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pupils along practical lines. In the intermediate schools there are a general course, a course in housekeeping and household arts, a course in farming, and a trade course. The secondary courses (general, normal, domestic science, commercial, agricultural, and trade) are intended to prepare persons for efficient and intelligent careers.

There are a number of farm schools, settlement farm schools, and provincial trade schools. The School for the

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Deaf and the Blind near Manila gives to those who cannot hear or see, an opportunity to study. High schools are also maintained in Manila and the provinces.

23. Vocational Schools.-Schools are provided for vocational purposes. For instance, there are agricultural schools, industrial schools, and normal schools.

The Philippine Normal School in Manila, which trains. teachers, offers a regular normal academic course, an

industrial course, a domestic science course, and a course in physical education. The Philippine School of Arts and Trades in Manila offers courses in machine shop practice, woodworking, building, blacksmithing, drafting, preparatory engineering, automobile repair and operation, and stationary engineering. The Philippine School of Commerce in Manila offers courses in bookkeeping, stenography, and commerce. The Central Luzon Agricultural School, located at Muñoz, Nueva Ecija, gives practical instruction in farming. The Philippine Nautical School near Manila, as the name indicates, gives instruction for those wishing to be officers on ships. The Bureau of Education maintains dormitories for students in connection with a number of the more important schools.

24. Kinds of Education.-While we have just described in a general way the public school system, the types of instruction in the public schools, and certain vocational schools, the purposes of the Government in establishing the schools can probably be best understood by describing the kinds of education. Education in the public schools divides into academic, industrial, physical, health, thrift, and agricultural. We will say a few words about each kind of education.

Academic education includes most of the subjects which are taught in the schools. It is the aim to develop in the Philippines an educated people, and to make English the common language of the people.

Industrial education, as well as agricultural education, inculcates in the minds of the boys and girls a respect for labor. The aim, therefore, is to teach pupils a profitable

trade through practical working experience.

To accomplish this purpose, industrial subjects like sewing, cooking and housekeeping, embroidery and lacemaking, hand weaving, and woodworking are given.

Physical education in some form is required in all public schools. In some municipalities the public school is the only place for outdoor recreation. Play is enjoyed by the children, while it also builds up health, trains the

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CENTRAL LUZON AGRICULTURAL SCHOOL,
MUÑOZ, NUEVA ECIJA

muscles and the senses, and sharpens the wits. Athletic contests also give practice in teamwork and develop leadership.

Health education in the schools has two general purposes. One purpose is curative and includes such activities as instruction in first-aid to the injured and in home nursing, and active coöperation with other government agencies during epidemics. The other purpose is preventive, and includes teaching children how to avoid ac

cidents and how to form habits that will give them The schools distribute information on

healthy bodies.

health measures, and on common diseases.

also distributed by the schools.

Medicine is

Thrift1 is now being taught in the schools. To stimulate thrift, prizes are awarded at the end of the year to the schools and to the school divisions that make the best showing for the year in pupils' savings.

Agricultural education is given in the public schools and relates to such important subjects as gardening, agricultural club work, and tree planting. At the garden day celebrations, pupils exhibit their products. It is partly through agricultural clubs that the influence of the schools is carried into the homes of the people. One day each year, usually a day in October, is set aside as Arbor Day, on which particular attention is given to the planting of new trees and to the care of old trees. In addition, there are more than three hundred schools of agriculture, some

1 Among the topics that have been suggested for development in connection with the teaching of thrift are the following: The need of saving; saving as a means of promoting individual welfare and national progress; how sensible saving and proper investing of money helps to bring about agricultural, industrial, and commercial progress; how to save systematically; the saving of time and the saving of energy; the senselessness of saving money and hiding it in the house or burying it in the ground; the benefits to be derived from safe investments; individual economic independence and good citizenship; thrift in local government; thrift and health or waste caused by illness due to improper habits with respect to personal hygiene and home sanitation; the elimination of waste in energy and in time by the provision of good roads; savings accounts; keeping account of money earned and money spent; economy in buying; thrift in school activities; care of athletic supplies and school equipment as a means of saving school funds and of setting a good example; care of clothing, furniture, and books; saving for such emergencies as illness, lack of work, and poor crops; saving for a home. Report, Director of Education, 1921, p. 37.

called agricultural schools, some called farm schools, and some called settlement farm schools, which have been established by the Government. Among the larger schools of agriculture are the Central Luzon Agricultural School at Muñoz, Nueva Ecija; the Trinidad Agricultural School at Baguio, Mountain Province; and the Catarman Agricultural School at Catarman, Samar. The aim of the Government in establishing these agricultural schools is to provide facilities whereby a student may learn agriculture exactly as it is carried out in practice. In effect, a student town is produced, the operation of which becomes a training center for student citizens.

Education among the non-Christian Filipinos is slightly different from the education we have just described. The purpose of education among non-Christian Filipinos is to improve them and to bring them into closer union with the Christian Filipinos. The settlement farm school where the principles of farming are taught is much favored for the non-Christians.

25. Local School Boards. The law provides that there shall be a local school board in every municipality. When the school board is organized, it is composed of the municipal president and four or six other persons. One-half of the members are elected by the municipal council and one-half are appointed by the division superintendent of schools. One of the elective members and one of the appointive members must be women. The board selects one of its members to act as chairman.

The school board is an advisory body. Its duties are

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