Philippine Educator

Media

Part of Philippine Educator

Title: Philippine Educator
Description: Official organ of the Philippine Public School Teachers Association (Member: International Education Editors Association)
Issue Date: Volume XII (Issue No. 3) August 1957
Year: 1957
Language: English
Rights
extracted text: No. 3 August, 1957 c 0 - lg ·u 0 en en < - 0 0 ..c u (/) u ·- ..D ::II 0.. w c ·CL CL ·- ..c 0.. w ..c - - 0 c lg O'> .. 0 - lg ·u ·- - 0 The Kind of President We Need WELL, thev've nominated Garcia and Yulo and shall ha\'e pro:::laimed Manahan by the time you read this. There are two other candidates in this race -Recto and an ex-judge with a sense of drama by the name of Antonio Quirino. All five gentlemen are running with one thought. To win. Of course, as in 1953, you'll want to be where you can see them strain their muscles. After all, this is a spectacle which happens only once in four years. But watch their smoke. The cinder might get in your eye. The track is the entire country, not just the imi;ortant parts of it. Garcia and Yulo are planning cross-country drive'> and apparently are looking at the race this way. All along Manahan has been behaving as 1 hough this is the general idea. You can depend on Recto to get the jump on these other guys if that can be managed. As for Tony Quirino, he'd be crazy not to cover as much ground as he can. What this amounts to is the likelihood of each of these candidates showing up in town between now and November for the usual oratory before the folks. This ought to be good. It should give you a chance to see the candidates in person, hear them talk, size them up. Nothing like personal contact, I say, to help the voter make his choice. But precisely for this reason ·we'll have to be on our guard. It's very easy to be taken cantive by delightfulness of personality and warmth of handshake. What we'll get mostly is smiles. Smiles and a good deal of back-slapping and nice talk like you-look-finetoday-Hnd-how-is-the-family-getting-along. If you don't watch out, you'll soon get to thinking all the ·:::andidates are nice guys. Which is probably right. But have you ever sa1 down to think that all the candidates will try to looi< nicer than they really are? A candidate won't be smart if he doesn't try to do this. Your job as a voter is therefore to cut through the artifice and try to put your finger on the man inside. It can be clone. People have an instinct for distinguishing the phony from the real product. The phony is reflected :in the palabas that he does. Throw him out. All five will talk about the same thing'>. They'll talk about good government ("just wait and see what I'll do to those crooks"). They'll enlarge on the problem of defense ("you deserve peace to work for the prosperity of country and family") and the need for By Benito Mrncias really close relationships with neighbors and allies. But mostly they'll talk about your economic needs. They'll say - and there will be no debate on this 1~oint - that the major concern is the e:::onomic proble~: unemployment (2.5 million people out of jobs), unGeremployment (can only be guessed), cost of living (rising). Oh yes, they'll be polite. Candidates for high office_ must, first of all, b:; gentlemen. You can expect thell' words to be well measured. But what each candidate will tell you in effect is that it is he - and he only - who can provide the workable solutions. The other fellows are nice people, but what a confused lot they are! Why, only the other day this guy delivered himself of this fantastic approach to the dollar situation! Wasn't that very foggy thinking? Now, says he, let me dispel the fog by cutting straight to the core of the problem. So you listen to him. By the time he is through, the fog has grown thicker. So, yo~ see, it's very important that you size up caeh candidate as obje:::tively as you can. Forget the warm way he smiled at you and shook your hand. Take a hard look. Feel him. If he is a man of since;ity and purpose, interested in power not for pow~r s sake. but for that of the community, something in you will respond. The man you want is a big onebig in sincerity, courage, earnestness, resolution. He has great honesty, a sense of mission, a tremendous capacity for moral leadership. No, I'm not being platitudinous. People of this rr~2ttle have been cast in roles of leadership throughout history, but the need for them in the Philippines is greater now than ever before. Consider the econ~rnic problem. This is an excsc~ingly difficult thing to solve. We are a growing rat10n of 2~ million people, and our capacity to produce the things that we need - food, clothing and shelter - is not increasing -proportionately with our population. This, of course, affects us and our neigh?ors deeply. It is immediately related to our personal rn:ome - to our ability, in other words, to buy the goods and service'> that the family needs, to provide insurance for the family: and education for the children. Will they grow to adulthood like 2.5 million of our p('ople who are without employment and about to lose their hope and self-respect'? The problem is so 'big and its implication so, -vast that very often we don;t even know where to begin. All t~is does not imply that the situation is hopeless. Qmte the contrary. Our productive power, both in farm and factory, is increasing fast. We can make it catch up with the requirements of our growing population, make it generate prices well within our income and provide jobs for our children. If we are as strong a people as we think we are, we can do it in less time than we might suppose, possibly in five years. But this will demand great sacrifice. That's why we need strong moral leadership. The econom1'sts disagree with you too strongly if you assume that the basic factor of the Philippine economy right now is our dollar reserve. You have to have United States dollars to carry on international trade. The U.S. dollar, you see, is the world's most easily convertible currency - you can exchange it for any kind of money you wish and do business with it anywhere. Our peso is good money, but the foreign businessmen with whom we have to deal want dollars, not pesos. You'll want to know what we need dollars for. We need dollars to import ( 1) consumer goods such as cloths and various food products that we don't ourselves produce in sufficient amounts, (2) machinery and facilities that we have to have to industrialize, to produce with locally available raw materials the things that we now have to buy from overseas markets. Our dollar reserves are vital to our economic growth. We get dollars through our exports - copra, coconut oil, sugar, hemp - which we ship to the U.S. and Europe. We get $567 million every year out of this. In addition, we get an average of $376 million from the U.S. government in the form of U.S. military expenditures, veterans benefits and economic assistance. This would suggest a strong dollar position. The trouble is that our imports on the whole are bigger than our exports. This means that our dollar expenditures exceed our dollar income. We'll admit that our dollar spending has never been 100 per cent wise. As long as human beings remain imperfect things, this would be a fair assumption. We are still importing many articles that we don't really need. But as a rule we have been careful with our dollars. It has been just a short 11 years since the Japanese were driven out, when we resumed life as a Commonwealth and later as a Republic. We had, you'll recall, very little to begin with. Our economy was a complete mess. W-e couldn't produce our own food, and we had to buy cloth from overseas to make new shirts to put on our backs. In 1he face of this, we had to rebuild. We had to get new equipment and facilities to reconstruct our physical plants. All this required dollars. We are still rebuilding. But this is no longer the word to use. The word now is build. We must build new enterprises for our expanding population. This also will require dollars. Thus we find that the strain on our dollar reserves now comes from two sources: (1) the continuing need AUGUST, 1957 to import consumer goods and (2) the need to buy capital goods (such as machinery) to make our economy move forward. The result has been a steady depletion of our reserves. From roughly $669 million in 1945, some $620 million of which came from the U.S. government in war damage payments, the level has gone down to less than $190 million in September 1957. I wish I could update you on the statistics. But the wife did a good .iob of deaning up the work desk, and the result was that this Central Bank pamphlet was mislaid. But the 1954-55 figures tell the substance of the story. In 1955 the gross domestic investment was P800 ($400) million, 10.6 per cent bigger than during 1954. Thi" ~hows ~rou the rising curve of domestic investment in industry. On the other hand, exports in 1955 amounted to $34,.9.15 million, compared to $335.01 million in 1954. Imports in 1955 amounted to $527.68 million, against $473.54 during the previous year. This shows a slight rise in exports and a substantial increase in imports. Of the 1955 import payments, $98.72 million was spent for capital goods (against $77.26 million in 1954), $253.46 million for raw materials for various manufactures (against $229.26), and $173.84 million for consumer goods (against $163.21 million). ·we thus have a pattern of increasing dollar outflow for capital and consumer goods, no appreciable increase in exports (and therefore a static level of dollar earnings) and increasing imports (more dollar spent). This re,sults in a difficult situation which can easil~r become untenable if we don't do something drastic about it. The solution, as you must be deciding- b:v now, is austerity and increased production. We'll have to consume less and produce more. ·This way we can save dollars (by not importing stuff that we can do without) and earn more doilars by increasing the production of export goods. We'll just have to stop thinking about that Palm beach suiting we saw at the display window and be contented with khaki or ordinary linen. New earrings for the wife and Chanel No. 5 are out. We'll have to be happy with the old car. We'll have to save and put our surplus in the bank. We can then make more money available for production. But for us to do this willingly and effectively, we have to have a leader who is strong enough to sacrifice with us and for us- and courageous enough to tell us, when the going really gets tough, to sacrifice some more. This is the kind cf leader that we need in these times of uncertaint~r and trouble. If a candidate tells you life will be simply rosy for you if he gets elected, you can be very sure he is not giving you the. facts. I doubt if you would want to do anythi!1g with him. .PAGE 3 I I : FEVERISH? ' _____________ ... _ Here's Fast RELIEF! I .... -----------... -SPEEDY SAFE For that headachy, feverish feeling that usually accompanies a cold,take fast-acting CORT AL! CORT AL brings you dependable relief with amazing speed ... peps you up too! WHENEVER PAIN STRIKES Call forCort al I I I FAST•SAFE•SUHE I I ICI, labl•I contci11n,. A"lrhul•cyloc Acid O.JS •"'·; I I Ph1nau1in 0.1 S gm., Callru'r 0 OS•'"'· 12 • l I ·--------~ -----A T angl.e Of Tongues "I cannot talk to my chaprassi (personal messenger) in his own language without an interpreter," a high-ranking Indian official complained last week. "When I have to tell him to come and go or fetch tea -we have to speak English, and he is not very good at it." The official was a Southern Indian speaking the Tamil language, while .his chaprassi was a Northerner speaking Hindi - the modern version of Sanskrit. In a polyglot India with fourteen distinct languages and hundreds of dialects, their dilemma was typical. Besides forcing a political unity on the subcontinent, the British gave India its first universal means of communication in the English language. But when India's constitution was promulgated in 1950, it provided that Hindi would become the sole official language of the government and the schools within fifteen yea.rs. Last week, with just half that period elapsed, thP government acknowledged that it had not reckoned with either the practical or emotional obstacles in the way of this massive reform. The Ministry of Education announced a new policy: All students will be expected to learn three languages, Hindi. English, and one other Indian tongue. The ministry thus hoped ta> quell the very intense attachment to ancestral lanm10rres which hrrn even led to such bloody excesses as the Bombay riots in 1956. Enoli::;h Forever: Furthermore, the ministry· admitted that Enalish will probably never be completely abandoned. "It will be ten to fifteen years more before we crm convert all schools to Hindi as a medium 0f instruction," said an educator. "We decided educcrtional :=;tcmdnrds were more important than patrioti.c· emotion, and that there was no doubt that standards were falling off because of lack of textbooks in Hindi." To provide textbooks - particularly for the sciences - a staff of 35 is now laboring to create a scientific Hindi vocabulary. Their word coinage must be approved by an intricate system of expert committees, state governments, and an official board on scientific terminoloqy. Although 90,000 Hindi terms have been formulated so far, only one-tenth of them have been approved. The goal is 300,000 terms by 1960. The student of the future, however, will find that his technical vocabulary is still studded with English. Scholars can find basic Sanskrit roots for such phrases as "British thermal unit" - which becomes British ushma matrak. But for words like "calorie" and "hormone," the only solution is a simple transliteration - into Hindi script, which still leaves the English words calorie and hormone. ~ from: NEWSWEEK, August 5, 1957 EDUCATION Section Page 45, Column I. CATCHING COLD? --------- -----Here's Fast RELIEF! --------------SPEEDY SAFE For that headachy.feverish feeling that usually accompanies a cold, take fast-acting CO r:T ALI CORT AL brings you dependable relief with amazing speed ..• peps you up too! WHENEVER PAIN STRIKES Coll forCortal : FAST•SAFE•SUHE ~ v ID. '•"'•' 1e.,1oi .. ,: .-u1r1to1;j,1;, a,:d 0,J) t"".i I I ,.,, ... ,,,, .. 0.1) , .... (011,; .. , 0.0) ,... IJ·I I ______ ..., ____ .. Vol. XII AUGUST, 1957 No. 3 The Kind of President We Need by Benito Mencias A Tangle of Tongues ......................... . Curriculum Reconstruction ...................... . by Venancio Trinidad Secretary Gregorio Hernandez, Jr. by lsabelo Tupas Education and Community Improvement by Pedro T. Orata The Constitution and Education ................. . by Gregorio Borlaza Miss Winning, Heaven in Her Hands ............. . by Miguela Solis 2 4 6 9 14 15 16 Juvenile Delinquency . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 by Felipe L. de Guzman Words of Caution .............................. . by Jose F. Cortes The General High School Curriculum (Third Installment) by Marcelino Bautista The Teachers' Role in the New Curriculum by Juan G. Quinto Ang Palagitlingan ( Karugtong) ................ . ni Benigno Zgmora Saligan Ng Wikang Pilipino ...... - ............... . ni Ines C. Cruz Wikang Pilipino Bilang Pangalawang Wika ni Jose M. Ramos The Rice Terraces (Poem) .................... .. by Theresa G. Villanueva Unit Plants Without Seeds by Rosario I. Cruz AUGUST, 1957 26 27 30 33 35 38 39 40 Official Organ of the Philippine Public School Teachers Association "Voice of 100,000 Teachers" Ricardo Castro, Editor Quirico A. Cruz, Managing Editor Unit: The Importance of Clean Elections by Benigno Calingo Bagabaldo Unit: Our Flag and Our Anthem by Amanda Ponce Teaching Unit in Language Arts by Anacoreta A. Chua Understanding the Micrometer by Jack Smith The Teacher's Methodology ..................... . by Juan V. Baquiran Why Don't We Listen? ......................... . by Edgar Dale Aurally Handicapped Children ................. . by Francisco C. Tan The Rizal Novels: Genuine Works of Arts? by Romeo M. de Rosas Information on the Retirement Laws by Salvador L. Bautista 42 46 48 50 51 53 55 57 60 "The Teachers' Melting Pot" . . . . . . . . . . . . . . . . . . . . 62 by Carlos G. Beltran The Future and our Constitution by Claro M. Recto Two Poems .................................... . by Salvador B. Espinas 63 66 The Philippine Educator is the official organ of the Philippine Public School Teachers Association, published monthly for ten months during the year. Approved by the Director of Public Schools. Rates of subscription: PB.00 a year (ten issues), P.90 per copy. Foreign countries-P16.00 ($8.00) a year (ten issues). Entered as second class mail matter in the Manila Post Office. Office of publication - 27 Banawe, corner Quezon Blvd. extension, Quezon City. Tel. 6-51-73. PAGE 5 turriculum Reconstruction TIME-HONORED Attitude Ton·ards the Curriculum : About 30 years ago, this writer submitted for publication in a leading educational magazine two articles on curriculum development. These articles were rejected by the editor of the magazine on the simple ground, according to him, that there was no local interest in curriculum-making. The main concern then of the people interested in education was the improvement of the methods of teaching and not the improvement of the materials of instruction. By and large, teachers and school officials seemed to have taken it for granted that the content of education as found in textbooks and the courses of study is final and should, therefore, not be disturbed. There is no question that, in so far as the impartation of knowledge and the development of skills were concerned, much success had been made. And so long have our teachers been in the grips of a ti:::xtbook curriculµm. With their known zeal and devotion to duty, they taught day in and day out. Little, if at all, were they concerned about the validity of what they were teaching on the basis of its impact upon the learner as a member of a dynamic society, not to say its impact upon the society itself. In many instances, the teaching materials originated from the central office and then channeled to the local school units to be carried out in schools, which procedure gave rise to a uniform pattern. We did not realize that if ten per cent of the teachers' time was spent on non-essentials, it represented that much wastage of the people's money not to say of the teachers' and the pupils time and effort. Reasons for C11nic11l11m Reconst.ruction: Truly has it been said that the curriculum is the heart of an educational program. As such, it is the curriculum that gives life and meaning to that p1·ogram. This implies that the curriculum must be rooted in the fundamental and real needs of the people and in the conditions and trends of life both here and abroad. It is therefore obvious that as long as society i:etains its dynamic character, we could not possibly conceive of any curriculum that is static, irresponsive to the changing and var~'ing individual and social needs and probliems. Specifically, why is there a need for the reconstruction of the curriculum? PAGE 6 By Venancio Trinidad 1. The tremendous increase in enrolment both in the elementary and high schools has made the present school population much more heterogenous than what it was in the preceeding generations. This situation clearly points out the need of devising a curriculum adapted to the needs, capacities, and interests of a more heterogenous group differing widely in ability, future occupation, and fitness for college training. 2. Young people today have outside distractions or enticements which would tend to make school work less interesting than it was to the students of yesteryears. This is perhaps the reason why teachers today have such frequent problems of truancy in their classes, especially in cities and bigger towns .where blaring and glaring forms of amusements are abundant. This condition brings out another need; that of producing a curriculum that is more useful and worthwhile, much more challenging, and a little less boresome and academic, than the curriculum in, say, many high schools today that operate as independent institutions. 3. The fast, almost maddening tempo of modern life and the tremendous increase in the sources of knowledge and information presented to us by the rapid changes in the technological field shows the necessity of putting less and less emphasis on the acquisition of information pe1· se and more and more on the skills in using the sources of information when the need arises. 4. The presence of destructive "isms" and forces around us and the present chaotic conditions in current world relationships stresses, too, the need of providing in our present curriculum to a greater degree than before, education for the development of appropriate ideals, interests, and attitudes through a more effective education in citizenship, human relations, proper use of leisure, home living, and physical and mental health. 5. The objectives of education promulgated by the Board of National Education which suggest new points of emphasis in our educational program demand a re-study and reconstruction of our curriculum. To insure the closest possible tie-up of the curriculum to the demands of a growing, ever changing complex society, and the varying community needs, problems, and conditions, a uniform curriculum ,attern worked out in a central office will not do. All THE PHILIPPINE EDUCATOR entirely new method of approach is the need of the hour. Curriculum development should be a group enterprise in which the teachers, school administrators, supervisors, curricular experts, and the laymen make their contributions. With the generous material assistance of the FOAPHILCUSA, (!CA-NEC), the Bureau of Public Schools was able to establish curriculum laboratory centers in strategic places in the Philippines. The establishment of these laboratory centers stimulated a nafamwide interest in curriculum development. Workshops for the improvement of the curricula on all levels and types of schools were held, participated in by schoolmen and laymen. Produced in these workshops. were resource units drawn from local resources. Deterrents to A Sound Curriculum Reconstruction: There are, however, certain extraneous forces that militate against a sound curriculum development. We have vested interests that vie for a ma.ibr place in the curriculum. Businessmen would insist either on the inclusion in the curriculum of business courses or on increasing their time allotment if such courses are :-llread'.r offered. Industrialist, agriculturists, artists, linguists. and other groups ''muld have a similar demand. As a matter of fact, there were petitions presented for the inclusion in the curriculum of such courses as aviation, laws on taxation, cooperatives, etc. Now, the question is shall we adopt a curriculum to meet the demands of vested interests or the demands of the school population? Then. again, we have curriculum-making by legisl::ition. On this subject we quote an editorial of the Filipino Teachers of June, 1957 written by Dr. Cecilio Putong, former Secretary of Education and easily one of the outstanding Filipino educators of our day: "Of late there seems to be a tendency on the part of our Congress to take the initiative in the matter of prescribing specific subjec1s as part of the currkulum in our schools and colleges. While at first blush this tendency would seem to be all good, showing as it does seem to show, that our lawmakers are keenly interested in the problems of education in this country, yet a second thought would make one wonder \vhether this practice is pedagogically sound. It is feared that the practice, if continued, will expose our curriculum to the danger resulting from pressures coming from organizations with certain particular interests to promote. There should be no objection to having Congress formulate the broad policies of education, as it did when it approved Republic Act No. 896, declaring the national policy of elementary education in this country. After all, because it is made up of 1he duly elected representatives of the people, Congress can well be the l)Olicy-determining bodv in all matters affecting the welfare of the nation. Therefore no one can justly question its acts when it legisAUGUST, 1957 !ates on the general policies that should be followed in our efforts towards achieving the objectives of education as set forth in our Constitution; namely, that "all schools shall aim to develop moral character, personal discipline, civic conscience, vocational efficiency, and to teach the duties of citizenship." But when it comes to determining the specific subjects to be prescribed and the instructional materials to be used in order to attain the aims just stated, we submit that, since this is a technical job of no little difficulty, and since it needs conscientious study if it is to be done well, it is properly a function of the Board of National Education and the Department of Education. It is a generally accepted principle of the curriculum development that the curriculum, if it is to be one that is pulsating with life and vigor must be in tight grips with the sodety for which it is intended. But in order to produce such a curriculum, careful and painstaking research is needed. Among others, the following questions have to be satisfactorily answered; What are the needs of the society to be served? What disciplines, skills, attitudes, an<'I appreciations should be developed by wav of satisfying these needs? How may proper balance be secured among the different areas to be covered? What materials, equipment, and teaching aids will. facilitate learning? With due respect to the well-known ability, foresight, and resourcefulness of our legislators, it is our considered opinion that they neither have the time nor the facilities to undertake the studies that are needed in order to find the answers to the foregoing questions. We wish to repeat that the answers are essential to the development of a well-rounded and functional curriculum. On the other hand, the Board of National Education as well as the Department of Education has the technical personnel with the desired- cultural background, professional training, and nractical experience for this needed research. Therefore, in the interest of a living and balanced curriculum for our student nopulation and as a matter of sound educational policy, we V.rish to suggest that this important task of working out the curriculum of our schools and collPges be left to the educatirmal authorities concerned." The difficulty that the Department of Education confronted in implementing the Spanish law confirms 1he views of Dr. Putong. And paradoxical as it may seem, the teachers themselves are not passive in their bid for a preferential place in the curriculum of 1 heir respective subjects. Years before the outbreak of the last war, the writer proposed 'a general revision of the normal school curriculum with a view to affecting an integration of allied professional courses and of giving greater emphasis to the content subjects, to the p1'ospective teachers' stock-in-trade. The proposal did not prosper for the simple reason that it would throw out of PAGE 7 gear or out of the service the teachers affected by the change. Thus the teachers themselves constitute a vested interest equally potent in deterring a sound curriculum development as the other vested interests. It is sad to admit that there are teachers particularly the subject matter specialists, who do not see our educational program in its totality. According to their field of specialization they see only the trees, as it wE:re, but not the forest. Befogged by deep-seated biases they tend to be more for what is novel and spectacular, for what would give them name and prestige than for what is crucial and fundamental. We are not saying that the claims of these vested interests have no merit. But to take care of all their diverse claims will require very much longer time of schooling on the part of our children and youth. Thus the selection of courses to be included in the curriculum and the allocation of time allotments for these coursei should be strictly on the basis of urgency and crucialit:v, the relative importance of such courses, and their relevance to the students's chosen career or occupation. It is believed that the use of other criteria, would in all likelihood, produce a curriculum that is overcrowded, unbalanced, lop-sided, and a curriculum without sequence and continuity of its component courses, in short, a hodge-podge curriculum. Curriculum Reconstriirtion, A Challenge to Teachers: Then, again, it seems to be a common belief among teachers and principals, if not among school officials of a higher category that curriculum improvement consists mainly in revising curricular offerings. If in a workshop. for instance, the teachers recommend changes in such offerings and. hear nothing more about the recommendations long after the workshop, the:v get a feeling of futility about m::iking recommendations on curriculum development. But there is really no reason for such sense of frustration. For the proi:rram of curriculum improvement goes much further than making changes in the offerings. The offf>rini:rs ma:v remain unchanged for years on end, but curriculum improvement can take place nevertheless. Yes, it does take place. It takes place in the classroom, in the school premises, in the commuriit~r. The classroom teacher can be a dynamic factor to curriculum improvement if he continually adjusts what he teaches to the· pulsating realities of life around him. The curriculum of the community school is developed around personal and social problems that occur in the daily experiences of the children. These problems may grow out of adual sifoations in the school, home, neighborhood, and other places. As long as the teachers build the curriculum around these problems in relation to the subject matter they are teaching; as long as they believe, as do all great souls, that the world around us is God's workshop for men, they are exercising a very important role in curriculum development. MEDICAL EVIDENCE PROVES Blll·~C4t xriOPoL STOPS COUGHS FASTEST ! 5 Times better than any ordinary remedy you've ever used before! 1 3MEDICATES DEEPLY LOOSENS PHLEGM for fastest Medicinal Relief from always give your family Blll·a·Mt with XYLOl'OL NO ALCOHOL • NO NARCOTICS TASTES SO GOOD TOO! foch fld. 01. COl'ltoi"' flt. of .,.)lite 'i"• Cemp. l.IO'l 9"', f'1.1ide•troct ol Here)\ov11cl, 0.521 9"', Glvce1e. 1;. Qv•cl. Ol ]09 9111.; Me111)1ol, O 068 9111.; $olicylic Acid, 0 01" 0"'. Chlorofor"'. 0 "' "''·· Oil Pi"• Tor. 0 Oll ""r; Solvble S.u)lori", O 003 I"'·; Core.,.el, 1.500 Ml.1 A"'""O"iv"' ()lloride, I 260 I"', He,,ey, 4.375 "''; OH ef fltcel)'phll, 0.130 "''·• IYLOP01., lu:tf'ld ot Hu,.lrt1orcif'IOI, 0.100 t"'·• Dnlilletl Weter q.1, 100.00 "''· 21-3 Secretary Gregorio Hernandez Jr.· (A Recapitulation of His Educational Leadership) IT is the concensus of Philippine educators that no head of the Philippine Educational System has contributed so much, in so short a time, to contemporary educational thinking as the late Secretary Gregorio Hernandez, Jr. His philosophies on education are so eminently responsive to the pulse of the time and contemporary public opinion that they have become the patterns of present day educational reforms. Unfortunately he died before he could witness the results of the educational reforms which he had envisioned. FACETS OF HIS LIFE Secretary Hernandez, Jr. was· the only cabinet member. who perished with the President and his entourage in a plane crash on the slope of Mt. Manungal in Cebu. During his brief public service of less than 3 years, he had attained such national stature and popularity that the people were struck dumb with grief when they heard of his violent death. He first saw the light of day on April 20, 1913 in Malabon, Rizal. After finishing the primary grades at the National University he moved to San Juan de Letran College for his intermediate studies, then on to the Ateneo de Manila for his high school where he graduated with honors. In the same institution he took up his collegiate studies finishing his A.A. in 1931, summa cum laude. At the University of Santo Tomas he studied law and finished it, magna cum laude. After this he practiced law with well-known lawyers in Manila and subsequently became a solicitor in the Department of Justice. At the early period of the liberation he was assigned chief legal ceunsel of the defunct U.S.-Philippine War Damage Commission, and later dean of the UST college of law, until his appointment as Secretary of Education on June 30, 1954, which position he held until his death on March 17, 1957. He was survived by his wife, Mrs. Maxima H. Hernandez and seven children, Roberto being the eldest, 19 years old, and Maria Carmen the youngest, 10 mortths old. * Mr. Dominador Landicho, Supervisor, Instruction DivisiQil, helped Mr. Tupas in the preparation of this a'rticle. AUGUST, 1957 By lsabelo Tupas With his death the Department of Education lost a gallant educational reformer and an earnest moral crusader. What is the more tragic is that he died at the threshold of the greatest educational venture of his times, of which he was the chief architect, and with it the vision of his great design. EDUCATIONAL POLICIES When the late Secretary Hernandez, Jr. assumed the high office of the Secretary of Education, he expressed his views on educational matters with such power of language and clarity of thought that they may stand out as among the masterpieces of Philippine educational literature. A unique characteristic of these views is a balanced and lucid wisdom which reconciles extremes of opinions and thus leads the way to educational sanity. From his speeches we now attempt to crystallize and bdng to a focus his educational philosophies that gave force and substance to the educational program under his short-lived administration: 1. The Three-Fold Right To Education a. The student is a member of three societies, distinct from one another and yet harmoniously contri..: bu ting to his development; one which links him with the family, one with the state, and the third with God. Education for the well-being of society implies a recognition of the right of the student to prepare himself for his functions in each of these societies. b. It is the parents and not the state that have the natural right and duty to educate the child; that in the fulfillment of this right and duty the parents have the right to demand the support and aid of the state. c. It is from his teacher that the student must learn that the state exists for the individual and that the individual has inalienable rights which the state can neither give nor take away. d. The school and teachers also have a duty to recognize the rights of the child to take his place in the third society into which he is born - that which links him with his Creator, his God. PAGE 9 2. State's Right On Supervision of Private Schools a. While it is true that private schools are privately owned, privately financed, and privately controlled - nevertheless, no one can deny that the work in which they were engaged is not exclusively their own concern. It is also the concern of the parents of the youth they are training; it is also the concern of the State in which the youth they are training; will be citizens. b. All educational institutions shall be under the supervision of and subject to regulation by the State. (Sec. 5, Article XIV of the Constitution) c. The school system must be more in keeping with the prestige of independence, more democratic - away from the idea that good educational practice and methods are the exclusive monopoly of state officials - and closer to the sound educational principle that the best and most effective supervision is self-supervision; that the best way to insure improvement is to_ encourage self-improvement. d. The improvement of private schools can only . Le a voluntary process, encouraged and led by the government, rather than enforced by det!liled inspection and policing. They should be free from curricular requirements ·which leave insufficient room for experimentation and innovation. They should be allowed to conduct educational experiments and to try out new ideas, which, if they work, may later be adopted in the public schools. e. The school operators in the exercise of such freedom must show good faith, honesty and sincerity of purpose to improve the educational standards of their institutions, in which case they should be allowed the greatest latitude consistent with the p1•ovisions of law and the Constitution. But where the operators show that their only concern is to do more than strict minimal prescription and their actions betray that their only interest is the exploitation of the educational process as means of self-enrichment, these operators should be dealt with the full vigor of the law. f. There must be unity and coordination in achieving the goal of education. The private schools, the public schools, and the government, are not as strangers that pass each other in the night. Like the parts into which all Gaul was divided in the days of Julius Caesar, they are a trinity in a unity - a unity in the -0bjective of making the Philippines a more prosperous, progressive, and happier place for our children to live in, unity in effort to achieve that goal. 3. Religious ln>;truction and Political Freedom a. The matter of religious instruction at the option of the parents is recognized by the constitution. It affirms that the child is not the mere creature PAGE 10 of the state; that those who nurture him and direct his destiny have the right coupled with the high duty to recognize and prepare him for additional duties transcending the state. This recognition of the right of parents is in line with the sound political traditions of limited government, and against the claim of an absolute and omnipotent state. It is also in line with the principle of freedom which affirms that while there are things that belong to Caesar and should be given to Caesar, the1:e are also things that belong to God and should be given to God. b. The public cannot fulfill its distinct role in the fashioning of moral leadership among our youth unless it is founded on a vigorous implementation of constitutional mandate on optional religious instruction. Optional religious instruction was decreed as a constitutional mandate not so much for the benefit or support of any particular sect or syste-m of i·eligion as for the development and upbuilding of moral standard and moral values of the public school pupils with the end in view of producing straight-thinking, morally upright, and God-fearing citkens of the nation. 4. The Role of Women in Philippine Social Life a. Woman may be allowed to extend her intellectual world to the farthest horizons possible to her talents and visions. She may be allowed to stay in office, but only as she can consider that office an extension of the home; in the laboratory but only as she can regard that laboratory a projection of the home. When the day's work is over, she must be back to the warmth of the family circle and continue lending substance and color to the hundred and one dreams she took on the threshold of womanhood. b. She can even project her role into the social and political movements of the day, but she should keep her escutcheon untarnished, unscatched, and unsoiled, and in the idealism of Fr. Modesto de Castro in his "Ubana at Felisa," of Emilio Jacinto in his "Kartilya ng Katipunan," or Apolinario Mabini in his "El Verdadero Decalogo," she should always be the ministrant, radiating light thru the gloom, and the dispenser of sympathy, tolerance, and understanding. ,. '· - c. History is replete with events that wonien have been saviors of mankind: Deborrah saved Israel. Judith saved Betulia, Veturia save Rome, Saint Joan liberated France.- These women were the saviors of ' cities and kingdom. With the magjc of holy tenderness, woman can restore peace to the tormented souls and the divided cities. Her smile can be the reward for him who conquers hate within himself an? her pity can be the healing comfort of every sorrow; he1· beauty -the inspiration for less transitory beauties. THE PHILIPPINE EDUCATOR To the extreme limits of her strength she should always remain to be redeemer of the people, be collaborator of God, and an ally in the imminent war of love against terror. 5. Parents Teachers Association In Public Education The PTA because it often shares in defraying some expenses for school administration should have an articulate voice in making suggestions as to how the schools should be run. There is no doubt that the parents should have a hand in the shaping of educational policies which affects the future and the very lives of their children. Taking such a hand would only be an exercise of such right and fulfillment of their duty under the Constitution to choose the type and kind of education that they desire their children to have. 6. Higher Learning and The Community The institution of higher learning should be aware of the national problems and must contribute its....share in solving them. The college or university in the Philippines is a part of the Philippine scene, part of the Philippine life .. It should influence, as is surely influenced by what is happening about it- it should influence as it is influenced by the social and spiritual climate of its local. This interaction between the institution of higher learning and the com~unity in which it operates is the prime test of the effectiveness with which any particular institution is achieving its purpose and performing its function as such. The university sends out into its environment trained individuals who should meet the problems and issues of our contemporary economy and democratic society in the light of sound and tested views and principles. 7. The School anti The National Economy a. The role of vocational and technical education is to bolster the economy of the. country. To it are entrusted the human resources of the nation, whose vitality, vision, courage, and perseverance will determine whether or not that economy shall be vigorous with a life of its own, resourceful and responsive to the requirements of independent nationhood in a competitive world, - or shall continue to be sustained artificially on foreign aid, the privileged free exchange of its raw materials with the products of a highly industrialized nation thousands of miles away. b. To strengthen and invigorate our economy today we must realize that we must build up within itself a capacitx to resist the economic avitaminosis which past colonial practices have inflicted upon it. We must realize that like a sick man our economy cannot continually depend upon transfusions from outside sources. To overcome the economic leukemia ~rom· which it is suffering it must produce its own blo,od. And we must realize that time is running out on us. AUGUST, 1957 c. Vocational education must provide our youth training in the proper appreciation of the dignity of work, in the practical utilization of their manipulative skills, in the development of a passionate desire to contribute in every way they ca.n towards the economic progress of their country. But, of course, we should not forget that over and above such training' must come the grounding as it were, in the basic fundamentals of knowledge, in general or liberal education, because we do not aim to turn out from our schools men and women who are but mechanical robots. By purpose and tradition our public schools are committed to turn out good, practical, useful citizens - citizens possessed with all the general impulses of the mind, the heart and the spirit. 8. Tagalog and English a. It is well known that Tagalog was made the national language by legislative enactment during the period of the Commonwealth, and that is being taught as such in all our schools, public and private. The fact that we are required by law to use it, the late Secretary advocated that a truly national language must register not only thought, but the intimate and inimitable texture and pattern, which a people gives to its thinking; not only ideas, but that unique stress, balance and tension with which the national genius organizes its ideas. If it were merely a question of using English as a purely utilitarian instrument of trade and diplomacy, it may not be necessary to retain it as the general medium of instruction in our schools. It would suffice to teach it as a special skill to selected students who intend to enter professions involving contacts with other nations. But English is far more important to Filipinos than that. We are a people, that for good or ill have incorporated into our national life the key ideas and values of western culture, not merely on a utilitarian but on a much broader human basis. 9. The Public Schools in Leadership Development a. What we urgently need today are men - good, wise men, strong men - leaders in short who can point to us where we are to go, and what we must do to get there. b. Where will our country find such meh? The most natural logical place to look is in our schools, our public schools; graduates of public schools. For the public schools of the nation are operated at the people's expense; and they are different from other school graduates, that a large part of their education has been paid for by the people. The people then, have every right to look for its leaders from among them. c. It is precisely dur;ing these times when we need men of indestructible moral fiber, men, who by their example can contribute mightily to the moral rePACE 11 generation of our youth, men who will furnish our government with men who cannot be bought and cannot be influenced against the commonweal. These are the men who can point out to us the road we are to tread, and how. we are to get that road. Of intellectual leaders we have indeed so many, but the burning need today is more leaders of unquestioned honesty and unsullied integrity. · 10. The Training of Teac_hers a. Teaching methods and techniques are dead, inert things, unless life can be infused into them by the personality of the teachers. The minds of the young and their souls, are not shaped and formed exclusively by methods and techniques administered indifferently both by the worthy and the unworthy. These minds and souls grow by contact with the person and personality of the teacher. This is the contact that will start the potencies and the capacities of the child into development and realization. b. To insure proper education for the youth, those intending to become teachers must be given the best education that can be had both in the special duties of the profession as well as those pertaining to teachers' more general information as a human being. They must be screened carefully to weed out those who cannot come up to the exacting standards of the general and scientific training which will make teacher education synonymous with culture; be placed in contact with the most energetic, intellectual currents of the day; be made aware of the social problems of his age of his country plus the solid principles of truth and patriotism which may be applied to their solution; be given a breadth and a depth of vision that can see life steadily and see it whole; be developed in strength of will and passionate personal love of virtue and righteousness so that they may stand unshaken amid the tawdry temptations which destroy weaker men; and be presented to the nation and parents whose children (they) shall train, only after (they have) undergone this intensive, severe and solid training. c. The people could not be expected to respect the dignity of the teaching profession if they could not respect the men who engage in the profession. d. The establishment ·of better living conditions for teachers and those who trafo them, is an important factor in strengthening the leadership role of teacher education for better living. 11. Development of Home Industries a. The schools are to spear-head and sustain the development of home industries and constitute vital cogs in the machinery of the program. We can profit immeasurably from the experience of other countries like Japan, for example, where particularly every ruPAGE 12 ral home is engaged in one kind of industry or another, where almost every community which processes the raw materials need~d by the individual home factories, and where in every locality where there are home industries, there is said to be a "cooperative merchant" into which all the products of such industries are channeled. - b. Our public schools should help our people put in to gainful use the resources_ available in their immediate environment in the case of our farmers, to utilize to profitable advantage the slack hours iii between their planting and harvesting seasons. For unless the schools_ have such enthusiasm, it will be next to fruitfulness to lead our people in the rural areas to the promised land in the matter of building up. family economy. c. Remember that we are doers only to the extent that we have developed the will to work - a will that is not of the ningaskugon type but of the steady sort - and can assess fully our individual abilities, utilize them in productive deeds, and create and originate and build, or again that we are free men and free women only in the degree to which we possess and practice the tools of knowledge and the vigorous techniques • j of action.· 12. The Community School for Preserving Democracy a. Our social system is irrevocably committed to the democratic way of life. We believe in the dignity of man, in the individual worth of every human being. We maintain that every person is entitled to an opportunity to acquire, chiefly by his own efforts, a share of the wealth of his country and the various other things, tangible and intangible, that would permit him to have a richer and more satisfying life. b. We must make democracy function in all phases of living in our country. We must translate into reality the moral and spiritual values of the worth of man - what he is entitled as an individual in a democratic system. And this cannot be done unless he is given the means to improve his standard of living. Democracy will fail where a few wallow in comfort while many are in want. c. The community school must be develop~d as a potent instrument for progress and all possible resources must be sought to give it continuing power and potentiality. Only thus can it .accomplish its fundamental task of strengthening democracy in our country. d. There is no better instrument than the community school for promoting democracy, not by merely preaching its virtues b'.1t by concerted efforts on _its part to improve the living conditions of the masses. THE PHILIPPINE EDUCATOR 13. The Revised Educational Program of 1957 A revitalized and enriched program for all levels in the country's educational system is expected to take effect this coming school year. The program embodies the fundamental objectives of education as approved by the policy making board of national education. It proposes a revised and improved curriculum for the elementary and secondary education, sets forth to raise the standards for admission to college, places emphasis on vocational education . and strengthens adult education along the national program of rural improvement. Likewise, it envisions the full implementation of an existing law providing for the compulsory enrolment of all children of ~chool age and seeks to restore eventually the seventh grade . • As embodied in the order, the following revisions will be effected in the elementary school: 1. The vernacular where the school is located would be used as medium of instruction in Grades I and II in all public and private -schools. 2. Strong practical community schools would be developed and local school administrators would be allowed ample discretion in the development of their curriculum. 3. Double-single classes would be converted into full-day sessions as soon as facilities would permit. 4. Class sizes would be reduced from 60 pupils per class to a maximum of 40 only to insure greater assimilation of lessons. 5. Introduction of the national language as a subject of instruction in Grade I, with increasing emphasis placed on it in the higher grades. 6. In the first and second grades of the elementary school English shall be introduced informally as a subject. Beginning Grade III English shall be used as medium of instruction with the vernacular as auxiliary medium in the intermediate and high schools. On the secondary level the curriculum makes special provision for ihose who desire to study further for the industries. Should the student not study further, he is expected to J;iave acquired a secondary education that will help him to live more' efficiently and effectively as a citizen. The specific provisions are the following: 1. A common general curriculum for all students in the first and second years, and differentiated curri~ulum in the third and fourth yea~s leading to either a college or to a technical vocational course. AUGUST, 1957 2. The curriculum of each school'" should provide vocatlonal courses geared to the occupations, resources and industries of the community or region where the school is located. 3. Part of the training should be given in school shops and school farms with school laboratories as pilot and demonstration centers; and part on the farms or shops, factories and stores wherever these are available. 4. Emphasis should be given the teaching of sciences and mathematics as preparations of those sfudents who may desire to continue their studies in the colleges and universities. The above plans are intended to be implemented thru gradual stages. For the school year 1957-1958, only those parts of the program affecting the first year are expected to be carried out. Th~ second, third, and fourth years will continu.e under the old curriculum and will be shifted to the new ones gradually. This new educational program probably would take five years, at moat, to become fully implemented. With. adequate funds, it would take less time to realize. FINIS The foregoing expressions of educational policies that are made of record in Department orders, and in circulars and memorandums of the Bureau of Public Schools and Bureau of Private Schools are there to endure for all to read and ponder upon. They may be likened to the bold and bright strokes of a painter that concretize his conception of an educated Filipino under the full impact of a well designed school system. For it is the individual that is the immediate beneficiary of an improved school system whose benefits he bequeaths in the end to his country as the life and blood that sustains its institution, determines its national life and characterizes its culture. The Filipino as well as his country is ever in the making. Their inseparable development is envisioned in the educational design which the late Secretary carved on the tablet of time. New reformers and builders of the Philippine educational system will refer to this patern as the first expression of a total concept of Philippine education that is truly integrated, nationalistic, and democracy-inspired. Here is a vision of Philippine education that is not segmented, but one that interprets Philippine life as a whole with its rich heritage and the promise of even a richer future. PAGE 13 Education and Community Improvement By Pedro T. Orata Some Basic Principles of Economic Development NOWADAYS the man of action is listened to more than the man of words. This is as it shoud be. One successful demonstration is worth more than a thousand theories which are still to be tested and implemented. If one one-hundredth of what we know about scientific agriculture were put into practice by our two million farmers, we would be self-sufficient in rice, and would have enough milk for our children. There would be no malnutrition in a country so rich ·with natural resources such as ours. What happened in poultry since the war is proof enough of this. We have enough eggs and chicken meat because a man of action in Santa Maria, Bulacan, went to work to apply what he had read in books and pamphlets about poultry, and we have since been following his example. Margate did this in rice culture, but we are still hesitating in using his methods in spite of the encouragement by the Bureau of Agricultural Extension. This is by no means an indictment of theory. By the nature of things and of man theory must always precede practice, even though in some cases practice was ahead of theory. Action without basis in sound principle is blind and may be worse than inaction. In the field of economic development, which is foremost in our minds today, we are apt to forget fundamental principles. We tend to act first and think afterwards, or not think at all. We make decisions by "ad hoc" methods. No doubt, this approach has its advantages, but a reasonable combination of sound reasoning and vigorous application is the best formula to follow. In this article, attention is drawn to a number of fundamental principles of economic development, using as a guide a thoughtful article by a well-known student of the subject, Professor H. Belshaw, Victoria College, New Zealand, who was formerly Director of the Rural Welfare Division of the Food and Agr. Organization of the United Nations. In writing on the subject "Some Social Aspects of Economic Development in Under-developed Countries in Asia" ( Civilisatirms, Vol. IV, No. 4, 1954), Mr. Belshaw calls attention 10 some of the dangers of the common if not usual approaches to the problems of economic development, which fail to take into consideration the sense of values and state of development of the people. Among these dangers are the following: PAGE 14 1. Failure to realize that economic development is a social, if not by and large a moral, process, because it depends for its success on the attitudes of mind of people of a society, whether they have the propensity to work, save and invest, and whether their social relations, institutions or forms of 9rganization are generally in favour of these traits. To the extent that these traits are_ absent or under-developed, the initial problem is not economic but educational in nature. 2. Failure to realize that there must be sufficient identity of interest among the people in support of both objectives, and the means or processes of achieving them, if economic development is to be promoted. This means that, to be successful, approaches to economic development must first of all encourage and stref's voluntary participation of the people, both in making and implementing decisions and in self-help and mutual help. 3. Failure to realize that people in a society must want economic development sufficiently to pay the price needed in terms of the modification in existing attitudes, institutions and relationships, otherwise the effect of economic development measures would be feeble unless they are imposed upon the people by autocratic and dictatorial methods which would, in the end tend to defeat the purposes of economic development. 4. Failure to realize that, as a peace programme, economic development requires attention to the process as much as to the end result. For, it is not solely higher consumption or higher material standard of living to which people aspire, but also satisfying conditions of work, and positive opportunities for selfexpression. "It requires, for example, minill11;1m labour standards in factory employment, reform of land tenure and usury in the villages, and provision through credit of the means for . an approach through selfeffort to the higher consumption levels and satisfying ·conditions of work aspired to, as well as more capital and better technology. Equally, it requires integrity and stability in government, and agencies to enabling the people, especially the villagers, to participate actively in making decisions on programmes directed to their own benefit and in implementing them." THE PHILIPPINE EDUCATOR 5. Failure to realize that, in any society, there are persons who, while pausing as champions of the common people and urging aid - national or international - to combat poverty, disease, ignorance or even communism, are in reality practising blackmail and have proved adept in diverting funds to their own purposes. 6. Failure to realize that more is required than feeling of pride in going it alone; economic development cannot succeed or even gather strength in a society where people are under-fed, malaria ridden, exploited, unorganized or cynically mistrustful of their leaders. Better nutrition and health improve the energy and efficiency of the workers and their propensity to make innovations or to accept them. Education extends the horizons of knowledge and the area of receptivity to new ideas. Land reform and other institutional changes may improve both the incentive and the resources available for the fuller development and expression of latent potentialities of the people. _ 7. Failure to realize the value of integrated and multi-purpose approaches. "This does not mean that everything can be attempted at once, but rather that the minimum necessary supporting or complementary measures must be undertaken for the success of any given approach. It will be futile to improve agricultural techniques if the malaria ridden population cannot apply them. On the other hand improved agriculture is necessary so that health measures can be afforded." 8. Failure to realize that, while it is necessary to awaken new wants, it will be dangerous to do so un~ less the means to satisfy them are made available or that the people have both the will and the competence to acquire the same. 9. Failure to realize that "as long as a desk strewn with files is the fall-mark of status, and field work with its dirty hands and dirty boots has low prestige value, success in implementing (economic) development plans will be limited." 10. The mere provision of services is not enough. "The active participation of villagers, both individually and as groups, is required." While in the initial stages leadership may have to come from the outside, "the primary object of awakening technical consciousness and providing channels for technical and other forms of aid, is to promote more active and more efficient village participation." These "dangers" necessarily overlap. The only point to itemizing them is to call attention to the many and varied elements that are involved which are often overlooked because of the tendency to oversimplify the problem of economic development, and to show that social attitudes and values, customs and habits of work and thinking, which are not easily changed, are powerful deterrents or handicaps - in some cases they may act in the opposite direction - to measures of economic development. In the next article, an attempt will be made to show the implications of the foregoing discussion for the problems of economic development in the Philippines and to suggest ways and means of avoiding the various dangers that have been mentioned. The Uonstitution and Education THE Constitution of any country is the source of its strenght and stability. A government beromes stable or shaky in proportion as the governed regard their Constitution as a venerable document which must be respected and defended at all times. The Code of Citizenship and Ethics (Executive Order No. 217) which is displayed in thousands of classrooms all over the' land, enjoins the people to "Respect The Constitution which is the expression of your sovereign will." And yet, how empty must this injunction seem to our pupils, and how futile must the efforts of our teachers to teach it be, . as long as our schools have to violate the Constitution in the very process of teaching the pupils to respect it! AUGUST, 1957 By Grtgorio C. Horlaza One of the most fundamental educational precepts in the Constitution of the Philippines is that found in Sec. 5, Article XIV, which provides for at least. free primary instruction. Are we giving our school children free primary instruction? In some progressive countries of the world free education is understood to include free bus service, free milk, and- even free lunch. It is of course unreasonable to expect these in the Philippines which is a comparatively poor country We may even excuse the fact that the parents of the primary pupils in this country are often asked to contribute money, labor, and materials for the acquistion of school sites and for the construction and repair of school fmildPAGE lS ings. This has its justification in the fact that if the people want for their children better school facilities nearer their homes than the government can afford they should be willing to help procure them. We may also excuse the fact that our primary pupils have to buy the paper, pencils, crayons, and other supplies needed in their studies. The recurrent outlay which government provision of these consumable supplies will entail will be too big for our national treasury to prov:ide without sacrificing other essential services. But when the government virtually tells the primary pupils that it cannot take care of their health dental fee, when the government fails to appropriate sufficient funds for the purchase of textbooks so that many primary pupils have to buy them or do without, and when in the process of introducing necessary educational reforms, such as the changing of the language of instruction from English to the vernacular, the cost of providing the necessary materials, such as vernacular readers, has to be born by the parents of the0 primary pupils, as has been happening in many non-Tagalog provinces, free primary education becomes a farce. The people will find it difficult to consider the governments attitude to the school system as anything less than parsimonious while hundreds of millions of pesos are appropriated for wasteful pork-barrel projects. In her Master's thesis, Mrs. Lucina G. Flores, a district supervisor in La Union, states that it costs P80.84 a year to educate a primary pupil in the division of La Union, and that the family shoulders P33.54 (about 51.5%) of this amount.1 There is as yet no way of telling how typical of the whole country this situation in La Union is, but it certainly indicates a situation which makes primary education prohibitive 1 Lucina G. Flores, A Study of the Cost of Edueating a Child through the Public Elementnry Grades in the Division of La Union (Dagupan City: Northwestern Educational Institution, 1955). pp. 110-111. for the typical family with six members and an income of only Pl.26 a day.2 No wonder, according to latest statistics based on a nationwide study, only si:r of every ten pupils entering Grade I reach Grade IV, and almost a million children of elementary school age (27 o/o) are out of school, of whom almost half a million have had no previous S{!hooling.3 This is partly the fault of the people themselves. If Congress diverts so much fund to the pork-barrel, it is because the people judge them, when they run for reelection, largely by the amount of public works appropriation they can bring their respective districts. As a people we have not shown a reverent attitude toward our Constitution. We amended it during the term of office of the first President elected under it, to enable that President to serve for more than six years, only to regret it later and think of amending the Constitution again to restore the original provision on presidential term of office. We amended it again after the war, giving the Americans parity rights over the patrimony of the race, in order to secure financial aid, only to regret it later upon seeing even enemy countries get financial aid from the United States without having to sacrifice the natural and exclusive rights of their citizens to exploit their natural resources. We considered a colorful political personality in the first case, and material benefits in the second, over and above some of the cherished ideals embodied in our Constitution. We must develop in ourselves a healthier attitude toward the Constitution, but we cannot do this unless we stop violating that Constitution in the very process of teaching the nation's children to respect it. 2 Generoso F. Rivera and Robert T. Mc Millan, The Rural Philippines (Manila; Mutual Security Agency, 1952), 3 THIS WEEK (Magazine of the Sunday Chronicle, Vol. 12, No. 12, July 7, 1957), pp. 8-9. Miss Winning, Heaven in Her Hands UNDERSTANDING among nations, between groups and between individuals, is the first, aye, the most urgent call of the nations today. There would have been no innumerable family conflicts, truancy, vocational inefficiency inter-group tensions, as well as international discords if there was adequate understanding. Results of researches reveal that at the root of every conflict or problem ranging from the simplest one to the most complicated, like global PAGE 16 By Miguela Solis '· wars is MISUNDERSTANDING. If misunderstanding is the root cause of most troubles, it is imperative that efforts be exerted to attain and maintain adequate understanding. It is the key foundation of wholesome human relations that play essential role in the successful accomplishment of group tasks. In the field of education, inadequate understanding of Filipino children is one of the· recognized roadblocks to the successful achievements of our goals in com'." THE PHILIPPINE EDUCATOR .. munity education. In line with this thought this article will dwell on the topic "Miss Winning, Heaven in Her Hands." Two Types of Teachers: When children meet their teachers for the first time, covertly they ask these questions: Is she nice? Is she sympathetic and kind? Is she willing to help solve my problems? Is she a good teacher? Many similar questions are posted quietly by the doubting minds of the Little Thomases. In a capsule the ques-. tions can be expressed this way: Who understand me better, Miss Winning or Miss Missing? Now let us look into the respective action program of these two teachers. Underlying Teaching Philosophy: First, let us see their respective underlying philosophy in teaching or their golden rule. Miss Winning's golden rule is: First, learn the child. Second, ns~ what is learned of the child in providing t'eachinglearning experiences and· situations based on his needs, interests, capacities, purposes and developmental potentials in conjunction with her community needs, problems and resources so that the child will achieve her possible optimum all-round growth in the various aspects of democratic living. In planning her work, Miss Winning has to take into full consideration the whole child considered in the various aspects of growth in the light of her cultural background and environmental influences. On the other hand, Miss Winning has this for her golden rule. First, master subject matter. Second, teach subject matter or content to the child and have him master it. Miss Winning is so much concerned with the accumulated knowledges, ideas and facts of society without considering to what extent the child is in position to accept the mastery of this content. She considers the child as a receptacle, an· inorganic thing ready to receive anything that is poured into it. What is poured may be too much or too little for the receptacle. She bothers a little or not at all on what happens after the pouring. In contrast to Miss Missing's approach, Miss Winning considers the child as an organism - like a growing plant that should be given appropriate and sufficient nourishment. If the· nourishment is too much, the organism may get over-fed or may die; if too little, it may be weak or anemic IOoking. Miss Winning sees to it that what he teaches are within the needs and capacities of children. She takes time learning each child and provides learning experiences for the possible optimum development of the child. Wh?t to Know of the Child: . The second aspect in the operation is What to ·Know or Understand of the Child. AUGUST. 1957 1. Universal Needs and Characteristics: Miss Winning considers what makes the child like all other children. This is a question of universal needs and characteristics o.f children wherever they are - in the Philippines, in A!11erica, in Africa, in Europe - in any part of the world all children have common basic needs and characteristics. The universal needs and characteristics of all children may be dfvided into three groups. The first group refers to physical or bio-chemical conditions, such as air, adequate foods, liquid, rest, activity, clothing and shelter. All children play. They all cry when irritated and they all need rest, adequate food, shelter and clothing. The second group of universal needs refers to status or social needs. Normally, life has to be lived in contact with others. It is important that early in life, children establish sound social status with their peers, with adults with whom they have contact like parents, teachers, and other members of the community. Social status is best achieved when there is affection, belongingness, recognition, response and security. Affection or love is a permeating power. With affection emanating from the teacher, there pervades a feeling of hope, faith coupled with confidence and personal , worth among the children. It makes the people being loved and the ones who are loving have confidence in themselves, for they feel that being loved is being worthy. Belongipgness is indispensable for the development of sound status. The greatest disaster that will befall a man is not to belong to a group. The man who cannot claim that he belongs to a family, the single important unit of society, is the most unfortunate in the world. To supplant this misfortune he has to get married to form a group or must belong to a group say to a service club so that he will feel secure; for it is in group membership that the call of belongingness is provided. Sorakin, an internationally known sociologist, once said: "Who is the individual anyway unless he belongs to a group? The individual alone is nothing but an abstruction." Belongingness in a classroom can very well be provided by a teacher by making the children feel that they are important members of the school, ready to share their bit in the accomplishment of school tasks to the best of their abilities. This calls for recognition of the worth and achievements of every child. When we recognize even the least significant achievements of children, unknowingly, we create a stronger impetus for harder work and greater interest in learning. This is the pattern of action Miss Winning has in answer to the call of status or social needs. The third aspect of universal needs is what is termed "ego" or "integrative needs." Every individual is a growing personality. The growth of perPAGE 17 sonality depends on the continuous purposive interaction of the child with his environment for adequate adjustment. Miss Winning is very alert on the manner of personality growth because the personality has to be channeled to the direction of desirable patterns of growth. The first impression is the .most lasting so Miss Winning will make the interaction intelligent and purposeful by seeing to it that in the process of growth she provides desirable learning-teaching situations and experiences by adequate development of self-direction, self-respect attained thru self-study. For example, if she wants the child to be polite, she exemplifies politeness in every way of her behavior. If she wants the child to use her hand in manipulative activities, she should manifest her love for work. If she wants every child in the classroom to talk in soft, sweet, pleasing voices, Miss Winning makes at all ~c casion to talk in this pattern. If she wants the children to be correctly dressed, to stand tall and sit correctly, she is at all times the example. Illustrations can be multiplied· exemplifying the patterns of behavior that Miss Winning's pupils learn and live in developing sound personality. 2. Unique Needs: Knowing the universal needs and characteristics, Miss Winning takes time understanding the uniqueness of every child. Children are alike in many ways, hut they have characteristics unique unto themselves. Even identkal twins cannot be the same in many respects. They may differ in general ability, in interest, in arts, in manipulative skills, in creative tastes, etc. Miss Winning tries to study the unique needs, interest, purposes, experiences, and values of the children, so that she could start them exactly where they are and build on their background of experiences. She uses her knowledge of universal needs and characteristics of children in the pre-planning of her work, but the uniauc needs and characteristics are used in the immediate selection, organization, implementation and evaluation of teaching-learning experiences and situations. This is how Miss Winning develops units of vvork. It may be pointed out here that Miss Winning interprets the unique needs and characteristics of children in the light of community needs, problems and resources. The tie-ins between the child and his community make what we may term a balanced approach in community education. Here the child is considered a vital part of the society and st>ciety's desirable needs, culture and resources as a basis for the sound growth of the child. Miss· Missing, ignores these unique needs; so her teaching is primarily based on universal needs and characteristics. Every child must learn the same thing in the same amount. All that concern Miss Missing is the content of teaching that she has outlined to be dished to the children on scheduled activities by the clo·ck. PAGE 18 3. Child's Sparks for Learning: Miss Winning's third aspect of knowledge of the child is the sparks for learning. .A diamond or an amber has little sparks that glitter more than the rest of the whole. So with the child, he has qualities more outstanding than the others that we may call certain sparks for learning. Miss Winning assesses the child carefully and tries to single out these sparks for learning of each child. Has a child speciaf gift in music, in graphic arts, in mechanical skills. in computation, in literature, in agriculture, or other special talent? Miss Winning brings these sparks to the fore and gives them due attention for proper and adequate development. She may take some of these sparks and of those that she could not handle she will enlist the cooperation of the Opportunity Class teacher. Our first Opportunity Class has been organized by the writer at the Pangasinan Normal School. 4. Danger Signals: The child, like any organism, has ups and downs. Miss Wfnning is alert and sensitive to these downs for they are danger signals. More often than not a great number of teachers draw sweeping conclusions on children by calling them lazy, impudent, irresponsible, dullards, failures, good for nothing and many other similar personality degrading and belittling names. Miss Winning takes these apparent behavior patterns as symptoms, danger signals, of children's problems. She draws no conclusions that a child is lazy or impudent until she can study the aspects of growth of the child. If a child is lazy, she tries to find what are the causes of his laziness. She knows that all behavior is caused. She makes close observation of the child's behavior in the regular class work, in the school yard when'ne is at play, and possibly at home with the cooperation of the parents to determine- more accurately as to the causes of laziness. She believes that no child is born lazy. To her, laziness is a signal that something is wrong. What is wrong has to be corrected. Then when she has determined the causes of laziness, possibly poor health, poor comprehension of assigned t~k •. wrong teaching technique of the teacher, too d1ff1cult task, etc., she adopts remedial measures to eleminate the causes. Miss Winning mak~s close study of each child in terms of the various phases of growth - physical, social adjustment, intellectual needs, aesthetic, moralspiritual, creative ability, communicative skills, achievements, purposes a.;J all the other aspects of growth; so- that she can start where they are and .can provide the most appropriate and adequate teac~mg learning experiences. This is what she terms Unitary Approach of Child Study, studying the child as a whole in the various aspects of growth. How about Miss Missing? What does she learn in the child? Well, Miss Missing tries to find out what · THE PHILIPPINE EDUCATOR facts has the child mastered in the various subjects of learning - in Language, Read4tg, Arithmetic, Social Studies, Elementary Science, etc. This is all that concerns her. Mastery of subject matter is her key principle for the child's education. To her what is important are the three traditional Rs - the mastery of accumulated knowledges. To Miss Winning, her key principle in learning is bef.ter life conditions. Mastery of accumulated knowledges is important to Miss Winning but in addition to the three traditional R's she emphasizes the three modern R's -responsibility, reflection and wholesome relationships. In addition to this desired behavior, she develops positive attitudes, aspirations, ambition and hope for better life. Love of desirable living is significantly emphasized by her. To her, loving life is actually loving the Giver of life - the Power of all Powers which we humbly call God. In addition to these two basic learnings, Miss Winning stresses work education for the development of skills and habits of work which are essentials for the improvement of living. She also sees to it that child's development in terms of desirable knowledges, attitudes, aspirations, ambitions, skills, abilities and habits culminate in wholesome human relationships. For she knows that sound desirable accomplishments in life is to a great measure based on wholesome human relationship. Ways of Understanding the Child: The next question is: How does Miss Winning go about to understand the child? To understand the child Miss Winning considers the following: 1. Know Thyself: The functions and responsibilities of the teacher to a large measure, are a projection of what he or she is. This makes it mandatory on the part of the teacher that her chief concern should be to ma:I<e h~rself projections always of the desirable patterns of behavior. Knowingly and unknowingly, we inject our interests, aspirations, feelings, anxie1ies, ways of life, etc., to the teaching-learning experiences and situations. The impact of which is reflected at the behavior patterns of our children. For example: Miss Winning has observed that her children speak softly; they are polite, respectful, cooperative, and diligent little beings, because they are the replica of the patterns of behavior of Miss Winning. Whether we like it or not, our ways of talking, thinking, technique of solving problems and other patterns of behavior are revealed in the behavior patterns of our pupils. The teacher is either the pupil's idol or villain, depending u11on her ability to understand children in the drama of school living. Unless the teacher knows herself there is the big danger that the teacher's spontaneous self-projections may not be the deP>ired and expected behavior patterns. It is very essential that these patterns should · be desirable for these are the patterns adopted by AUGUST, 1957 the learners. With our program of community education, the child Uiually spends lh of his working hours in the school with the teacher. Under this condition, the teacher should get deeply concerned in giving the child most worthy samples for emulation. Miss Winning's understanding of herself is the key to her gaining of the desired competences in understanding her children. The fact that she knows that her patterns of behavior are reflected by the children's behavior, she sees to it that she behaves .at all times, and at all cost .fust right. In her interaction with 1he children, she detects from the children's· behavior her weaknesses and her strengths. In this process of self-study, Miss Winning tries hard to correct her deficiencies and to foster her strong qualities. Miss Winning also uses a self-appraisal checklist wherein she determines to what extent she is meeting the needs of her children and to what extent is she maintaining wholesome relationship with them. Being alert about desirable patterns of behavior, certainly she will at all times he behaving in the desired patterns. "Understanding self is a key to understanding a child,'' is one of the major slogans of Miss Winning. 2. Use of Practical Individual Assessment Devices: Miss Winning's second approach is the use of simple, practical but scientific techniques in'" assessing children's behavior. Some of these are directed and systematic observation of children through the use of behavior inventories,.ch~cklists, and rating scales some of which are prepared by her to fit them to local needs and resources. She utilizes the past records of the children as reported by previous teachers, as well a£ enlists the cooperation of the parents, playmates and others who are interested in the developmental growth of the child in order to get a more adequate profile of the child's behavior pattern. She also u~ilizes the pieces of work of the child which are spontaneous _responses to situations in the classrooms and spontaneous reactions to contact with parents, teachers, and other beings. P1e«es of work in art like finger painting, clay molding, crafts work, short composition and other child's product wo1..1ld be of much use in determining the child'8 interest, capacities, pent-up feelings, anxieties, fears, creativeness, as well as ways of reacting to problems that he meets. Let me give you an example in the class of Miss Winning. One of the children is specially good in clay molding - in making human head, human bust and the total figure. One day this child molded a bust around 4 inches tall. It 'vas a beautiful piece of work. When finished, he put the bust on top of a file of three books on his desk. I watched the child. He looked at the bust. He was serious; no smile; no twinkling of eyes. His classmates had all admiration for the piece of work, and so with Miss Winning. She had a goodword for it. She· rem~rked, "Pablito, again you have finished PAGE 19 a good piece of art. If you will not take that home, we will put it in our class museum." Pablito had a forced smile and all of a sudden he pulled one of the books. The bust tumbled down and he got his book and pounded it to pieces. Miss Winning did not scold Pablito. She was very kind and said nothing. She was quiet. She kept her lips together. Pablito uttered these words: "Now you are out of my way. You will be forever dead." Everybody was quiet. They all said nothing. When Pablito was a little bit quiet and forgot what he did and Miss Winning could see that he was at his normal state, by indirect questions at the end of the school day she was able to get the cause of Pablito's action. He made the bust for the school principal who one time scolded Pablito in the presence of his classmates. Pablito told that there was no reason for scolding him. So to get even with him, he made his bust and broke it into pieces. This is the release of the pent-up feeling of Pablito towards the principal. He expressed it by crushing into pieces the beautiful bust he made for him. Some other projective techniques or devices can be utilized by the teacher, such as wishing games, nebulous pictures of clouds, use of ambiguous pictures by asking what is hidden in them; use of beginning of stories and ends of stories, and many other devices for unstructured responses. These are some of the simple techniques that the teacher should gain competences in order to understand the child more adequately. If children are allowed to express what they want to know; what they want to do; what they think, and what they can do, the teachers will be in a better position .to select, organize, implement and evaluate teaching - having experiences. The teaching-learning processes will be more profitable and pleasant. 3. Child Study Where: In the study of the child, Miss Winning sees to it that she studies them in their natural setting. Behavior should be observed and described in the classroom, playground, in church, at home, in the public playgrounds, in public vehicles and in all other places frequented by the child so that the child will be acting in his natural ways. 4. Involvement: Miss Winning enlists the cooperation of all those people concerned with the child -in gathering, organizing, and interpreting data on children. She knows that if she were alone, she could not give an accurate behavioral profile for each child. This is so because the reaction of the child may differ in different environmental settings. The child may act one way in school and another way at home to the same stimulus. So she sees to it that all concerned should share in the building of the profile of behavior. . In difficult cases, Miss Winning gets the assistance of experts, for instance, in health matters like testing vision and audition more accurately, and in dePAGE 20 termining general health status of the child, she refers the case to the physician. If it is a case of personality adjustment, she may refer it to a psychologist or psychiatrist. ·1n many cases, the teacher's ingenuity and love of understanding children coupled with adequate knowledge of practical child assessment techniques are sufficient. This is the way Miss Winning operates. 5. Measure of Success: Miss Winning meaimres the achievements of her pupils in terms of desirable changes in their behavior, in their ways of life as expected in our democracy. For example, her concern is whether her children are gaining in better health; whether they are gaining in self-direction; whether they take initiative in helping the school carry its program of improved living; whether what they learn in school in terms of knowledges, attitudes, and habits of work are really carried at home and in the community in their day to day relationship with the members of the family, with their peers, teachers, and all others with whom they have contact. This is to her the substance of education evaluated not in mastered subject matter or content through rote memory. Mis_s Winning loves the children. Her love is the strongest impetus for good work. Her love is returned to her in terms of functional desirable changes in the life of her children. This verifies the saying "love begets love." Her success is measured by love of children for better living as manifested in their day to day living. This is how she wins children - so she lives her name, Miss Winning. , On the other hand, Miss Missing measures her work in terms of rote memory, content for its own sake. She wins the content but she misses her children. The children hate the school. They want to run away from it. In due time, Miss Missing will miss all the children; so she lives her name, "Miss Missing." Miss Winning reminds me of the excellent teache1· described by Kahlil Gibran. He said: The teacher who walks in the shadow of the · temple with his followers gives not his wisdom but his faith and lovingness. He asks them not to enter the house. ,of his wisdom, but leads them to the threshold of their own minds. Understanding makes the difference between happiness and unhappiness; between efficiency and inefficiency; between great loss and great gains in society. Miss Winning, because of understanding, -Wins happiness, efficiency, and builds gains for our society. She wins the love, the respect, and the cooperation of all those that she has to work with. May we all be like. Miss Winning and like her we will have REA VEN in our hands. THE PHILIPPINE EDUCATOR On Juvenile Delinquency DURING the good part of last year, newspapers came out with screaming headlines about teen-age crimes: from breaking glass windows and petty robberies to rape, arson, and murder. Manila's edifices and concrete walls were emblazoned with advertisements of teen-age gang names and activities. Wild parties seemed to be the order of the day. "It's the parents' fault!" many cried. "Blame the schools. It is their responsibility," others accused. "It is due to comic .books, indecent movies, and other pornographic literature that abound in the country today," still others argued. Not one but perhaps all these help in one way or another in putting up the problem of juvenile del!nquency to such proportions. But the problem was not confined to Manila. It was true in Zamboanga, in Cebu, in Cagayan, in Pangasinan - in the whole country where there were young boys and girls. But more so in urban areas, though. And so, as teachers we can only help - first as a model to our teen-age hero-worshipping wards and then to teach them through the curriculum: by letting them become aware of the problem they themselves may be unconsciously in and to let them realize how it affects them and their community. . The following is a teaching-learning unit that may be used for the purpose by any teacher who is im., hued with the spirit to help his country and people. A little modification to suit local needs, problems, and resources is in order. TEACHING-LEARNING UNIT ON JUVENILE DELINQUENCY - GRADE VI OBJECTIVES: A. Attitudes, Appreciations, Ideals 1. To develop interest towards work. 2. To appreciate one's own effort. 3. To appreciate work. 4. To develop interest in reading newspapers, magazines, books, and other printed matter which promote wholesome reading. 5; To appreciate government action in combating gambling and teen-age vandalism. 6. To appreciate the help extended by the NBI, AUGUST, 1957 By Felipe L. de Guzman Welfareville, SW A, and other agencies in combating delinquency. 7. To appreciate rural life. 8. To appreciate folk literature. 9. To develop the ability to admire other people and their good deeds. 10. To appreciate the thoughtfulness of parents towards their children's welfare. 11. To appreciate obedient and virtuous children. 12. To appreciate the help of resource persons. 13. To appreciate the effort of some people in providing recreational facilities for the community. 14. To appreciate and patronize our own products. 15. To appreciate education as a means of solving our life problems. 16. To develop the attitude of looking at the better side of things. B. Knowledges, Ideas, Facts 1. To know how to use our hands for making an honest living. 2. To know and understand that gambling is a social evil. 3. To know and understand the other social evils. 4. To learn some art activities: drawing, postermaking, etc . 5. To know every day happenings by reading newspapers, listening to radio programs, etc.but not by gossiping. 6. To know what the government is doing to combat gambling and other social evils. 7. To know the work of Welfareville, Boys' Town, and other institutions in promoting better citizenry. 8. To know the work of the NBI, the PC, and other police organizations in combating crime. 9. To know how to make simple plays, stories, and the like aeout the living conditions of our people. 10. To know how to make use of available materials in the solution of problems. 11. To know how to locate materials for one's use. 12. To know how other people can help solve community problems. 13. To know how to be obedient and virtuous. 14. To know how to meet people. PAGE 21 15. To know how to interview people. 16. To know how to write letters, questionnaires, poems, stories, etc. 17. To know how to solve problems. 18. To know how to make grap0s, murals, friezes, movie rolls, posters, albums, clippings, dioramas, etc. 19. To know what occupations may be undertaken to spend one's leisure. 20. To know certain handicraft activities using local materials. C. Skills, Habits, Abilities 1. To develop the ability to use our hands for hone.st work. 2. To develop the ability to engage in art work. 3. To develop the ability to make posters in the campaign against gambling and other vices. 4. To develop the habit of reading good literature. 5. To develop the ability to create literary material. 6. To be able to write clown although simply local folklore. 7. To form the habit of taking note of observations. 8. To develop the ability to engage in some profitable occupation. 9. To develop the ability to make use of available community resources. 10. To develop the habit of using time wisely. 11. To develop the ability to budget one's time. 12. To develop good habits of work. 13. To develop speed, accuracy, and neatness in all activities. 14. To develop the ability to participate in group activities actively. 15. To develop the ability to make use of tables of contents, indices, and other library facilities. 16. To develop the ability to do reflective thinking. 17. To develop the ability of becoming a good follower as well as a leader. 18. To develop the habit of using one's leisure wisely. 19. To be able to participate in a debate: "Are parents responsible for the bad conduct of their children?" "Are parents to blame for juvenile delinquency? D. Human Relations 1. To be able to get along with the members of the group. 2. To be able to entertain resource persons and other visitors. 3. To be able to help one's parents get closer to the school. 4. To promote better parent-teacher relations. 5. To promote better understanding among people. PAGE 22 CONTENTS: A. Major Problem - Juvenile Delinquency B. Minor Problems: 1. Causes of Juvenile Delinquency 2. Forms of Juvenile Delinquency 3. Ways of Combating and Preventing Juvenile Delinquency 4. Ways of Spending Leisure Time Wisely ACTIVITIES OR EXPERIENCES: A. Approach 1. The class may be taken out to the community to observe what is going on. Later in the classroom, discussions will be made on the problems of the community. 2. In addition, pictures may be displayed on the bulletin board of the classroom on teen-age gangs, gambling, government activities to solve juvenile delinquency and other social problems. 3. Clippings, articles, posters, etc. may further help focus children's attention to the problem. B. Setting Criteria to be followed in choosing the topic to be studied. E.g.: 1. Is the topic very pressing community problem? Or, Is there a very pressing need to study the topic? 2. Is the topic new and interesting? Has it not been studied before? 3. Are there available references or Jnaterials to be used for the study of this topic? 4. Is the topic within our ability to understand? C. Raising of problems. Through the buzz session, the children may be able to raise the following questions: , 1. What i,s juvenile delinquency? 2. What are the causes of Juvenile delinquency? 3. Why are parents blamed for teen-age wrongdoings? Or, Who are to blame for teen-age wrong-doings? 4. What is the part of schools and other agencies in the development of juvenile delinquents? 5. Why are there juvenile delinquents 1 6. Why is gambling bad? •· 7. Why is smoking not good? 8. What are the things that our young delinquents do? 9. How d~s drinking liquor influence delinquency? 10. Why is the "barkada" system not good? 11 . How do delinquent parents affect their children? 12. What is the government doing to stop juvenile. delinquency? 13. What can the schools, churches, boy scout' THE PHILIPPINE EDUCATOR organization, girl scout organization, 4-H club, and others do to help develop better boys and girls? 14. What is the practice of local politicians toward juvenile delinquents? 15. What is the effect of liquor to the body? Of cigarette to the body and its growth? 16. Why do members of teen-age gangs or "barkada" result to stealing and sometimes killing? 17. What can parents do to prevent juvenile delinquency? 18. What should the police do to check juv_enile delinquency? 19. Instead of gambling, drinking, and other vices which may result in stealing and killing, what may we do to spend our leisure time wisely? 20. What are the most profitable ways of spending leisure? 21. What is the Welfareville? the SW A? the NBI? What do they do? D.- Teacher-Pupil Planning. Among others the teacher and his pupils may plan: 1 . How they can answer the problems raised. What are the various ways by which their questions may be answered? The following may be stated:. a. Reading books, magazines, newspapers, etc. b. Studying pictures, graphs, figures, stories, etc. c. Seeing films. d. Interviewing people. e. Inviting resource persons and listening to them. f. Going on field trip. g. Writing questionnaires, stories, poems, etc. h. Observing the community. Then, how can they show that they have answered their problems? They may make the following to show what they have done: a. murals depicting that gambling, stealing, or any other vice is bad. b. albums of stories, pictures, or poetry about the unit. c. frieze showing ways of spending leisure. wisely. d. posters campaigning for the better use of ·leisure. e. movie rolls depicting the life of teen-age gangs and the effects of these on good society. f. dioramas depicting scenes about the unit. g. drawings, paintings, sketches, etc. h. graphs showing the rise and fall of juvenile delinquency in Bayambang, as well as in the entire country. i. charts showing the number of people livAUGUST, 1957 ing in each purok in Bayambang, the num. her of those who have occupations, the number of those who are professional gamblers, etc. j. stories about the unit. k. generalizations about the topic being studied. 1. vegetable gardens to show what can be done to spend one's free time. m. handicraft articles to show what can be done during leisure time. n. demonstrations by children how to use leisure time better by actually doing things during week-ends and off-hours: polishing shoes, selling newspapers, bread, etc., running errands, etc. o. program where the children may finally show to all their classmates and perhaps to their parents about all the things they have done. 2. Where they could secure the materials that they would use for the solution of their problems. The following questions, when answered properly, may yield needed results: a. Where can you find the books that you may read? From the school library? the homeroom library? somebody's personal library? from somewhere else? b. Where can you find the magazine that you need? c. Where can you get the Manila paper, the coupon bond paper, the color, etc., that you need? Will you buy them? Individually or by groups? Can you borrow from someone? d. Where can you secure the bamboo to fence your demonstration garckn? Will you ask someone who has bamboos? Will you create a committee to do this? Or, will each one take care of himself? e. Where can you secure additional information or data on your topic of study? Who may be approached? f. Where in the community can observations be made on gambling, drinking liquor, and the like? 3. What rules they should follow as guides in their activities. Perhaps they will cooperatively raise the following: a. Let us, do our work well. b. When we start something, let us finish it promptly and well. c. Let us respect the rights of others. d. Let us cooperate with our classmates. e. Let us do our best in everything we do. 4. Their time schedule, both for the whole unit as well as for the daily activities. PAGE 23 5. Their winding-up or culminating activ:ities. It could be a general reporting of what have been done. It may include presentation of things made: murals, dioramas, friezes, graphs, movie rolls, etc.; of stories written; of songs learned; of a debate whose topic has been studied; etc. E. Evaluation 1. Cooperative Teacher-Pupil Appraisal. The pupils through the teacher's stimulation and guidance may set up criteria for evaluating how each pupil worked, us: a. Did I follow the rules? b. Did I participate actively in the work? c. Did I cooperate willingly with my companions? d. Did I keep myself busy always? e. Did I follow my plans well? or how the group reported, as: a. Was the report interesting? b. Did it answer the problem correctly? c. Was the report written in good English? d. Was the reporter himself? 2. Teacher Appraisal. The teacher may make use of the following to evaluate the child and his wo-rk: a. observations b. anecdotal c. sociometric charts d . achievement tests e. study of child's works f. role playing 3. Pupil Appraisal. The pupils through the direction -of the teacher may keep diaries and write compositions on how they feel and think about things. F.. Other Activities classified under subject areas: 1 . Language Arts a. Writing compositions, letters, questionnaires, stories, plays, observations, experiences, etc. b. Speaking or telling observations, stories, anecdotes, etc. c. Participating in a debate, discussions, etc. d. Reciting poetry. e. Using new words learned in oral and written speech. f. Having exercises on intonation, enunciation, and pronunciation. g. Reporting what has been done. h. Reading books, newspapers, magazines and other references. I. Making use of tables of contents, indices, etc. j . Using the dictionary and other general reference materials. PAGE 24 2. Arithmetic a. Making graphs: bar, broken line, circular. b. Interpreting graphs and other charts. c. Reading and writing numbers. d. Studying percentage. e. Solving problems related to community problems. f. Performing the four fundamental operations with emphasis on weaknesses as found in diagnostic test. 3. Elementary- Science a. Knowing the effect of drinking liquor and of smoking to the body. b. Knowing the right kind of soil for planting. c. Preparing the soil for planting. d. Planting vegetables considering proper seed selection, etc. e. Studying the superstitious beliefs of the people and how these affect their attitude towards life. 4. Music and Art. a. Drawing, Painting, Sketching, Etching, Coloring, Spattering, etc. b. Singing folk songs of the community. c. Creating songs. d. Listening to or singing songs for enjoyment. 5. Industrial Arts Home Economics a. Learning handicraft activities to engage in during hours of leisure: 1. crocheting 2. sewing 3. mending 4. weaving buri or bamboo strips for fan 5 . toy making 6. others b. Making movie roll frame for classroom use. 6. Physical Education a. Participating in wholesome group games to learn and enjoy them and which may be used later for leisure time purposes. b. Participating in marching and other activities for the development of the human body. REFERENCES: A. Printed 1 . General References a. "Can The Young Be Blamed?,'' I. V. Mallari. Graphic-Kislap, Jan. 13, 1956. P. 4. b. "How Do You Know Your Child Won't Be a Delinquent?" Estefania Aldaba-Lim, Graphic-Kislap. June 27, 1956. P. 10. c. "The Pinball Menace,'' Martin A. Ocampo. Graphic-Kislap, Apr. 25, 1956. P. 18. d. "Why Adolescents Smash Glass Windows, THE PHILIPPINE EDUCATOR Maximo Ramos. Sunday Times Magazine. June 24, 1956. P. 2't>. e. "Crime Among The Youth," J. C. Tuvera. Sunday Times Magazine, Jan. 16, 1956. P. 20. Also, STM, Jan. 23, 1956; Jan. 30, 1956; and Feb. 6, 1956. f. "The Truth About Cancer (Cancer of the Lungs)," Dr. Charles S. Cameron. Manila Times. g. "For People Who Want To Stop Smoking And Don't Quite Know How'', Weekly Women's Magazine, Jan. 7, 1955. h. "What Is Juvenile Delinquency?" Resource Unit on Juvenile Delinquency. Iloilo Normal School Workshop. 1955-1956. 2. For skills CLINICAL RESEARG:H PROVES NEW ANALGESIC TABLET :RINGS fASTf1.QfNTLER, ... MER PAIN RELIEF FOR HfAOACHEs,coios. NEURALGIA ANO TRANCAZOI - a. "Social Reforms," A B1:ief History of the - Philippines, Fernandez, P. 195. works directlythroug~ Your Stomach Wall ! b. How Politeness Won," Philippine Reader~, Bk. VI Osias. P. 3-ff. c. "Aladdin And The Wonderful Lamp," Ibid. P. 17-ff. d. "irhe Little Brown Hands," Ibid. P. 28. e. "Why The Sea Is Salty," Ibid. P. 5-ff. f. "Ao Uninvited Guest," Ibid. P. 58. g. "Boy W:anted," Ibid. P. 139. h. "General Antonio Luna," Ibid. P. 153-ff. i. "Reading and Writing Numbers," Stone Winkle Arithmetic Bk. II, Pp. 1-3. j. "Using Percentage," Ibid. Pp. 110-ff. k. "A Nation's Strength," R. W. Emerson. Essentials of Enylish VI. P. 62. 1. "Correct Usage," Ibid. Pp. m. "The Eagle And the Rat," Tales Our Fathers Told, Laya, Pp. 30-33. B. Audio-Visual 1. ·"Working Together," (Filmstrip, BW) 2. "Developing Re.sponsibility" (Sound film, BW, 10 minutes) C. Human 1. Parish Priest: on the moral aspect of the unit. 2. Justice of the Peace: on the legal aspect of the unit. 3. Chief of Police: on the control of juvenile delinquency. 4 .. Municipal Mayor: on administrative policies regarding the problem. 5. Municipal Health Officer: on the bad effects of liquor. 6. Home Economics Teacher: on some ways to . spend leisure time. 7. Industrial Arts Teacher: on some ways to spend leisure time. 8. UNESCO experts: on any aspect of the problem. 9. School officials. 10. Others. . .. goes straight to the source of your pain ! CAFIASPIRINA'S 3 MARVELOUS "PAIN FIGHTERS" GIVE YOU 3 Times the pain-relieving action of aspirin I THE "WAITING" WAT THERE'S NOTHING QUITE LIKE THIS NEW· FOR• MULA, TRIPLE-ACTION CAFIASPIRINAFOR FAS• When you take an ordinary TEI, GENTLER, lONGEl-LASTING PAIN RELIEF. pain-reliever that must pass Imagine, CAFIASPIRINA gives you through the valve in your not one but two instant-acting pain· stomach before it can do any relievers-plus a third ingredient tha-t good, relief is delayed until the gives you a "lift'' from that depressed valve opens. Medical authori· "let-down" feeling that often accom· ties havr found that some ingredients in a pain. reliever panies pain. All . three of these ''pain can actually slow down absorp- fighters" work together to bring you tion through the stomach wall the fastest relief possible. Before you and delay relief of pain. know it your pain is gone - so is that miserable depressed feeling that accomoanies pain. But wht>n you take triple· action CAFIASPIRINA there is no unnecessary delay - no Science has proved that new for· mula Cafiaspirina is faster - you can prove it too! Try Cafiaspirina now, at any time of night or day, for speedy, gentle, sure relief from pain of headaches, colds, trancazo, rheumatism, neuralgia! waiting for it to go through the 9 valve in your stomach to start working. Medical evidence shows that the instant a CAFI · NEW FORMl/J ASPIRINA tablet starts dis· solving in your stomach, it is absorbed through your stomach wall- and goes straight to the source of your pain. That's why CAFIASPIRINA gives amazingly fast relief! 3 MARVELOUS "PAIN FIGHTERS" IN EVERY WONDER TABLET ! Words of Caution "EVERY secondary school," according to Department Order No. l, s. 1957, The Revised Philippine Educational Program, "should provide an effective guidance program to help the students in: their studies and in the choice of their future careers and vocations." In view of the mandatory nature of this provision of the Order, it would be well for school administrators to consider and avoid some such pitfalls as the following in the establishment or maintenance of guidance services in their high schools: a. Some administrators believe that they shoulrl first employ a highly trained guidance counselor or one major in guidance before taking steps to organize guidance services in the school. This idea is a fallacy which many school officials desiring to start guidance programs have not realized early enough. It is, of course, an advantage to have a full-time, trained counselor when establishing 9r administering the guidance program, but the employment of one is not a prerequisite to the effective starting of the services. The Bayambang High School and many others have successfully organized their guidance programs notwithstanding their inability to employ fulltime and well-trained counselors at the start. b. In their desire to establish guidance services right away, some school administrators have started the program prematurely and hastily. The premature start has proved to be another mistake of such administrators. There have been no planning, no cooperative thinking and effort, no in-service education for the teaching staff, or no preparation on the part of the school officials as well as teachers concerned. The goals, activities, and ~ajor techniques of guidance and the respective roles of the different members of the teaching staff in the guidance program are not known or are not functionally understood. c. The idea that a guidance program that has been successful in one high school in the Philippines or in another country can be copies in toto by another high school is held by a number of school officials. It does not occur to them in their desire to launch the project that local conditions, resources, personnel, and students need to be considered. Modifications and adjustments generally have to be made to meet the needs and conditions of the students, teachers, and community concerned. d. Some school officials hold the idea that if they would launch any guidance program at all it would PAGE 26 By Jose F. Cortes be one which would be elaborate, well equipped, and well _staffed right at the start. Nothing short of the best would be acceptable to them even at the outset. They would first have at least one specially trained guidance counselor or one major in guidance as well as an unusually high item for the counselor; an elaborately equipped clinic or interview room; adequate provisions for standard psychological testing, personality inventory and remedial devices; and other requisites of the modern guidance clinic. Because of this mistaken notion, many schools have not been able to start their program. It is, of course, good for the administrator to work for what is reasonably satisfactory in the way of providing needed facilities and personnel and for further improvement from time to time, but he should not give up in despair and manifest lack of resourcefulness when the best could not at first be made available. e. In choosing the guidance counseJor for among the members of the faculty, some principals have preferred those ·who are among the oldest in the teaching service, those who are most respected and feared by students, and/or those who receive the highest salaries, regardless of their personal qualities, attitudes, emotional maturity, and characteristics. The main functions of the counselor differ greatly from those of the former dean of boys or dean "of girls, who essentially was a disciplinarian and attendance officer. While the counselor should have had wide and varied experiences and whenever possible some specialized training in guidance, she should not be so old and so feared that students, particularly the maladjusted or ·those with serious problems, would not voluntarily go to her, not confide their problems or personal difficulties to her, and not expect sympathy and democratic treatment from her. f. There is also the belief in some quarte~ that the guidance movement is another. educational fad that would fade away in time. Hence, some school administrators have failed up to now to appreciate the goals, objectives, and principles of the movement and have remained indifferent to the expected effects of the services on the personality, security, and future of our young people. The guidance program is an integral phase of the total educational program, and the goals of the former are the same as those of the latter. The future of the guidance movement appears to be secure and assured. THE PHILIPPINE EDUCATOR The General High School Curriculum By ~larcelino Baulisla (Third Installment) Shall We Vocationalize the General Secondary Schools? THERE are three recent developments in education in the country which may strengthen the impression that there is considerable thinking in favor of vocationalizing the general secondary schools of the Philippines. These developments are the following: 1. The Revised Educational Program prescribed . by the Board of National Education requires that at the end of the Second Year high school, students are to choose either the college preparatory course or any of-the vocational education courses. The vocational education courses definitely prepare the students for entrance into vocational occupations. 2. A pending bill in the Congress of the Philippines is to set up a separate Bureau of Vocational Education. 3. Several general high schools have recently been converted into national vocational schools by congressional legislation. These developments should lead to a thorough examination of the trend, with a view to determining whether or not the trend is good for our country in general and for the students themselves in particular. As stated by the writer in a previous article published in the July 1957 iss·ue of the Philippine Educa.tor, it would be a good thing if the manpower potential now available in the public and private secondary schools of the Philippines could be trained so that they become effective participants in the economic development of the country. This statement is not incompatible with the other statement made by the writer to the effect that there is danger in training too many vocational workers for which no prospective jobs are available, considering the underdeveloped condition of our trades and industries. We must hasten to repeat that we once said (in a previous article) that for agriculture there is no doubt in our mind that we need more trained farmers, considering the fact that there are still vast tracts of agricultural lands that need the hands of the tiller of the soil. But it was stated in the article referred to that it was doubtful if effective vocational workers could be traip.ed in the general secondary schools, considering the relative immaturity of the students (ages 15 and 1.6). AUGUST, 1957 But let it be reiterated: students in the high school could contribute to the economic development of the country in such economically productive activities as are suitable to their state of physical maturity and in accordance with the purposes of general education. Some thirty years back, the young people in the elementary schools (they were more mature then, to be sure, but not more mature than are the students now enrolled in the general secondary schools) fabricated articles worth hundreds and thousands of pesos which found their way in the markets of the United States. These articles were mostly baskets, carved articles made of wood, and embroideries. The production of these articles does not need much vocational training; they are only practical arts activities. If these activities lead to the development of a vocation, there can be nothing wrong with that. Along with these activities, elementary school children were also engaged in food p:codudion activities. The present writer was once an intermediate school gardening teacher, and he is positive that the vegetable crops exhibited by school gardens in Provincial Garden Days were much superior to the usual run of school garden products nowadays. In the recently introduced "Home Industries" program, it has been given out as a criticism of the program that the "schools should not be converted into factories" and that "when the school activity is intended to produce commercial (salable) articles, the educational value of the activity is lost." This kind of attitude is not understandable, especially if it is manifested by people who want to vocationalize the high schools, for it is clear that they want to make the students economically productive and yet at the same breath they are afraid that their production activities in the high schools may become too commercialized to the extent that "the educational value activities is lost." But to go back for a moment to the. vocational "trend" indicated in the first part of this article. As a result of the Revised Educational Program promulgated by the Board of National Education, there will now be greater stress for vocational education proper in the general high schools. There can be no serious objection to having a young person prepare himself for a vocational occupation even if he PAGE 27 is only in the high school .and is only 15 or 16 years of age, provided he has the inclination, the capacity, and the urgent need for entering an occupation as soon as possible in order to earn a living. The youngster who has a very strong desire to learn a trade or to prepare himself for an occupation will invariably succeed in attaining what he wants if he wants it very badly. We contend, however, that those who have these qualifications should be encouraged to enter vocational schools; perhaps most of them who have these qualifications are already enrolled in vocational schools. What we are opposed to is to make those who take up the vocational courses in the general high schools follow practically the same curriculum and the same kind of training as those who are actually preparing themselves for vocational occupations. We believe, and this quite strongly, that there should be no specialization at all in general high school, that all students should be given general education, and that choice of occupation should be made at the end of the high school course, when students are mature enough to make wise choices of future occupational work. We also believe, as indicated in a previous article, that we should conduct a scientific survey of occupational needs and vocational demands in the country before we further extend· the vocational education program and include even the students of the general secondary schools in· the wholesale and nationwide training for vocational jobs that may not exist. The trend toward vocationalization is further manifested by the fact that some people are trying to push a bill through Congress designed to get up a Bureau of Vocational Education, quite apart from the Bureau of Public Schools. Ostensibly the purpose of those who wish to have a separate Bureau of Vocational Education is to be allowed the freedom to handle vocational education work without interference from "academically inclined" educational authorities. It is not understood why there is such a feeling of. being interfered with. The enrolment in vocational schools all over the country has increased from 11.03% (of the total high school enrolment) in 1945-46 to 19.08% in 1955-56. Some people might be wishing that percentage should be greater. That is a legitimate wish, considering the need for trained manpower necessary to develop the economic resources of the country, wh~n and if we are set to go on full-scale industrialization. of trade and agriculture. But as it is, we do not know what the new era that is dawning will need. We cannot be producing vocational workers indefinitely without knowing the vocational demands of the future. A survey of provincial trade school graduates was made sometime in 1952 to determine how well they were placed. It was found that 40 % were doing the kind of work for which they were trained in the trade school, and this figure inPAGE 28 eluded those who were pursuing technological courses in college and the girls who were graduated from the home economics courses and had become housewives. What happened to the remaining 60%? They were still looking for jobs, four years after completing the trade school course. There can be nothing wrong about vocational education of the right kind, the kind that is demanded by the occupational world. By all means let the vocational courses be expanded, but they should be expanded in the right direction. And the only way to find out what that direction is to conduct a scientifi.c ·survey of vocational needs and demands. f The danger in a separate Bureau of Vocational Education to administer and supervise the vocational schools lies in the fact that there will be greater clea-...age between general education and vocational education. There need not be any hostility between these two types of education. Many educators and educational philosophers say that vocational education should be part and parcel of general education. Perhaps this is what is objected to by vocational people that vocational education is to be considered subordinate to general education. If those who believe in general education would only get together and discuss this matter dispassionately with vocational education people there need be no cleavage, even hostility, between general education and vocational education. Each is an indispensable part of the other. Vocational education without general education would be considered a kind of very narrow specialism, and general education without vocational would be what used to be called "liberal education" intended by the early Greeks to mean the kind of education suitable for "free men" (those who were not slaves). The man who knows only carpentry or rice culture for instance and is incapable vf broad outlooks and deep insights, who is not possessed of the disciplines provided by the humanities would indeed be a very narrow man. The "academic" man, on the other hand, who does. not even know elementary gardening and would not be able to drive a nail straight into a piece of wood is likewise a very narrow man. These are not tl~e ideal citizens of a democracy. If the vocational schools should be separated from the Bureau of Public Schools it is feared that these schools would be engaged in a· very narrow ty-pe of education. It would be unfortunate if it should come to a pass that the person who knows how to use a chisel or fertilize a cornfield would be the only kind that is considered a good citizen. It would likewise be unfortunate if the person who is versed in classical literature would be considered the most desirable kind of citizen. These are extreme positions, of course, and it is not likely ·that these positions are wi~ely supported. But these extreme positions would become· the rule rather than the exception if general education_ THE PHILIPPINE EDUCATOR and vocational education were to be considered separate and discrete types of education. Vocational education would become more and more vocational, and general education would become more and more general, perhaps academic, with the results that the ideal citizen - the one who knows one thing well and also knows many other things - would be lost to us as our eoncept of the ideal citizen. If vocational ·education and general education should become distinct and separate phases of education, there would be the possibility that their respective roles as the ingredients necessary to produce the "whole" man would be jeopardized. General education is leaven for vocational education, and vice versa. The third aspect of the trend, that of the wholesale conversion of general high schools into vocational high schools, is a very serious one. Consider the following: 1. Where a general high school is converted into a vocational high school, there will be more vocational education teachers and some of the general education teachers will have to be displaced. How will they be displaced or replaced, especially if they are regular teachers? And will there be enough vocational education teachers to teach .in these newly created vocational schools? Even now, many of the vocational education teachers in the general high schools are not well qualified; there is a dearth of vocational education teachers. 2. If a genera~ high school is converted into a. vocational high school, it is expected that the students - who were formerly enrolled in the general high school become the students of the vocational high school. This means tliat, regardless of their inclinations, capacities, and interests, the students will become vocational education students. For it is doubtless true that students attend a high school nearest to their homes, often in disregard of the courses offered. The writer was once the commencement speaker in a graduation program of a rural high school. Before graduation day, he interviewed the 37 students who were enrolled in the Third Year of the same school. Three questions were asked : 1) If and when you graduate from this school, what do you intend to do? 2) If you intend to go to college, what course will you take? 3) Why did you attend this school, in the first place? These were the answers : All but two of the students would_ go to college; the two would go into farming AUGUST, 1957 immediately. Of those who intended to go to college, only two would take up a course in agriculture. One hundred percent of the students stated that they went to that school because it was nearest their homes and that therefore it was more economical for them to do so than to go elsewhere. When a general high school is converted into a vocational school, many young people in the area who intend to graduate from high school will enrol in that vocational high school, regardless of their future plans. All of our nations and idealisms with respect to the desirability of vocational guidance and counselling will prove to be of little value in that situation. This wholesale convei.sion of general high schools into vocational high schools serves only one purpose: to shift the burden of financial support from the provincial or other local government to the national government, without' any assurance that support will be more generous, unless foreign aid is made available to these schools in the form of equipment. In other words, we shall sacrifice the individual interests and needs of students for the dubious gain of lightening the financial load of local governments insofar as supporting the general high schools is concerned. And so, we go back to one of the statements made in a previous article: there is now a large army of unemployed, almost one and one-half million, many of whom have had work experiences and therefore have vocational skills of one kind or another. If we graduate from the vocational courses, say, 5% of the total Fourth Year enrolment in public and private secondary schools, we would be adding a year about 20,000 vocationally trained (we hope they are well trained) workers to an already giutted labor market. Add to that the number graduating from the regular vocational schools, and you will have a much worsened unemployment problem in your hands. Even at the risk of being repetitious (for this matter was already discussed in two previous articles), this writer would like to discuss further what general education is and why'it is desirable that all high school students should be provided with a good general education before they make final choice as to occupational careers at the end of the high school course. The next article in the series will be entitled "What Is General Education?" PAGE 29 Teachers' Role in the New turriculnm GENERAL Circular No. 3, s. 1957 with Department Order No. 1, s. 1957 provides that effective the school year 1957-1958 the new curriculum adopted by the National Board of Ed'ucation should be implemented. Some significant provisions of the new system are as follows: 1. Reduce the class sizes from 60 to a maximum of 40 pupils in each class. 2. The 3-2 plan and 5-3 plan in the intermediate classes are to be adopted as the facilities will permit. 3. The mu.lti-grade classes in the rural areas may be organized to accommodate all children of school age. 4. Compulsory education for all children between the ages of 7 to 13. 5. Special attention to be given to the program of the community school. 6. The local vernacular, as medium of instruction, shall be used in Grade I and Grade II. 7. The Filipino language shall be introduced as a subject beginning Grade I, and given emphasis in the higher grades. 8. English shall be introduced as a subject in Grade I and Grade II emphasizing the oral approach.· 9. Beginning Grade III, English shall be used as a medium of instruction, with the local vernacular as auxiliary language. 10. Beginning Grade V, English shall be used as the medium of instruction with the Filipino language as an auxiliary. 11. The minimum time allotment for the different subject areas as follows be followed: Number of Minutes a Day Subject Areas I-II I III-IV I V-VI I. Social Studies 40 50 50 II. Work Education 40 60 80 III. Health and Science 40 40 50 IV. Language Arts 110 110 120 v. Arithmetic 40 40 50 VI. Arts and Phy. Educ. 40 40 50 Tot a 1 310 340 400 PAGE 30 By Juan G. Quinto The following are suggested subjects in each area: Social Studies - This will include moral education, geography, history, civics, community problems, good manners and right conduct, etc. Work Education - This includes those phases of work in agriculture, home making and family living, industrial arts and retail trade and other activities designed to develop knowledge, attitudes, proper work habits and skills and wise utilization of resources. Health and Science - The subjects suggested under this area are personal hygiene, community health, elementary science, conservation, safety education, etc. Language Arts - This includes language, spelling, reading, phonics, and writing skills in the native languages, Filipino language, and English. Arithmetic - This emphasizes the development of skills in the fundamental operation and solution of problems related to community life. Arts and Physical Education - The subjects suggested under this area are music, drawing, painting, modeling, physical education, club-work, hobbies, etc. In view of this Department Order, it is imperative that every teacher from Grades I to VI should endeavor to develop a curriculum that are geared to the developmental characteristics and needs of children, and to contribute to the wholesome growth and development of each child. Let me quote in part what former Director Trinidad said in one of his speeches on the subject, "The Need for a Continuous Restudy of the Curriculum". " ... The development of critical thinking on the part of the teachers is essential. Teachers should be able to evaluate critically materials of instruction that fall into their hands in terms of the actual needs and problems of the individµ,al pupils and students and of the community itself. Ability to make maximum use of materials drawn from local resources, to analyze and organize these materials into learning units is another competence that should be developed among our teachers ... " In line with the foregoing thinking, this article aims to point out specifically the role of the teacher in the new curriculum. In the modern concept of curriculum development and curriculum revision; the teacher, more than anybody else, plays an important role. She should know not only how to plan and orTHE PHILIPPINE EDUCATOR ganize her teaching unit in accordance with the different subject areas but also familiarize herself with the scope of the fundamental objectives of the new curriculum. This will enable her to make her teaching more meaningful and functional not only to the child but also to the community for which it is to serve. Such fundamental objectives of the new system as adopted and approved by the National Board of Education are as follows: 1. To inculcate moral and spiritua·l values inspired by an abiding faith in God. 2. To develop an enlightened, patriotic, useful and upright citizenry in a democratic society. 3. To instill habits of industry and thrift and to prepare individuals to the economic development and wise conservation of Nation's natural resources. 4. To maintain family solidarity, to improve community life, to perpetuate all that is desirable in our national heritage, , and to serve the cause of world pellce. 5. To promote the sciences, arts and letters for the enrichment of life and the recognition of the dignity of the human person. The above fundamental objectives are clear and specific. If we analyze. and study further such objectives, however, they are somewhat different from the current practices. The importance of sciences, arts and letters, and the development of world understanding are incorporated in these objectives which are not found in the Constitutional objectives. Unless the teacher is familiar with the content of the foregoing fundamental objectives, and unless such objectives are properly used in the teaching of the different subject areas, the likelihood is that she may not be able to organize her teaching unit in accordance with the needs, interests, and abilities of her children. In formulating any teaching objective, however, it is necessary that teachers should not overlook that the child is the starting point, the center, and the end. That his development, his growth, is the ideal. It is he, (child-interest centered) and not the subject-matter (subject-matter contered) that determines both the quality and quantity of the teaching-learning activities. Anything that is taught to the child should reflect real life problems an<l vital experiences, be it in Language Arts, Health and Science, Social Studies, Arithmetic, Work Education, or other subject area. If, for instance, the aim of the lesson is "To develop the habit of thrift and industry", a valid proof of the effectiveness of instruction is the positive change effected in the habits, attitudes, and activities of the children. Knowledge is essential, but the application of such knowledge is more important. When the k.Qowledge and information learned by the children in · the classroom are put into practice in their daily living, it is safe to conclude that there is growth in habits AUGUST. 1957 and skills, ideals and attitudes among our pupils. This, to my mind, is the real measure of the eff ectiveness of our classroom instruction. In this connection, let me cite Villegas community school in Pozorrubio in which children, especially in Grades V. and VI, made a very notable achievement on "Thrift Campaign" as per Memorandum No. 77, s. 1956. Out of its 72 intermediate pupils, 36 have Postal Book deposits carrying a total amount of 'P991.40 from August 1, 1956 to January 31, 1957. This gives every child an average income of 1"27.54 which amount may seem small to us but quite significant to the child and his parents. The district supervisor, Mr. Mariano Ereso, and assistant superintendent of schools, Mr. Toribio Jovellanos, gave commendation to the head teacher, Mr. Ancheta, for initiating the thrift campaign in his school. According to the report of the head teacher, his Grade VI pupils who enrolled in the first year this school year used a part of their savings to pay their tuition fee and book rentals. The head teacher said further that the amount saved by these children came from varied home activities such as piggery, poultry, home garden, etc., thus relieving their parents from financial burden. In the preparation of a "Teaching Unit" or instructional material, the teacher should keep in mind the following basic principles: 1. The content of the curriculum should include real life problems of the community and vital experiences of children. 2. The teacher should be able to formulate her teaching objectives in acc_ordance with the needs, interests, and capacities of the children. 3. The teacher should be able to organize her teaching materials in the most effective form. 4. The teacher should be able to bridge the gap between the old curriculum and the new curriculum. 1. The Content o.f the Curriculum. - What should be the content of the curriculum so it may include real life problems of the community and vital experiences of the children? In determining what should be the content of the curriculum, the teacher should not overlook the local conditions and community resources obtaining in the community. This implies that curriculum in one community school may not be the san~e as the curriculum of another school. Therefore, there is a need for every classroom teacher to prepare her own curriculum adopted to the interest of the child and to the community for which it is to serve. That she should be able to evaluate critically any instructional materials at hand in terms of the actual needs and problems of the child and of the community where sh€ teaches. In the past, the Bureau of Public Schools prescribed a uniform curriculum throughout .the country. That curriculum- work was entrusted to the General Office of the Bureau of PubPAGE 31 lie Schools with selected teachers working under the direction of trained curriculum specialists. Today, however, such practice has been entirely eradicated. Every teacher is a curriculum maker and a curriculum reviser. This does not mean, however, that courses of study, objectives, manuals, and other instructional materials prepared and issued to the field by the General Office should not be used. These materials should be used as guides to help teachers, and should be regarded not as ends but rather as means to an end. Teachers should be able to evaluate these materials more critically, modify or enrich them, as the case may be, to suit the needs, interests, and abilities of children and to meet the needs of the community for which they are intended. Let me cite the following typical illustrations in which Grade II teachers in three different community schools differ considerably in their curriculum. As we see it, it is a curriculum prepared by individual teachers based on the resources obtaining in the community. Grade II - Using the Local Vernacular as Medium of Instruction Teacher A - Dulag community school - Binrnaley Diad barioy Dulag say maslac ya anapay totoo manlakoy sira. Dake! so pokok ya binolosay siran bangos. No ankabaleg larayan bangos kemelen tan ilako ed tindaan. Say beliy saquey a bangos no baleg ag ongkolang ed salapi. Dake! so mayaman ed barioy Dulag lapod walay pokok da. Teacher-An toy maslac ya anapay totoo ed Dulag? Pupil -Manlako na sira. Teacher-An toy ngaray siro so ilako ra? Pupil -Bangos. Teacher-Pigara so beliy saquey a bangos no baleg? Pupil -Salapi. Teacher-No wala so samploran bangos, pigara so ompaoay a kuarta? Pupil -Limay pesos. Teacher-No duamplon sira ey? Pupil -Samploy pesos. Teacher-Akin et dakel so toon mayaman ed barioy Dulag? Pupil -Lapod dakel so pokok da ya nankargay siran bangos. Teacher B- Bobonan Community School-Pozorrubio Say maslac ya anapay totoo ed barioy Bobonan manmanok. Masolok ya duanlasos ya abong so walay poultry to. Kapag kabuasan masolok ya samplon libon iknol so ilalako na totoo ed sayan bario. Say biley saquey a iknol natan samploran centimos. Mainomay so bilay na saray totoo ed sayan bario. Teacher-,-Antoy maslac ya anapay totoo ed Bobonan? Pupil -Manmanok. PAGE 32 Teacher-Pigaran abong so walay poultry to ed Bobonan? Pupil -Masolok ya duanlasos. Teacher-Pigara so beliy saquey a iknol natan? Pupil -Samploran centimos. Teacher-No wala so samploran iknol, pigara so ompaoay a kuarta? Pupil -Peso. Teacher-No duamplon iknol? Pupil -Duay pesos. Teacher-Akin et maong so bilay na saray totoo ed Bobonan? Pupil -Lapod wala so poultry ra. Teacher C - Inlambo Community SchooI-Mangaldan Diad barioy Inlambo say maslac ya anapay totoo so mantanem na pising, camote, tan mais. Diad bulay Octobre ya angad Enero dakei so pesing. Dakel met so talon, paliya, tan camatis. Diad bulay Marzo tan Abril dakel met so camote. Diad bu lay Mayo tan J uniyo dakel so. mais. Mako lira so totoo ed Inlambo. Maslac ed sikara so dumaralos. Teacher-Antoy maslac ya anapay totoo ed Inlambo? Pupil -Mantanem na pising. Teacher-Antonira? Pupil -Mantanem na mais, camote, tabaco, tari-paguey. Teacher-Ined so panlakuan da na saray pisipising da? Pupil -Diad tindaan. · Teacher-Pigara so beliy saquey a camatis no halon paoy? Pupil -Limaran centimos no baleg. Teacher-Say talong ey? Pupil -Limaran centimos met. Teacher-No wala so samploran camatis mo, pigara ey so panlacuan mo? Pupil -Salapi. Teacher-No samploran talon ey? Pupil-Salapi met. The above examples are typical. When translated into English they can be used from Grade III and up. They are good materials for Reading, Language, and Social Studies. While they are suggestive, teachers should use their initiative and resourcefulness. What is essentially important, however, is for the teacher to know whether1. The foregoing instructional materials me~t the needs, interests, and capacities of children. 2. They are based on real life problems obtaining in the community. 3. They provide a well-balanced-day of living for boys and girls. 4. They provide for continuity in the learning experiences of the child. · 5. They orient the children to the life about therr .. If we attempt to make translation of the forego- · ing vernacular instructional material into English THE PHILIPPINE EDUCATOR (Teacher A-Dulag community school-Binmaley) it will run as follows : In our barrio the main occupation of the people is fishing. There are plenty of fishponds in the barrio containing milkfish or bangos. When the bangos get big enough they are sold in the market. One bangos, when big, costs fifty centavos. Many people in Dulag are rich because they are fishpond owners. Teacher-What is the common occupation of the people in Dulag? Pupil -Selling fish. Teacher-What kind of fish do they sell? Pupil -Milkfish or bangos. Teacher-How much does one bangos cost at present? Pupil -Fifty centavos. Teacher-If you have 10 fish or bangos, how much will they cost? Pupil -Five pesos. Teacher-Supposed you have twenty bangos? Pupil -Ten pesos. Teacher-Why are people in Du lag rich? Pupil -Because they have fishponds. (To be continued) Ang Palagitlingan (Karugtong) H. Sa pagpapakilala ng iba-ibang katuturan at tungkulin ng mga salita sa pangungusap kapag ang mga ito'y nagtataglay ng panlapi. 1. Ang kay, kapag ginaganiit na panlapi upang magbigay ng diwa ng paghanga, pagkagitla, o pagdaramdam, ay ginagamitan ng gitling o kaya'y tuluyan nang ipinipisan sa salitang nilalapian. Mga halimba wa : Kay-ganda (o kayganda) ng larawang ito ! N akakain kami ng mga santol na kay-tatamis ( o kaytatamis.) Kay-bagsik-bagsik ( o kaybagsik-bagsik) naman niyang mga aso ninyo. Kapag ang lalapian ng kay ay nagsisimula sa ka, lalong bagay na gamitan ng gitling. Mga halimbawa: Kay-kaaga naman ng gising ninyo. Hindi na siya kumibo sapagka't kay-kaulit mo. Kay-kalaking mga baboy ang foaalagaan nila sa kanilang kulungan ! 2. Ang ma, kapag inilalapi sa mga bilang o sa mga titik na ang bigkas ay sunod sa Ingles o Kastila upang mangahulugan ng marami, ay ginagamitan ng gitling. Mga halimbawa: Ma-ar ang mga salitang Bumbay. Ang mga salitang Hapon ay ma-i. Ma-8 ang bilang ng mga auto sa Maynila. Apg mga nabiling tiket sa "Sweepstake" ay ma-2. 3. Kapag ang ma ay inilalapi sa mga pang-uri sa kahulugang maging, ang gitling ay ginagamit. Mga halimbawa: AUGUST, 1957 Ni Benigno Zamora Lahat ng may mabuting kalooban ay pinagpapala ng Diyos - ma-mahirap, ma-mayaman. Ma.-maliit, nui-malaki, ay may mga pagkakataong umunlad sa isang pamahalaang tunay na demokratiko. Sa ganitong kahulugang inilalalin ng salita ay hindi dapat kaligtaan ang paglalagay ng tuldik na mariin sa panlaping ma at ang paglalagay ng gitling sapagka't malamang na magkaroon ng kahulugang marami o maaari. Halimbawa: Mamaliit ang mga suhang ito. (Maraming maliit) Mamayaman sa nayong iyon. (Maraming mayaman) 4. Ang may na nabibilang sa mga pandiwang walang banghay ay nagagamit na panlapi, tulad din ng di, sa, at iba pa. Kapag inilalapi sa salitang nagsisimula sa patinig, ang paggamit ng gitling ay sapilitan; nguni't kapag sa isang salitang nagsisimula sa katinig, ay nagkakaroon ng dalawang anyo - isang kabit at isang may gitling. Ang walang gitling ay ginagamit na pangngalan at ang may gitling ay pang-uri. Mga halimbawa: Ang maygawa ng kuwadrong ito ay si Mariano. (pangngalan) Ang mga maysakit ay ginagamot na walang bayad sa mga ospital. (pangngalan) Ang taong may-gawa ng kahong ito ay talagang sanay. (pang-uri) Inilipat sa ospital ang batang may-sakit. (pang-uri) PAGE 33 Kapag inilapi ang may sa isang pangngalang may kabilaang panlaping ka-an o ha.n, a:y- nagkakaroon ng diwa ng kauntian. Mga halimbawa: Tila niay-kahinaan ang pandinig ng batang iyan. Sa palagay ko'y may-kalakhan sa kaniya ang nabiling sapatos. 5. Ginigitlingan ang panlaping mag lea, sa kahulugang magkaroon. Mga halimbawa: Gumugol siya ng dalawampung libong piso upang magka-bahay lamang. Matapos magka-salapi ay inubos na lahat sa sugal. Sa sinundang mga halimbawa, ang magka ay ginamit na panlaping makadiwa. Kapag panlaping makauri, ang gitling ay inaalis na at ang panlapi't salitang-ugat ay lubos nang pinagpipisan. Mga halimbawa: Sila'y magkasukat ng paa. (Pareho ng sukat ng paa.) Magkaisa ng daomdamin ang mga binyagan at di binyagan. 6. Ginigitlingan ang rnagsa sa kahulugang tumulad sa, magtiis sa o magkasya sa. Mga halimbawa: Kung talagang wala na tayong makain, magsanilugaw na lamang tayo. Kailangan ng isang pangulo ng Pilipinas ang magsa-Magsaysay upang mailapit ang pamahalaan sa bayan. Ang isang taong marangya sa kabuhayan ay talagang mapipilitang magsa-butiki. 7. Ang makangalang unlaping pagka ay maaaring gitlingan o hindi kapag naglalalin ng kalikasan, kakanyahan, uri o iagay ng bagay na tinutukoy. Mga halimbawa: Tungkol sa kaniyang pagka-tao ay wala kaming masasabing ano mang masama. Ano man ang kaniyang gawin ay umiiral ang pagka-tamad. 8. Kung inilalapi ang pinaka sa isang pangngalan, ginagamitan ng gitling; datapwa't kung sa pang-uri, ay hindi na. Mga halimbawa: Sino ang pinaka-lider ng inyong pangkat?" Ang pinaka-buod ng kaniyang talumpati ay matatagpuan sa ikaanim na talataan; Si J uanito ang pinakamataas sa magkakasama. (pang-uri) 9. Ang ika, kung inilalapi sa mga tambilang (figure) ay ginigitlingan; kung sa salitang pamilang ay hindi na. Mga halimbawa: Dumating ang mga panauhin sa ganap na ika-8 ng gabi. Ang ika-19 ng Hunyo ay kaarawan ni Dr. Jose Rizal. PAGE 34 Nahinto ang kaniyang pagbasa sa kabanatang ikawalo. Ang ikasampung hanay ay inilalaan sa mga babae. I. Ang gitling ay ginagamit sa mga salitang binibigkas na malaw-aw. Mga halimbawa: Huwag mo sanang masam-in ang sinabi ko sa iyo. Kung gay-on, wala na akong dapat sabihin pa. ''Sa dilim ng gabi'y walang napapansin Kundi ang ana.g-ag ng mga bituin." · L. Ang katagang dl, kapag ginagamit na malapanlapi, ay karaniwang ginigitlingan. Mga hilambawa: Ang karangalan ay naipagkakaloob din s.a mga taong di-dakila. · Huwag nang bilhin ang mga gamot na dj-kailangan. Sa cU-kau:asa'y sa-rarating ang kaniyang mga kamag-anak. M. Ang katagang sa ay nagagamit ding malapanlapi at kung gayo'y ginagamitan ng gitling, sang-ayon sa mga katuturang sumusunod: a. Sa kahulugang biglaan. Halimbawa: Hindi pa man kami nakapagbibihis ay sa-sisigaw na ang sumusunod sa amin. Akala namin ay hindi na siya darating, nguni't walang anu-ano'y sa-susungaw siya sa pintuan. b. Sa kahulugang kundan.gan o kasi. Halimbawa: Sa-buti-buti't hindi ka nahihirapan, lumipatlipat ka pa sa ibang tanggapan. Sn,-galing-galing at magkasundo kayo, maguumpisa ka na naman ng gulo. k. Sa kahulugang paligsahan. Halimbawa: Sa-talasa.n ng isip ang pagtatayo ng isang negosyo. Sti-tusuhan din naman ang pamamakyaw ng mga kalakal. Bagaman nangabanggit na ang mahalagang gamit ng gitling sa makabagong paraan ng pagsulat sa wikang Tagalog at nangaisaanyo na ang mga patakaran at tuntunin tungkol dito, di naman nangangahulugang ang gayong paggigitling ay panghabang panahon. May mga paggigitling sa panahong ito na maaaring mabago o kaya'y Iubusan nang mawala sa mga panahong darating, at ang mga pangyayaring iyo'y itatakda ng mga kaunlarang matatamo sa pagsulat-sulat ng mga mangangathang Pilipino. Kahit na sa panahong ito ay may mapapansin tayon,g mga salitang maaaring isulat na may gitling o wala. Ito'y di-kataka-taka, sapagka't isa· sa mga tungkulin ng gitling ay ang gamitin ito habang di pa napagkakaugalian ang pag-aalis niyon, o kaya'y gamitan ng gitling kung ang gayon ay makapagpapalinaw sa diwang inilalalin ng salita. Sa ano't ano man, maaa~a han natin ang mga pagbabago na tungo sa ikadada- · Ii ng pagsulat at ikalilinaw ng pag-unawa sa binabasa. THE PHILIPPINE EDUCATOR Saligan Ng Wikang Pilipino A NG wikang Tagalog, na pinagbatayan ng wikang Pilipino ay itinakda ng mga pangyayari upang siyang kumatawan sa lahat ng wikang katutubo rito sa Pilipinas at tanghaling saligan ng wikang pambansa. Ang wikang ito'y ipinalagay nang isang wikang lumalaganap dito sa Pilipinas, kundi man pambansang wika, noon pa mang panahon ng mga panunuklas at pandarayuhan ng mga taga-Europa. Isang paring kastila,-si Padre Chirino, ang nagsabi sa kanyang pahatidulat sa Roma noong taong 1613, na dito sa Pilipinas ay may isang wikang ginagamit at nauunawaan ng mga tao magbuhat sa hilagang Luzon, doon sa mga pulo ng Babuyan, hanggang sa timog ng Mindanaw, doon sa lapit-lapit na pulo ng Basilan.1 Sa kasalukuyan, sino ang hindi maniniwala kung sasabihing ang wikang Tagalog na siyang saligan ng wikang Pilipino ay sadyang pinagpala ng kalikasan, ng panahon, at ng mga pangyayari. · Sa madaling sabi ay pinagkalooban ng biyaya ni Bathala upang tanghaling pinakataJ!lpok sa lahat ng wika dito sa ating bansa. Ang wikang ito'y siyang itinakda upang bumuklod sa mga Pilipino sa iisang damdamin at pag-uunawaan. Ito ay labis na na ting batid. Kungmagkaminsan nga lamang ay may mga taong higit pang napapansin ang butas ng karayom kaysa butas ng palakol. 0 kaya'y dahil sa tinatawag na amorpropyo kaya't hindi matanggap ang isang katotohanan. Kalikasan ang nagtadhana na Tagalog ang maging wika sa Lunsod ng Maynila, ang lunsod na pinagdarayo at nilulunggating marating ng lahat. Ang wikang Tagalog ay sasapit din sa isang kasaysayang tulad din ng pinagdaanan ng wika ng mga Ingles, ayon sa kasaysayan. Ang wikang Ingles ng lumipas na ika-5 daantaon (5th century) bago nagkatawang-tao si Kristo ay hindi ang Ingles ng Inglatera ngayon. Nang panahong yaon · daw, at maging nang ika-12 daantaon, ang mga Ingles ay walang wikang pambansa. Sila ay gumagamit ng iba-ibang wika. May wika para sa mga karaniwang tao, at mayroon namang pampamahalaan at pangmaharlika. Ang kasalukuyang pambansang wika ng mga Ingles ay nagmula sa lunso.,d ng Londres (London) na siyang wika ng mga karnri.i.wang tao. Dahil sa pagiging sentro ng lunsod na 1 Verzosa, Paul - The Filipino National Language (a pamphlet) p. 3 AUGUST, 1957 Ni Ines C. Cruz ito, at pagkakalagay sa isang mabuting lagay sa heograpiya, ang wikang ginagamit ng rqga karaniwang tao sa lunsod na ito ay nagkaroon ng mabuting pagkakataong magpalipat-lipat sa maraming bibig, sa mga kalapit-purok, bayan at mga pulo, hanggang sa ito'y tan.ggaping wika ng buong Inglatera, isang wika ng bansa. Tulad ng Londres, ang Maynila ay pangunahing Lunsod sa Pilipinas. Ito ang lunsod na laging nangunguna sa lahat ng kaunlaran, sa makabagong moda at kabihasnan, sa politika at industriya, sa kultura at sibilisasyon. Ito ang lunsod, na tulad sa sumisikat _na araw, ay nagsasabog sa buong paligid ng Pilipinas ng maningning na silahis, at naghahasik ng kabihasnan at ng kultura. Ang Tagalog na siyang wika sa Maynila, tulad din ng Ingles, ay madaling lalaganap. Tulad ng agos ng tubig ang wikang ito'y magpapatuloy sa pag-unlad hanggang sa maging palasak sa buong Pilipinas. Hindi ba isang katotohanan na tayong mga tagalalawigang di-tagalog ay nagtutungo sa Maynila bilang estudiyante, mangangalakal, manggagawa, mambabatas, o kaya'y kawani sa mga tanggapan? Sa ilang araw, linggo, buwan, at taong ipamalagi nating lahat sa lunsod ng Maynila ay hindi ba natututo tayong magsalita ng wikang ginagamit ng mga tagaroon? Samantalang tayo'y naninirahan sa Maynila ay ginagamit natin ang wikang Tagalog sa mga pamilihan, tindahan, sasakyan, at kung magkaminsa'y sa tanggapan at mga paaralan, kahit na noon pa mang bago maitakda ang wikang pambansa. Kung ang isang Ilukano at isang Bisaya, 0 Bikolano ay magkatagpo sa isang pagawaan sa Maynila, karaniwang gumagamit sila ng Tagalog upang magkaunawaan sapagka't hindi sila marunong ng Ingles. Sa mga pamilihan, hindi ba karaniwan na ang isang Ilukano ay magsalita ng Tagalog sa kanyang mga pamimili o pagbibili? Ang isang utusang Ilokano sa tahanan ng isang Tagalog o Bisaya ay hindi ba gumagamit naman ng Tagalog sa kaniyang mga pakikipag-usap? Sa pagbabalik ng mga tagalalawigan sa kani-kanilang pook o bayan, sa ayaw man nila o sa ibig, ay taglay na nila ang binhi ng wikang Tagalog, kaya't kung magkaroon sila ng pagkakataong makatagpo ng mga taong nagsasalita ng Tagalog ay may-kasanayan na silang makipag-usap. Ang wikang ito'y palagian nang tataglayin ninuman sa pagbabalik sa kanyang bayan buhat sa Maynila. PAGE 35 Nang kasalukuyan namang pinag-aaralan ng mga kagHwad ng Surian ng Wika ang paghirang sa isang katutubong wikaing magagamit na saligan ng wikang pambansa, ay natuklasan nilang ang wikang Tagalog ay higit na linang kaysa Iloko, Bisaya, Bikol at iba pang wikang katutubo noon pamang mga unang panahon ng mga Kastila. Sa tulong ng ilang paring mapag-aral ay nagkaroon ng mga aklat tungkol sa wikang Tagalog. Sa mga ito'y mababanggit ang mga sumusunod: I. Limang Akda ukol sa Gramatika: 1. Arte y Regla de la Lengua Tagala ni Pari Blancas de San Jose na ipinalimbag ni Tomas Pinpin noong 1610. ,, 2. Compendia del Arte de la Lengua Tagala ni Pari Gaspar de San Agustin na lumabas noong 1703. 3. Arte de la Lengua Tagala y Manual Tagalog na nalimbag noong 17 45. 4. Ensayo de Gramatica Hispano Tagala ni Pari Toribio Miguella, 1858. 5. Nueva Gramatica Tagalog Teoretico ni Pari Juan Curia, 1872. II. Limang Akda ukol sa Talasalitaan: 1. Manual de la Conversacion Familiar HispanoTa.galog, Siguido de un Curso Vocabulario de Modismo, Manilafios ni T. M. Abella. 2. Vocabulario de la Lengua Tagala ni P. de San Buenaventura, 1613. 3. Voca!mlario de la Lengua nina Pari Noceda at Pari San Lucar na Kapwa Hesuwita, 1754. 4. Nllevo Diccionario Manual Espanol-Tagalog ni Pedro Serrano Laktaw, 1889. 5. Diccionario de Terminos Communes TagalogCastellano ni Pari Juan Curia, 1869. III. Mga Akda.ng Nauukol sa Literatura: 1. Mga Akdang Nauukol sa Pagtula - Arte Poetico Tagalo,q ni Francisco Buenconcillo, 170-3; Estilo Poetico ni Toribio Miguella, 1895. 2. Mga Sanaysay - Tandang Basia Makunat ni Pari Bustamante, 1885. - 3 . Mga Pahayagan - El Pasig, 1892; Diariong Tagalog, 1882; Pliegong Tagalog, 1896.2 Tunay rin namang ang mga ibang wika rito ay napag-ukulan ng pag-aaral, subali't ang pagkalinang ay hindi gaanong naging malawak. Halimbawa, ang mga Ilokano ay may maipagmamalaking Arte de la Lengua Iloca ni Pari Francisco Lopez noong 1637 at Vocabulario de la Lengua Ilocano ng pari ring nabanggit. Mayroon ding Epiko, ang Biag ni Lam-ang, na bagama't hindi maipapantay sa Florante ay nagsasaad naman ng kultura ng mga Pilipino noong daantaon 17 (17th century)~. ~ Alejandro-Pineda - Ang Panitikang Pilipino. Bookman Inc .. Manila 1950, pp. 15-82 3 Idem pp. 188 ff PAGE 36 Ang mga Bisaya ay may Vo ca bulario de la Lengua Visaya ni Anselmo Avancena, isang Filipino (1711), at mayroon din silang "Lagda" na tulad ng Urba1w at Felisa ni P.ari Modesto de Castro, 1865.4 Anupa't sa pag-aaral na ginawa ng Surian ay lumabas na tanging sa wikang tagalog lamang masusumpungan ang kalinangang kinakailangan sa pagbuo ng isang wika para sa bansa. Kaya't sa mungkahing iniharap sa Kagalang-galang M. L. Quezon, Pangulo ng Pilipinas sa panahong yaon, ay itinagubilin ng Surian na ang Wikang Pambansang bubuuin ay sa wikang Tagalog ibatay sapagka't ito'y siyang wikang nagtataglay ng higit na kalinangan. Ang wikang Tagalog ay isang wikang lalong malaganap. Sa kasalukuyan, ang gumagamit ng wikang ito bilang katutubong wika (native language) sang-ayon sa senso noong 1948 ay hindi kukulangin sa 3,730,028. Ang kabuuan naman ng mga mamamayang nakapagsasalita ng wikang ito ay hindi kukulangin sa 7,126, 913, mahuli-huli lamang ng kaunti sa Ingles (29,507) pagkat ang gumagamit ng Ingles ay may 7,156,420.5 Ang wikang Tagalog ay hindi rin naman gaanong naiiba sa wikang Iloko, o sa iba niyang mga kapatid na wika. Sang-ayon sa isang talang minsa'y inilathala sa magasing panlinguhan ay sinasabi ang ganito.6 "The dift'erence of Tagalog lexicon from other principal languages in the Philippines being only that of variations in pohentics and geographic situation. Tagalog differs from Bisaya, Ilokano and Pangasinan by 30 % ; from Bikol by 25 % ; from Pampango by 20 '/o ; and from Magindanao and lgorot by 35 % . All Philippine Languages differ from Spanish by 90% and from English _by 100%.''7 Upang mabatid ang tunay na pagkakaugnay ng wikang Tagalog at ng Iloko, isang guro sa I Baitang (Grade I) sa sangay ng La Union ang noong 1949 ay gumawa ng isang pag-aaral tungkol sa mga talasalitaang kanyang itinuturo. Sa may 800 talasalitaang gamit sa I Baitang ay lumabas na 70% ang kung hindi man tiyak na magkatulad sa baybay at katuturan ay nakakahawig naman sa himig o tunog. Dahil sa higit na pagkakahawig ng Tagalog sa kanyang ibang kapatid na wika ay matitiyak na ang Tagalog ay madaling matutuhan. '· Isa pang katangiang taglay ng wikang Tagalog ay ang higit na kayamanan nito. Lahat ng tanyag na wikang katutubo rito ay mayayaman din pagka't kapatid na wika ng Tagalog at pawang buhat sa iisang inang-wika, ang Tagala na Kabilang sa Malayo - 4 Idem 11 214 ff 5 Statistics Handbook of the Philippines-1952; Bureau Census. ' 6 Idem & Statistics-Manila p. 13 7 "Dialectic Differences" - L. P. Lopez translated by P. Verzosa-The Sunday Times Magazine Vol. IX; No. 83, Nov. 8, 1953 p. 15 THE PHILIPPINE EDUCATOR Indonesya,3 nguni't sa Tagalog nasumpungan ng Surian ang higit na kayamanan. Ang kayamanang i to'y hindi lamang sa pagka-kaakma ng mga salita tulad ng natuklasan ni Wilhelm V. Hunboldt, isang bantog na pantas-wikang aleman. Ang wikang ito'y mayaman din sa pag-uukol ng mga kataga sa mga kilos, galaw, amoY. at iba pa. Halimbawa, sa salitang tumingin ayon kay Sofronio Calderon, kung ang ibig sabihin ay: tumingin sa itaas, ang wiwikain ay tumingala tuJllingin sa ibab~, ang wiwikain ay tumungo tumingin sa palibot, ang wiwikain ay lumingap tumingin sa likuran, ang wiwikain ay lumingon tumingin sa malayo ang wiwikain ay tumanaw tuminging saglit ang wiwikain ay sumulyap tuminging pasenyas ang wiwikain ay kumindat tumingin na may kabalasikan, ang wiwikain ay mandilat o manlisik9 Sa isang salitang-ugat nama'y kay-raming pagbabagong-anyo at katuturan ang nalilikha sa tulong ng panlapi. Halimbawa, ang salitang bili. Sa tulong ng panlapi, ito'y mapagbabagong-anyo at katuturan nang may walumpu't apat na paraan. Ilan sa mga ito ay bili, binili, ma~ibili, pabili, ipagbili, bili-bilihan, ibili, ipinamili, atb. Sa wikang Tagalog ay masusumpungan din ang lahat ng diing (stress) kinakailangan upang mabigyan ng hustong bigkas ang salita. Ang malumay, mabilis, malumi, maragsa, mariin at mala-aw, bagaman taglay ng wikang Bisaya at Biko!, ay di masusumpungang lahat sa wikang Iloko. Sa Iloko ay tatatlo ang diing ginagamit ang malumay, ang mabilis at ang malaw-aw lamang. Mga tagaibang lupa na rin ang nagsasabi na maganda, magalang, matamis, magiliw, at puno ng talinhaga ang wikang Tagalog. Kung makikipagusap sa di man kilalang tao ang pagtatanong ay hindi ibinibigay sa una o ikalawang panauhin, kundi !aging pangatlo. Halimbawa: "Sino. po ba sila ?" at hindi "Sino ka ba ?" "Sino ka ?" "Sila po ba ay si G. Lopez?" at hindi "Si G. Lopez ka ba ?" o "Ikaw ba ay si G. Lopez?" "Manhik po sila,'' at hindi "manhik ka." Ang tamis, lambing, talinhaga at pagpipitagan ay mapapakinggan naman sa mga sumusunod: Isang Paanyaya Hoy! tagaibang bayang giliw, Halika muna rini sa amin; 8 Websters International Dictionary, Merriam Co., U.S.; Second gdition p. 336 AUGUST, 1957 Kung wala mang ulam at kanin, May hitso namang ngangangain. Sa mga patalinhaga naman ay ito: Kasiyahan at mabuting kaugalian sa pamumuhay: "Sakaling wala ka, matutong maghintay, Hu wag ugaliing mayroon araw-araw; Ikaw ay lumayo sa pagkakautang, At kahiya-hiyang mabuhay sa hiram." Umaga, pagsikat ng araw: "Naliligo sa liwayway ang dilim ng lupa't langit, Umaapaw sa liwanag ang lawak ng himpapawid. Ang amihan sa ibabaw ng dagat ay bumabalik, Naghahatid sa halaman ng hamog na malamig." Kataasan at ~palaluan: Ang yamang salapi'y pinggang babasagin, Paglagpak sa b~to'y abang pamantingin. Karunungan : Ang dunong ay higit sa yamang salapi Pagka't natatago na may pitong susi.10 Sa madaling sabi ay hinirang ang wikang Tagalog upang maging saligan ng wikang pambansa ng mga Pilipino dahilan sa ilang mga katangiang taglay ng wikang ito, tulad ng: 1. Pagkakaroon ng isang mabuting lagay. (Good Geographical location). 2. Pagkakaroon ng higit na kalinangan sa gramatika at literatura. (Well developed grammar and literature). -3. Pagiging madaling pag-aralan dahil sa malapit na pagkakaugnay sa ibang wika natin. (Ease of Learning) 4. Pagiging mayaman sa talasalitaan at pamamaraan ng pagpapahayag. (Wealth in vocabulary and Phraseology or expression). 5. Pagtataglay nito ng paraan ng pagpapahayag na matamis at magiliw pakinggan. (Sweet, beautiful and figurative expressions.). Ang wika nga ni Padre Chirino: "Sa wikang Tagalog ay nasumpungan ko ang mga katangian ng apat na pangunahing wika ng sangkatauhan; ang hiwaga ng Ebreo, a,ng kadaglian ng Griyego; ang yaman at ganda ng Latin; at ang pitagan ng mga Kastila."11 9, 10 & 11 Calderon, Sofronio, Ang Yaman ng Wilmng TaIJa/og; Nat. Lang. Inst. Publication, Manila Vol. IV; No. 14.Tanuary 1939, pp. 27, 30-32, 33 Notes gathered from the class in Philippine Linguistic under Mrs, V. Ganiesa Mendoza. PAGE 37 Wikang Pilipino Bilang Pangalawang Wika Mga batayan ng pagtuturo ng Wikang Pilipino bilang pangalawang wika A NG Wika~g Filipino ay itinuturing na pangalawang 'v1ka sa mga pook na hindi nagsasalita nito. Ang wikang ito ay pinag-ukulan ng masusing pag-aaral tungkol sa kung paano mapagagaan at mapadadali ang paraan ng pagtuturo at ang pagkatuto nito. Batay sa mga pamamaraang ginagamit sa p~gtu turo ng mga sining ng wika, ang Wikang Filipino ay nangangailangan ng palagiang paggamit at tumpak na pagbigkas alinsunod sa kakanyahan ng wikang ito. Ang unang gawaing dapat isaalang-alang ay ang pagsasanay na pasalita. N asasangkot di to ang pakikinig. Samantalang binibigkas ng guro ang mga salita, ang mga bata naman ay matamang nakikinig. Fagkatapos, ang mga bata naman ang magsasalita, hanggang sa sila ay magkaroon ng kasanayan sa pagbigkas na naaayon sa huwarang-bigkas ng guro. Isusunod dito ang pagbasa. Ang mga kagamitang sinunod sa pakikinig at pagsasalita ang pagsasanayan sa pagbasa na ang layon ay makaunawa. Sa wakas ay sinusundan ito ng pagsulat. Upang magkaroon ng mabuting pagunawa ang mga bata, ang pagsasanayan ay ang mga pinagaralan sa pakikinig at pagsasalita. Upang matiyak naman ang lubos na pagkatuto, ang paggamit sa iba-ibang kalagayan ng lisyong napagaralan na ang siyang pagbabatayan. Sa inihandang kagamitan sa pagtuturo na kalakip nito ay sinikap na linangin ang mga gawain alinsunod sa kasanayan sa pakikinig, sa paghalata sa tunog na naririnig kung binibigkas ang mga salita, at sa pagpapalawak ng ·talasalitaan. Sinikap ding ano mang aralin tungkol sa wika ay iayon sa mga gawain sa pakikinig, pagsasalita, pagbigkas, pagbasa, pagsulat at pagsasanay. Ang mga nilalaman ng aralin tungkol sa pakikinig at pagsasanay ay dapat ipaliwanag ng guro sa mga mag-aaral. Sa pagpapaliwanag ay maaaring gumamit ng katutubong wikain, kung ito ay kinakailangan at hindi maiiwasan. Mga Hakbangin sa pagtuturo ng Wikang Pilipino, bilang pangalawang wika Ang mga gawain tungkol sa pagtuturo ay matutunghayan nang sunud-sunod sa ibaba, kalakip ang mga paliwanag tungkol sa bawa't hakbangin. Ang PAGE 38 Ni Jose M. Ramos mga paliwanag dito ay mungkahi lamang at hindi maaaring gamitin o pagbatay~n nang lubusan sa iba pang susunod na mga lisyon. Sukat nang banggitin nang sunud-sunod ang mga hakbanging kinakailangan sa pagtuturo ng pangalawang wika. Ipinababahala sa mga guro ang angkop na pamamaraan at mga gawaing hinihingi ng lisyon sa ikapagtatagumpay ng pagtuturo. A. Makinig at magsanay - Ang mga salita, pangungusap o lisyon kaya ay malinaw na bibigkasin muna ng guro nang makailan hanggang magkaroon ng mahusay na huwaran ang mga bata. Kailangang ang tunog ng mga salita at ang pagkakaugnay-ugnay ng mga ito ay mabigkas nang maayos at ganap. Ang guro ang siyang huwaran, kaya't pagkatapos niya, ang mga mag-aaral naman ang bibigkas. B. Fagbasa - Ang gawaing ito ay susundin ng mga mag-aaral matapos magawa ng guro; alalaong baga'y babasahin ng mga mag-aaral ang ano mang lisyon matapos na ito ay mabasa ng guro. Sa babasahin ay nakalakip ang mga salita, pangungusap o ano mang lisyong nalinang na sa unahan sa pamamagitan ng pakikinig at pagsasalita. K. Fagsulat - Sa bahaging ito ay bibigyan ng pagkakataon ang mga bata na maiugnay ang kaalamang pasalita sa gawaing pasulat. Maaaring magpasipi, magpakatha, magpasagot sa mga tanong, magdikta o ano pa mang inakala ng guro na makatutulong sa ganap na pagkaunawa ng lisyon. D. Fagsasanay - Upang maging ganap ang kasanayan ng mga bata ay kailangang ulitin ang pagbanggit o pag-untag sa lisyon, ngu.ni't sa iba namang paraan. Sa paraang ito matitiyak ang maayos na pagbigkas, wastong pag-ugna-ugnay ng mga salita at pangungusap, at kaalaman at kalawakan ng talasalitaan. E. Faggamit - Sa iba-ibang paraan, kalagayan at pagkakataon gagamitin ng mga bata ang kanilang natutuhan. Halimbawa, sa gawaing-kamay ay ipahahayag ng mga bata ang kanilang natutuhan sa pagaaral sa pamamagitan ng paglikha o paggawa ng mga bagay na maaaring makita, mahawakan o madama. Note: Other lessons follow the same pattern of activities with some variations to some extent in the perf.ofmance. The contents and exigencies of the lesson detef... mine, in large measure, the "how to treat" it. THE PHILIPPINE EDUCATOR HUWARANG BANGHAY NG PAGTUTURO NG WIKANG PILIPINO PARA SA IKALAWANG BAITANG Ikalawang Pangkat - Mga Gawaing Pangmamamayan, Unang Lisyon Layuning Panlahat: · Matalos na ang kasanayan sa ' wika - pakikinig, pagsasalita, pagbasa, at pagsulat - ay mga mabisang kagamitan sa pagpapahayag ng kaisipan. Layuning Tiyak: Linangin ang kakayahang makapagpahayag ng sariling kaisipan na may wastong bigkas at pagkakaugnay-ugnay ng mga salita. Paksang-aralin: Paggalang Sa Watawat - "A. M. for Teaching the Filipino Language In Grade Two, pp. 47-48." Pamamaraan : A. Makinig at magsanay: (Sasabihin ng gu:r:o) Tumayo tayo nang tuwid. Tumingin tayo sa watawat. Ang mga batang babae at lalaki ay tumayo nang tuwid. Hawakan ng kanang kamay ang surribrero at ilagay sa tapat ng puso. Huwag mag-iingay. Huwag magsasalitaan. Huwag magtatawanan, Huwag lilingon. Huwag lalakad. Huwag malikot. B. Basahin ang kuwento sa ibaba: (Babasahin muna ng guro) Umaga noon. Sa harapan ng paaralan ay inilaladOur forefathers did find a way To keep the soil and water stay On a mountain side for rice to grow. No level space to plant and care Only the mountains standing bare. So they carved on the mountain side The terraces known far and wide ·With me I'm sure you will agree That they did an amazing teat No other people could defeat. AUGUST, 1957 lad ang watawat. Ang mga bata ay nakapila. Silang lahat ay nakatayo nang matuwid. Silang lahat ay nakatingin sa watawat. Ang sumbrero ng bawa't batang lalaki ay hawak sa kanang kamay at nakalagay . sa tapat ng kaniyang puso. Hindi sila maingay. Hindi sila malikot. · K. Isulat ang sagot : 1. Paano ang wastong paggalang sa watawat! 2. Ano ang dapat nating gawin? 3. Ano ang dapat gawin ng ibang tao? D. Basahin natin nang tahimik bago bigkasin: Sa paglaladlad ng watawat lahat ay dapat tumayo nang matuwid. Tumingin sa watawat. Kung may sumbrero, hawakan ito ng kanang kamay at ilagay sa tapat ng puso. Tumahimik at magpitagan sa watawat. E. Gumihit ng larawan ng isang batang nagpupugay sa watawat. Sagutin ang mga ito: 1. Ano ang dapat gawin ng lahat kapag inilaladlad ang watawat? 2. Paano ito malalaman ng mga mamamayan sa inyong pook? 3. Sinu-sino ang dapat magpauna sa paggalang sa watawat? Mga Sanggunian : 1. A Manual for Teaching National Language for Grade Two 2. Fries, Charles - Teaching and Learning English as A Foreign Language By Theresa G. Villanueva Like giant ladders up so high Or a magic carpet from the sky Which nature draped on a mountain side. With growing plants they're emerald green Or tinted gold with the ripening grain. Our forefathers we hail thee For such a living memory Whose grandeur spread afar and wide. Now folks from far and near come here To view the world's eighth wonder. PAGE 39 Unit: Plants Without Seeds I Objectives: 1. To know: (a) the names of some of the common plants that do not have seeds like the fern, bracket fungi, mushrooms, moss and molds; (b) some of their distinguishing characteristics. 2. To study their parts in order to discover how they can produce new plants. 3. To find how they help man. 4. To perform some experiments in order to clarify their ideas of how some of these plants grow, use food and reproduce. 5. To realize the importance of these plants. II Facts worth taking up in the study of the unit. A. Fern 1. has a creeping underground stem called the rootstock. 2. this rootstock pushes forward and sends up fresh fronds each year. 3. partsa. frond-all of the fern which grows on one stem from the rootstock. b. blade-the portion which bears leaflets c. stipe or stem d. pinna-a chiel division of the midrib or rachis, when the fern is compound. e. pinnule-a leaflet of the last division f. sori-the fruit dots g. sporangia-spore cases h. spores-fine dusts which comes from the spore cases. 4. some common varieties a. Christmas fern b. Bracken c. Royal fern d. Cinnamon fern e. Walking lead fern f. Interrupted fern PAGE 40 By Rosario I. Cruz B; Mushroom 1. , has no sign of the living green of other plants. 2. a large number are edible although a few are poisonous. 3. there are many kinds varying in form, color and size. 4. parts a. cup or volva-lower part of the stem b. stipe or stem c. ring or airnulus-remnant of the cup when it. spreads wide. d. cup-umbrella-shape part e. gills-platelike growths under the cup which contain the spores. 5. What to do to avoid eating mushrooms that may be poisonous a. avoid all mushrooms that are covered with scales or that have the base of the stem included in a Si!C. c. avoid those that have milky juices; unless the juice is reddish in color, the mushroom should not be eaten. d. avoid those with shiny, thin, or brightly colored cups. e. no mushroom should be eaten after its meat has begun to turn brown or become infected with larvae. C. Bracket fungus 1. comes from a stem which extends into the woods. 2. this stem divides into many branchlets. 3. from these branchlets there hang long fleshy fringes like miniature icicles 4. these fringes always hang downward when the fungus is in natural position. 5. these fringes contain the spores. 6. bracket fungi usually attack living trees and do great damage. D. Moss-story of the moss cycle 1. A plant with an egg cell at its tip; another THE PHILIPPINE EDUCATOR plant with a star-cup holding the moss sperm cell which is splashed by a raindrop over to the waiting egg. 2. the egg cell as soon as fertilized develops into a spore capsule which is lifted up on a beautiful shining stem and is protected by a silky cap. 3. the cap comes off; the lids of the spores case opens and the spores are shaken out and scattered by the wind 4. those spores that find 1'tlitable places to germinate grow into a net of green threads. 5. these green threads send up moss stems which repeat the story. (In short, its stages of development are: the egg or ovule, the spores, the branching green threads and the moss plants with their green foliage). E. Molds 1. spores are everywhere and help to make dust 2. grow on any substance which gives them - nourishment (if the temperature is warm, the air is moist, and the sunlight is excluded). 3. are of many kinds. F. Value of plants which do not have seed_s. 1. ferns are generally used as decorative plants. 2. as a table delicacy, mushrooms are highly prized .. (edible mushrooms are nutritious). 3. some species of the bracket fungi live only on dead wood-they help in reducing dead branch-. es and stumps until they fall and become a part of the soil again. 4. moss can be used by children to make dish gardens. III Suggested activities 1. Make a collection of ferns found in the locality. Note some characteristics which may distinguish one kind from the other. 2. Look for ferns with spores. Get some spores and plant them. Watch and see them grow into ferns. 3. Take a field trip to observe bracket fungi and moss. Where did you find the bracket fungi? The moss? Take some moss to the classroom. Use it to make a dish garden. · 4. Take a freshly opened mushroom. Cut off the stem even with the cap and set the cap, gills down, on white paper. Cover with a tumbler or other dish to exclude draught. Leave it for 24 hours and then remove the cover, lift the cup carefully and examine the paper. What is the color of the imprint? What is its shape? What makes the imprint? 5. Grow a mould garden. In five tumblers place respectively some jam, preserved fruit, bread and two other foods of your own choice. ExAUGUST, 1957 pose them to air for a day. Cover them with a glass sealer top. Observe the way mould grows, the colours, the little knots which come on it and contain spores. 6. Prepare a class chart of plants without seeds. Mount and label pictures of these common plants without seeds. 7. Press some fern leaves and keep in an album. Label correctly. · - 8. Bring to class samples of various species of bracket fungi that you can find. Let your teacher help you identify them. Examine the tree where you find each specie. Is there an open wound in the. tree where the fungus entered? Is there a wound also where the bracket fungus grew out? 9. Go to a florist shop if you have one in your locality. What ferns do they commonly use in making bouquets? 10. Take a walk to the meadow. See if you can find mushroom growing in a ring. Write an imaginative story about them. 11. Arrange flowers in various ways using ferns as the background. 12. Try to propagate a walking fern. (Get the little plants that grow at the end frond of the fern and plant them). 13. When all your ferns have grown, have an exhibit of just fern as the main attraction. 14. Keep in a small notebook all new names and terms you have learned in connection with this unit: volva, mycelium or sprawn, sporangia, bracket, 'pinnule, voracious, parasite etc. 15. Let your teacher tell you the story of the first umbrella. (first umbrella - mushr-oom; used by an elf so he would not get wet). 16. The Department of Agriculture and Natural Resources gives out some pointers on how to produce mushrooms artificially. Study them and try to see if your class can prepare a bed for growing mushrooms artificially. Get some spran from the said department and grow them. References : 1. Comstock, Asana B. Handbook of Nature Study. Comstock Publishing, Inc. Ithaca, New York. c. 1941. . 2. Frasier, etal, The How And Why Club. 3. How And Why Experiments. 4. Partridge, J. A. Natural Science Through The Seasons. 5. Pamphlets and Leaflets from the Dept. of Agriculture and Natural Resources. PAGE 41 Unit: Importance of Clean Elections I. GENERAL OBJECIVES: A. To realize the importance of clean elections. B. To appreciate government officials who maintain honest elections. C. To know our rights and privileges as citizens. II. SPECIFIC OBJECTIVES: A. Knowledge and Understanding: To know: 1. the meaning of suffrage 2. the requi!:;ites for people before they can vote. 3. the different kinds of elections in the Philippines 4. the difference between election and pelbiscite 5. the persons who are not qualified to vote 6. what is a certificate of candidacy 7. the limitation on reelection 8. the reasons for limiting office tenure 9. the different election restrictions 10. what an election precinct is 11. what a polling place is 12. what compose the board of inspectors 13. the duty of watchers 14. how registration of voters is done 15. how· voting is done 16. how the board of inspectors count the votes 17. the duties of the provincial board of canvassers 18. the duties of the municipal board of canvassers 19. what an election contest is 20. how to combat corrupt practices during election time · 21. the duties of the Commission on Elections B. Attitudes and Appreciations: To develop proper attitude of: 1. voting wisely 2. helping make election clean 3. firm determination 4. respecting government officials 5. self-reliance 6. sticking to the democratic ways of proceedings To appreciate: 1. the honest works of government . offi.cials 2. the role of teachers during election time PAGE 42 By Benigno Calingo Bagabaldo 3. democracy in action 4. duties of the treasurers during election time C. Habits and Skills: To develop the habit of: 1. gathering data effectively 2. working with accuracy and neatness 3. campaigning against corruption during election time 4. cooperating with· others 5. sharing experiences during discussions To develop skills in : 1. the use of reference materials 2. interviewing persons 3. reading facts with understanding 4. the deliberation of oral reports 5. the making of written reports 6. the use of manipulative tools needed for construction activities III. SUGGESTED CONTENTS: A. Meaning of suffrage: Suffrage may be defined as the right to vote in an election. In a broader meanfog, it is not only the right to vote but also the right to be voted to an elective office in the government. It is not only a right but a privilege, because not all persons can enjoy it like the "right to life, liberty, and the pursuit of°happiness." B. The Duty to Vote: Aside from being a privilege, suffrage is a duty for those who exercise it. The success or failure of the government, the quality of officials in the public service and the policies of the administration depend directly or indirectly upon the voters. C. Suffrage in the Philippines: Before the arrival of the Spaniards, there was no suffrage in the Philippines. No officials were elected, and elections were unknown. During the Spanish period, suffrage was very limited. With very ·rare exceptions, no Filipino was elected to a high office. D. Kinds of Elections: 1. General Election - By general elections are THE PHILIPPINE EDUCATOR meant the elections for municipal, provincial, and national officials 2. National Elections - By national elections are meant the elections for national officials - President, Vice-President, Senators and Members of the House of Representatives.· 3. Local Elections - Local elections mean the elections for municipal city, and provincial officials only. 4. Regular Elections - Regular elections are elections held throughout the whole country at regular periods specified by law. We have regular elections for national offices every two years and regular e~ec tions for provincial and municipal offices every four years. 5. Special Elections - Special elections are elections held upon the call of the President on a date different from that of regular elections. This is called: a. because a regular election was not held on the date provided by law b. because a vacancy has occurred in an elective office. Unlike regular elections, special elections are not national but are confined to the locality where an office is to be filled. E. Elections and Plebiscites: In procedure, elections and plebiscites are similar. In both occasions the qualified voters go to the polls and write their wish on the secret ballots; there are precincts, election inspectors, and poll clerks ; the ballots cast are canvassed; and the results are proclaimed to the nation. It is in the objective that elections and plebiscites differ. In elections, the qualified voters vote for candidates to certain political offices; while in plebiscites, they vote on certain issues presented to the nation for decision. F. Qualifications of Voters: . 1. a citizen (male or female) of the Philippines not otherwise disqualified by law 2. twenty-one years of age or over; must be able to read and write; 3. a resident in the Philippines for at least one year and in the municipality where he proposes to vote for at least six months preceding the .election. G. Persons Disqualified to Vote: 1. officers and enlisted men of the active regular army 2. persons who have been sentenced by final decision of the court to suffer imprisonment of not less than 18 months and have not been fully pardoned by the President 3. persons who have violated their allegiance to th.e Republic of the Philippines 4. insane or feeble-minded persons 5. person who cannot pi:epare their ballots themselves. AUGUST, 1957 H. Certificate of Candidacy: At least forty days before a regular election and twenty days before a special election, duly sworn certificates for national offices: For Presidency, Vice-Presidency, Seats in the Congress - must be filed with the Commission on Elections in quadruplicate For provincial offices - to the Secretary of the Provincial Board of the Province For municipal offices - to the Municipal Secretary of the town I. Limitation on Reelection: Some elective officials are limited as to the number of times they may be reelected to the same office. A third consecutive reelection for provincial governors and municipal mayors is prohibited. They are limited to three consecutive terms. J. Reasons for Limiting Office Tenure : 1. to prevent government officials from staying in office too long (they might abuse their power.) 2. to give a chance to other able persons to be elected to govern~ent offices. K. Elections Restrictions: 1. No candidate shall spend for his election campaign more than the total amount of his salary for one year. 2. No one is allowed to hold benefit dances, beauty contest or theatrical shows during the two months immediately preceding an election for the purpose of raising funds for a candidate. 3. It is unlawful for any company or corporation engaged in public utility or in developing our natuural resources to contribute money to a candidate. 4. During registration and voting days, it is unlawful for any person to campaign for or against any candidate within the polling place or within a radius of thirty meters of said polling place. 5. It is unlawful for any candidate or political party, during meetings and on the eve and the day of the election, to give free transportation, food, cigars, or drinks to the voters. 6. It is unlawful to hold cockfights, boxing, and other sort of entertainments on registration or election days. 7. It is unlawful to sell or give away wine on a registration day, during the two days before the election, and on election day. 8. It is prohibited to carry guns or deadly weapons in the polling place or within a radius of thirty meters of said polling place during registration days and on election day. 9. No judge, fiscal treasurer or assessor of any province, no member of the Army or local police, and no civil service employee can help any candidate nor influence any voter to cast his vote for a particular candidate. PAGE 43 10. Foreigners are prohibited from aiding candidates or interfering in the election. L. Election Precincts: In order that voting could be easier for the voters, the municipal council divides the municipality into districts called election precincts. A precinct must not according to law, have more than 250 voters. The municipal secretary posts maps of the precincts in the municipal building, in the polling places, and in three other eonspicuous public places of the town. Each map shows the boundaries of the precinct. In this way the voters know in which precinct they belong and where they are to vote on election day. M. Polling Places: At least seventy days before each regular election, the municipal council chooses a building in each precinct where the people may vote. This building is called the polling place. N. Board of Inspectors: The Commission on Elections directly or through its authorized provincial representatives, appoints for each precinct three election inspectors and one poll clerk and their substitutes. They compose the board of inspectors. 0. Watchers: Every candidate for a national or provincial office, for mayor and vice-mayor or for city councilor, has the right to have a watcher in every polling place. The candidates for councilors of a municipality or of a municipal district of each party collectively have the right to appoint a watcher. The watchers carefully watch the proceedings of the board of inspectors. P. Registration of Voters: In order that a qualified voter may vote, he must be registered in the list of voters. For this purpose, certain days, called registration days, are set aside before th~ election. For the registration of voters, the board of inspectors of each election precinct holds meetings at the polling place on the clays fixed by law before the clay of election. Q. Method of Voting: Election shall begin at 7 :00 o'clock in the morning and shall continue until 6 :00 o'clock in the evening. If after 6 :00 o'clock there are still voters within thirty meters of the polling place who have not yet cast their votes, the board of inspectors shall give to each one a numbered card, signed by one of its members. Thes(') voters with the cards are allowed to vote after the closing time of 6 :00 o'clock P.M. R. Counting of the Votes: As soon as the voting is finished, the board of inspectors publicly counts the votes cast in the precinct. The boa1 cl does not adjourn until the counting is comPAGE 44 pleted. During the counting of the votes, the watchers of the different candidates are allowed to go inside and see the ballots as they are being counted, but they are not permitted to touch them. They can make protests as to the manner and correctness ef reading the ballots. S. Provincial Board of Canvassers: Canvassing of votes means the examination of the st~tements of results from the boards of inspectors of the various preeincts and adding up all votes cast for a particular office. All votes cast in the province for national and provincial offices are canvassed by the provincial board of canvassers consisting of the provincial governor, the members of the provincial board, the. provincial treasurer, the provincial auditor, and the provi.ncial fiscal. T. Municipal Board of Canvassers: To know the results of the election for municipal offices, the municipal council constitutes itself into a municipal board of canvassers. It has no power to recount the votes or to inspect any of them. It mere·ly proceeds from the statements of the election returns prepared by the different boar.els of election inspectors in the municipality. U. Election Contests: The result of any election can be contested on the following grounds: ( 1) existence of election frauds or irregularities; (2) disloyalty of the winning candidates to the Philippines; (3) ineligibility of the winning candidate to the office. V. The Commission on Elections: The enforcement and administration of all laws relative to the" conduct of elections is vested by the Constitution in an independent Commission on Elections. This body is composed of three members appointed by the President with the consent of the Commission on Appointments. They hold office for a te~ of nine years and may not be reappointed. W. Importance of Clean Elections: The ballot is the great instrument of a successful democracy. By casting it during the election, the people express their will. Hence, those who tamper with it, tamper with the people's will. Elections must be clean otherwise democracy will become a farce. IV. INITIATING THE UNIT: Preparatory Activities: A. Classroom structure with different visual materials pertaining to honest and clean election. B. Arrangement of reading materials accordingly so,.that children will be free in seeing and reading them. C. Inviting resource person to talk about the topic 9n elections. THE PHILIPPINE EDUCATOR D. Sharing personal experience about the previous election. E. Informal discussion of the unit to be taken up. Anticipated problems: 1. What are the kinds of elections in the Philippines? 2. What do you mean by suffrage? 3. What are the qualifications of' a voter? 4. Who are those disqualified to vote? 5. What is the importance of clean elections? 6. What is an election precinct? 7. What is a polling place? 8. What is a certificate of candidacy? 9. What are some election restrictions? 10. What composed the board of inspectors? 11. What are the duties of a watcher? 12. Why do we still have a registration of voters? 13. How are voting done in the Philippines? 14. How are votes counted? 15. What compose the· Provincial Board of Canvas_ sers? V. DEVELOPMENTAL ACTIVITIES: A. Research activities: Topics for reseach ; 1. Meaning of suffrage 2. The duty to vote 3. Suffrage in the Philippines 4. Kinds of elections 5. Elections and plebiscites 6. Qualifications of voters 7. Persons disqualified to vote 8. Certificate of candidacy 9. Limitation on reelection 10. Reasons for limiting office tenure 11. Election restrictions 12. Election precincts 13. Polling places 14. Board of inspectors 15. The watchers 16. Registration of voters 17. Method of voting 18. Counting of votes 19. Provincial board of canvassers AUGUST, 1957 20. Municipal board of canvassers 21. Election contests 22. The commission on elections 22. The importance of clean elections B. Expressional Activities: 1. Dramatization 2. Writing short playlets 3. Composing poems or 'tula' about the unit 4. Writing themes 5. Copying and making sample ballots 6. Writnig a certificate of candidacy 7. Writing platforms of a certain make-believe candidate • 8. Writing of campaign speeches 9. Conducting a class debate 10. Holding a class election of officers 11. Drawing, painting, pictures about election 12. Making of dioramas 13. Reading of previous news about elections 14. Making of slogans pertaining to clean elections. C. Group reports about the result of the: 1. Findings on the research activities 2. Creative or expressional activities VI. CULMINATING ACTIVITIES: 1. Class program 2. Class exhibits 3. Party VII. EVALUATION: 1. Evaluating class behavior 2. Answering prepared questionnaires 3. Writing summaries 4. Test covering the unit VIII. REFERENCES: Government of our Republic - Zaide The Government of the Republic ·of the Philippines - Tolentino-Zaide Primer ·of the Philippine Constitution-Sinco General Instructions by the Commission on Elections Election Code by the Commission On Elections PAGE 45 Unit: Our Flag and Our Anthem Major Problem - How may we show our love and respect to our flag and our anthem? I. Objectives: A. General - 1. To inculcate the- proper attitude toward the National-Flag and the Anthem. 2. To instill greater love and respect for the accepted symbols of national solidarity. 3. To further develop attitudes of cooperation, courtesy, and tolerance in group activities. B. Specific - 1 . To learn to honor the flag and the anthem. 2. To know and understand what the flag and the anthem stand for. 3. To be inspired to greater heights and to deyelop nobler ambitions by knowing the history of the Flag and the Anthem. 4. To know and .practice the proper honor to be accorded the flag and the anthem. 5. To know the proper care of the flag. 6. To be able to give· due respect to the Flag and the National Anthem. II. Content Outline: A. Our Flag - 1 . History of our flag 2. Description of our flag 3. What our flag stand for 4. Proper honor and respect to be accorded to the flag. 5. Proper care of the flag. B. Our Anthem - 1 . History of our anthem 2. What our anthein stands for 3. Proper honor and respect to be accorded to the anthem *Amanda Ponce is the committee chairman of the Grade III Teache1·s Club, Bonifacio. Elementary School, Manila. PAGE 46 By Amanda Ponce·* III. Approach Activities: A. Initiation - 1 . Showing pictures of children saluting the flag as it passes by. 2. Talking about the flag ceremony and the retreat in school. 3. Structuring the room. B. Raising the problems 1. What was· the beginning of our flag? 2. How does our flag look? 3. What does our flag stand for? 4. How may we honor and respect our flag? 5. How may we care- for our flag? 6. What was the beginning of our anthem? 7. What does our anthem stand for? 8. How may we honor and respect our anthem? C. Gathering materials and information 1 . Research work 2. Bringing pamphlets, magazines, books 3. Collecting pictures from magaz_ines and papers D. Expression Activities 1. Reporting the data ~athered 2. Playing stories 3. Reciting poems 4. Singing songs 5. Choral reading 6. Finger painting 7. Drawing 8. Making a flag 9. Making rhymes and songs 10. Acrostics 11. Panel discussion E. Group Work 1. The differentiated activities: (a) Group one works on the flag (b) Group two works on the anthem F. Presentation of group work 1. Sharing what has been learned about the flag and the anthem. THE PHILIPPINE EDUCATOR G. Evaluation 1. Children give comments on the reports and work presented. They use their critical judgment. 2. Practice of common courtesies. H. Organization of Learnings 1. Preparation of outlines and summaries. I. Application of Learnings 1. At the flag ceremony or retreat 2. Conduct assignment - Watching brother, sister, friends, cousins, mothers, father and other at occasions where the flag is there and the anthem is sung. 3. Organizing a club to launch the project of instilling in the minds and the hearts of the young reverence and honor for the flag and the anthem. IV. Desirable Outcomes A. Attitudes and Appreciations 1. Proper attitude toward the National Flag and the Anthem 2. Greater love and respect for the accepted symbols of national solidarity. 3. Attitudes of cooperation, courtesy, and tolerance in group activities. B. Understandings 1. Knowing the value of the Filipino Flag and the story of the National Anthem. 2. Knowing the Code of the National Flag and the Anthem. 3. Better understanding of the duties ancJ. obligations of a citizen toward our country's symbols. C. Habits, Skills, and Abilities 1. Ability to read to seek specific information. 2. Ability to read to grasp the main thought of a paragraph. 3. Ability to read for an audience so as to convey meaning and feeling. 4. Ability to speak with ease and naturalness. 5. Ability to give simple, accurate explanations. 6. Skill in use of books, magazines, pamphlets. 7. Skill in planning and executing with efficiency. 8. Skill in raising and solving problems. 9. Habits of cooperation and courtesy with others. 10. Habits of neatness and accuracy in all work. V. Bibliography 1. Executive Order No. 321 2. The Flag of the Filipino People, Proclamation No. 146 AUGUST, 1957 3. History of the Filipino Flag, July 4th National Souvenir Program Republic's Commemorative Guide of Events, 1954 p. 32 4. This is Our Flag - By L. B. Bascon; In the Grade School, June 1956 pp. 16-19 5. Our National Flag, Social Studies Work Book Grade III, p. 51 6. Talking About the Flag, Course of Study in National Language pp. 3-4 7 . Respecting our Flag and the Anthem, Journal of Education, March, 1956 p. 650 8. Making Monday Programs and Flag Ceremonies More Educational, Journal of Education 1953 p. 46 9. Stories (a) Our· Flag, Philippine Independence Souvenir Magazine, July 1946. (b) The Glorious Fourth - Six Years Ago - Philippine School Life, July 1952 pp. 2324; 26-28 (c) Our Country's Flag: Better English for Speaking and Writing p. 136 . (d) The Commonwealth of the Philippine School Life, November 1952 p. 43 (e) Our Flag pp. 35-37; Our Boys and Girls (f) Amado and the Flag p. 38 10. Poems (a) The Flag Goes By, Better English Henry H. Bennet p. 210 (b) Our Flag - Phil. School Life, July 1950, p. 24 (c) I Love My Flag ( d) Flag Etiquette (e) Our Flag, Philippine Education p. 51 June 1957 (f) The Filipino Flag, Philippine Nursing Rhyme pp. 129-130 11. Songs (a) The Pledge to Our Flag, In the Grade School p. 91 12. Pageant - The Philippines, Phil. Journal of ' Education December 1951 pp. 358-359 13. The revolt of the Flag - In the Grade School June 1954 pp. 17-19 14. Tagalog materials (a) Paggalang Sa Watawat - Phil. Educator June 1957 pp. 49-50 (b) Ang Bandilang Pili pi no, Phil. School Life July 1950 p. 25 ( c) Ang Bandila, Phil. School Life February 1953 p. 50 (cl) Hayun ang Bandila, Phil. School Life, June 1953 p. 53 (e) Pilipinas, Phil. School Life, July 1953 p. 105 PAGE 47 SOMETHING TO REMEMBER If any child should wish to know The things that children ought to do Tell him one is eating slow And drinking glasses of water too. Sleep at least eight hours a day Under a mosquito net always, Get up every morning early And put always bedding properly. Wash your hands before you eat, And sit at table straight; After eating, wash them very neat Do this, my child, and don't forget. Take milk and eggs a day Eat vegetables yellow, green, and leafy After rest take a little play But do not waste the whole day. Do not fail to brush your teeth And take away the finger's dirt See your clothes if they are. neat Don't put shoes on dirty feet. Walk on the left side of the street Lh~ten for cars, do not forget Look left and right calmly wait Before you cross, that's it. And when you reach your school Greet your teacher, one a.nd all Take off your cap and standing tall Say good morning, that's all. And when. you are dismissed Go home straight, do not miss, Don't loiter on the way if you wish To be a good, good child always. Teaching Unit in Language Arts Writing a Class Paper Grade IV General Objectives: 1. To realize the importance of reading newspapers, magazines and other current literature. 2. To develop the habit of reading newspapers. 3. To contribute some articles to a local class paper. Specific Object.ives: Reading Skills - 1. To be abfo to read and understand the important news of the day. 2. To grasp the message of the newspaper headline. 3. To be able to locate the continuation of an article in the other columns and pages of the newspaper. PAGE 48 By Anacoreta A. Chua 4. To develop the habit of looking up the meanings of words that one cannot understand through context. 5. To read articles with proper phrasing as an aid to intelligent understanding. 6. To be able to interpret happenings as read 'In the papers. 7. To know the parts of the newspaper. Language Skills - 1. To write informal summaries of news read. 2. To converse with ease about an event read. 3. To speak spontaneously on a topic of one's interes~. 4. To be able to report effectively _on a happening both orally and in written form. THE PHILIPPINE EDUCATOR 5. To write concise simple news for a class paper. 6. To write short announcements or advertisements. 7. To give titles to reports on happenings. Phonics - 1. To enunciate correctly. 2. To pronounce the words distinctly. 3. To know which syllables are to be emphasized in words. 4. To know which inflection will best give correct meaning to a statement. 5. To take note of the schwa letters in words. Spelling - 1. To be able to spell both orally and in writing words that one comes across while reading. 2. To be aware of the silent letters that are not prooounced. Helps For Study: Important Parts of a. Newspaper: 1. front page 3. business 5. comic section 2. headline section 6. poetry corner 4. advertise- 7. pen pal column ments or clas- 8. editorial sified ads 9. movie and radio Vocabulary Development: announcement clippings current events daily news humorous news items column newsreel newstand headline editorial commentaries editor printing press contributor edited proofread staff subscription cut illustrations reporters deadline art editor excerpts world news local news Suggested Actitiitie.-;: 1. Visit the school library and other public and private libraries. Find out what newspaper and magazines are available there. List them ~own. 2. Scrutinize each paper and find out their parts. Compare the different newspaper and newsmagazines that you see. 3., Look for the headline. How is it written? What do you understand about the headline? 4. Locate the following sections and read the contents: AUGUST, 1957 a. society page b. sports section c. comic section d. pen pal column e. classified ads f. puzzles g. editorial h. business section i. shipping schedules j. news section k. health news I. literary section m . personals. 5. Make a report orally and in writing on local happenings, from three to five sentences. Select something that will interest your classmates. 6. Write simple announcements, of your friend's or family's birthdays, a meeting, program, lost and found articles, a coming visitor, etc. 7. Write a si.mple editorial affecting your school life. 8. Read newspapers and. make excerpts. 9. Or_ganize a class paper. 10. Make children participate as contributors, editors, proofreaders, etc. in the making of the class paper. 11. Interview people in the community for reports that may be included in the school paper. 12. Reading news items and discussing them. 13. Writing. advertisements, class radio programs, news stories, simple poems, etc. 14. Announcing games in the school paper. Pointers Fm· News Writing - 1. Choose interesting and important news that affect your school and community. 2. Write on very recent happenings. 3. Give accurate reliable news. 4. Do not include personal news that may hurt other people's feelings. 5. Have a good topic sentence and a. very appropriate lead. 6. Observe correct grammar and other language mechanics. Project - The class paper may be made monthly or bi-monthly and may be a continuing project of the class for the school. Culminating ActiviUes - Issuing of the class paper and having ·a program with literary and musical numbers against a background of displayed magazine or newspapers. PAGE 49 Understanding the Micrometer JN physical measurements, two systems are used, i.e., the English and the metric systems. The English system is signified by fps, meaning foot pound second. The metric system is denoted as mks (meter kilogram second) but the cgs is the one adopted by most scientists. It stands for centimeter gram second. For the two systems, the linear measurement is a necessity. That is why, science students, especially when doing laboratory work or experiments should be well versed with the two common systems of linear measurement: that of the English foot and the European meter. Oi:i.~45~7 l111l111\11rl111l,.l11il,,1h F U1. Z. VtR~\(?.. CAllPE~ The metric system has long been adapted in the Philippines because of the Spanish influence. The English system is popular in school work because of the influence of American textbooks. An average Filipino student knows the two systems of linear measurement. Because of the peculiarity of the inch or foot, it is quite difficult to make a fine 111easurement; hence, the necessity of having a micrometer. See Fig. l. The knurled handle at the right can be rotated so as to PAGE 50 By Jack Smith clip the stock to be measured at the jaws or the flat ends of the anvil and the spindle. The rotary handle is called the thimble and ib:; circumference is divided into 25 parts, usually with graduations scored in multiple of one which is actually representing 0.001 of an inch. The body or barrel (also called hub), whereon the thimble rotates, is graduated in numbers from 1 to whatever maximum distance the micrometer can measure. The lengthwise calibration is the reference or datum line. Number 1 of the barrel, as shown, represents 0.100" or 100/lOOOths of an inch; similarly, number 2 is 0.200". Every graduation between numbers represents 0.025" so that number 2 with one mark after it, is read 0.225". As shown in the above figure, the reading is 0.2278" or approximately 0.228". It is the conventional practice to take the nearest mark of the beveled edge of the thimble in case the gage line happens not to coincide with a mark. When the edge of the thimble is between the 0.975" and the 1.000" lines of the barrel and the 24-line on the beveled edge of the thimble coincides with the barrel line, the reading is computed to be 0.975 + 0.024 or 0.999". If the thimble is between 0.050" and 0.075" and the gage line is between the 13- and 14-thimble lines, but nearer the 14-line, the reading is 0.050 + 0.014 or 0.064". Try practising with a piece of plate or rod and measure its thickness or diameter as the case may be. Secure a feeler gage from an auto-mechanic and verify the thickness of the assorted feelers. This will afford a good practice for the fledgling in scientific measurement i~asmuch as the thickness of the feeler gage is marked in every leaf. The clockwise rotation of the thimble drj_ves the spindle towards the anvil. The piece to be measured should be pressed lightly in between the anvil and the spindle of the "mike" or micrometer. Remember that it is considered a wrong method to clamp tightly the metal to be measured. Another kind of a micrometer which can give a reading as fine as ten-thousandths of an inch is available. However, the ten-thousandths micrometer- is used seldomly. The minute reading is made through the vernier scale which shows the difference between dimensions correct to 0.0001". For ex!'lmple, if the \. THE PttILIPPINE EDUCATOR thimble is between 0.075 and 0.100, the gage line on the barrel is between 19 and 20 on the thimble; the line 8 of the vernier coincide with a line on the thimble, the reading is computed to be 0.075 + 0.019 + 0.0008 or 0.0948". The Vernier Caliper The vernier principle is incorporated in another kind of measuring tool called vernier caliper. (See Fig. 2.) The vernier caliper, as commonly known, is made almost similar to the micrometer. The stock to be measured is clipped between two jaws. One of these jaws is fixed while the other is sliding. There is attached with the sliding jaw a vernier scale. The main scale whicb is etched on the body of the caliper shows the major dimension in inches. Each inch division is sub-divided into 40 parts, so that each graduation is read as 0.025". Numbers 1, 2, 3, etc., in between the inch division represent the readings of O.lOOIJ, 0.200", 0.300", etc. Three marks after number 4 within an inch division is read as 0.475". When the zero mark of the movable jaw falls between two graduations on the main scale, the dimension made will be between the smaller and the bigger reading. This reading is approximated in the case of a caliper Illflde without the vernier. If there is one, the vernier scale in the movable jaw will take care of the difference. The vernier scale is graduated from 0 to 25. Actually, each mark is read in multiple of 0.001. That whole distance of the vernier scale is equivalent to 24 graduations on the inch division or 0.600" on the main scale. Since there are 25 marks on the vernier scale, each mark is equal to 1/25 of 0.600 or 0.024. A main scale division (which is 0.025) and a vernier division (which is 0.024) will make a difference of 0.001, the reading for every mark on the vernier. The technique of locating the excess in reading as , indicated on the vernier scale is an easy matter. Along the 25 marks on the vernier scale, one of these marks is in line with a mark on the main scale. The additional reading will be based on that mark of the vernier scale falling in line with a mark on the main scale. For example, when the index is between 0.275" and 0.300" on the scale, and line 23 on the vernier coincides with a scale line, the reading is 0.275 + 0.023 or 0.298". If the caliper is set for 0.139", the movable jaw is moved to 0.125 mark, i.e., one mark after number 1 on the main scale, and the vernier scale will be slowly manipulated such that the 14th graduation will coincide with a mark on the main scale. The Teacher's .Methodology Character Education SINCE the implementation of the Revised Philippine Educational Program at the beginning of the school year 1957-1958, the development of ethical character became the pervading element in all classroom instructions. In the past, Character Education was merged with Social Studies. Under the present plan, however, although it remains to be a part and parcel of Social Studies, it is being recognized as a separate Subject-Area in itself under Moral Character and Citizenship. It is the consensus among educators,. that Character Education be treated as a separate subject in order to place moral character at the head of the civic virtues that must be inculcated and developed in our youth. How to acquire· character : Character is the sum total of an individual's inner traits as represented by his conduct. It may be acquired by: AUGUST. 1957 By Juan V. Baquiran 1. heredity 2. home training 3. school training 4. associations 5. observation 6. studying the lives of great men General Objectives of Character Education: Mckown gives us the following objectives of Character Education : 1 . To develop an intelligent respect for the convention of society. 2. To develop an increasing ability to discern causes and to relate effects. 3. To develop a recognition, and acceptance of one's responsible membership in society and an increasing success and satisfaction in discharging that membership effectively. 4. The harmonious development adjustment, and integration, of one's personality. 5. To develop the desirable traits of character. PAGE 51 Methods of Moral Instniction: In general, there are two main types of instruction used in character education. 1. The Direct. Method - begins with a consideration of the ideal, virtue, or trait to be d~vel oped. The direct method begins with a discussion of the picture of something th~t is not present, or at least we assume. that it is not present" because we are set1ing out to develop it. 2. The Indirect Method - begins with a consideration of the settings out of which the trait is supposed to emerge. If the teacher, in leading her group to see the necessity for some direct improvement, say, in classroom courtesy, helps the pupils to analyze the situations and perhaps develop and generalize principles and standards for this and other similar situations, the method is indirect. Grade Placement of the Two Methods: The direct plan is used more in the grades than in the high school and more in the lower grades than in the upper. Hence, the most natural thing to do is to approach moral instruction very directly. Materials of Direct Moral Instruct.ion: The most commonly recognized and utilized materials in the direct approach are indicated below: 1. Word - is the briefest form of description of moral ideals and habits. Examples: truthfulness, honesty, etc. 2. Slogans, Mottoe.'I, and Maxims - are proverbial statements embodying moral or practical precept, usually in a more or less logical and· sententious form. Examples: Honesty is the }?est policy. N othi-ng succeeds like success. Do a good turn daily. 3. 0Ctth or Pledge - is a -solemn declaration or affirmation, frequently, to or in the presence of, some higher authority, ·of one's promise by which one binds one's self to do or to forbear from doing something. "On my honor I will do my best "Believing most sincerely in - "Hereby accepting - "I solemnly pledge - 4. Creed (fr. credo-I believe) is a personal acceptance of a concise summary of the principles and essential doctrines of an organization, cause, or institution. PAGE 52 "The Apostles' Creed" "The Nicene Creed" "The Athanacian Creed" "The American's Creed" 5. Memory Verses, Jingles, and Rhymes - These are forceful, somewhat poetic statements of some great truth, ideal, or virtue. "Early to bed and early to rise Makes a man healthy_, wealthy and wise." 6. Code - is a more or less systematized and condensed collection of rules, regulations, or expressions of desirable ideals. Materials of Indirect Method of Moral Instruction: Indirect moral training begins with a situation and that out of meeting the problem offered by this particular setting, there arise a worthy ideal and action which represent a contribution to an individual's moral growth. The materials of this method are as follows: 1. Curricular Activit.ies - Opportunities offered by other school subjects for ethical instruction. 2. Classroom Activities-Recitations, reports, examinations, demonstrations, etc. 3. Extra-curricular activities - Athletics, dramatics, assembly programs, school clubs, social events, campaigns, drives. 4. School routine activities - coming and going about the building, entering and leaving the classroom, order and direction of traffic. 5. Personal contacts - Pupils' contacts with parents, teachers, and school mates. 6. Guidance and Counselling Program. Conduct Assignment«i: Conduct assignments are those assignments which lead children actually to perform actions appropriate to the ideals in specific situations made in a form of a project or a probem. . The steps in a conduct assignment are: 1. The stories should be studied to see what ideal is developed. 2. The children are asked to give other illustrations from literature or history. •. 3. Illustrations are given from the personal experiences of other children. 4. The children examine their own lives and suggest situations to which the traits may apply. 5. At this point the conduct assignment is made. The children are asked specifically to apply the trait to the situations that have been discussed and to other situations as well. 6. Finally, the report is made. This report is absolutely indispensable. THE PHILIPPINE EDUCATOR Why Dc,n't We Listen? · IT does not require rigorous research to prove that there is more talking in this world than listening. In The Merc~ant of Venice, Shakespeare had Gratiano say: "I am Sir Oracle, and when I ope my lips, _let no dog bark!" But uninterupted speech may fall on deaf ears. A recent issue of a state teachers' magazine pleads with teachers not to leave in droves before the main speaker at the convention has finished. The lecture fails to captivate, the sermon lulls, the discussion lags. Why don't we listen? The answers are simple and complicated. We don't listen because we can't hear. In a radio interview Alfred Lunt was once asked: "What do you think is the most important talent for an actor or actress to develop?" He said, "You know, Lynn and I have talked about this, and we agree that it's the ability to speak so that the person in the last balcony seat can hear," In about one meeting in four I find that some members of the audience seem to have trouble in hearing the speaker. Panel discussants often contribute to this, especially in the poor use of microphones. A speaker faced with a microphone may say, "Take it away. I can speak without it." He is usually wrong. Or he gets too close or too far from the microphone, and either blasts the audience or is not heard. It is a simple matter for the chairman of the meeting to make certain that the acoustics are favorable. Further, a thoughtful speaker in a strange hall might check with his audience to see if they are hearing him. For small-group ·discussions chairs should be arranged in a circle. Members of a discussion group should not have to twist around to hear each other. They should be comfortably seated and be able to listen comfortably. We must, of course, be mindful of the advice which one student gave another about a lecturer. "You can't hear him beyond the fifth row. Don't sit any closer than the sixth row." . Most discussions about listening ignore the fact that we all like to talk more than we like to listen. I r.emember a person who said, "It was a wonderful m~eting. I talked twice." We have all heard of * Reprinted from "The Newsletter", February, 1957, Vol. XXII, No. 5. AUGUST-, 1957 By Edgar Dale compulsive· talkers but did you ever hear of a compulsive listener? So unless a person is either a professor or a chaplain in a penitentiary (both are addressing captive ·_audiences), he must take as well as give. '.r have no easy solution for this tough problem but I should like to proffer one suggestion. You can keep tabs on yourself. What per cent of the total discussion time did you use? Where you a hog or a host? Did you help your friends entertain ideas? Or did you bore them with what you thought? And every conversational bore thinks he is scintillating. J. B. Priestly says, ''It is the most shadowly play of vanity to arouse the interest of people in whom we are not prepared to interest ourselves." Why don't we listen? We don't listen because we are fed up. Too many people are firing too many different ideas at us. We can't absorb them that fast. A poor speaker covers ten points. A good speaker uncovers one. The one idea (perhaps with two or three close relatives) provides the meat and potatoes, and the able speaker seasons this solid food with anecdotes. On this point Priestley says: Anecdotes are the condiments in talk-the most general forms of talk are apt to be either flat or rather grim without some seasoning of anecdotes. The stories themselves should be welcomed for their own sake, should be good enough to stand by themselves, if nece·ssary. But at the same time they should be illustrative, apt and pointed, coming in easily to carry the talk forward. Anecdotes also provide thinking space, give us time to reflect a little on what has been said. People may listen actively or marginally. The marginal listener mishears and misquotes. No matter whether we are listening to a lecture or are participating in a group discussion, we ought to know what was said. When someone says the minister gave a wonderful talk this morning, we have learned not to embarrass him by asking, "What did he say?" How many people really listen to the Biblical text as it is being read in the pulpit? And how many people try to see the connection of the sermon and the text? PAGE 53 We don't listen because we don't become involved. The speaker isn't answering the questions we have at the front or the back of our minds, so our listening is marginal, not active-a background to a pleasant reverie. We remain "spectators," eavesdroppers, not involved participants. Maybe this is all the speech deserves, but perhaps we may put too much of a burden on speakers. We can expect them to set off a spark, but shouldn't we bring the kindling? The responsible listener is responsive. He meets the speaker half-way and doesn't defy him to arouse his interest. A good listener has mastered some of the skills of a good reporter. A reporter approaches an expert with questions in mind-not the kind of superficial, amateurish, hackneyed questions you sometimes hear on television interviews, but questions which have grown out of reading and study. If we have no questions, we will fall asleep or daydream. We can test our reportorial skill by- noting whether the television or radio interviewers we are watching or listening to, asked the questions we would have asked. And if they are able reporters, they will also ask questions that we were not wise enough to ask this time but may learn to "ask" next time. Further, if the speaker is good, he will not only answer our questions but he will raise new questions in our mind. Why don't we listen? We don't listen because speakers do not suggest what we might do about the problem they have discussed. True, their major responsibility is to define the problem. But out of their wisdom they should also help the audience define some possible responses, some hunches about possible action. Omar Khayyam had the same problem: Myself when young did eagerly frequent Doctor and Saint, and heard great argument About it and about; but evermore Came out by the same Door where in I went. They don't listen because the speaker's words are too abstract, cold, unevocative and ill-chosen. Speakers should use short, lively words, eschew sesquipedalian verbosity. Can the schools do something about listening? Assuredly they can and must. Many excellent suggestions for teaching listening are found in the three forward-looking volumes prepared by the National Council of Teachers of English and published by Appleton-Century, Croft, Inc.: The English Language Arts, The Language Arts in the Elementary School, and The English Arts in the Secondary School. Teachers can see that listening skill involves language, improves reading and writing skills. Radio and recordings offer a wonderful opportunity for sharing the ideas of an able speaker or dramatist and they conPAGE 54 tribute to a well-stocked mind. Classroom discussions do not need to pool misinformation or be forensic displays of ignorance. Parents can begin their first teaching of listening by reading to their children. The December 1956 issue of Harper's Magazine_ has an excellent article about a circulating library of children's books made available in a southern factory. The parents read these books to their delighted children and thus got acquainted with the best of children's literature at the same time. The seeds of warm-hearted reading and thoughtful listening can be sown in the home. Many of the students taking courses in children's literature are reading this fine literature for the first time. They did not read these stories as children nor were the stories read to them. They are the first generation to enjoy these books. I remember one beginning teacher of the third grade who told me of the delight her pupils had in hearing her read Laura Ingalls Wilder's Little House in the Big Woods which her third-grade teacher had read in class fifteen years earlier. (Thus excellence spans the generations.) Many children and adults have never heard excellence. Children and adults can learn that you earn the right to speak by listening. They can learn that listening operates best in a mood of mutuality, that to communicate is to share, to get into the other fellow's shoes. Through the sensitive antennae of non-verbal communication we learn whether our companions understand what we are saying. The compulsive speaker, the boring lecturer may not be able to "read" his audience. A friend who heard William Jennings Bryan speak for two and one-half hours to an enraptured Nebraska audience said that Bryan was keenly sensitive to any restlessness and immediately inserted a pointed anecdote or illustration. Why have we slighted listening as a mode of communication? In part it may be that the school sometimes put a premium on silent communication (reading and writing) or uses oral communication chiefly as a method of testing through reciting. Why should we listen to dull recitations? Would the conversation of the average classroom be interesting or boring? Refreshing or repetitious? '· Perhaps as teachers we have not been sensitive enough to what Paul McKee calls "instructional talking." Are we artistic explainers, or do we ineptly repeat instructions over and over again? Could we economize instructional time and effort and keep listening attention-high by using some ready-made ex._ planation in films, filmstrips, or recordings? Could we put some of our explanation on a tape recordihg and let pupils be responsible for re-listening when THE PHILIPPINE EDUCATOR they do not understand the first time? By putting a premium on listening carefully, we can prevent inattentiveness from becoming habitual. We can listen to and look at films much more carefully than we now do. We can help pupils frame questions to put to the film just as we help them prepare questions for a guest lecturer. If you have no questions, you will get no answers. Do we encourage inattentiveness by making our listening periods too long? How many college students can absorb fifty minutes of straight lecture without a break for questions or little chance to reflect? Is the lecturer presenting new ideas unavailable in textbooks, creative syntheses of old information? Or could the student get this information more effectively by reading it outside of class? Our classrooms must not be places where students practice inattentive listening to repetitious discussion. You cannot learn without listening and you can learn to listen. Listening is like reading. You learn what the other fellow said and ponder what he meant. A good listener is both tender-hearted and toughminded. The tender-hearted listener gets the feel of a situation, is sensitive to the needs of others, builds emotional kinship. The though-minded listener knows how to tell a fact from an opinion, is neither a slave to unrelated facts nor at the mercy of sweeping generalizations. He is becoming an educated man. Aurally Handicapped Children CHILDREN who are aurally handicapped are those whose hearing mechanisms are impaired to some degree. These children are at a great disadvantage in their personal, social, and educational adjustments. The extent of this disadvantage depends upon their age at the onset of the hearing disability, the degree of hearing loss, and the type of assistance they have received in overcoming the handicap. These aurally defective children are fundamentally the same as the normal hearing children except their inability to hear normally. Most of them have normal mental ability and certain ones gifted. Unfortunately, however, children with undiscovered or undetected hearing impairments are frequently ignored by many individuals, their behavior is misjudged by others, and their inanimated expression; seeming indifference, and slowness in comprehension become the source of annoyance and irritation to parents, teachers, and associates. Such reaction on the part of those that surround the aurally handicapped children has very unfavorable effect to·wards the personalities of these unfortunate individuals. This intensifies the difficulties which they must overcome before they are able to make the necessary social adjustments and to progress educationally at a rate that is commensurate with their ability. Aural impairment may be present at birth, or may be acquired during any period of the person's lif~. A child born with a hearing disability so great th~t he cannot hear the spoken word is unable to acquire speech in the normal way. Until such time as this child can be taught speech through artificial A.UGUST, 1957 By Francisco C. Tao means he is deprived of the opportunity to develop the ability to communicate orally with others. A child who is born with a hearing impairment that causes him not to hear speech distinctly will acquire speech that is indistinct or inarticulate and language that is unnatural and imperfect. Generally, a child whose hear ... ing becomes impaired after he has acquired speech and other language facility is handicapped less in learning situation in which oral communication is involved than a child of the same age who had a similar impairment at an early age before the a~quisition of oral language. It is hypothetically difficult to draw a sharp demarcation line between children with normal hearing and those with slight hearing impafrmenf, between those with slight hearing impairment and those with considerable hearing impairment, nor between children who have extreme hc.aring impairmnet and those who have no hearing. For general purpose, aurally handicapped children may be classified as hard of hearing or as deaf depending upon the degree of hearing impairment and thP- consequent medical and educational needs of those affected require research and study hy the specialists in such work. The Hard of Hearing Individuals whose hearing for speech is impaired to some degree but not completely lost are for educational purposes classified as hard of hearing. The extent to whi~h a hard hearing child can understand and use language depends in large measure upon his age at the time the hearing impairment occurred and the degree of hearing loss. The extent to which he PAGE 55 can overcome his handicap depends in large measure upon the training that he is given in doing so. But hefore proper educational procedures can be planned, information must be available regarding the nature of the child's hearing loss. The importance of early identification of children with hearing defect and proper diagnosis of each child's hearing imnairment is great. • · The Deaf Individuals whose hearing is non-functional and whose hearing for speech is completely lost are for educational purposes cfassified as deaf. The extent to which a deaf child is affected by his handicap depends in large measure upon his age at the time he became deaf. One who acquired some language facility before he became deaf will be handicapped in activities in which oral communication is the principal medium of expression, but he will not be handicapped to the same extent as a child who was born deaf .and who has acquired all his language facility through artificial means. It is apparent, therefore, that the older the chilrlren are when they become deaf the greater are their chances for making progress in school with a minimum of help in overcoming their handicap. Providing Special Education Services Records of the results of testing children's hearing serve as evidence of the need for special education serYices provided physically handicapped children. Each school should provide for children with hearing loss the educational opportunities that they need to over'come their handicaps. If, however, a school does not have the guidance and information necessary for this purpose it may avail itself of the special services of the General Office on special education. Administrators of schools should provide for the education of the physically handicapped children who would otherwise be denied proper educational opportunities. The educational provision may be made through special day classes or remedial classes. Aurally handicapped children should be assigned to the class that will meet their needs. Those whose needs are sufficiently great should be assigned to special day classes. Those whose needs can be met with a limited amount of special instruction should be assigned to regular classes and provided with the necessary remedial assistance they need to overcome their handicap. · Special classes for aurally handicapped children are operated for the same length of time as regular classes at the same grade level. The children enrolled in special classes may, however, from the beginning take certain work in regular classes. And as they become increasingly proficient in lip reading and other phases of communication, they can participate in a proportionately increased number of regular class activities. During the children's participation in regPAGE 56 ular classes, the teacher of the ·special class exercises close supervision over their work and gives them such special assistance as they need to perform successfully. . The aurally. handicapped children are thus provided opportumty to make adjustments with normal hearing children. And through such participation, normal hea:ing chil.dren learn fo understand and accept these children with aural handicaps. Progress toward the goal of special edtication for children with severe aural handicaps is thus enhanced. Children with severe aural handicaps who have made sufficient progress in special classes may be enrolled in regular classes, provided they are given the assistance they need to overcome obstacles they encounter, and those children with minor aural handicaps can work successfully in regular ·classes so long that they are given special instruction in ways of overcoming their handicaps. The special instruction that the children need should be provided in remedial classes. The amount of time that such children should spend in remedial classes depends upon their needs and upon their ability to profit from the instruction they are given. Selecting Pupils For Remedial Classes All pupils with hearing loss sufficiently great to cause them difficulty in a learning situation should be given the special instruction they need to overcome their handicap. Pupils with known hearing loss should be given such instruction from the time they first enter school until su~h time as they have overcome their handicap. The deaf and extremely hard of hearing will be in this group. Pupils with hearing loss that is not discovered until after they have entered school should be given the special instruction they need immediately after the discovery is made, and until they have overcome their handicap. The pupils who will be in this group may be discovered through the use of screening tests, leacher observations, physicians' reports, or analysis of the pupils' school records. Hearing tests should be given to all pupils soon after they first enter school. These tests should be for screening purposes. Pupils discovered with hearing loss should then be given diagnostic tests repeated at a semester interval or as the needs arise. Hearing should also be adtninistered at any time to pupils who evidenced behavior indicating hearing loss. • · Teachers should be alert at all times for pupils' behavior that may indicate the existence of hearing loss. They should report such behavior to the proper authorities and request hearing tests for the pupils. Teachers should observe any unusual behavi~r that pupils exhibit in response to oral directions. If certain pupils pay no attention to oral directions they may not hear well enough to become interested-. ·in what is said. If some appear obstinate or confused they rp.ay not hear well enough to understand clearly THE PHILIPPINE EDUCATOR what is said, and therefore may refrain from making any response or, in their eagerness to please others, make responses that are unacceptable and erroneous. Certain pupils may appear to have inadequate ability to do school work successfully when in reality they are handicapped by hearing loss to the extent that they hear only a small ROrtion of the teacher's instruction and of class discussions. They appear reluctant to participate in class activities and unwilling to make contributions when the:'\· do participate. Or they may be eager to participate in class activities and go constantly attempting to make contributions, but their participation is unusual in type and are not in keeping with those made by other pupils. Assignment of Pupils To Remedild Classes Whether pupils should be assigned to special classes must be determined after a thorough study has been made of their needs. The length of time children will restrain in the special class depends upon their ability to pr~fit from the instruction given in ways of overcoming their handicap. 'I'he purpose of special instru·'.!tion is to help children overcome their handicap to the extent that they can participate successfully in activities that are common to children of their age. When those assigned to special day classes have attained this goal, they should be enrolled in regular classes and provided in remedial classes the special instruction they need to work successfully with children who have normal hearing. In assigning pupils to special day classes, it is imperative that they be assigned to classes operated at the proper grade level. This type of assignment makes it possible for the pupil to bridge the gap between the instruction he receives in special classes and the instruction that he will receive in regular classes with a minimum of disruption in learning after the transfer has been made. It also gives the pupil the advantage of being associated with others of his age, with similar interests and educational achievements. Children who have very slight hearing impairments may be sucessfully pla.,ced in regular classes without being given special instruction in ways of overcoming their ~andicap, provided their teachers give them every advantage possible. To give such advantages, teachers of regular classes should be informed regarding the hearing of each pupil in their classes. ' A child who was born deaf or one who became deaf before he acquired any language facility and has had no special instruction in ways of overcoming his handicap should be assigned to a special day class for the deaf at an early age as appropriate. If, however, he has had special instruction in ways of overcoming his handicap, and has become reasonably profkient in so doing, he may be enrolled in a regular class and with the assistance of the special class teacher he can progress to a point commensurate with his ability. For the welfare and interests of the aurally handicapped children, es_pecially those in the elementary grades, every school should have a hearing-impairment detection program which comprehensively includes: a. hearing tests in all schools; b. referral to an ear specialist or deafness prevention clinic when any deviation from normal hearing is discovered; c. favorable seating in the schoolroom and lip reading instruction for the slightly hard of hearing; d. lip reading lessons, speech correction, and amplified sound for the severely hard of hearing; and e. correct vocational guidance, based on the medical prognosis of the impairment as well as on personal aptitudes. The Rizal.Novels: Genuine Wo1·ks of Art? THE teachings of Jesus Christ are subject to different interpretations among Christian churches throughout the world. Dr. Jose Rizal, like Jesus Christ, preponderantly presented in his novels, Noli Me Tangere and El Filibusterismo, poignant orchestration ·of significant incidents and ideas that gave bil-th to a raging controversy : Are his· novels genui:qe works of art or propaganda? Proponents of both sides have claimed time and again to have done exhaustive analysis of Dr. Rizal's literary works. HowAUGUST, 1957 By Romro M. de Rosas ever, those in favor of the artistic and cultural significance of his novels won so far the favor of Congress by its approval of Republic Act 1425. Now, t~e question of whether the novels of our hero are genuine works of art or propaganda remains wanting of a truthful, satisfactory and unequivocal answer. As embodied in Republic Act 1425, which requires all students of both private and public schools, colleges and universities in the Philippines the compulsory reading of Dr. Jose Rizal's life and works, the need PAGE 57 for knowing the facts about his novels is iiidispensable. Misinterpretation of their contents is obvious because the great majority of our school population are misinformed particularly as to the true ·objectives of the author in writing them. Out of prejudice and preconceived conclusion, many of our fellow countrylpen judge our hero. The rationalization of facts, as a means of checking any chauvinistic tendency in this critical analysis of Dr. Rizal's novels, has been taken deeply into consideration. To be better understood, we have tried to simplify our explanation as much as possible to humanize the author's intricately-woveninto-the-plot philosophical divagations which may in one way or _another mar the truth. To achieve this, the study of the novels has been narrowed down chiefly to the proposition: Prove whether or not the Noli Me Tangere and El Filibusterismo are genuine works of art by analyzing them as either propaganda or ideological novels.1 According to Mr. Webster, the word propaganda means "a scheme or plan for the propagation of a doctrine or system of principles." In the light of this definition, a propaganda novel is a novel written primarily for the dissemination of the doctrines and principles propagated by a group of people or concerted movement. As the author was a member of various organizations of Filipino patriots working for the emancipation of thEir country from Spanish domination, there are sufficient grounds therefore to analyze his novels not as literary works but as propaganda materials. On the other hand, in any reputable dictionary, we read ideology as "the body of doctrine, myth, and symbols of a social movement .... " A novel which unfolds the truth about some contemporary social problems and may be considered as a treatise in the form of fiction about the real conditions obtaining in a country within a particular period can be regarded as an idrological novel.2 Noli Me Tangere, as the title implies, is a sadistic yet ~raphic picture of life irt the Philippines during Dr. Rizal's time. With some exceptions, all the characters and incidents in the novel have their own respective historical identities. For example, that whimsical, pretentious, snobbish Dona Victorina was characteristically in real life a first cousin of the author.a The touching effectiveness of every characterization in the Noli Me Tangere makes every phase of its plot sparkle with an overwhelming variety of impressionistic significance. The details of character-portrayal add color arid meaning to every situation or incident which were taken undoubtedly from the· writer's own personal observations. Furthermore, Dr. Rizal studied not only the language of every country he toured but also their cultural, spiritual, and economic PAGE 58 background to find out which of their customs, and what lessons from their history, might be of help to the Filipinos.4 The complex development of a weak plot magnificently magnified the Noli Me Tangere's moving realism. The subtle revelation of our people's apathetic attitude to progress brought about by a very defective education, the expose of those who use holy words to cloak their lustful and egomaniacal desire for wealth and power vividly flash upon the screen of the reader's imagination a life-lasting impression of the true signi'ficance of Spanish rule in the Philippines .. At times, Rizal put his ideas into the mouth of a character. Nevertheless he did present other characters with their own distinct qualities as individuals. There were flesh and blood in his presentation of Sisa, Ibarra, Capitan Tiago, Dona Victorina, Friar Damaso, and Maria Clara. In fact, there are still Filipinos who act and think like Capitan Tiago and Dona Victorina. The ironic influence of. the Noli Me Tangere upon the Spanish authorities was overtly expressed by Governor-General Terrero who was so fascinated by the novel that he interviewed Dr. Rizal. For his personal safety, the Governor-General assigned a young Spanish lieutenant to act as the writer's bodyguard.5 El Filibustcrismo, in contrast with the picturesque dramatic context of the Noli Me Tangere, is an allegorical presentation of two alternatives to be employed in securing the independence of the Islands - by a peaceful crusade for reforms, or, by revolution. The author made a philosophical expose of the unbearable abu~es of church and government officials, thereby making it paradoxically impossible to reconcile the group of revolutionists led by Simon with the Spanish administrators. The convincing description of the severely retarded mind of the Filipinos along economic and cultural lines, aggravated by the continuous devil-may-care procedures of the Spanish government, seems to give way to the inevitable shedding of blood to weed out all the cancerous elements that play havoc among our people. Granted that thousands of innocent women and children would be killed, still after the successful termination of the revolution, the eventual resurgence of a new progressive Filipir,o race would follow. That is one side of the picture.· Ironically, the author did not wish to set his country free by shedding innocent blood. Simon's revolutionary scheme did not successfully materialize. This may be explained by Dr. Rizal's great concern about the gru~ some effects of a revolution on our people. Tho1:Jgh he was aware his struggles might cost him his life, that would not matter if he could see to it that our people would get free through peaceful means.6 ·THE PHILIPPINE EDUCATOR Coming to the question of whether the novels of Dr: Rizal are genuine works of art or propaganda, we stand firmly with the former - they are genuine works of art. The literary qualities of the Noli Me Tangere and El Filibusterismo rank high among the literary works of other Filipino writers. There has never been a Filipino novelist in any language able to impress our people to such a degree that up to the present our hero's literary works are used as effective and authoritative references in the solution of national problems. To say that Dr. Rizal's novels are by their very nature propaganda materials, requires a bit of explanation. In some respects, it can never be denied that the Noli Me Tangere and El Filibusterismo contain propaganda lines. But that does not mean they have lost the literary qualities of a good novel. Unlike the short story, which by its very size tends to limit the complexity and development of the communication, the novel allows room for the full elaboration of not o.ne but frequently several ideas. The ·short story is severely restricted in time, place' and action, character portrayal and emotion, the novel ranges far and wide, spans centuries, circumnavigates the glo~e, may portray a score of realized characters and dramatize a wide range of emotion. 1 In the preceding quoted· paragraph, the qualities that differentiate a novel from a short story clearly indicate that the Noli Me Tang ere and El Filibuste1'ismo are novels beyond doubt. They have no restricting unity of thought, tone, time or action but they do have a wide range of legitimately beautiful ideas which are woven into colorfully-developed dramatic incidents and do portray a score of believable important characters. Granted that the literary works of Dr. Rizal are such kind, still one has good reasons to regard them as propaganda novels. As a propaganda novel is one written primarily for the dissemination of the doctrines propagated by a group of people or concerted movement, we cannot beg to differ t[om the fact that in some respects again the literary works of Dr. Rizal have a great deal of propaganda leanings. l{owever, the apparent propaganda references to the Noli Me Tangere and El Filibusterismo are overwhelmed by the painstakingly artistic orchestration of significant details of character·portrayal and plot development which realistically portray the sadistic P,icture of life in the Philippines at that time.8 This m\re than qu~lify the literary products of our hero as examples of the so-called ideological novel whose suf>Ject is a fictional_ized treatise on important current social problems. AUGUST, 1957 The ideological novel ... is ... a tract in the form of fiction, .its usual subject is some contemporary social problems. Robert Bage's Hennsprong and William Godwin's Ca/ell Williams, both attacks on the evils of English society at the end of the 18th century, are gandadies of the genre.n This is a crystal-clear definition of what kind of novels Dr. Rizal wrote. His superb style of characterization, his magnificent narrative portrayal of life in his homeland a·re qualities of his literary works which we, without blushing, show to any foreigner. His Noli ]Vie Tangere and El Filibusterismo intrigued the enemies of his country, thus making them run after his scalp. Above all, his novels did not only inspire his compatriots to give up their lives in the name of our country; they also serve as a shining example for us of our "faith in the uplifting and salutary power of freedom in its various aspects - intellectual, political, and religious."10 In a higher sense, the novels of Dr. Rizal can be regarded as literary products of a philosopher-novelist. To support our contention, a word from Professor John Dewey is hereby quoted: What serious-minded men not engaged in the professional busine8s of philosophy most want to know is what modifications and abandonments of intellectual inheritance are required by the newer political, and scientific movements. . . . The task of future philosophy is to clarify men's ideas as to the social and moral strifes of their own day. Its aim is to become, so far as is humanly possible, an organ for dealing with these conflicts. . . . A catholic and far-sighted theory of the adjustment of the conflicting factors of life is philosophy.11 In conclusion, we repeat the question: Are the novels of Dr. Rizal genuine works of art or propaganda? Your answer is as good as ours. RF.FJ;:RENCES 1 Irving- Rosental :rnd Morton Yarmon, The A.rt of }Vwiti11g Made Simple (New York: Made Simple Books, Inc., c. 1956), pp. ltl5-146. 2 Ibid., p. 146. 3 Austin Craig, Liner1gl', Life uncl Labo1·s of Jose Rizal (Manila: Philippine Education Company, c. 1913), p. 122. 4 Ibid., p. l 23. 5 Ibid., p. 136. G Ibid., p. 122. 7 RosP.nlal, ef. al., c•p. cit., p. 146. 8 Roman Ozaeta (trans.), Rafael Palm.a: The Pride of the Malay Ro.ce (New York: Prentice-Hall, Inc., c. 1949), pp. 77-78. n Rosental, et. er!., op. cit., pp. 145-146. IO Jorge Bocobo, ''Rizal unfinished novels", The llianilu Times, December 30, 1952, V. 8, No. 13.5, pp. 4 & 10. 11 Will Durant, 'I'/ie Story of Philosophy (New York: Pocket Books, Inc., 1955), p. 523. PAGE 59 Information on the Retirement Laws Q. 1. How many retirement laws do we now have, and how do they affect the teachers in so far as eligibility to retire and benefits are concerned? A. We now have the following: Rep. Act 660 - which provides for Optional form of retirement upon one's having reached 57 years old with a total service credit of 30 years; Automatic and Compulsory form of retirement upon one's reaching the age of 65 years and with at least 15 years service; Rep. Act 728 - which provides for the rate and form of premiums payment; Rep. Act 1123 - which provides for another form of Optional retirement at age 60 years, and with 33 years service; and lastly, Rep. A!ct 1616 - which provides for 30 and 20 years service, regardless of age, as additional form of Optional retirement. Q. 2. How does the new law, Rep. Act 1616 affect the teachers? What advantage, if any, has that Act over the other retirement Acts? Is it better, say, than 660 or 1123? Please explain. A. For those who could not qualify to retire under Rep. Act 660 or 1123, they now can retire upon their having served 30 or 20 years, regardless of age. Those who, for some valid or compelling reasons, would want to retire now but could not be eligible to retire under the other Acts, can do so now, provided they have served 20 or 30 years. Q. 3. Some years ago, we expressed our desire by writing, to retire under the Osmefia Act, Rep. Act 2589. We are still in the service, and we would like now to change our mind. Could we avail ourselves to retire under the provision.s of say Acts 660, 1123 or 1616. In other words, can we still choose? A. Those who have already established their rights to retire under the Osmefia Act come within the jurisdiction of the Bureau of Civil Service. They were given up to December 31, 1952 to choose by writing, under which Act they prefer to retire. In other words, the 'preferment' as between one or the other was set on December 31, 1952. Q. 4. For purposes of retirement under Rep. Act 660, what leave or leaves of absence is counted as part of the aggregate period of service? PAGE 60 By Salvador L. Bautista A. Only "leave of absence without pay due to illness for not to exceed one year" - is counted as part of the aggregate period of service, provided the employee concerned pays his and the employer's contribution for the retirement premium corresponding that period. · Q. 5. For those retiring at age 65 years old with 15 years service, is "off setting" allowed, that is, a younger age of retirement may be permitted provided that each year decrease - may be compensated by one year increase, or vice-versa? Is this possible? A. No. Only those retiring under the Optional form, that is 57 years old or less with 30 years or more service is "off setting" allowed. Q. 6. What is the "minimum" age and service required, before one is qualified to retire under Act 660? A. If he is only 52 years old and his total service is less than 15 years, he is not qualified to retire. Q. 7. If upon death and before he becomes eligible for retirement, what benefits, if any, will his beneficiaries get? A. The beneficiaries as recorded in the application for retirement annuity filed in the System shall be paid his own premiums with interest of 3'lo cofi1pounded monthly. If on his death, he is eligible for retirement, then the automatic retirement annuity chosen by him previously shall be paid accordingly. Q. 8. Supposing he is dismissed for cause, or sep-· arated voluntarily, what happens then? A. He is entitled only to his own premiums plus interest of 3% per annum compounded monthly. Q. 9. When was the Retirement Act 660 passed by Congress and when did it take effect? A. Passed by Congress and took effect J uµe 16, 1951. Q. 10. Supposing, by reason of disqualification, say due to very poor eyesight, dizzy spells, suffering from TB disease, rheumatic or becomes invalid, or he is suffering from a lingering illness, and therefore, is unable to perform satisfactorily and efficiently the duties of his position, can he be retired under any d the laws? What benefits will he get? ' A. He can retire under the Total and Permaht:nt disability proviso of Act 660. He is given (if his apTHE PHILIPPINE EDUCATOR plication for retirement is approved) cash allowances from time to time during his lifetime and as· long as the disability subsists. Q. 11. What papers must one need to file in this kind of retirement? A. Prepared GSIS Forms I, II, III. Q. 12. What happens if an employee stays longer in office and continue serving, although his date of retirement has already been set and approved? Will he be paid for his "over service"? A. On the contrary, he will be asked to refund whatever salary he has received due to the "over service". This refund can only be excused upon proper dispensation from the President of the Philippines. Q. 13. Can a retired employee who is not 65 years old receive lump sum payment for 5 years? In other words, are there instances where an employee retiring ~elow 65 years old, be allowed to receive lump sum payment for 5 years? A. In certain special, meritorious cases, a retiring employee may be paid lump sum payment for 5 years, but in this case, the approval or recommendation of the President is necessary. Upon his recommendation, usually, the Board of Tr4stees of the GSIS, approves such a meritorious and deserving cases, as exemption to the general rule. Q. 14. Will you please make a summary of the provisions of the retirement laws, and their benefits to prospective retiring teachers. Act 660 - Optional 57 years old with 30 years service - Monthly annuity for lif ~ Act 1123 - Optional 60 years old with 33 years service - Lump sum payment yearly for first 5 years; life annuity thereafter. (61- 62- 63- 64 years old w/24 years service) - Monthly annuity for life. Act 660 - Automatic and Compulsory 65 years old (absolute requirement) with at least 15 years service - Lump sum payment for first 5 years; monthly life annuity thereafter. (If one gets sick or incapacitated to work due to physical disability, but has at least 15 years of service) - He can be retired under the Total and Permanent disability. Cash allowances are paid to him from time to time during his lifetime and as long as the disability lasts. If his condition improves and he recovers from his disability, his pension stops. How to compute the Benefits of Acts 6.60 and 1123 : (a) Prior service, that is, From Original date of Appointments, to June 15, 1951; fb) Aftr,r service, that is, From June 16, 1951 to Date of Retirement; AUGUST, 1957 1. Original date of Appointment, to June 15, 1951, multiplied· by 1.2o/o 2. From June 16, 1951, to Date of Retirement, multiplied by 1.6 % Add the two, then multiply the same by the average monthly salary received for the last 5 years; then Add P20.00. Act 1616 - Optional (For those who could not qualify to retire under 660 or 1123) It provides 30 and 20 years service, regardless of age. (30 years) Computation of Benefit: (a) Original date of Appointment, to June 15, 1951, multiplied by l.2%. (b) From June 16, 1951, to Date of Retirement: Refund of accumulated personal and govern· ment share of premiums, multiplied by 0.25 interest. Add the two. This is a Monthly annuity for life. (20 years) (a) Refund of personal premiums ONLY, with 3% interest compounded monthly; (b) Earned vaeation and sick leave. ( c) He will be paid, in addition, a gratuity of not more than 24 months or the equivalent of one month gratuity for each year of service. Note: (b) and (c) are to be paid by Employer or the BPS. Q. 15. Is it in Cash? A. Undoubtedly, Yes. But it depends on the avail-! ability of funds. 16. Q. It seems that the annuity that one gets if he retires under 20 years is greater than what cme Jrets under 30 years of service, in that, while. under the 20 years, he is given, in addition, a gratuity for one month pay for every year of service not to exceed 24 months; while under 30 years, he is not given any? A. Apparently, Yes. But in truth, the one who has rendered 30 years will receive greater benefit than the one with only 20 years service, because of his longer years of service. Q. 17. Please explain the different benefits to choose from. A They are: (a) Monthly annuity during lifetime. The employee intends to &njoy the benefit alone; (b) monthly annuity during the joint-lives of the employee and his wife ·or other designated beneficiary, which annuity, will be reduced to one-half, upon death of · either. If you want to transmit the benefits, say, to your children, choose this one; ( c) This benefit is available only to employees who retire at age 65 years or over; and ( d) This benefit is available only to employees who retire at a2'e 60 years or over with at least 33 years service. PAGE 61 ~~The ·Teachers' Melting Pot" NESTLED closely among the pine-clad hills of Baguio and exclusively set off by itself in an atmosphere t~at bears the lasting imprint and unerring marks of the hand that moulds the young mind, is the Baguio Vacation Normal School. .. an educational mecca come summer time. Nowhere in the country than at the Teachers Camp is there an educational institution that offers unlimited opportunities for personal growth, professional advancement, and physical rejuvenation while giving life and substance to the tenets of group dynamics and social competence with· in its folds. The Teachers Camp has emerged to be a perennial melting pot of rich personal and social contacts, a brimming reservoir of progressive educational ideas, and a proving ground of dynamic trends to improv8 the competencies of the 1eacher ... to make him a better and more effective community school leader. 'Tis here where teachers from diverse parts of the country meet on a common ground, fired by identical purposes and intents, share the same roof above their heads and rub elbows in almost every endeavor - in a delightful but highly routinized cycle. Here is the teachers' haven where barriers, customs, and traditions created by distance are quickly broken down; where the rank and file is not clearly pronounced and where demarcation lines with respect to dialects and geogranhical divisions are never magnified ... for each is a brother to the other in the interest of the teaching profession. Living and working together at its functional best promotes the mutual exchange of ideas, not found in books but gleaned from the vast field of experience ... where each imbibes from the other, the beautiful and inspiring, and make these a permmwnt part of our heritage as Filipino teachers. The Teachers Camp is more of the classroom teacher's world, not alone in number and composition but even in the make-up; lhough there il'l a liberal sprinkling of school supervisors and administrators within its folds. The long-forgotten teacher, so oft taken for gr•antecl, finds his rightful place not through vociferous clamor or assertion but by sincere recognition - where his views and convictions are very much a part of every deliberation. Here, he speaks out hb heart and mind; assumes greater freedom to disPAGE 62 By Carlos G. Beltran sect anp analyze vital matters that have a definite bearing on his chosen task ... a far hue-and-cry from his traditional counterpart who swallows everything dished out to him in the matter and manner of "prefab" thinking and planning! For the first time, the average classroom teacher meets supervisors on an equal plan of thinking; where rank· distinctions invoke respect but not "sacred" privileges nor the compelling voice of authority. In such a set-up, where each has some stake to share with" and partake of and where mutual cooperative effort is stimulated, 1 here can be no place for "roaring lions" and the proverbial "spineless jellyfishes". The six-week stint at the Teachers Camp is truly an eye-opener as it is replete with novel experiences and a taste of truly democratic principles given functional applfration ... not just dinned into the ears and rendered lip-service. Where the common weal is involved, no one is above comment; data pin-pointing camp conditions, suggestions, an.cl personal as well as group reactions embodied in evaluation sheets find their way into the office of the Camp Director or channeled into that of the Superintendent. Where there is no intelligent anpraisal of facts, reflecting the pulse and tide of public opinion, can there be hope for better things to come; not in the manner of anything given free without the asking ... a hand out. With a taste and sampling of these little concessions, the teacher returns to the field - more enlightened, awake, an eager participant than ever before. The Teachers Camp can claim the singular pride of having top officials of the Bureau of Public Schools at the helm, who are considered authorities themselves along their respective li'nes. An interesting facet of instruction are the resource persons enlisted 'to shed further light and elucidation on the different aspects of the courses, who are drawn from the ranks of both foreign and local experts and specialists. The faculty, itself, is select having been drawn from all over the country after a careful and thorough screening. Thus, with qualified and competent guidance, f the teacher draws heavily from tried and tePced sources in an effort to gain a clearer insight and perspective of the goals in the classroom, in th~ c·ommunity, and even in life, itself. THE PHILIPPINE EDUCATOR . 1 . j j j One significant fact is that the Philippine Association of School Superintendents (PASS) holds its annual convention every summer in the Teachers Camp. The discussions and deliberation of educational policies and issues and the inter-change of views on a high level and plane of planning: and perusal affords the teachers a critical insight and grasp of present day problems, issues, an_d trends in education. As a whole, after the summer term at the Teachers Camp is over, the teacher is suffused with many new experiences, new trends that couldn't fail to elicit the attention of the traditional, close association with people whose ideas and views could mean anything from the bizarre and conventional to the outspoken and radical. He goes back to his assignment better equipped than ever, more enlightened and refreshed amidst an invigorating clime and environment. .. a well-blended conglomeration of fruitful influences and experiences ... all fused into a balanced personal and professional outlook! The Future and Our ~onstitution WE OWE it to the initiative and laudable consistency of the Philippine La,vyers' Association, that the commemoration of the adoption of our Constitution has become a recognized ritual at which once a year we publicly render to this great historic document the tribute of our conscious veneration and renewed faith. A little over a month ago, more exactly, on February 8, last, we commemorated with appropriate ceremonies all over the country the 22nd anniversary of the Supreme Law of the land. Our unfailing devotion to that great instrument stems from a deep-seated conviction that the free and ordered life of our nation depends upon its faithful observance and the preservation of the principles it consecrates and the spirit it embodies. Without its orderly processes and guarantees, its discerning allocation of governmental authority, and its calculated system of checks and balances, it would be difficult, not to say impossible, for our people to have and maintain a truly representative government, or, having chosen it and entrusted it with power, to protect themselves from its deteriorating into an irresponsible and tyrannical oligarchy. And yet our Constitution, or any constitution for that matter, cannot work miracles. Its lofty declaration of principles, its wise commands and injunctions, are not the open sesame to all the promised treasures of a republican regime, nor a magic formula which by mere fiat will restore youth and vigor to a decrepit pol~ty. It is an instrument, noble, it is true, in its origin and purpose, but a very human thing, and it can only attain validity and dynamism with popular consciousness, faith and militancy. AUGUST, 1957. By Claro ~I. Recto A few years ago I read in an American magazine that the original documents containing the Declaration of Independence and the Constitution of the United States were transferred from the Library of the United States Congress to the National Archives Building. The editor of the magazine, after reporting that a military escort and a military band had attended them, observed: "How uncomplicated it looked, this physical act of guarding our greatest treasures! And how serene," he continued, "life would be if the essence of the documents could be guarded so easily, so precisely, and with such gay props as bagpipes and such exact ones as machine guns! Ah, liberty," the magazine editor concluded, "you look so simple crossing town!" We are perhaps in a clearer position. The war destroyed the original of the Constitution, and we are free from any confusion between the historic document itself, as a treasured possession and essence it once contained. It is only the spirit of the great charter over which we must stand guard in order to preserve its purity and integrity. Yet we too may regard that spirit to be too simple a thing, just a matter of bureaucratic routine, adorned with good intentions and vehement protestations of loyalty to the ideals of freedom. We may grow to believe that the Constitution will work on us like grace from heaven, like a guardian angel, benevolent and detached, leading us not into temptations of personal vainglory and unbridled love of power, and delivering us from all the evils of misgovernment. And yet such is not the case, for when the people no longer agree. on the necessity of living under the PAGE 63 Constitution both in good and in bad times, when they are ready to discard it for immediate material rewards or to close their eyes to its violation for temporary advantage, the Constitution will not work, for it cannot work by itself. It will not protect us if we do not protect it. These are not idle words. Our faith in the Constitution has been repeatedly tested by events and we are the best judges of our own conduct. Let us ask ourselves certain questions, and answer them honestly in the sanctuary of our conscience. Are we ready to defend the freedom of speech· of those with whom we disagree,, of those whose eoncepts of society and political authority are diametrically opposed to ours, except of course concepts that are in contraventio_n of the provisions of the Constitution itself? Are we disposed and willing to maintain the purity of suffrage even at the price of an adverse popular verdict? Shall we keep faith with the constitutional guarantees against enactment of bills of att.ainder and of laws respecting an establishment of religion or requiring religious test for the e~ercise of political rights, or prohibiting the free exercise of religious worship without discrimination or preference, even though it may mean the sacrifice of our political fortunes or economic security? Throughout the history of democracy, men have faced these questions, and have seldom given clear and definite answers. In the 1930's the German people, in their millions, haunted the fear of Communism, desperately eager for seeurity, infinitely weary of poverty and unemployment, cast aside the Weimer Constitution and gave absolute power to a dictator, with all the disastrous consequences of the injudicious choice they made. Can we, who believe in democracy and in the advantages of our Constitution over any other form and pattern of government, take for granted that our people, if put to the same test, will always believe in what they now believe, or that we ourselves will always be true to our present convictions? In our country, democracy is still an educational process. We must train ourselves in its principles and practices; we must help to train· all the people by precept and example; we must learn to pay the price of democracy, to the extent of inviting unpopularity and misunderstanding, to show the people the distant goals, the hidden dangers, the necessity 'of temporary sacrifices for the survival of our democratic system and way of life. The plebiscite of 1935 by which our people gave their solemn approval to the Constitution as adopted by the Constitutional Convention, did not decide the question for all time. It was not a final judgment. In a democracy such as ours there is a constant PAGE 64 piebiscite going on in which we cast our votes for or against the Constitution by the way we act or fail to act. For, let us not forget, the ideals of democracy, the spirit of the Constitution, can not only be uprooted or felled by direct assault, but it can also wither away through disuse, neglect or abandonment. Because in the course of our national existence we shall often face the temptations of expediency, the anger and anguish of suffering, and the fears that turn into despair, the faith of our people in the Constitution must be constantly kept militant, .vigorous and steadfast. I do not underestimate the wisdom and maturity of our people when I say that the gospel of democracy must be preached to them again and again. When even lawyers cannot agree on what the Constitution says, it is folly to expect the untrained mind to perceive the implications and effects of any encroachment upon its dominions. When maturer and more cultured peoples of older democracies have despaired of the efficacy of democratic processes in times of upheaval, we can hardly expect our people to maintain an unwavering faith in the Constitution under adverse circumstances, unless, in this formative period of our Republic, they are constantly disciplined in habitual loyalty to its principles. Their doubts and difficulties must, therefore, be squarely met and resolved as they arise, and the dangers of hasty and opportunistic decisions fearlessly and promptly exposed. Those who can now look, beyond present fears and desires, to the future must share their forebodings with the people, not in a spirit of vainglory, or presumption, or defeatism, but simply in the consciousness of a common fate. For all of us, regardless of party, regardless of ideology or condition, must suffer equally from the debasement of the Constitution and the resulting impairment of democracy. Isolated acts, if ignored, become in time pernicious habits. · If the Constitution is violated in one provision, it will be easier to viollte it in several provisions. If the constitutional benefits are denied one group of citizens, it can be denied to all. If one department of the government can invade and usurp the powers of another, it can invade and usurp the totality of power. And if, as a result, the Constitution goes overboard, all of us go with it, the learn~d and the untutored, the farsighted and the improvident, the courageous and the timid, the wealthy and the poor, the lovers of liberty and its enemies and detractors. None of us can be sure that he will have no need of the Constitution, and it behooves us all therefore to protect and preserve it for an evil day. The very persons who now may defy the Constitution or suffer it to be abused without protest, may themselves cry THE PHILIPPINE EDUCATOR out for its protection tomorrow, and bewail the loss of the guarantees that they themselves attempted to destroy or deny to their enemies. Then indeed may they sigh like Boabdil, the last Moorish king of Granada, who, pausing in his flight at a bridge for one last look at his beloved city, wept for his lost dominions, only to be bitterly reproached by his mother in these unforgettable words : "Weep like a woman over the kingdom you could not defend like a man." This obligation to uphold and defend the Constitution is, I should repeat, even more pressing on those who enjoy the powers and privileges it has provided. They are creatures of the Constitution. They are sworn to uphold and protect, obey and defend it. And, by the very nature of their office, by the authority which invests their pronouncements and their actions, they are the better placed to shape the mind of the people and influence their will and course of conduct. Upon our judges is incumbent to interpret and apply _the Constitution, finding its true spirit in and between the faltering language of its human authors, and it is our manifest fortune as a democracy that we have been endowed with learned and upright judges throughout our modern hii~tory, from the days of the Arellanos and Mapas and Arauilos to the present, judges like those of Israel whose verdicts were not only testimonies of the truth but lessons and examples to their people in the face of tyrants. The popular faith in the courts, by and large, remains unshaken, something which can hardly be said of the other two departments of the government. But the Constitution, after all, is political law, and democracy h1 a political system. and it is inevitable that both the Constitution and democracy should be the particular concern of the two political departments of the government. They it is that are called upon to lead in the preservation of the system of government we have rightly chosen, by showing in words and deeds that it can succeed, and succeed more fully than any other system, in any conceivable situation, for any legitimate objective. The Congress convened in regular session six weeks or so ago in the atmosphere of suspicion, intrigue, selfishness, and will to power that ever prevails in an election year. Before the 100-day period ends you shall, I am sure, witness bitter and protracted political battles. I am not one to decry such conflicts when they are derived from honest differences of opinion. It is good, within limits, that we should disagree. There are less chances that the people will be robbed and swindled of their rights when their agents and trustees are mutually jealous and vigilant. Politics, by its very nature, is conflict, and conflict for power, which is the most tenacious and unforgiving of all conflicts. Democracy presupposes such conflicts and AUGUST, 1957 differences; only tyranny can impose an artificial unanimity of thought and action, the like of which is the unanimity of the graveyard. Said conflicts and differences make secure the balance of power which is the soul of democracy and without which the outward forms of democracy become meaningless. Let us then congratulate ourselves that we have still the inclination and the ability to disagree, to expose the errors and misdeeds of our opponents, to perceive and warn against the perils of any conspiracy to unite in the immoderate pursuit or unlawful retention of political power, and in the end, to call the people to restore the balance. Noble indeed is the act of faith in the Copstitution our people solemnly reaffirm once a year. But, if we are to judge the future of the Constitution not -- by the verdicts of the Supreme Court but by the actions of the political departments of the government, how valid is the nation's hope of survival, so eloquently identified by the Sunreme Court in its decisions with adherence to the Constitution? The ominous fact stands out, as a warning and as a reproach, that in a rrucial test of convictions the political departments of the government have been apt to foreswear the Constitution. Is this not a p~oof that the Constitution i::; in a worse predicament than what we imagined? How certain can we be that in times of distress and neril our faith in the Constitution will remain unshaken? I am reminded of a character in Bernard Shaw's play, The Devil's Di.<JciJJle. A woman renuted to be religious finds her faith shaken when she ::;ees her enemies, whom she considers sinful, succeeding and prospering while she fails, ;:ind she unbraids the minister of the gospel with a heart full nf regrets for her virtue. "Why should we do our duty and keep God's law," she remonstrates, "if there is to be no difference made between us and those who follow their own likings and disliking-s and make a jest of us and of their Maker's word?" I wonder if some of us, like that embittered old woman, believe that we should kee:n the Constitution and love democracy only in the expectation of material rewards. Can our faith surmount the trial of suffering and the temptations of prompt relief in times of distress or the demands of expediency for the attainment of political ends? What if we were facing a real national emergency? Could we be sure that the majority of our people would not follow the examples of desperate and angry nations in the tragic annals of the democratic experiment, and that they would not throw the Constitution overboard to gain a seeming salvation? Perhaps we believe in the Constitution only because it is the thing to do, because we have learned PAGE 65 its prov1s10ns by rote in school like arithmetic and spelling and the Lord's prayer, and not because we sincerely and consciously believe it to be the best and surest guaranty of the way of life which we regard as the sole foundation of our present and future welfare. live in our actions, both as individuals and as a people, in the e1 nlightened conviction and steadfast belief that only in the spirit of the Constitution, made flesh among us, shall -democracy abide with us and our nation forever enjoy the blessings of independence under a regime of justice and liberty. The Constitution, through which all good things in our democratic system of government came into being, and without which they could not have come to be, is the light of our nation, but this light cannot illumine those in the darkness, who neither understand it nor love it, because men of little faith, Pharisees and money-changers, a generation of vipers, in the angry words of the Lord, have hidden it under the bushel of their hypocrisy and greed. But neither in the toils of the day nor .in the vigils of the night can the sentinels of the Constitution relax their vigilance. Let us therefore all be wary and stand upon our arms, lest, by culpable tolerance or by criminal indifference, our country should in some desolate future become a desert of liberty, wherein only the massive ruins of our republic shall remain magnificent but tragic monuments of the past, in whose desecrated labyrinths our descendents, by then the forlorn bondsmen of some corrupt despot, shall in vain endeavor to decipher the language of the Consitution, inscribed, as in forgotten hieroglyphs, on the sareophagus of our lost freedoms. Let us then bear witness to the Constitution, so that, in the language of the gospels, all the people may learn to believe. If our nation is to survive and attain greatness in freedom, the Constitution must PAGE 66 TWO POEMS: Of Leaves and Season Watch the luxury of summer, Behold the leaves uncurl Red, green and yellow - Big and small reaching for the sun ... And listen To the elected tale Of leafing boughs and leaftips Pointing to the sky; · Of early bird and wind. Why too brief this sea.!on, This miserly grace - Even the bravest leaf falls When summer ends. Rivers I have crossed many rivers Wide and rough, Braved many a tempest Over atrocious rocks, But conquest is ever far At dusk New rivers rise Wider and rougher Than edges of vicious winds. -By Salvador B. Espinas Jovellar, Albay THE PHILIPPINE EDUCATOR Parker ballpoints write five ti mes longer than ordinary ballpoints ORDINARY REFILL PARKER CARTRIDGE ~HERE'S WHY ... Parker's giant-size cartridge capacity is many times that uf ordinary thin refills ... gi\·es yuu 5 times as mu..:h writing! Parker \J;tllpoints ;l\·ailable in 4 point sizes, tuo: extra-fine, tine, medium, broad. NEW 1 Economically pr;ced Porker bollpoinl desk sets ... ideal for u>e 1n office or home. 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