Imperial Valley press., 1913-10-20
American Schools
Civilizing Force
BY Congressman c. H. Tavenner.

by congressman I. II. IaNenneF.
Washington, Oct. 20-The annual
report of the Director of. Education
for the Philippine Islands, document
which has just been issued by the Bu-
Ireau of Insular Affairs of the War
Department. ought to be strong
argument for those who advocate the
extension Of the work of the Bureau
of Education in Washington until it
assumes the proportions of depart
ment studying the needs of American
education and acting in an advisory
capacity about as the Department of
Agriculture stands in relation to farm
ing.
The report shows that when Uncle
Sam undertakes work of any kind he
usually accomplishes a much more
thorough job than any local political
subdivision. 1t shows that in direct
ing the affairs of the Philippine Is
lands Uncle Sam has completely as
sumed the white mans burden, setting
up q primary school system on a
standard high above that of rural
ard high above that of rural educa-
ton in the United States.
SO we'll adapted to the needs of the
Philippine people is the school system
that . great authority of education
who has been in the Philippines re-
Gently called it the greatest primary
school system in the world.
Vocational education in the pri-
mary schools Of the Philippines is be-
ing strongly developed by the Ameri-
cans in charge. This is due to num-
Der Of reasons. In the first place, the
Filipinos mature early in life. If the
manual training were left to the higa
schools, as it is largely in this coun-
try, few Of the natives would take ad-
vantage of it, since by the time they
reach high school age most of the
Filipino children are out earning their
own livings. Consequently, it is in the
lower grades that the vOcationS are
taught
Then again there is the greatest ne
cessity for vocational training in the
islands. The islands are not an in
dustrial country. There are no fac
tories near at hand to teach appren-
tice boys the skilled trades as soon
as they are ready to leave school. I'm
less the children are taught these
trades in the schools few of them are
ever likely to have profitable occupa-
tions. The archipelago is agricultur-
al Most Of the school boys are des-
tined to become farmers. And unless
they are taught in school the scientific
methods of agriculture they will cling
TO the achaic farming practices Of
their ancestors. And the girls are nev-
er likely to learn scientific and sani-
tary cookery and other household arts
unless taught by the American teach
ers, for the whole nation is like child
learning the white mans civilization.
Consequently, the Philippine school
system has been adapted to these
needs. And the figures submitted in
the report show the extent to which
vocational training has been carried.
Last year 30,327 Filipino boys were
enrolled in the corn growing contests.
In the United States, with several
times the population Of the islands,
only obout 100000 boys were enroll
ed. Ninety-three per cent Of all pa
pills enrolled, or practically every pu
pill above kindergarten age, took some
kind Of inductIial training The re
port shows that 1888 boys took trade
and shop work; 100,648 boys took gar
dening and farming; 12,9GS girls took
gardening; 83,193 girls studied house
hold arts. Among the crafts taught
were lace making. embroidery, cook
ing, hat making. mat making and bas-
ket making. There We're 33.719 home
gardens and 2,310 school gardens.
Concrete results were seen in the
great Improvement in the quality and
quantity Of fresh vegetables sold n
markets all over the islands, and in
the 100 per cent increase in exports Of
embroideries since 1911.