Public schools

Media

Part of The Cabletow

Title: Public schools
Language: English
Year: 1960
Rights
Fulltext: Bro. William B. Quasha, Member Bro. Cecilio Putong, Member Bro. Gregorio Robles, Member Bro. Mariano Q. Tinio, Member Bro. Ildefonso S. Reyes, Member Bro. Mamcrto Ventura, Member 10. Educational Leaflet Series — Organ of the Joint Educational Program — Bro. Venancio Trinidad, Chairman Bro. Jose T. Enriquez, Member Bro. Manuel C. Garcia, Bro. Federico Piedad, Contributor Bro. Vicente Garcia, Contributor Bro. Luis F. Reyes Member Bro. Luther B. Bewley, Member Bro. Vcnancio Trinidad, Member Bro. Esianislao R. Lopez, Member Bro. Federico Piedad, Member Bro. Howard R. Hick, Member Bro. Teodoro V. Sanios Member Bro. Domingo C. Bascara, Member Bro. Vicente Garcia, Member Bro. Werner P. Schetelig Ex-officio PUBLICSCHOOLS The most obstinate perennial problem of education in the Philippines today is the stabilization of the financial support of our public schools. For the solution of this problem, proposals are not wanting. It is recalled that about ten years ago, as a result of a nationwide survey of our education system by a Joint Legislative Committee, that committee embodied in its report a number of proposals calculated to place lhe school system on a stable financial basil*. Almost simultaneously a similar survey was undertaken by a UNESCO survey mission. The mission likewise found that the fundamental problem of education in lhe Philippines is how to stabilize ihcfinancial support of the system. To implement its recommendations, the UNESCO mission sent to the Philippines Dr. Gayce Morrison, an outstanding American authority on school financing to work out a concrete proposal for the consideration of the authorities concerned: Dr. perintendent Fructuoso Yanson and Dr. Pedro Guiang ,now assistant director of the Bureau of Public Schools, evolved a plan which is now known as the Foundation Program. The program was submitted to congress in the form of a bill was taken upon it consideration, but no action was taken upon it. When lhe Board of National Education was organized it up-dated the Foundation Program and re-submitted it to Congress for action, but no action on any of the foregoing proposals was taken. In 1955 the late President Magsaysay, perturbed by the vexing perennial problem, created a special committee headed by the then Secretary 62 THE CABLE TOW October, 1960 of Education, Justice Pastor Endencia of the Supreme Court. The report ’of the Committee, like all lhe others, seemed to have found its way into the files for record purposes. And recently, former Secretary Manuel Lim of lhe Department of Education submitted to Congress another proposal known as lhe Stabilization Bill, followed by another proposal by the incumbent Secretary, the Honorable Jose E. Romero. Both proposals did noi reach first base. In lhe last regular session of Congress it was expected that al long last lhe problem might be solved once and for all when H. B. No. 3616 sponsored by Congressman Manuel S. Envcrga, (hairman of the Committee on Education of the lower house, was calendared for discussion on the floor of lhe lower house. Unfortunaielv, however. Congress again followed its usual course of vacillation and inaaction. Il adjourned without taking, anv action on the bill. There can hardly be any doubt that, when it comes to the problem of school financing, there is a perpetual motion but. unluckily, there is equally a perpetual inaction. For one reason or another, the authorities concerned shy away from the problem. They dare not grab "lhe bull by the horns,” so to speak. Largely because of the perennial vacillation and inaction of the powers that be, coupled with an apparent indifference of our people, we still have 10 bear the sight of the dismal and dismaying spectacle ol thousands of boys and girls going to school without textbooks, scaled for hours in make-shill benches and stools; of classes filled beyond capacity, huddled in buildings utterly unsuitable for school purposes; of schools bare of equipment, tools, supplies, and other essential items of instruction; and worst of all, of an abbreviated, impoverished, and well nigh anemic curriculum because of the drastic cut in the period of schooling. It is against formidable handicaps like these that our schools will have to struggle again in their desperate effort lo give children lhat quality of education which they deserve and to which they arc entitled, but which they do not receive chiefly because of the continuing indifference, vacillation, and inaction of the authorities concerned, and partly because of our being penny-wise and pound-foolish. Because of this indifference, about 250,000 children of school age might not be admitted into our schools next year. However, ii is quite reassuring to know lhat lhe Department of Education is doing its utmost to forestall lhe pathetic possibility ol having to refuse admission to such a great number of children and that it is determined to make lhe best out of an almost hopeless situation bv giving top prioriiv to the Constitutional mandate for at least free public primary education even if il has to resort to such drastic measures as (he following: (1) assignment of teachers where they can serve the biggest number of oupils: (2) pulling out teachers from intermediate classes where there is more' than one teacher to one class and assigning teachers thus spared lo the primary grades: and (3) requesting extension positions to be based solelv on the need for their services. (The Manila Chronicle, June 7, 1960k Of course, these measures arc only temporary palliatives. They do not solve nor arc they meant lo solve lhe fundamental problem. As Secretary Romero warned, "Unless a law is apPUBLIC SCHOOLS proved next year to stabilize financing in the public schools, chaotic condition will prevail.” The Secretary has given his warning. A similar warning was sounded by former Senator Geronima T. Pecson, now chairman of the UNESCO National Commission of the Philippines, when, at the induction ceremonies of the new officers of the Philippine Medical Women’s Association held recently, she said: “The indifference of the government towards the education of children is an injustice for which the nation will pay dearly . . . Mrs. Pecson said further: “Ignorance netfer sired progress, much less democracy, justice, and liberty; and never will." And she stressed. “If we do not do our duty today of providing at least free and compulsory basic education for our young, wc must abandon our every hope lor peace and progress.” Like die proverbial “handwriting on the wall," these warnings cannot be ignored because what >s at stake is not only the future of millions of our children but the future of our country. By our continuing indifference to improve our system of education through lhe stabilization of its financial support, we are wrecking the basic foundation of democracy of which wc are reputed to be the most ardent and zealous exponents in this part of the world. As Senator Padilla has aptly observed: “Wc cannot over-emphasize the need for education because the sound basis for real democracy is enlightened citizenry.” And certainly wc cannot ignore what that foremost leader of democracy and freedom in the world today. President Eisenhower, once said: “Informed citizens are guardians and spirit of democracy." The wisdom and validity of these observations can hardly be questioned. Like the warnings of Secretary Romero and MiS. Pecson, they cannot be ignored if democracy in this country is to be real and lasting. However, the failure of Congress to solve the financial problem of our public schools should not be a cause for despair. Rather, it should stimulate more vigorous and relentless efforts on our part to arouse, mobilize, and enlighten public opinion persistently and ceaselessly until the authorities concerned come to realize that vacillation and inaction is no longer the safest and most prudent course for them to follow. It should be understood, moreover, that the solution of our present problem of stabilizing the support of our public schools is not the responsibility of Congress and our government leaders alone. In the last analysis, the people themselves arc as much involved in lhe solution of lhe problem as our Congress and our leaders. Congress may do iis part and pass the needed legislation for the solution of lhe problem, but if our people don't tlo their part, we should be satisfied with the mediocre quality of products lhat our schools arc producing. It is not enough to work for the passage of this or that measure in Congress. We must also be prepared to meet whatever obligations lhe measure may demand of us. Wc cannot over-stress lhe fact that our children will receive only the kind of education for which wc arc willing to pay, and not the kind of education which they deserve and should have. 64 THE CABLE TOW October, 1960