the opportunities for education are rapidly extended, so that they touch the entire Philippine population, the people of all classes become solicitous to improve their condition of living. They need better houses, with more furniture in them; they need more and better clothing; many need a wider variety of food; they need to see their country and their people beyond the borders of their own native villages; they need books and papers to afford them a broader outlook on the world.

The new school system is built around the needs of the native population. The industrial program of the schools is very material and frankly commercial in character.

How this work is supervised. This very comprehensive scheme of agricultural education is made possible by the satisfactory system

FIG. 67.-Industrial work in the Philippine educational exhibit.

of supervision provided for it. The work is under the control of the director of education, who charges the assistant director with carrying out his policies. The latter has the assistance of an inspector attached to the general office, who devotes all his time to supervision of the various agricultural activities. Special teachers are employed to give agricultural instruction in the agricultural and farm schools. All teachers, indeed, are required to be proficient in agriculture, or at least in gardening, which subject is usually taught by members of the regular teaching force. Garden specialists have charge of gardening in the larger schools.

Preparation of teachers in the industrial subjects.-Immediately following the American occupation of the archipelago, a large army of well-prepared teachers from the United States took hold of the task of organizing the schools. Since then many American teachers have returned to their own country, and a force of native teachers has been prepared to fill the vacancies caused by their departure. At the present time 612 American and 8,855 Filipino teachers administer the schools of the islands, the former holding most of the important positions as supervisors and principals of the large schools. Out of the 679 industrial teachers, only 70 are American.

tional exhibit.

The Filipino teachers are prepared for their activities under the so-called "Pensionado system," that is to say, at the expense of the State. The most promising young men and women-approximately 200 each year-are assigned to places in the Philippine Normal School, the Philippine School of Arts and Trades, and the College of Agriculture, upon recommendation of the division superintendents. These teachers-in-training spend two years in one or another of the above-mentioned schools before returning to their respective Provinces to begin their new tasks.

The agricultural "pensionados" are assigned to the college of agriculture for one or two years of work. The Philippine Normal

School gives instruction in gardening, which is required of all. Excellent courses in agriculture and gardening are also offered in

the annual Manila Vacation Assembly for teachers and in the 34 other vacation institutes indicated in charts 44 and 45.

Agriculture in a variety of schools.-The Philippine system of agricultural education, as clearly shown in the exhibits, is very com

prehensive, and embraces, besides the study of scientific agriculture in the Central College of Agriculture, (1) secondary agricultural schools, (2) intermediate farm schools, and (3) settlement farm schools.

The secondary "agricultural schools" or just "agricultural schools," under which designation they are generally known, are four in number. One of these, the Central Luzon Agricultural School, is designated for Christian students, the other three for non-Christian. All the schools are provided with dormitories, and the work covers the entire calendar year.

The chief points of interest in the Luzon Agricultural School are summarized as follows by the Philippine director of education:1

1. The school controls 1,700 acres of reserve land.

2. Two hundred and twenty-five acres are under cultivation.

3. The school is operated as an industrial community.

4. Each student is compelled to earn his own way.

5. The school contains such facilities as a sawmill, traction engine, and other equipment for a large agricultural enterprise.

6. The school is equipped with work cattle, breeding cattle, dairy cattle, hogs, and poultry.

7. Controlled irrigation is available for a part of the farm site.

8. Athletic activities are encouraged.

9. Literary societies and a band are units of the social features.

10. $5,200 worth of products were produced last year by the 174 students attending the school.

1 A Record of Bureau of Education Activities, p. 10.

11. The enrollment in the school is now 265 students, and a larger production will be secured for the present year.

12. Four years of work are given in this school, three of which are in the intermediate course in farming, as prescribed in the course of study for Philippine public schools.

13. An extra year of work, which includes secondary subjects and special emphasis on farm mechanics and farm management, is being added to the school.

The course of study for the non-Christian schools differs but little from that given above and need not be repeated here. On the whole, the work of these schools is very suggestive and is worth a careful study by American educators.

FIG. 72.-Excellent exhibit of handcraft work from the Philippine public schools.

The farm schools are institutes of intermediate rank, giving instruction in the fifth, sixth, and seventh grades. There are eight such schools, all of them in Christian Provinces.

Three courses in agriculture and housekeeping and household arts are given in all these schools. At the present time the school attendance comprises 1,001 boys and 213 girls. Home extension is given strong emphasis, as are also seed collection, local and staple crops, and intensive soil cultivation. The central feature in each of the eight schools is, perhaps, the model school farm of from 25 to 30 acres. This is equipped as a model Filipino farm and has in addition such other equipment as correct agricultural education demands.