directors are most willing to get advice 
 from the teachers and superintendents and forge the 
 policies of the Bureau in accordance with these ideas 
 given from the field of action. 
 
 This Bureau through its years of service has brought 
 about a profound change in public sentiment. It has creat- 
 ed new ideals, new ambitions, new hopes. The Influence 
 from the school has reached the home for not only 
 
10 
 
 mental and physloal lmproT«nent , but also for moral and 
 splritxMil. The change wrought has been of baelo im- 
 portance to the country. The results gained are as great 
 as they are because of the recognised need of changes that 
 are fundamental. When at the first it was apparent that 
 any educational system adhering cloaely to acedemi*^ 
 studies would simply serve to perpetuate the poverty and 
 servile conditions of the people, those in charge of the 
 situation, being free to work out their beet plana, saved 
 the situation by daring to ignore the force of tradition, 
 and they have proved to be the savers of a people. 
 
 Because of the marked success of this educational 
 experiment we wish to make an analysis of the principles 
 which were the basis of this exceptional m.ethod that the 
 same principles nay be adapted to the educational needs 
 of the people and schools of Siam. 
 
11 
 
 Chapter I 
 
 THF PRINCIPLES OP THF SYSTEM. 
 
 The educatloiml policy of the Philippine Islands 
 was not an assimilative policy. Its end was not be 
 
 >-Six 
 
 Americanize nor Anpflo-Sixonlze, but to make better Fll- 
 
 1 
 Iplnos. It did not aim to suppress native character 
 
 nor sacrifice any of Its excellency. Its purpose was to 
 
 help them to adopt and fit to their own conditions and 
 
 purposes the common civilization of the Western world. 
 
 Principles Involved Not only In the days of definite organlza- 
 , Adaptation to Natural 
 
 Conditions and Resources. tlon In policy and practice but In the ear- 
 lier formative periods the teacher and 
 supervisor and director saw the necessity of maklrpc the 
 educational training adapt Itself to the natural condi- 
 tions of the country. This meant at once the persuance 
 of an agricultural program. 
 
 At the time of American occupation the census showed 
 that of 1,958,400 men engaged In occupations 1,145,230 
 
 1 
 
 Barrows, D.P., Fifth Annual Report of Director of 
 Education, 1905, p. 15 
 
12. 
 
 were fanners or farm laborers. The majority of these 
 
 owned their own farms which were of an averap;e of about 
 
 nine acres. "The hope of the school Is to solve this 
 
 1 
 problem of making better farmers." In spite of the fact 
 
 that such a large part of the workers are independent land 
 holders. In order to live and prevent starvation they are 
 forced to borrow from the wealthy proprietors which means 
 the continued mortgaging of the future. In spite of the 
 richness of the tropical lands, the abundance of natural 
 foods, and aids In development, the people were undernour- 
 ished and unprotected, and thus continually subject to the 
 ravages of disease. 
 
 The first consideration, therefore, of this purposive 
 education was to make the land serve and adequately sustain 
 the people and the people develop the land as a foundation 
 of a higher development. 
 
 How absurd it would have been to neglect or Ignore 
 the great question of agricultural development and train- 
 ing when most of the people live in towns and villages 
 
 1 
 Barrows, D.P., Fifth Annual Report of Director of 
 T^ducation, Philippine Islands, p. 16. 
 
13. 
 
 at the edge of their rioe fields, and most of them are 
 
 1 
 very fond and careful of their little estates. 
 
 But the laok of proper implements and also of the 
 
 proper water supply make It Impossible for them to make 
 
 a living and they must fall hack on day labor zor some 
 
 large proprietor or have other income from a small 
 
 family industry. In very few oases is the Filipino 
 
 an Independent farmer and at almost all time he is at 
 
 2 
 the mercy of the money lender. 
 
 Principles Involved. "Their betterment is the task of 
 
 i. Principles of Education education in these islands. Very 
 Based on Existing 
 
 Needs of the differing policies have been held 
 People. 
 
 before the American Government in the 
 
 Islands; policies of economic develop- 
 ment by outside capital and Imported labor; of the grant- 
 ing of large franchises » the creation of large corpora- 
 tions; the development of a great commercial colony, but 
 for the educator the ideal to be achieved here is that of 
 
 I 
 
 LeRoy, J. A,, Philippine Life in Town and Country, 
 pp. 44, 71 
 
 2 
 Report of Philippine Commission, 1900, Vol. 4, p. 99. 
 
 also LeRoy, Philippine Life in Town and Country, pp. 44,11. 
 
14 
 
 a pprowlnif, thrlvlnp population, able to speftk a ccmmon 
 lanf!!uap:«, two third a a^rl cultural, all economically Inda- 
 p«nd«nt, owning the farma they till, trained to better 
 method « of agriculture and industry, able to read and under- 
 stand the newspapers, *>le to keep accounts, to figure out 
 profits. Interest, c«MiBnl88lon and other simple matters of 
 business; subsisting on a more varied and nutritious diet, 
 living in better houses, in -rUlaines and towns with sanitary 
 sources of water supply and sanitary systems for the dis- 
 posal of sewerage; the government of which conmunltles the 
 people shall understand and In which they shall actively 
 and intelligently participate. These are the results 
 
 which this Bure«%u is spending nine tenths of its thought 
 
 1 
 and effort to help attain." 
 
 Practical instruction In relationship to the needs of 
 
 the people «m we find them Is, then, the purpose of the 
 
 system. The consideration of the mental qualifications of 
 
 the people in this vocational syatero sill be discussed in 
 
 the next general topic, number S. The considerations on 
 
 which efficient instruction was first and Is still given 
 
 Barrows, D.P., Fifth Annual Report, Director of Fdu- 
 oation, pp. SO, 21. 
 
15 
 
 are grouped as follows: 
 
 a. Instruction in lines for production that will 
 be recognized In the world's aiarketo. If the people are 
 to prosper and develop they must have the encouragement 
 
 of aohievement in world spheres as well as of the finandial 
 returns themselves. 
 
 b. Education must be along the lines of the preseil 
 industries, and these lines of work already existing mus^ 
 be developed as paying propositions to the people. In 
 the faam industries, textiles and traders, or whatever 
 crafts there may be, the aim of the Bureau of Education is 
 to make them a means of livlihood, social and economic 
 development, and character building. 
 
 o. The school life mytst create a new social life 
 and must bring a social unity. That will result in an 
 intelligent participation in government by all, in other 
 words, there must be universal suffrage. It must train 
 for citizenship and must instill the true idea of publio 
 service. 
 
 d. The Department of Education must improve the 
 health of the people by introducing new foods, instruotS^S 
 
16. 
 
 In the care and development of the body, and also bring 
 to the consciousness of the people the need and beneficial 
 results of sanitation. 
 
 In the producing of goods for a world market there 
 are other elements than the immediate return of financial 
 gain* It requires that they know the products that are 
 marketable, and in what quantities. It teaches the pro- 
 portion of production *nd also It challenges them to 
 develop a real skill, that the articles produced may bring 
 a fair profit* 
 
 Ho considerable branch of exportation Is found which 
 
 does not come from the vegetable kingdom, obtained in the 
 
 1 
 first instance by field labor. The hope, then, of the 
 
 2 
 nation is in the development of the peasant producer, 
 
 the development of the land, the natural products and 
 
 then those adapted, the natural resources such as water 
 
 supply, and improvement in tools and methods. Where much 
 
 was produced in the way of rice, cocoanut, sugar, etc., it 
 
 was on the estate of the landed owner and by the tenants 
 
 1 
 
 R(»port of the Philippine Commission, 1900, Vol.4, p. 6 
 2 
 
 Barrows, D.P., Flghth Annual Report of Director of 
 Mu cat ion, p. 9. 
 
17. 
 
 on the Indebted peftsant proprietor. There was therefore 
 no Inspiration to develop or to increase production among 
 the masses who most needed Improvement. The hope for a 
 free people Is their independence in aprioulture and the 
 trades; and this freedom is the hope of the Islands* 
 To awaken the dependent fajnner is no small task. Hie 
 labor, such as it was, brought but little in returns to 
 himself - to get him to increase his efforts therefore, 
 he must see the benefits of hi& labor. This has been 
 one of the principal objects of the educational develop- 
 ment. Rome of the principles involved are, (1) to 
 develop a sympathetic and enthusiastic attitude toward 
 labor, (2) to cnoouratre industrious habits, (3) to teach 
 the fundamentals of good craftsmanship, (4) to teach trades 
 by which the pupil may live and improve his condition 
 when he leaves school. The true end of the Industrial in- 
 struction is (1) to teach character, the value of labor, 
 skill, etc., (2) the development of local industries 
 along the existing lines - improving natural products and 
 methods, and, (3) the marketing of the products In a 
 beneficial way. 
 
18 
 
 Previous to 1698 there were onlj a half-dozen 
 seoondary aohools In the Islands and these as well as the 
 
 primary sohools were for the boys and girls of the landed 
 
 1 
 arlstocraoy, offering no chance for the masses. We hard- 
 ly wonder that the Filipinos revolted against the rule of 
 Spain when we see how surely she planned to keep th« pecrle 
 servile. Woman's position was high, parallel to man's. In 
 soolal life, in the house, and in business she was his 
 equal. But they have never enjoyed the same educational 
 privileges, and perhaps never will be entirely on the same 
 plane, but the hope of the land, nevertheless, depends on 
 educated womanhood. The purpose of the United States in 
 respect to citizenship is to educate all the children and 
 tbts produce a race with suffer&ge rights based on true 
 literacy; to educate a body of leaders from among their 
 own people t ready and able to govern with equity a long 
 suppressed lower class; to educate and thus break down the 
 
 Le Roy, Philippine Life in Town and Coimtry, p. 309 
 3 
 Bu-rrows, D.P, , Eighth Anntial Report Director of 
 Education, "pp. 40. 41. 
 
19 
 
 barrier between the upper and lower olaaaes by the creation 
 of a democrat io middle olaae. The ohiaf obataole to eoolal 
 and economic progresa was "caclqulan" or "boaalam". There 
 waa no hope of true development until It should be removed 
 Education of course la the agency, and the results attained 
 are moat striking. The aim of the school Is to create a 
 better home atmosphere, to make a new aplrlt In the home. 
 In the community the aim has been civic righteousness and 
 unity, by creating public spirit which centered from the 
 first In the school and Its new activities, and now extends 
 into all the country. 
 
 The matter of Improving the health conditions has 
 been for the aost part the concern of the Bureau of Edu- 
 cation. From the first the teacher was as Interested In 
 the life conditions of the people as he was in giving In- 
 structlon. He realised that his work touched the whole 
 life of the people, and that his work must affect and be 
 sffccted by the whole of the social fabric. The first 
 American teachers saw the pitiable poverty and constant 
 hunger of the people. The helplessness of the people 
 
20 < 
 
 In the midst of imllmlted resources was what put the 
 teachers on their mettle. These resources were unrecog- 
 nized and unused. Then, there was no co-operation in 
 
 the system nor from the people, though all the teachers 
 
 1 
 were working for their betterment. Tlie alms that were 
 
 conscious and developing were, (1) To Improve the diet 
 of the people by Improving the local foods and their 
 preparation, and by the Introduction of new foods to 
 supply the lacking food qualities needed for a balanced 
 diet. (2) To Improve the physique by better food and 
 universal physical training. Many were going on by sheer 
 force of will, since their bodies which were well formed, 
 supple and enduring could not sustain them In the work 
 to be done. (3) To Improve sanitary conditions, remov- 
 ing the causes of disease and the agencies by which It 
 spreads, and giving instruction in combating It in specific 
 cases. (4) To overcome physical defects of eye, ear or 
 any organ of the body, by means of pr':>ner medical atten- 
 tion. 
 
 1 
 
 H. Miller, In National Educational Association 
 Report, 1915, p. 1116. 
 
21 
 
 To describe fully the conditions of the Filipinos 
 at the time when our government took over the Islands is 
 Impossible here, but suffice it to say that most travelers 
 and dwellers in the Par Fast thought it impossible to 
 ever bring such ideals as ti e Bureau proposed into the life 
 of this backward race; and it was only because of in- 
 vincible faith and Incomparable zeal, that, by steadfast 
 labor, the government has practically accomplished its alms. 
 
 Principles Involved This Purposive Education has for its aim the 
 
 3. Psychological highest possible development of the natural 
 
 principles based 
 
 on the condition mental characteristics. This naturally la 
 
 of the mind of 
 
 the people. the result of the belief that mental character- 
 istics are in accord with the natural surround- 
 ings. If life conditions call for a struggle and the 
 creation of new life habits then the mind will be by 
 nature creative. But in the Philippines there is no 
 demand for a conflict. All that is required to perpet- 
 uate life la the development of the abundant resources. 
 This simple adjustment to life does not make creative, 
 but rather imitative minds. These strong social traits 
 and the lesser ones also have had a great part in the 
 present constructive system of instruction. 
 
3 
 
 *» 
 
 At first «oai« thought tha BX>8t diffioult problem 
 would be to unify the very widely differing tribee or 
 to adapt a mtMf aided syeteat to meet their individual 
 social oharactsriotios. It wae soon discovered, how- 
 ever, that the social stock is honogeneous - that the 
 varying degrees of civilisation and praotioal diverg- 
 ences £^re not as gr at as the social honogen^ity. 
 The difference, as expressed among the tribes them* 
 
 selves, are sore tsarked by the religious differences 
 
 1 
 than by tribal oharaotaristios. 
 
 At first thers were no nieneral principles which 
 
 were worked out by the Bureau of Education, but each 
 
 teaoher and superintendent sought out the psychological 
 
 basis for his work, and these findings were oolleoted and 
 
 ttssd by the Diraotor in the educational policy which has 
 
 since been followed. The most direct benefit gained by 
 
 this initial work was the friwidship and good will these 
 
 pioneers won from t he people. No such analysis as the 
 
 1 
 
 L« aoy, Ja«s», Philippine Life in Town and Country, 
 p. IS. 
 
following has been put in printed form and yet these 
 ideas are distlnotly seen baok of the Educational 
 Program of the Bureau, and eapeoially after 1904 when 
 the work was first definitely organized. 
 
 From the view point of the mental condition of 
 the people* the Bureau of Education followed three 
 directions. These were not closely formulated thus 
 but were nevertheless the directing principles. First, 
 they were to use all natural mental qualifications poss- 
 ible as the foundation for instruction. This of course 
 recognized that the chief mental characteristics of a 
 people would be of greatest value for the development of 
 their natural surroundings. Second, they were to cre> 
 ate new interest and arouse enthusiasm by showing new 
 values in their old possessions, and by showing the 
 possibilities of new things added to their life. Third, 
 they were to supplant all habits or types of mental con« 
 duct that hinder or distract, with positive forms of 
 metatal conduct. 
 
 Ur. Freer, an American teacher, wrote as early as 
 1906 saying that the Filipino is eager to learn from 
 
24 
 
 books ar«3 all other means. That when he has learned how, 
 
 he studies very dlltf^ently. He la considered as mentally 
 
 alert, with a passion for leamlnf^ that can be sustained* 
 
 Furthermore, thflit he Is ea/rer to learn from us who have 
 
 Vesteim civilization, and Is very reapp otful and obedient 
 
 to his instructors. He is appreciative, docile, pjpntle 
 
 1 
 and dependent* 
 
 These admirable characteristics, however, did not 
 
 suffice as motive power to lift an undeveloped people and 
 
 country to any considerable height of development. It 
 
 was not, sufficient to stir the people from centuries of 
 
 lassitude due to the tropical heat and bounty of nature, to 
 
 the ideals and achievements that were for their own well 
 
 being. It took some considerable study and planning to 
 
 persuade them of the necessity of study and action of a 
 
 new type if they were to obtain fpon their surroundings 
 
 any considerable benefit. Their teachers, however, used 
 
 this desire to learn and by coupling it with others made 
 
 it serve them acceptably. The pronounced mental traits 
 
 1 
 
 Freer, W.B., The Philippine Experiences of an 
 American Teacher, j. 275. 
 
25 
 
 which they uaed were, (1) their natural Inqusltlvenesa to 
 
 know about that which they do not understand, (2) their 
 
 natural artistic and mechanical aptness, #ilch aided by 
 
 Imitativeness and keen Imagination gives an easy ground 
 
 for practical instruction. Couple these with their 
 
 devotion to their little farm, their keen delight to work 
 
 with tools or anything they can handle, and their eagerness 
 
 for results that are immediate and you have the direction 
 
 for the Bureau's policy. (3) The atmosphere in which they 
 
 have lived was one of social freedom and they have felt but 
 
 little social restraint even though they have been the 
 
 1 
 economic slaves of the small wealthy class. This spirit 
 
 is strong and has a dominant influence in their conductJ 
 
 Anything that will strengthen this feeling by added comfort 
 
 or social distinction due to the same will spur them on to 
 
 labor and study. 
 
 The Pllipino has been accused of being lazy and shift- 
 
 2 
 less. This was true. It did not pay for him to be 
 
 prosperous, for his earnings went to meet the demands of 
 
 1 
 
 Le Roy, Jos. Philippine Life in Town and Country, p. 65. 
 2 
 Foreman, J., The Philippine Islands, p. 180 
 
26 
 
 the Church which taught him to give the fruit of his 
 earnings to the cause of religion, or else to the one to 
 whom he was perenially in debt. He was free in conduct — 
 but he was ever a slave by political and industrial 
 barriers. He did not care to learn; not because he was 
 not anxious to know, but because it was of no advantage to 
 him to know what the Spanish school taught. But immediate- 
 ly when education became the doorway to better home con- 
 ditions, to actual powor in participating in civic life, 
 and in the elevation of his social position, he wanted the 
 school. the son*s education soon meant freedom from 
 debt and the removal of fears for the future, which things 
 in the pnst he had stoically taken as a part of his lot. 
 At first the boy wanted to be a clerk or small office 
 
 holder — the height of all glory. However, being quick 
 
 1 
 of apprehension, he saw that the practical sciences and 
 
 agricultural studies were the things which would benefit him 
 
 most, and was willing to make the vocational studies the 
 
 1 
 
 The Report of Philippine Coramisslon, 1900, Vol. 2, 
 p. 283. 
 
87 
 
 centre of hie life training. That the Filipino was 
 
 capable and worthy of the confidence of his American 
 
 teachprs has been well demonstrated by his conduct In the 
 
 past. That he would be able to see with a world vision 
 
 was not expected in the psst, but this was due to the 
 
 fact that he had but little to stimulate him to larger 
 
 1 
 views of life. 
 
 In the newly created middle class there is a great 
 spirit of fellowship and co-operation. The word associ- 
 ation, seems to be a magic word with them. But in the 
 old free and easy life where high and low rubbed shoulders 
 in everyday intercourse there was a pronoxinced tyranny, 
 even within the low class itself. There seemed to be no 
 sentiment, honor, nor magnanimity — apart from the hospi- 
 tality which was prided by fear. This geniality so marked 
 and distinct was to him a life insurance policy which he 
 used to guard himself from attack by others. so also, 
 his Interest in others was often a cloak for his inner 
 cowardice, by means of which he hid his own fears and kept 
 
 1 
 
 Foreman, *r.. The Philippine Islands, Vol. I, p. 184 
 
28 
 
 watch on the actions of them. At times, too, it was 
 
 merely uncontrollable curiosity. He seemed to show no 
 
 heart response to his benefactor at first, and the first 
 
 respect was that which he gave to one superior or brave 
 
 1 
 and daring. But he has changed in all these respects 
 
 into an admirable and responsive friend. 
 
 Briefly let us mention a few of the other outstand- 
 ing features of his personality. He was exact in none 
 of his habits, not knowing what it meant to perfect any- 
 thing. He was fearful to the extent of losing all self 
 control, he was vicious under a cloak of serene counte- 
 nance. In labor he could go on for a long terra if the 
 results were near and visible. But in nothing was he so 
 constituted that there was no need of change either by 
 development or substitution. 
 
 1 
 
 Le Roy, James, Philippine Life In Town and Country, 
 p. 81 
 
29 
 
 Chapter II 
 THE MFTHODS OF APPLYING THFSF PRINCIPLFS. 
 
 Organization - Although the foregoing principles were 
 
 Nature of not all clearly expressed in the program 
 
 the Organ 
 
 of Method of the Bureau of Education, we find that 
 
 the Director, his staff, the superintendents, 
 »nd teachers working through this powerful organization 
 were building on these principles and making direct prac- 
 tical solutions for them as far as possible. Whether 
 consciously or unconsoiously, the important part of the 
 matter Is that they are gaining the ends to which these 
 Ideals or principles pointed. Not only Is the organ of 
 this Bureau a harmonious, co-operative body, hut it is work- 
 ing in harmony and unison with the Bureaus of Public Health, 
 Forestry, Agriculture and Lands, Commerce, and Printing 
 
 and others. It is successful because of the proper recog- 
 
 1 
 nltlon and credit it gives Its officers. Its success among 
 
 the people is that the schools are a part of the people and 
 
 1 
 Crone, F«, Report of National Fducation Association 
 1915, p. 170 
 
so 
 
 not Inatltutlons planted in their midst. 
 
 The organization is centralized as follows :- 
 
 Director of 
 Fducatlon and 
 two Assistants . 
 
 ( General 
 ( Office 
 
 ( Chief Clerk 
 
 { Accounting Division ) 
 
 ( Prope rty 
 ( Academic 
 ( Industrial 
 ( Building 
 ( Records " 
 ( Traveling Inspectors 
 and Instructors 
 
 tt 
 
 "Experts 
 
 AsaHs* 
 
 Superintendents of ) 
 
 Insular Schools, ) Heads of Departments 
 
 Normal, Union and ) Instructors. 
 
 etc. 
 
 Division Super- 
 ( intendents 
 ( 
 
 ( 
 
 Supervis- 
 ing 
 Teachers 
 
 ( 
 
 Assistant supservis- 
 
 Ing te«iohers 
 Principals of cen- 
 tral schools 
 and intermediate 
 schools not di- 
 rectly under 
 division super- 
 intendents 
 Principals of high and trade 
 schools and intermediate 
 schools not urder super- 
 vising teachers - - - - 
 Instmctors. 
 
 Miller, H. Report of National Education Association, 
 1915, p. 1116. 
 2 
 Crone, Sixteenth Annual Report of the Director 
 Education, p. 10* 
 
31 
 
 First Methods From the very first the suooess has de- 
 
 of Prooedure. 
 The Teacher. pended on the oversight and Initiative 
 
 of the American supervising teachers and 
 superintendents. Their task It vas to know the people and 
 their needs, and to present these to the aunlolpal oounoll 
 and Bureau for consideration. It was their task to win 
 the favor of the people and be the social influence repre- 
 senting the schools. In the early days their methods were 
 not the teaching the "three R's" in the class room but he 
 was In the home and in the Filipino's native haunts seaiolx 
 Ing for ways to meet his crying needs. Here was the be- 
 ginning of industrial education, agricultural Improveaent, 
 and public life, including health and sanitation, Suob 
 direct findings became the basis not only of the general 
 direction of the educational policy but gave the material 
 
 for the nature of the courses and the new series of text 
 
 2 
 books directly applicable to their local conditions. The 
 
 native teacher wcta enlisted at once, and his training has 
 
 developed with the systen. 
 
 1 
 
 Barrows, D.P, , Fifth Annual Report Director of 
 Education, p. 42. 
 Q 
 
 Miller, H., in National Educational Association, 
 1915, p. 1116 ff. 
 
6a 
 
 Method oS At the first the eohool was oonfronted by the 
 
 Unifying 
 
 Work> problem of the many dialects. How oould in- 
 
 Language 
 
 struction and texts be applied to so many or 
 
 how would they ohoose one to apply to all? These were 
 
 impossible of solution as they were, for the task of 
 
 learning the languages and supplying the texts was an 
 
 utter impossibility, as also was thelbiope of getting all 
 
 other tribes to accept one dialect. On the other hand 
 
 English is the business dialect of the Orient, the best 
 
 business and trade journals are in English, the teachers 
 
 must be taught in English, and the Administration had to 
 
 1 
 be in the hands of competent foreigner!* Perhaps, next 
 
 to the direct influence of the teachejr and superinten- 
 dent, the use of English has been the g.^«atest factor in 
 the development of the Phillipines. It has aided in all 
 lines of educational development, and especially has it 
 been a means of arousing new interests, of unifying the 
 people, of giving a world consciousness, and creating 
 
 1 
 Parrows, Annual of American Academy of Political 
 Science, 1S07 , 30:74. Also Marquardt, W.w, , Department 
 of Distribution or Education, 1918, pp. 36, 37. 
 
33 
 
 larger narketa as channels for surplus production. It 
 
 is needless to say that the use of English ^s nade the 
 
 teaching of the sciences and arts a sucoess^and very easy 
 
 for the reason that It gives an exact langtmge for one that 
 
 has very few technical terms. The method of teaching 
 
 £ng:lish is in itself very interesting. The boy comes to 
 
 the class with no knowledge of the school or the language. 
 
 But by constant use he learns class directions in a few 
 
 days and then by chart and pricer he learns his knowlsdge 
 
 of other subjects and to read, write and speak at the saae 
 
 time. His ioproveiaent is JKirvelo\is. Inside of these three 
 
 1 
 years he can now learn to speak English very well. 
 
 Method of At present there is no tiae for Inflexible 
 
 Development 
 of The System courses or theories of sduoation. There is no 
 
 rest, but there is constant growth and development. Con-> 
 tinuous surveys of home life, agriculture, Industry, busi- 
 ness, and political conditions continx;cally formulated new 
 
 3 
 courses. As the condition of the people change so the 
 
 I 
 
 Barrows, D.P. , Eighth Annual Report of Director of 
 Education, pp. 35-36. 
 3 
 
 Uarquardt, W.W. , Report of Director of Education, 
 1918, p. 38. 
 
educational method undergeee transition. The training in 
 
 everyday arts that build a better, saner, and higher 
 
 daily life is largely sought by the pupils, and they give 
 
 1 
 good account of themselves as workers. Such growth and 
 
 development on the part of the pupil demands a greater 
 
 development on the part of the school. The i^^ost Intelli- 
 
 r> 
 
 gent work in the world is being done rigiht here. 
 
 At first simplest methods were used, along with the 
 general education, to teach the pupil to improve his looil 
 lnd\JLStry and thus his general surroundings. By 1904 the 
 system was fitting the pupil in a three year course for 
 citlsenshipi fitting him for everyday business transac- 
 tions; was purposing to give him a large view of world 
 
 3 
 life by geography within the primary school. The inter- 
 mediate school was enlarging to training in civil govem- 
 
 1 
 
 Goode, J., Our Educational Experience in the Philip- 
 pines, p. 10. 
 2 
 Ibid., 11. 
 3 
 
 Barrows, D.P., Outlook, V. 80, p. 869, article by 
 Le Roy. 
 
35 
 
 z' 
 
 ment, history, etc., with three years of elemeatary 
 
 selenoe, and shop, and garden work. The secondary school 
 
 was formed more after the pattern of our American High 
 
 School, but w«g more for technical or semi-professional 
 
 1 
 schools. By 1915, the Ideals and the desires of the 
 
 people had made such gre^t growth that the whole course 
 had to be changed from the primary to the secondary, and 
 a University and Normal school had been developed. The 
 change of Ideals was the result of practical Instruction 
 which definitely reacted In the people's lives. Indus- 
 trial, agricultural and scientific training had become the 
 center of all the school activities. The Primary still 
 had Its work In English and the practical subjects deal- 
 ing with health, sanitation and citizenship, but the 
 emphasis was on preparation for life and the method was 
 
 that of training In the local Industries, manual training 
 
 2 
 and agriculture. The Intermedlit© school has become a school 
 
 which, like the Primary, Is complete In Itself and fits 
 
 for life. 
 
 Barrows, D.P., Article by LeRoy, Outlook, v. 80, p. 870. 
 2. 
 Crone, P., Article In National Fducatlonal Association 
 1915, p. 169. 
 
36 
 
 Hero they apeoialize in fanning « trading, doxeetio soienoe, 
 
 1 
 cocui^erciaX and te&ohing oouratts. But this laat is faat 
 
 being advanced to Secondary standing. The Seoondary School 
 has come to follow very closely our Aiserioan High School^ 
 hut they are giving courses in surveying, oommerce, naviga- 
 tion, agrioulture, trade and normal work which are leaking 
 •pecialists in these practical lines. The work of the rjni-* 
 versity is very intereetii^ in that they do not aet the re- 
 quiressenta for the preparatory schools but supplement thsir 
 
 work, laying ewphasls on Pliillppine Education and preparing 
 
 1 
 men to develop the present type of work. The work here ie 
 
 a preparation to develop the resources of the Islands, and 
 no loan can reach the University iintil he has had soatt 
 training in the industries or arts and crafts of the coun- 
 try. 
 
 The original plan was to organise every Christian 
 province into School Districts under the supervision of 
 •upervisors and tesohers, and in every municipality and 
 
 I ■ 
 
 Crone, F. Article in Rational Educational Asao- 
 olation, 1915, p. 188. 
 
37 
 
 1 
 large barrio (village) to have a sohool. But the limits 
 
 have proved too narrow, for today while the Igorot is 
 
 hunting the head of hia neighbors, his boy ie going to 
 
 a farm or trade sohool eager to learn and bringing the 
 
 3 
 fruits of his labor to the family store. No program 
 
 is needed to push the int^^rest or create a demand for 
 sohools. The only hindrance ia the laok of funds and 
 teachers to oarry out a mora extended work. The people 
 are voluntarily giving and building the sohool houses 
 and are taxing thetaselves for this greatest of all 
 interests in their lives. To start a sohool all that 
 is needed ia a teacher - th3 people will help get at 
 least a temporary building, and the pupils will come. 
 There is no ne?2d of laws foroir*g attendance or pro- 
 hibiting delinquency. They love the sohool. 
 
 Educational The suooess of this extended system was 
 
 Method - the 
 
 Native teacher largely dependent on the training and ability 
 
 of the Filipino teacher. Without the American Super- 
 vision the present success "vould never have been known. 
 
 1 
 
 Parrowe, D.P, , in address by Le Roy in Outlook, 
 V. 80:387, August 5, 1905, 
 
 Z 
 
 Barrows, D.P. , Report of Director of Education, 
 1908, pp. 45-50. 
 
36 
 
 But to make a sygtern for the people with universal suf- 
 frage and freedom as Its aim, was, and still la entirely 
 out of the question If attempted alone by foreign teachers. 
 Hire is where the native teacher was used, and that will- 
 ingly, thoup;h he was at a gr«Jat disadvantage because of 
 lack of training. The first director and his aides, the 
 superintendents and teachers, found very few who were able 
 to be used as they were.. But the Filipino was eager to 
 learn, and so the method of studying one week the things he 
 imparted to the children the next, by special instruction in 
 mssemblies, by pamphlets and special agencies he has proved 
 himself worthv of the faith put in him. The Bureau has 
 paid special attention to this phase of the educational de- 
 velopment, and by improvement of standards, the advancement 
 of opportunities, and the creation of a fine social at- 
 mosphere, has created nothing short of a miracle in the 
 teaching profession. 
 
 Practical Let us examine briefly the methods our teachers 
 Methods used 
 
 and I^reau used in creating inspiration, developing 
 
 the latest possibilities, and in lifting 
 
39 
 
 the tvhold piano of tha xiation&l life. The course 
 
 folloved in the whole prograa ehowe conclusively the 
 
 value of Vocational Sduoation, that the best way to are»te 
 
 educational interest and oarry out the intellectual develdp-^ 
 
 meat is to use those things provided in the natural surround- 
 
 in«;s as the instruoents of ;sethod. 
 
 X. The home wis in dire need. The teaoher saw the 
 
 neoosftity of adding to its earning power. He saw that 
 
 where they made hats, Ittoe, cloth, or otner native arti- 
 
 1 
 olee In the spare hours that the sondltions were better. 
 
 So into the sshool oane the'^ork of the land and its values 
 
 were estioated, its costs and pra.ctir>ility aooounted, and 
 
 «h6r 3 of real worth it was developed hy the sohocl. The 
 
 returns at first went to the teaoher, then to the boy or 
 
 girl, then the work was developed in the hone and enooijuraged 
 
 if worth while by exhibitions and exportation. These 
 
 home industries developed skill and i^^ere the foundatione 
 
 for greater aocotaplishiaent. They give the ne-eded returns 
 
 for inspiration, they inoreased by their earning power 
 
 the conditions of the hone. They aroused a new attitude 
 
 1 
 
 Barrows, D.P., Report of Director of Education, Phil- 
 ippine Islands, 1933, p. IG. 
 
40 
 
 toward labor -beginning th&t transformoktlon whloh it taking 
 
 the false ideals of aohlevement away. Where possible these 
 
 native Industries have been developed so that there is a 
 
 larger produotion and better quality and a growing world 
 
 ■arket for these honie and school products. The need of 
 
 olothee for oold children has called for practical sewing, 
 
 the elevation of ideals has created a desire for chairs, 
 
 tables and other art idea of household use, and thus there 
 
 have been added the isanual training courses and the shop 
 
 courses of other industrial types also. So has grown up 
 
 ft system of education that in Its Prlaary school strives 
 
 to make each hoae a center of production. 
 
 aohool 
 8. And so also with the/ garden which produced only 
 
 a few vegetables on a snail impracticable scale at first. 
 
 In this school garden with its little plot ,there was 
 
 developed a new attitude toward labor. The teacher taught 
 
 and worked with the boys and the boys took the fruits of 
 
 their labor home. And then came the home gardens with 
 
 school supervision which bore substantial gain to the 
 
 grower, and new and more nourishing food to the people. 
 
 Even the preparation of this in a way that is palatable 
 
41 
 
 has been a work of the aohool. This work led to the Im- 
 portation of foreign seads and the adoption of .i«w methods 
 of garden work. And this little sohool industry has de- 
 veloped by the means of instruction, circulation of pam- 
 phlets, organization of clubs, with contests, prizes, and 
 
 fairs until good products can be obtained all over the 
 
 1 
 islands. And then it has reached beyond - to the farm 
 
 school with improvement in farming methods - the agricul- 
 tural school with specialists teaching every branch of 
 useful agricultural, horticultural and animalhusbandry methods 
 in a practical way - the University creating its spec- 
 ialists. 
 
 3, In the earliest days English was made th« 
 language of instruction and very successful it has been in 
 unifying the peoples of many dialects. Besides this has 
 hadd the means of bringing the people the benefit of the 
 western learning and life interests. One cannot under- 
 stand the tine value of this until he has sef?n the barren 
 
 1 
 Barrows, D.p, , Report of Director of Education, 
 1904, pp. 33-3. 
 
4S 
 
 lift of the peoples of the tropica • l^filleh at once 
 
 gttve the Filipinos intercourse with the great trade 
 
 of the Par Fast» and brouprht to his mind new interest 
 
 of life, and ways to grasp them. 
 
 Moreover, the home was crushed In nany many oases 
 
 I 
 
 by debt, or by unjust social and political standards* 
 
 But as soon n« the son or daughter learned the principles 
 of trade, of ecRBaissions, percentap;e, tax, and the rights 
 and duties of oltisenship there began to be a chanf?s which 
 hftc today wiped out nany of the evils* So, not only is 
 the home a center of industry, improving living conditions, 
 but It may also be the center of a modem trade, improving 
 irapl««ente, or doing extensive gardening and farming* 
 And also within its walls nay live a son, the Justice of 
 the city or town, who by his sympathy to lift his own, and 
 his new knowledge of rights, has overcome the arrogance of 
 the selfish aristocracy* To tell of all the things used 
 by the school for the training in citizenship would bo 
 Impossible, but we mentlwi the agrloilturo and other such 
 
 1 
 
 Barrows, D.P*, Articles by Le Roy in Outlook, v* 
 80; 871, 1906. 
 2 
 
 Barrows, D.P,, Report Director of Education, 1908, 
 pp» 16-7 . 
 
48 
 
 clubs, th« dab&tlng^ tho school organisation Itself, and 
 psrhaps ths most Important of all ths sytea of athlstlos 
 which has created a wonderful spirit throughout ths Islands, 
 •nllstlng the interest of praotloall/ all the people, as 
 forces working directly In their lives. 
 
 Vs Bust mention In passing the methods used for Im- 
 proving the physical health and the sanitary conditions of 
 the land. At first the teacher often fed the J^ungry 
 children who were poor and undernourished. Thenokae the 
 added income In the home fron Industries encouraged In tke 
 hones and the production of better foods In the gardens. 
 The school staking advantage of these Improvements ^taught 
 them how to use the foods to advantage by oooklng courses 
 along the line of their own cooking methods. tn addition 
 
 the teacher by his own efforts saved life in the great 
 
 1 
 epidenloft; they taught the care of the body and the gaiuurd** 
 
 Ing of the health by everyday habits; they made the practical 
 sowing to serve the needs of all; they developed the inter- 
 est in^physloal sducatlon until they have about a 100^ 
 
 Uiller, H. in Rational Sducatlonal Association, 1915, 
 p. Ills ff . 
 
44. 
 
 1 
 
 participation In the schools: and also are guarding 
 
 against physicf.l defects of the pupils. 
 
 4. The methods have been for the using or develop- 
 ing of the best possible mental characteristics. The 
 
 shop and craft work have developed the artistic, the 
 
 2 
 mechanical and the admirable Imitative characteristics. 
 
 By these means mental accuracy has been developed, and 
 
 the perseverance developed is worthy of praise. In the 
 
 school garden love for property and nature have had 
 
 great encouragement, and love for the soil and interest 
 
 3 
 In returns have found satisfaction. Since the school 
 
 "brought the raassei into contact with the world's activity, 
 
 never has there been a lack of inspiration or for Interest 
 
 in large affairs. Rather the Department of Fducation 
 
 Is pressed for ways to meet the demands for extension. 
 
 In place of the confiising fear there is ability end 
 
 self reliance. In place of a detrimental individual- 
 
 ism there is an efficient co-operation, team work 
 
 1 
 
 Miller, H. in National Educational Association, 1915, 
 pp. 1116 ff. 
 2 
 Barrows, D.P. in Annals of American Academy of 
 Political Science, 30:79. 
 3. 
 LeRoy, Jas., Philippine Life in Town and Country, p. 77. 
 
45 
 
 And civic asBOoiatlon. No longer does fatalism limit 
 the mind to the customs of the past for now the Filipino 
 has a vision of a hotter land and an ability to go on till 
 he hftS reached it. And now, they have a pride in their 
 homes, schools, government, roads, and never will they 
 be willing to be ignorant and poverty-stricken again* 
 Briefly, some of the agencies uted are the farm 
 school, farm settlements homesteading new places, rural 
 credits, removing usury and debt, extension work in all 
 producing lines, home gardening, fruit growing, animal 
 breeding, plant and seed distribution, food conservation, 
 markets and fairs. Pamphlets to clubs, sale of products 
 of schools to the people and outside markets, sea pro- 
 ductions, silk production, and many other helpful activ- 
 ities and agencies including libraries, shop, Inborato- 
 ries, all of a fine standard and well equipped. 
 
 1 
 
 Miller, H., in National T^ducational Association, 
 1915, pp. 1116 ff. Also Foreman in National Fducational 
 Association, 1915, p. 1156. 
 
40 
 
 Chapter III 
 
 THF ADAPTABILITY OP TIII^F PHINCIPL^S ARD MrTHODS 
 TO THF WWS OP SIAM. 
 
 The vulu© of the principle* and methods of the 
 Philippine School System is that thoy are successful 
 In the purpose of the p;ovcmraent to dovolop the people 
 and the country for their hl'^eet good. This signal 
 ■ueoess is due to the faot that the builders of this 
 system have formulated these principles and methods 
 out of the existini; life conditions and habits of the 
 people. How, we wish to apply these resiilts to ths 
 people of Siam« their needs, «nd their schools* The 
 first consideration is, therefore, - arc the Siamese 
 sufficiently like the Filipinos In temperament, their 
 natural surroundings so similar, and their life relation- 
 ships to environment enough like those of the Islanders 
 to warrant the adaptation of the artenoles of the Philip- 
 pine Schools to the same phase of work in Slam* 
 
 Let us consider first of all the natural conditions 
 
 of Slam, which are similar to those of the Philippine 
 
47. 
 
 Islands. (a) The first consideration is the geographi- 
 cal situation. Siam is a continuous country, having 
 no islands, and lies between degrees four and twenty-one 
 North Latitude, which is the exact position of the 
 Philippine Archipelago, lying just to the east of French 
 Indo-China. It is a peculiar fact that these countries 
 are of like extent. The defining of the location brings 
 us to our second consideration, (b) , the topography, 
 climate, soil and seasons. 
 
 Though Slam, unlike the Philippines, is one continu- 
 ous country reaching alwiost to the Chinese border on the 
 north, and down the Malay Peninsula almost to Singapore 
 on the south, still its topography is very similar to that 
 of the Islands. Slam has one great river bnsin which 
 is not comparable to anything in the Islands because of 
 their small areas. But apart from this, we find they 
 both are countries with comparatively high mountain 
 ranges dividing fertile valleys and plains. In both 
 instances we find, too, that this physical condition 
 affects the climate and the people. Speaking in general, 
 in Slam, the climate is very hot with a very humid depres- 
 sing atmosphere which varies but little in the course of 
 
48 
 
 the year. As one ffoea south it Intensifies In heat, 
 with less chanp;e, while the opposite to the north. 
 But In the hill and mountain districts there Is a change 
 which Is very marked and which, in contrast to the lower 
 levels, or southern areas Is very cool - even cold at 
 times* This description exactly corresponds to the 
 climatic conditions of the Islands. 
 
 Practically all the mountain valleys and coast 
 plains have been jtmRle regions, and consequently the 
 heavy soil is very rich with the decomposed Jungle vege- 
 tation. In many places there are rich volcanic deposits, 
 and in others, the soil la a heavy clay which has pro- 
 duced crops for centuries without artificial fertiliza- 
 tion. Such, briefly describes the general character of 
 the soil of both lands mentioned, and under the quicken- 
 ing powe>r of the tropical sun they produce rapidly and 
 abundantly. I*uch might be said of the rich mineral 
 deposits of Slam and the Philippines, but it is sufficient 
 to say here that these natural resources, which are great 
 and valuable, have hardly been touched to date. 
 
49 
 
 Pvery traveler of the "^nst knowa the horrors of 
 the ChlnA Sea d\ie chiefly to the monaoon and typhoon* 
 To the eaat of the 8c« lias the Philippines, and to 
 tha west. Slam* Both are In the trail of these season* 
 al winds, and thus the eeasona are correapondinpily the 
 same* They have the intensely hot season, at its worst 
 in Aprils followed by the equally as marked rainy season 
 when everything Is flooded, and between these periods 
 from ^otober to February is a season when the only 
 moisture is the heavy dew, or that artifioally applied 
 by irrigation* though this is the coolest part of th« 
 year and the best for food production the soil becomes 
 so dry that it oracka and beoomea extr«neny hard* 
 
 (o) The fact that the Piliplnoa arc primarily an 
 
 agricultural people hit been clearly indicated above* 
 
 1 
 This is none the leas true of the Siamese* Like the 
 
 Pilipinos were at the time of the American occupation 
 
 their chief diet is rice with a few native vegetables 
 
 T 
 
 SDth Century Impressions of Slam, p* 135 ff* 
 
50 
 
 and an abundance of tropical fruits • The products that 
 are similar may be described as follows J those culti- 
 vated, which are rice, tobacco, hemp, com, various native 
 vegetables and tropical fruits; natural products are 
 bamboo for houses and various arts, hard-woods as teak 
 in Siara, and ebony in the Philippines, and various fruits 
 and materials gathered out of the jungles; and finally 
 the manufactured articles of cloth — some wonderfully 
 woven, carved articles, silver work, basket and mat weav- 
 ing from bamboo and other products, and aatlve pottery 
 for local use. In both lands the homes are principally 
 of bamboo as are most of the fixtures and implements 
 for home use and field service. 
 
 (d) I believe if an average Pillpino stood beside 
 an average Siamess that the untrained eye would not be 
 able to dlstinfruish any racial difference. As races 
 they are almost identical in physical qualities. They 
 stand on the whole *out medivim height, are slight but 
 strong and have the Malaysian type of face and eye 
 rather than the Chinese. It has been the habit in both 
 
51 
 
 Instances for the people to build their vlllagea In 
 little groups by the edge of their rlqe fields, on the 
 banks of the rivers and streams, or by the sea-shore. 
 The implements of home and farm no leas than the housei 
 themselves are identical. The home, too, is elevated 
 on tall poles with floors and walks of split bamboo 
 and the iv>of of thatch or nlpa. Almost invariably the house 
 is situated in a private jungle of banana palms, cocoanuts, 
 mangoes, guavas, etc. There are many other points of 
 likeness such as his amusements, etc., which might be 
 emphasized; but to fail to mention the high position 
 accorded to the woman, the clean moral ideals and good 
 standards of living, the seemingly unfailing good will 
 and hospitality ,and finally the stoicism and cowardice 
 which are manifest together, would be to ignore those 
 qualities for which both peoples are noted. The mental 
 likenesses which both possess have been discussed in 
 Chapter I, Section 3, on Psychological principles* 
 
 As to the American educator the languages or dia- 
 lects of the Philippine tribes offered obstacles, so 
 

oc 
 
 those of Slam do, and will continue to place serloua 
 hlnderances to an adequate education. The Siamese 
 problem deals only with two main dialects In Its efforts 
 to reach the majority of the people, hut, as In the 
 Philippines, there are numerous mountain tribes with their 
 linguistic peculiarities. The difference Is great in 
 some Instances, for example, while the two chief dialects 
 are tonal and very much alike, some of the smaller tribes 
 have no tones at all. Two other difficulties to be over- 
 come are, firstly, to ^t one tribe to pive up their 
 dialect for another - which is impossible, and secondly, 
 to translate adequately the texts for use into this 
 language, which is descriptive and lacks exact and 
 technical terms . 
 
 (e) There are a few Interesting points In refer- 
 ence to the historical background of these peoples that 
 may be pr* esented at this point in the comparison. 
 Perhaps these facts and theories may help us to under- 
 stand the many strong points of resemblance. It is 
 claimed by many that at one time the Philippine Archi- 
 pelago was a part of the main land of Asia and that 
 
53 
 
 the inhabitants settled on this part of the Continent 
 
 iihile still intact. But there are facts, both from 
 
 the tradition of the Siamese and Laos tribes of north 
 
 Slam, and also records in Chinese history which show 
 
 that many centuries before, these Thai (Siamese and Laos) 
 
 1 
 lived in China south of the Yangtse River* And, 
 
 further, we can fir-^. today these people so similar to 
 
 the Filipino in physical and mental characteristics 
 
 have migrated to South China, French Indo-Chlna, Burma, 
 
 and into the south of Slam on the Malay Peninsula. 
 
 Again, claims are raad« definitely and unquestionable 
 
 to the fact by many authorities that the Filipino is a 
 
 Malaysian. This Is based on the argument of types. 
 
 Influences In the language, and the habits and character- 
 
 2 
 istlcs of the racial Inheritance. The same claims may 
 
 be made for the people of Malaysian Peninsula, the Siamese, 
 
 and their brothers and kin to the north. Not only does 
 
 J- 
 
 Freeman, J.H. An Oriental Land of the Free, p. 13 
 2 
 Atkinson, Fred W. The Philippine Islands, pp. 58, 59, 
 258, 294. 
 
54 
 
 their location and habits prove thlg, but the Influence 
 
 of the Malaysian language la felt In the Siamese as well 
 
 1 
 as the Filipino tongues. It may be well to mention In 
 
 passing the Influence of the Indlonese, of whom the 
 
 Philippine Commission say that they had a great Influence 
 
 In elevating the Filipino standards of life, and committed 
 
 to writing the spoken tongues. This la exactly what was 
 
 accomplished when the priests and peoples of Burma and 
 
 India moved east over Slam to the borders of the China 
 
 Sea. Slam today has these Influences, which played a 
 
 2 
 pronounced part in the history of the Philippines. 
 
 For over two thousand years Buddhism has been the 
 
 nominal religion of Slam and for about three hundred 
 
 years, Christianity through the Catholic Church has been 
 
 the faith of the northern islands, while Moharamedism has 
 
 been that of the Moro In the south. But the real belief 
 
 of all has been, and still is, to a great degree, animism. 
 
 1 
 
 Cartwrlght, B.O. In Twentieth Century Impressions of 
 Slam, p. 218 
 2 
 
 Freeman, J.H. An Oriental Land of the Free, p. 15. 
 
60 
 
 This is the powor that has swayed the lives of "both 
 peoples and ha 3 been the ground of fears, retardation, 
 and false aims which have prevented the enlarging of 
 their vision and lives. In the Philippines the work 
 of the schools and the missionary enlightenment have 
 removed these barriers, but as yet the Siamese are not 
 free because their educational system is overshadowed 
 by animism in the guise of the State Religion - Buddhism. 
 
 The folk-lore and habits of daily life are 
 amazingly alike. To read of the conduct of the Filipino 
 in his daily tasks has often made me see pictured in my 
 mind the life of the Laos of worth Si am. So also in 
 their religious rites and ceremonies, and in their 
 fetish there is something strangely familiar. Perhaps 
 it is the coranon idea of soul stuff and spirit occupation 
 of all matter which is back of all animism which has 
 brought similar results. However, the problem is a 
 vital one still in the way of an education that v/ould 
 liberate the spirits of the Siamese to grow and enlarge 
 into a useful people. 
 
 Taking into consideration the above facts which 
 
56 
 
 Show ooncluaively the oneness of tho problem of the Siamese 
 with the Philippine, it is safe to proceed to the evalua- 
 tion of the existing system, and propose a plan of recon- 
 struction, adapting the principles and methods so effect- 
 ive in one to the like situations of the other. 
 
 2. The Present Educational Situation in Siam* 
 The system and tho schools of the Siamese are now fashion- 
 ed after the classical institutions of England, and 
 Germany- This prdsent system, as it is being developed 
 today, has been in vogue about the same nianber of years 
 as the Merican have been in the Philippine Islands. If 
 we are to measvire the success of the former as we have 
 the latter, i.e. in terras of the beneficial returns in 
 the national life, or by the interest the people have 
 taken in the schools, we must recognize and declare that 
 it has failed in the aim of all true education - to fit 
 for life. Tliis does not necessarily mean that no good 
 is accomplished, for a general education has beneficial 
 results in the Orient as well as the Occident. 
 
 The Organlaation of the School System is centralized 
 under the direction of the Minister of Education at 
 
57 
 
 Bangkok • Tills, as all other branches of the govern** 
 raent, is under th© direct influence of tlie King and 
 subject to his wlll» This status, therQfc»»e, makes 
 the school a branch of government without freedom to 
 develop as it is deemed best • making It an instru- 
 ment of a person rather than a people. It is hard to 
 tell how much or how little liberty the central office 
 or Ministry has in the educational policies, or how much 
 they are permitted to use the counsel and direction of 
 their foreign advisor. next to the Minister, we have 
 supervisors of large districts, and then the supervisors 
 of the smaller districts under these. Over each school 
 is the master cr principal with power of local super- 
 vlsicm. 
 
 The weakness of the organization is not in the 
 machinery but in the fact that, although there are some 
 good men at the task, the Siamese do not seem to know 
 the principles and methods that will meet the peoples * 
 needs. Further, they have not the genius to gather 
 materials, construct practical lines of work, and adapt 
 these to the circxamstances of the people. Then, too, 
 in estimating the weakness of the system, it must be 
 
noted that thm^ io no «xt©naiv© pro0nwi t« lagpfroire tii© 
 ^••chor ao he tralii»dl «Qd dissected tander th« Hiilipipln® 
 
 Srn«Qt efforts are belxig mad* t« tr&ln t6t>.eh€«Ni in 
 th» sonaal school* speolal Institutions tx»ftiB Is zaediolnvn 
 l«w» military aoionoe, etc. But liwpy little effort i« 
 lieing iia4« to devolc^ farm schools > nnd ts^ie&o h^ave met 
 with littl© favor and have had lnftii»«llftte support* 
 Bire Is the only plaoe the vHter feels like being <»^s»«p* 
 ioosy foP, the only way the people ee e wliole e«in bt 
 helped Is hy 1iM« hranoh of t3!*8inine>(»nd still the texta 
 sad tools the i^nreamsABt uses in tliis speeial sehool are 
 iaftde<|it»tey in pex^ aideeval or prifaitlve* 
 
 Situoh mi0a^ be anQpssted for iPiprcfvenent of the 
 l^resent toxte, for mam^la^ to ee&ae prlntiii^ fiction eaft 
 nyth as actual facts, and the careful «rr«n|piinnt t^ 
 historical fae*.8 m te their rifgKxi crder or proper 
 esqliesis* Scuds bettei* taethod mt^A he found in the 
 Mithed CdT inetiniotion over the Qemmt lectxire laithods 
 llied in classes of elininiary stexidard« 
 
 'ShM products of the school are the aMiare of iimir 
 value to the naticn* Today^, outside of the tn^ofessicnst 
 the sohoo3^ is*e producing a nation of clerks » and milltas<7 
 
I 
 
 i 
 
 I 
 
59 
 
 or pollijloal officers. The only hop© the average 
 pupil has is to be a clerk* The only tMng that most 
 desire is government service with brass buttons and a 
 title. The system definitely aims to prepare men to 
 fill the governments offices, and it is succeeding* 
 But it is failing to develop the possibilities of the 
 land in the linos of its natural resources and i7ealth« 
 which objective alone can succeed permanently, and b© 
 of value to those whom the school should serve. 
 
 No attempt has been made here to describe the details 
 of organization or the forms which we know to be well 
 worked out. The value of the system we realize does 
 not depend on the mechanics, but on the personal and 
 practical elements. 7/ith this thought in mind we will 
 give some suggestions for the reconstruction of the 
 aystan using the existing organizaticwi as the foundation 
 or point of departure. 
 
 3. A Proposed Educational Program. 
 
 (a) Because the conditions in Siarn exactly corres- 
 pond with those in the Philippine Islands, vie are able 
 to \ise the methods and principles of the latter in 
 meeting the former's need, and use these in construct- 
 ing a progressive program in industrial education 
 
1 
 
 i 
 
60 
 
 with the aim of lifting the whole life of the people* 
 This is not a ne>7 study, but the reconsideration of 
 one made by the Siamese themselves* They have mad© 
 scBiie excursions into the educational program of th© 
 islands, and have considered many phases of the activ- 
 ities of Hiilippine Education. If they have seen those 
 things which have done so much for the people as a whole 
 they have ignored them in making aijy application to 
 their own educational problerafl. 
 
 (b) Educational reconstruction must begin with a 
 change of aim or purpose. The system must change 
 radically as to the service it renders. A progressive, 
 producing, and competent people must be the product of 
 the schools instead of men with false ideals of achieve- 
 ment which are now sent out. 
 
 The first step in beginning reconstruction must be 
 to supply a better supervision. \^thaut hesitancy, the 
 supervision of all branches of work by ^Ajnerican teachers 
 is recommended. Next in order is the improvement of 
 teachers. American or foreign teachers are needed only 
 for special lines of instruction, while it is necessary 
 to use the native to re; ch the numbers and to diss^iiin- 
 ate knowledge among the masses outside the schools. 
 
i 
 
 
61 
 
 Assemblies, conferences. Institutes and all such 
 
 agencies are needed with carnpulsory attendance fca:* 
 
 the teacher • Par greater is the need of the direction 
 
 of an >toerican or European teadier or supervisor to aid in 
 
 every-day matters, and likewise, there is a need for 
 
 texts on teachers courses giving thorougih instruction 
 
 in the subjects they teach. These improvements would 
 
 mean the changing of the methods of teaching which is 
 
 essential to any real advancement. 
 
 (c) The most important recoiamendation we make is 
 
 the revision of the whole content of the general courses. 
 
 Or the whole system. In fact, must be changed from a 
 
 classical type to one of practical instruction. We 
 
 have spoken of this befofo, but here make specific 
 
 suggestions for such plan with Idea in mind of immediate 
 
 operation and effectiveness. 
 
 1. Agriculttiral activities. Center 
 A. Practical Instruction 
 
 having power to stimu- instruction in garden work and 
 late interest and act- 
 ivity, teaching with definite advantage 
 
 to the people. Enlarge the home 
 
J 
 
oeod!}« ote*, ^ii<^ »»9 ftl}MNitf3r appli«» 
 
 of local ini3ttst3do» irkpMgvsA to ^»efal 
 ^gPtt* Iftlliigglnc to trad9s saA unt mmm 
 
 t«3KU of th« fhilipyiiii mwmu «r MMi» 
 oati«ii« 
 
 §« ^Ivle «s»Sl SQOial ittstsniotloD* E&lar|S6r3«nt 
 «i ps*«8«ant ooian^* in Bimmm «7»t«B with 
 pmetieetl applieatioti in ftliibdy gnaM»eto* 
 PJWiWfiitic idaals of cltizoxMOiip SMd^ 
 in WoMiXlg l^luBS* Bract! eal hoallll 
 iii9tviiiti<M» Sanitatian tann^t t^r p pM* 
 tioaX net&ods^ for ©aisiaple aodol vllliasea, 
 lioiMi^ ete« tree c£ sir^le vtam6!k0B* 
 &wm fop physical defects* 'Traininc for 
 tiodily devoloprsent « tu^vepsal piiyaical 
 eulttare « gas«d»n iravli« 
 
 4* Propet* balaxioes of diet and nethods Of 
 
J 
 
63 
 
 B» The Place of 
 Classical In- 
 stiruction 
 
 preparing new foods • 
 !• The traditilmal subjects to serve the 
 
 practical education In all lower schools . 
 8* The cult\H^l studies to give a larger 
 
 vision of life in lower schools, and to be 
 
 given as specialized studies for advanced 
 
 literary training. 
 3* English and other languages to be given 
 
 as means of a world outlook. It is not 
 essential, but instruction would be 
 
 more definite in English. 
 4* Recornraendation that the same proportions 
 
 be used for practical and traditional 
 
 studies as fourwi in Philippines. 
 
 C. Definition of 1. As in the Philippines, the schools be 
 Limits for Courses 
 
 defined as Primary, Intermediate and 
 
 Secondary. Beyond this the Hormal 
 University and special trade of pro- 
 fessional schools. 
 2 .The Primary, Intermediate, and Secondary 
 
64 
 
 BChools to be on the 4-5-4 plan* 
 3. Each unit to be complete in itself and 
 give a finished education for a certain 
 group of pupils. 
 4* Each unit provide instruction introduc- 
 tory to the next hi^ school. 
 D» Eq\iipmant. 1# Adequate school grounds with proper class 
 
 rooms and eqiiipraent* Grounds large 
 enough for athletic field and courts. 
 Ample room t o provide for practical 
 gardens or farms for experimental wark# 
 2* Complete laboratory and shop equipments 
 and modern tools and implements for the 
 garden and farm. 
 Z» A revised series of texts to conform to 
 the needs of the new type of instruction. 
 Use of the Philippine texts. English 
 texts \ised if possible. 
 Wo cannot say that tliese reccsanendations will achieve 
 ftt once the raarveloixs transformaticai in the life of the 
 Siamese which has been seen in the whole life of the 
 
65 
 
 Filipino. But there la no question as to tlie effect 
 that will be made. Prcctically notliing has beon or is 
 being done to elevate the masoes by improving their 
 conditions of life, and they are eager to receive any 
 aid we have to offer them and to leai^n all things that 
 will improve life conditions in practical things* It 
 is the firm conviction of manj', including the vn,^iter# 
 that the adoption of ideals, principles, and methods, 
 such as have been and are being used in the Philippine 
 Islands, will result in a corresponding interest in 
 education and In like results in the elevation of the 
 people* 
 
66 
 
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69 
 
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70 
 
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71 
 
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i 
 
72 
 
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\ 
 
 I 
 
73 
 
 PTBLIOOHAPHY ON SUM. 
 
 Cortwrlghtf B.O. 
 
 The Siars<»ge Language In 20th Century Impreesions 
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 7reen&n, John H. 
 
 An Oriental Land of the Free iVestminater Press. 
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 Hs.rri», W». 
 
 Article in Reporte of Miaeionary and Benevolent 
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 Education in 30th Century 
 
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 1903. 
 
 liaxvell, Norrisan 
 
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