Philippine Educator

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Part of Philippine Educator

Title: Philippine Educator
Issue Date: Volume XII (Issue No. 8) January 1958
Year: 1958
Language: English
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extracted text: 7~/'#te ucator / Vol. XII January, 1958 No. 8 OFFICIAL ORGAN OF THE PHILIPPINE PUBLIC SCHOOL TEACHERS ASSOCIATION (l\lember: INTERX TIONAL EDUCATION EDITORS ASSOCIATION) '1'1.e Pettect Cotie1 Garcia Speaks to the Teachers Well, not actually. As he stood at the Luneta in white tie and tails delivering his inaugural address a,:; fourth President of the Third Republic, Garcia \mo; speaking to all the people. But he stressed moral Yalues so many times he sounded like a teacher conducting a teacher's seminar on social science. Come to think, this should be no surprise to you. Carlo . .; Polestico G:-1rcia was plain Mr. Garcia when he \\"as handling an elementary school class in his hometown of Talibon, Bohol. That was how he started his career in public life. But prouably because of the lo::al prestige that a teacher quickly de',·clops, the political bug got him. His fellow teachc1 s soon learned that he had left the service and W<H now working for a law degree in Manila. The news after that was incredible: he had been elected governor of Bohol, representative, senator, Vice Presich~mt of the Philippines. Now he was at the Luneta sbirting his administration - as oth2r Presidents of the Philippines had clone before him - with a definition of the objectives of his magistracy. But he still sounded like a teacher. Except for the drone of warplanes overhead and the nimble of military vehicles during the long parade, the inauguration was quiet. If there was a surge of public enthusiasm over the installation of the new President, it was hard to detect. Hundreds of thousands of people milled at the Lun2ta in December 19:33 when Magsaysay was inaugurated. Compared to the throng that fought to touch or at least get a close look at Magsaysay, the crowd that turned np for Garcia was a mere handful. Yet it was Garcia who seemed to be in contact with the situation, who could articulate the needs and phinning required in a time of trouble. By Benito Mencias The character of the inaugural, as some critics h~we pointed out, was incongrous. This was true enough. After announcing ?. policy of austerity. the least he could have done \Vas to be consistent by dressing up and celebrating the occasion simply. By example he could then have dramatized the precept. Instead, he showed up in ·white tie and tails - the very antithesis of austerit~r - and hosted a glittering reception at Malacafi.ang. But this can be attributed to the expansiveness generated by political victory and easily forgiven~ At all events, it is doubtful if his words would have been less cogent if he had turned up in simpler attire. In one of the shortest inaugural addresses on record, he left no doubt that he knew the nation's problems and exactly how he would deal with them. He had words especially for the teacher: "The education of the youth, being essential to the progress of the nation and to the preservation of the freedom we have won, will receive increasing attention from this administration. "I believe in preparing the youth of the land intellectually and morally for the responsibilities and ieadership they have to assume later in life. Sin-::e our economic development is the center of our common effort at this juncture of our national life, the education of our youth should henceforth lay emphasis on science, industrial and agricultural technology. "But with all our preoccupation with the national wellbeing, we cannot afford to neglect the moral and spiritual aspects of our national life. Together with the increasing abundance, we need to strengthen our moral fiber. Our. spiritual virtues must be constantly fortified. A nation does not live by bread alone, and no profit is gained in strengthening its economy if in doing so it loses its soul. "The ruins of once mighty empires now buried under the dust of oblivion constantly remind us that material progress, unless based on a foundation of morality, eventually destroys itself." . You might with profit read that paragraph all over again. It was Garcia's central thought. Around this central idea everything else in his address revolved. "I serve notice that the war against graft and corruption will continue with unabated zeal without fear or favor. Dishonesty and inefficiency in 'public service will be dealt with firmly but justly. By the same token honesty and efficiency should be rewarded generously. In dealing with these things I intend to use preventive ·measures to minimize, abolish, punitive measures." He developed his economic program in this fashion: "As a people we prize highly the moral and spiirtual values of life. But the realities of the moment have made us more preoccupied with economic problems chiefly concerning the material values of "national life." "It is a strange paradox that while the basic articles in our fundamental economy are rice and fish, we are not self-sufficient in both from time immemorial. We have gone into extensive plans and schemes in industrialization, foreign trade, foreign exchange and similar mattern, but we have not givne sufficient thought or incentives, nor have we done enough to provide for the fundamental need of national life-food stuff. In the midst of abundant natural resources for rice culture and fish production, we still have to import from abroad a substantial part of the supply to meet these absolute and irreducible necessities of life. Thus, in case of a blockade as dramatically shown in the last world war, this can be a serious weakness in our national defense. What happened in the last world war with tragic consequences to our army and our people should spur us to the high resolve never again to neglect this essential side of our economy. "It is, therefore, imperative that we lose no time and spare no effort in reorienting our national policies towards doing first things first. We must first produce here, by and for ourselves, enough to provide for the fundamental needs of life-food, shelter and clothing. The country now has the natural resources, the means and the modern know-how to do it. Let us summon then from the spiritual reservoir of the nation the collective will and determination to make our country self-sufficient in foodstuffs, shelter and dothing. Our freedom must be nourished from the wealth of our own soil and by the albor of our own JANUARY, 1958 manhood. This is the key policy of this administration in the field of economics. To this I give my heart and hand." Thi::-; waf'. the way he phrased his swing away from the Magsaysay policy of public borrowing: "There has developed of late some apprehension arising out of the austerity measures adopted by the administration to arrest further deterioration of our international reserves. I hasten to tell the nation that while the preseut financial situation calls for sober and realistic reappraisal of our policies and actions, there is no real cause for alarm. There has been no dissipation of our dol.lar reserves. But in our overeagerness and enthusiasm to push forward our industrialization program, we transgressed the eternal laws of measure and proportion. As a retribution reality now constrains us to restore the correct proportion between dollar reserves and industrialization and also between these reserves and bond issues· and other forms of public borrowing. To achieve this end, it behooves us to submit temporarily to measures of austerity, self-discipline and self<lenial. "\\' e have to sacrifice for the larger good of the greatest number. Nonetheless, we must continue our industrialization program with daring and courage. Let us not forget, however, that discretion is still the Letter part of valor. Our mistakes should not make u;; weaker in spirit. Rather recognition of these should inspire us to strengthen our dedication and with the proper rectifications made, we shall carry on stronger in faith and confidence, and with clearer vision." This was how the future looked to Garcia: "In the light of our experience it lias been dramatically pointed out 1 hat a well-balanced agro-industrial economy is the best for the country. Rice is still the center of gravity of our agricultural economy as steel is of industrial economy. On these two basic factors, we buil0 our agro-industrial economy. We have to step up the tempo of establishing the agricultural industries to utilize with the least delay the abundant natural resources which a bountiful Divine Providence ha" endowed us. We have the land, the climate and other favorable natural conditions to produce ramie, cotton and other fibers to feed our textile industries with raw materials. We have the land and the natural conditions to produce raw rubber to provide -;teady supply of raw materials to our rubber and tire industries that minister to a nation on wheels. We have abundant flora and fauna for supplying the materials of drng and chemical industries. "And now what resourc~s have we for our industrial economy? We have some of the world's biggest iron deposits and abundant coal and manganese to provide the raw materials for the basic PAGE 3 steel industry rightly called the mother of HH other incl ustries. To complement this, it is definitely known that the bosom of our earth contains unlimited mineral oil deposits to turn the wheels of industry and the propellers of prosperity. We have the natural h~rdro-electric resources which ca·n be harnessed as a number of them already are to supply cheap industrial power. The power-harne~sing program will be kept up with increasing momentum to realize our desire :for rural electrification. "With all these elements at our command, and with our youth acquiring the needed industrial technology and with ihe increasing demand for machineries and other steel products for our industrialization, it has become imperative for us to build soonest the steel industry. Out of the womb of steel industry we hope to generate here the machineries for the entire Philippine agro-industrial structure. Out of steel we will create the sinews of the nation. But, fellow countrymen, iron is only one ·of our principal mineral resources. We have practically all minerals used by present civilization, ferrous, nonferrous and ~iner oils. The mining industry, therefore, has the potentiality of becoming the premier dollar-earning industry of the I' hilippines. This administration commits itself to giving all possible incentives and support to private enterprises which may invest and work to make mining the biggest of industries. The broader motivating spirit of modern Filipino industries is. no longer money profit first, but rather the joy of creativeness and the exultation of the soul derived from the consciousness of having contributed to human happiness. May this spirit forever grow! DID YOU KHOW ..• This administration is fully aware of the difficulties in financing our ambitious industrialization prf>gram. We have realized that our dollar reserves can no longer continue with the double role of providing for the normal requirements of our foreign trade and the tremendous financing of our industrial and economic development.· The time has come to provide separate development funds to attend exclusively to the economic development and release our international reserves of this burden. I am fully convinced that we can generate development funds from sources other than taxes and the proceeds of our present exports. Development loans can be liquidated by the same industries they are intended to sustain. "An essential aspect of the program I have outlined if .we are to achieve optimum results is the. role of scientific and industrial research. No industry 6f any importance in the world today can afford to exist without it. This is our serious deficiency that \ve must immediately correct through collaboration of government and private enterprise." But the policy pronouncement of immediate interest to teachers was this: "The Government will continue its low-cost housing projects and its land redistribution anct resettlement program. We shall exert greater efforts so that more of our poor will eventually acquire homes and lands that· they can call their very own. Home-and-land-owning citizens possess not only a sense of stability and contentment but also that practical patrioitism to live for, and if necessary, die for home and country. For upon the face of the patriot must have shone first the firelight of home." May this be soon ! By Scio {First pcnel) The highest caloric ¥alue of any stonda.rd "food~tufi is that cf mar~arine at 720 calories per 100 grams, 4 !i10reo than butter The lowest is row cucumber which rates only 12 calorics per 100 grams. (Second panel) The oldest theatN in the world is the Teatro Olimpico in Vicenza, Italy. Its construction was completed in 1582. (Third panel) San Marine is th!!- world's smallest republic, but its small size has not kept it from achieving an unprecedented triumph. In September (1957) it become the first rate state to rid itself peaceably of a communist regime. The Communists who had run Son Marino s;nce World Wor 11, lost control of the Grand and Central Coundl (the ruVing body) through party defections. PAGE 4 THE PHILIPPINE EDUCATOR "Voice of 100 ,000 Teachers" Official Organ of the Philippine Public School Teachers Association Ricardo Castro, Editor Quirico A. Cruz, Mr111aging Editor (.Member: 1:-iTEH:'i ATIONAL BDUC .\TION EDITOnS ASSOCIATION) Vol. XII JANUARY, 1958 No. 8' Garcia Speaks to the Teachers by Benito Mencias Revised Philippine Educational Program ..... .. . . . by Pedro T. Orata School Libraries: Let's Make Them Functional ... .. . by Roman G. Costes International Language for UN . .. .. . . . . . . . . . .. . . by Francisco Morelos Rizal's Characters in Modern Setting by Gregorio C. Borlaza Education; A Joint Responsibility of Various Agencies . ....... . ....... . ....... . by Jose M. Ramos Cooperation in Edu,cation by Laureano Avendano A Plea for a More Child-Centered Community School Program by Romeo M. de Rosas How Costly are Dropouts and Failures? ... . ..... . by Eulogio Manzano The Teaching of "Regular" Physics ...... . ...... . by Jack Smith Ang Pangngalan .. .. .. .. ... ... .. .. . ..... . ... . .. . . ni Benigno Zamora Isang Halimbawa ng Pamamaraan ng Pagtuturo ng Balarilang Gamitin .. .. .. . . . .. .. .. .... .... . Learning About our Sciil by Rosario I. Cruz JANUARY, 1958 2 6 8 15 17 19 21 24 27 32 35 36 39 Unit Plan on the Constitution . . ..... . . . ... .. .'.... 41 by James E. Fabicon · Unit Plan in Arts and Physical Education by Anacleta B. Dilay 45 Unit Plan in Language Arts: Grade V . . . . . . . . . . . . 48 The International Music Conference . . .... ....... . .by Candida Bautista On Teacher's Promotion by Uldarico Viray Le't's Define What We Mean By "Profession" Turn Back That Finger . .. . . .. ....... . .... . ..... . . . by Carlos G. Beltran Cerebral Palsied Children ............. ... ..... . by Francisco Tan and Conchita Tan House Bill No. 6614 ... . . .... . ... ~ ... . .... .. ...... . by Jose C. Reyes Primary. Teacher in Scotland by William Campbell Minutes of WCOTP Executive Meetings . ..... . .. . 51 53 55 56 57 60 62 64 The Philippine Educator is thE: oflicial 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: P8.00 a year (ten issues), P.90 per copy. F oreign 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 Elvd. extension, Quezon City. Tel. G -51-73. PAGE 5 Revised Philippine Educational Program THE school year l £157-58 marks a turning point in the development of the Philippine educational system., The "Revised Philippine Educational Program" - primary and secondary - will be implemented beginning this school year. There are many features of the new plan which bear commenting upon, but for this article, I shall confine myself to only a few of them. But first, I wish to emphasize that any adverse comment that I might offer is given, not in the spirit of disagreement necessarily with the distinguished groups or committees and the Board of National Education who made the revision of the old system, but more in the spirit of enquiry to promote further discussion on some of the controversial features Df the plan. In the first place, there seemed not to have been enough participation by laymen and the teaching profession both in the critical evaluation of the old ::;ystem and in the making of the revised programme. \\'hat seems to be the amount of teacher participation is in the nature of raising questions "which they may have about it or any problems which they believe \vil.J arise as a result of the implementation of the program." (BPS Circular No. 3, s. 1957) That is, not in the planning, itself. but in using the reaclymacle plan. This is rather embarrassing because since the war there has been an effort to decentralize the educational system, meaning to give the "field" a much wider scope for helping in planning the work. The world over today, if I read the literature correctly, not only in the United States but in Canada, New Zeal2'tncl, Burma, India, Costa Rica (I have evidence for 47 c:ountries in all regions of the world, large or small, developed and under-developed) is there a definite trend toward involving teachers and representative la~-men in curriculum revision and development. The fact is that, especially since 1950, the Philippines have led in such a trend, and more recently the establishment of curriculum laboratories and the widespread use of curriculum seminars had given the impression that the Philippines was way ahead in this movement. It was therefore surprising. that the revised plan was issued within a year after the various PAGE 6 By Pedro T. Orata committees and the Board of National Education started working on it. Second, the, inclusion of Work Education among the six major categories in the elementary school curriculum is very timely, and needs no further comment. except to point out that in the implementation of this objective two features should be emphasized: l) relating this aspect of the programme and the other four, and 2) the constant need of follow-up to make sure that the habits of work are established on a functional basis rather than on largely verbal or theoretical basis, as it has been the case too often when, for example, gardening was more for grade than for the produce raised. Third, I wish to comment more intensively on the "two-two plan" for the high school. The plan, as I understand it, is designed to separate the college-minded and the vocationally-inclined students through a system of individual guidance of students. The experiment in Bayambang, according to a recent report (Handbook, Bayambang High School, 1957-58, p. 9), seemed to show that there is a fair chance for the scheme to work as shown by the fact that the 195 seniors in 1956-57 chose the major fields as follows: Vocational (Agriculture 42, Business 45, Home Economics 48, Industrial Arts 23), or a total of 158, College Preparatory 37. I have no information about the two other experimental high schools, but unless the mentality of the students have changed considerably, I keep my fingers crossed as to the likelihood that, all over the Philippines, a similar distribution will be obtained. The first question that I have, besides this, is how adequate is the supply of competent guidance workers to be assigned to more than 1,500 high school~· (353 public and l ,228 private - figures for 1953-54), a large number of which will require mo~ than one such workers. To be effective the guidance should be largely individual, and a high school with 500 students in the first and ses.ond years should have at least five guidance workers to work according to the theory - 100 students per guidance worker. But, the juniors and seniors need guidance, too, although not to the same extent. The total enrollment in the secondary course in 1954-55 was over 600,000. At THE PHILIPPINE EDUCATOR the rate of 100 students per guidance worker, we should need' G,000. Ewn if yoti--reduce that to 2,000 \\·here are we going to get them'? The next question is, what \vould be the basis of the guidance to be ~rovided? Have we materials for the guidance workern to use - occupational surveys and pamphlets, studies and records of individual occupations in the Philippine'S '? Before the war there were a few vocational leaflets prepared by an American working in the U.P., I believe, but since then I have seen no such leaflets. What about occupational surveys and follow-up studies'? Without such material - printed and available in sufficient number of copies for the l,500 high schools - guidance will be mostly talk. It will not work. The third question is, how many additional teachers 'do we need for the various vocational fields who not only possess the theoretical professional qualifications, but above ail, who are competent practitioners in their fields of specialization? The trouble with much vocational training in ol.tr high schools today is that it is mostly in the lesson plan of the teacher and it is seldom translated into work habits and skills. This is why, as the late President Magsaysay observed, high school and even vocational /school poultries and piggeries are either empty or they are occupied by emaciated chickens· and pigs and that the vegetable gardens have more weeds than vegetables. Many a vocational teacher in our schools today teach the wrong things about work, because they have no competence in doing the work required or else they are just "teachers" not "trainers" in the liberal sense of the term. The fourth question is, how much equipment is there availabl~ in the 1,500 high schools that the students will need to use in the various• vocational fields? And, ho wmuch equipment of the kind that are realistic and practical for the kinds of communities in which the students will live after graduation from high school, granting that half or more of them will not continue their studies in college or in technical schools? The few high schools that I know in Pangasinan, which i~ not a poor province, have very little equipment. Fifth, if the vocational graduates can, according to Dr. Isidro, continue in college or university just as the graduates of the college-preparatory course, . what is the separation all about in the third and fourth years? This is a feature that I do not understand. Of course, I could see that most of the students, regardless of the courRe they choose will aim at the college, but why the expectation that, "properly guided," the:-' will not? 1 Neil T. Altre. "The Crisis in the Public High Schools," Weekly \Ve.men's Magazine, 25 January 1957, pp. 24-26, "Public Hig·h Schools Foreclo~ure as Yearly Fund Deficit Accumulates," Manila Daily Bulletin, 20 June 19:>7, p. 2. JANUARY, 1958 Sixth, given that the vocational course will not be specialized - specialization being reserved for the technical schools and colleges - and granting that one-half or more of the students· will choose the vocational course ftnd continue to specialize, is there any assurance that they will have appropriate jobs after they have specialized? We seem all to want vocational and technical schools, but how many graduates of such schools are employed? The fact that the Department of Public Works had to issue a circular to district engineers requiring them to give preference to vocational graduates in unskilled or semi-skilled jobs is clear evidence that what is Jacking is not trained manpower but the opportunity to use the training. Once again, we have gone much too fast, first, in revising the education system, and second, in the implementation of the revised plan. In France, as I have pointed out - and this is now true in England - it took three years to revise the educational system and five years to prepare for its implementation. What should ordinarily take five to ten years in Europe we do in Jess than one year. Either they are too slow in Europe or we are in too much 'hurry, and as result we miss the bus. I hope I am wrong, but it cannot be right both ways! If the plan is strictly enforced, as many as ninety per 'cent of the high schools - public and private - might have to be closed. Even before the plan went into effect, there has been a lot of talk in both high , and low places that, for lack of funds, many public high schools should be closed.1 So, once more, we will solve the problem by doing away with the situation that __ gave rise to it, that is, to cloRe the high schools. The operation will be successful, but the patient dies. That the Department of Education has ordererl the slowing down by two years the full effectivity of the plan is an indication that even in the minds of the ones that made the plan it is not feasible, at least to that extent. But delaying is not going to make things right that were wrong in the first place. I wonder how many high schools have enough guidance workers to take care of at least 200,000 freshmen who must start thinking whether to take the vocational or the college preparatory cour&e in June 1959, and on what are such workers basing their advising. \Vhat are we to do in midstream, as it were, since the plan is already supposed to have started last June'? In the circumstances, the best that I can suggest at the moment is indefinite moratorium. We have gone one step already in postponing the effectivity of the plan. We can go further and indefinitely, while we. take time to think things over now that we have been confronted with the hard realities - lack PAGE 7 of func1s. no guidance workers to hire even if we h:H1 all the money that ·we needed, no guidance material, no equipment or specialized and competent (meaning ones who have had both the training and the r>xperience on jobs) vocational teachers, and no assmance that the students, assuming that they are guided well, will choose according to abilities and aptitudes. And, what is to be clone \vith those who will not listen to. advice? Going ahead with the plan and thinking about the difficulties has been our traditional way of educational reform. Look back to the Educational ,Act of 1940, the undesirable effects of which cannot be outlived for another generation, the Rizal Act, the compulsory teaching of Spanish in high school and college, the adoption of the vernacular as language of instruction in the first two grades, . to name only a few. In every case we did not think enough of the consequences before making the final decision, and we started sooner - much sooner - than we were ready with teachers, teaching materials, and money with which to provide these. It might be suggested that the next educational reform will be the reform of methods of educational reform, and I can predict that that would be one reform that we can put into effect tomorrow. And, as I suggested, the t'wo-two plan could accordingly be postponed indefinitely. Or, if we wanted a face-saving device, I would suggest that the application of the plan be mage only in high schools which are ready. That would really be a test. If the plan has merits, it should be adopted as quickly as possible; if it does not, the sooner it is forgotten the better· for all concerned. This is not saying that we will let well enough alone. We must re-examine the high-school situation, get all the facts and factors in the open, think through plans that will work, try them out in adequate number of high schools, examine the results, modify the plan, and then ask teachers, pai·erits, and students if they are willing to go on with it - they are the ones to teach, support, and study under, the plan. In other words, l~t the plan (two-two) be a 'privilege to have, not an imposition upon unready schools. In this case, the Department of Education should be very strict in enforcing all the requirements. In four or five, years, if the plan will really work as it is thought it ~ill, then that will be soon enough to put it into full operation. By European and American standards, that will even be too soon. But we can try, wait, and see. This is better than closing the high schools that cannot afford the plan, which will be equivalent to jumping from the· frying pan into the fire. Let's Make Them ·Functional FOR the purpose of our article we shall adopt · Webster's definition of a library as "a building or any part of a building devoted to a collection of books, manuscripts, etc., kept for study or reading." In. the light of this definition we desire t_o profound the following questions'! (1) What are the types of libraries now ill' existence in the Philippines?, (2) How well are our school libraries equipped and supplied?, (:-~) Are our school librarians competent and qualified to administer om libraries effectively and efficient]:\·?, (4) \Vhat goab and /or objectives do our libraries seek to accomplish'?,. (5) Are our librarians giving appropriate instructions for the achievement of these objectives'?, and (G) What workable program can we suggest for the up-grading of our library instruction? In attempting to answer the foregoing questions we are going to bring into play much of the results of our pernonal observations and point out some flaws in the way our libraries function with -the end in PAGE 8 By Roman G. Costes view of improving our library services and making this important portion of our educational scheme play its real role. Types of Libraries In the opinion of this writer there are now four kinds of libraries commonly used. These are: (a) the central school library, (b) the classroom library, (c) the ~ublic and/or community library, and '(d) the home library. Of late, the trend among educators i~ to place emphasis on and popularize the so-called homeroom libraries. Advocates of this new arrangement claim that this is a more advantageous arrangement because books are made available to the pupils at any hour of the day an.cl on all clays; that proximity t6 the homeroom library gives the children early initiation into the uses of books, and that an attractive classroom library helps develop early reading readiness. On the other hand, proponents of the THE PHILIPPINE EDUCATOR centralized library plan give these two advantages :1 (a) it affords the children the experience of selecting using and locating reading materials in a real library situation, and (b) it is more economical than the ciassroom library plan because it avoids the duplication of books which are needed in one classroom. These differences of opinion between the proponents of the two plans found solution in the adoption in our schools of a combination of the school and classroom plans in accordance with the availability of funds. In most schools, though, classro_om libraries are put up purely on the initiative and resourcefulness of the teachers and the pupils. The less-resourceful and easy-going teachers do not bother at all· to organize their own homeroom libraries. Of course m{ich depends also upon the amount of guidance and attention given by the school principals to the plan. Are Ow· School and Classroom Libraries Adequately Equipped? I Our ansewr to this question is both yes and no with the preponderance on the negative 'side. Not all our schools, after more than ten years since the termination of the last war, have been fully rehabilitated. There was so ml!ch destruction and the rehabilitation so slow that our schools, libraries included, may take some more years before they can be restored to their pre-war footing. The hardest hit are the small and poor municipalities where what semblances of the existence of school libraries are in fact small spaces in the school buildings with old and assorted sizes of bookshelves, a few chairs, nonstandard tables and very old if not obsolete and very inadequate books. Without a definite source of funds for the library eX'Cept its 60 j~ share of the tuition fees of intermediate pupils which is supposed to be for library books, its restoration to its pre-war vintage depends largely upon the resourcefulness and ingenuity of the school personnels from the field supervisors down to the classroom teachers. To the well deserved credit of these people we shall mention here that they have amply met the challenge of their respective duties aoo that they are indefatigably working hard to improve the situations in their schools. In most big schools the school libraries are almost completely rehabilitated. We have seen some of these which have even surpassed their pre-war conditions. Library tables and chairs, racks, display and book shelves are adequately provided. Glasspaneled shelves are found in some schools and various visual teaching helps are abundantly displayed. With th2 exception of the books and other read}ng materials which are still inadequate, these big libraries are almost complete. i. Elwood P. Cubbcrly, Public School Administration. chocolate for energy! G~ )•.•.•·•·-<~.~-·.·····~····> .... ·.~,·, :.::-:.:_ .. .;:.:... ..-.,,~~ ,,._ Kids - from 6 to 60 - all love delicious Ricoa sweet milk chocolate. The producers of Ricoa offer you the choice of two brands-a new Tropical brand that stays fresh and firm in the open air or in the kids' pockets and an extra quality *Pr~miU:m chocolate which is rich in flavor and high m energy value. Whatevei your choice-kids will love these sweet milk chocolates. But more important - Ricoa chocolate bars are packed with energy giving vitamins. Ricoa is always just right. PHILIPPINE Fooo INDUSTRIES. INc. 130 HIGHWAY 54 MANDALUYONG. RIZAL TEL.6-75-83 ,,, / This contrasting advance of the more progressive schools is due, in no small measure, to the valuable help of the PT A's and some other civic-conscious people in the various communities who made donations varying from petty cash to miscellaneous materials and equipment as are mentioned in the foregoing paragraph. The teachers, too, in most instances, have dug deep intq., their pockets and contributed in the improvement of their schools. Of importance to every school library are the following supplies and equipment whicii we noted are lacking in our libraries :2 a catalog case, containing four drawers for small schools and from six to ten drawers for larger schools; a rubber stamp bearing the name of the library; several portable book trough for holding and displaying collections of books; a teacher's desk and chair; a dictionary-encyclopedia stand built with a sloping top to serve as a bookrest; a bulletin board and when possible, a sink and running water to provide the pupils with handy washing facilities. There is, of course, the adequate provision and selection of books, magazines and other reading materials which we should also pay equal attention to. \Ve wish to point here the appropriateness oi all reading matters with which our libraries should be stacked. A cursory inspection of the books in our libraries will bring out the fact not only of the inadequacy of our books but also of their inappropriateness. They are either too old or obsolete, or are beyond the levels of understanding of our pupils. A library to become effective and useful to all pupils should be iequipped with reading materials which are good for all capacity levels of the children. It is important therefore that great care in the selection of books should be exercised. The practice of placing the responsibility of ordering books, magazines, etc., in the hands of a single person, very likely the principal, should be changed. A good plan is to create a committee composed of the teacher-librarian and representative teachers from each grade to study and select appropriate reading matters from approved book lists. After making their selections they make and forward their recommendations to the principal who is the requisitioning officer of the school. In this way can we insure the acquisition of interesting and appropriate reading materials for our libraries and children. Our School Librarians The librarian is the most important single item in establishing a school library. The failure or success of this phase of school work rests on the shoulders of this personnel. In choosing one, we should be sure that he is highly qualified for the position 2. Hitter & Shepherd, :llethods of Teaching in Town and Hural Schools. PAGE 10 not only from the standpoint of his knowledge of the profession but also in his understanding of the problems of the library from the classroom angle. A good librarian should also know the courses of study and is familiar with classroom methods as well as with library practices. In other words, his success in library work depends upon these qualifications: (a) he should, first of all, be an excellent teacher, (b) he should have sound training for school library work,' and (c) he should possess a personality that will allow a happy cooperation with other members of the teaching staff. From these standards let ~s assess the qualities and fitness of our school -librarians. Except, probably in very rare cases, most of those given the charge of the libraries are regular classroom teachers. No separate item for the position of a full-time librarian is provided for in our plantilla which dis~ counts the possibility of employing a professional librarian in the elementary schools. What our administrators do is to assign teacher-librarians who teach part of the day and have charge of the library during the nemainder of the day. In schools where there are teachers who have had little training in library work o1· who have taken some courses in library science the problem of selecting the librarian isn't as difficult as in schools where none among the teachers have experiences- and/or knowledge of the work. Unfortunately, there are not very many among our teachers who have taken interest and fondness for courses in library science so that, by and large, most of our teacher-librarians are not competently qualified for their assignments. In most cases they develop their competencies in the work through self-study and after undergoing some years of the trial-and-error experiences. And when the school head is himself witf10ut any training in library work, the results will be hard to imagine. Under such conditions as described above, the library ceases to be an important part in the reading program of the school. The teacher-librarian is reduced to the status of a caretaker whose duties are to see that the library is clean and orderly, to arrange and re-arrange the books and magazines and to attend only to the physical aspects of the room. Of - e • cataloguing, indenting, classifying, teaching t~ uses of books, working out a program of and scheduling classes for library work, and helping classroom teachers in giving research assignments, very little if at all, are given. The library is reduced to the state of display room, neatly arranged and kept, supplied and equipped, but very seldom, if ever, utilized. In some schools, it is even completely neglected. No wonder, our elementary pupils ~do not even know how to borrow books, how to locate and return the books properly, how to use reference materials and other activities in connection with library work. Seldom, THE PHILIPPINE EDUCATOR if ever, can we now see pupils going to the library to read newspapers, to engage in some form of freereading activity and to borrow books and mag'clzines for home reading. This implies that due to our deficient program of library instruction we are sadly neglecting the principal role of our libraries to develop a wholesome liking for books. 1 Goals and Objectives of Library· Instruction. To better understand and. appreciate the importance of the library.let us look into its aims and functions in connection with its relation to a good reading program. These are :3 (a) to offer a place with an appropriate atmosphere for the development of reading as a permanent habit in children, (b) to pro\dtle opportunities for wide reading in the field of literature, (c) to encourage children to use books other than basal texts to enrich the content subjects, and (d) to meet individual as well as group needs. A well-managed and well-equipped library gives satisfaction to the superior chilq who always hanker for new materials to read. It likewise meets the needs of the other children of varied capacities. A wellmanaged library also offers no better place for the children ·to cultivate a healthy liking for books, to learn to work independently and efficiently, to share their vicarious book experiences with their classmates by recommending to them interesting and appropriate reading matters, to develop self-control and consideration for others and to learn desirable habits in the use of the library. Are Our Lihraries Giving Appropriate Instructions for the Achievement of the Intended Goals? Our answer here is definitely "NO." As we had adverted in an earlier paragraph, our libraries, most of them that is, are more of display rooms rigged up and arranged more for the delight consumption of visitors' eyes than for the functional use of the childrep. in the promotion of their permanent reading' habits. In one school we observed that the library work given to the pupilt throughout the school year consisted only of teaching the pupils how to use the library cards in borrowing books. Ip another school a few home.room classes were taken to the library by the classroom teachers to show the physical arrangement of the equipment and books and still in another school we failed to observe any library activity at all. We have not seen such signs of useful library work as free reading by pupils, borrowing books and/ or magazines for home reading, borrowing books and/or magazines for reference work, participation of pupils in managing the library, records of pupils' accomplishments in library J~ading, schedule of classes to use the library, etc. ln other words, there is no systematic procedure followed in programming the library activities. 3. Gertrude Hildreth, Headiness for School Beginners. JANUARY, 1958 The same is true with the homeroom libraries. After installing some kind of a library table and a few chairs in the library corner, a few books and old magazines from the school's storeroom, the activity ends. T,he excitement, the enthusiasm, and the interests manifested earlier during the initiation of the activity just fizzle away after a few days until everything completely calms down. Asked why the activity was abandoned, the teachers invariably answer that they have no source and/or sources from which to draw enough materials for their library tables. Thus is neglected one of the best means of developing the reading competencies of the pupils and other useful habits essentially necessary in their later lives. A Proposed Program. Here is a program proposed by an educator4 which is worth looking into. We are inviting all school administrators concerned with the supervision of the library activities in their respective schools to give this program a serious and careful study .to see if it can be adopted to help improve our library activities. How Children Use the Library "Ea~h class in the third, fourth, fifth, and sixth grade~ spends one half hour everyday in the library. The time alloted for the different kinds of activities i~ approximately as follows: Literary appreciation - one clay per week. Instruction in library technic - one day ·per week. Free reading and reading on assignments - three days per week. "Literary appreciation-Literary appreciation consists of such activities as story telling, reading to the class, group discussions of poems and stories, book reviews, and talks on children's authors and illustrations. "In story telling and reading to the class no hard and fast rule is .followed as to the choice of stories. The ages and interests of the children determine the stories selected. Poetry as well as prose is read to the class. Humor and nonsense are also given a place, and the teacher enjoys the selections with the class. "In group discussions of poems and stories the children have an opportunity to tell others about what they have read. Freedom of expression is encouraged, especially in telling why they like or do not like. certai'n books, stories, or poems. "Written book reviews are used sparingly because they can easily become tiresome to children and can take away much of the joy of reading. Oral reviews 4. Ruth Strang, The Role of the Teacher in Personnel Work. PAGE 11 arc given a place during this period, and most children en.io~' telling about books that interest them. Both oral and written book reviews are kept enjoyable. "Children seldom notice the names of authors or illustrators. Therefore the teacher-librarians try to create an interest in them as real people. The birthday of an author or an illustrator is sometimes observed by having a picture and brief notes of interest about him placed on the bulletin board. A collection of books written or illustrated by him may be pl.aced on a display table or shelf near the bulletin board. The aim is to get children to become so familiar with the a1:1thor that.they will associate his name with his books, and will eventually learn to ask for books by authors. "Instruction in library usage - The following topics are studied in lessons on library usage. The teacher should adjust the work to the ages and abilities of the pupils : A. Classification - 1. Books are in classes 2. Books have numbers as houses have numbers 3. They must return to their right homes after visits to pupils 4. Books are arranged alphabetically within classes 5. Small numbers begin on the left and large numbers on the right of each shelf B. The Parts of a Book - 1. Title page 2. Table of contents 3. Index 4. Important terms such as author, illustrator, title, publisher, place published and date. C. The Card Catalog - 1. Cards arranged in alphabetical order 2. How to arrange words in alphabetical order 0. Use of guide cards 4. Use of author, subject, and title cards. D. The Dictionary - 1. Guide words 2. Alphabetical arrangement of words 3. Pronouncing words 4. Definition of words 5. Diacritical marks E. The Encyclopedia - 1. Alphabetical arrangement 2. Purpose of encyclopedia 3. How to locate material 4. Use of subtopics 5. How to use cross references PAGE 12 G. How to use related topics 7. Use of charts, diagrams, and illustrations F. Yearbooks, Almanacs, Magazines and other Materials. "Free reading and reading on assignments - By free reading is meant an activity in which the children, with guidance and help from the teacher-librarian, select their own materials for reading. One important phase of this activity is the opportunity of children to browse during the library period. This period also offers an opportunity for the" teacher-librarian to find what the real interest of pupils are, and to use this information in helping pupils who seem to have little or no desire to read. "Interest in this type of reading is stimulated during 'the literary appreciation period. Various devices, such as having books opened at interesting illustrations, placing book jackets or other illustrations of' stories on the bulletin boards, reading or telling parts of stories, allowing children to report on books they have read, and keeping individual reading cards, are helpful in arousing a desire to read." To follow the scheme proposed above it's imperative for those in charge of preparing the classroom program to work cooperatively with the school librarian so that the period alloted for library work may be incorporated in the general program. The significant role of our libraries should be given full recognition if we are to get the best possible benefits out of them. Here are some forms of book reports5 which can be adopted by homeroom teachers and the teacherlibrarians as effective devices to check on the outside and free readings of the pupils. These are suggestive forms which can stand improvement by the resourceful and practical teacher. I. Form of Book Report in Grade IV. Title of Book BOOK REPORT' Fourth Grade Name of Author ..................................................... . What is the book about? Name one person in the book and tell something about him ..................................................... . Why I like the book ............................................. . ---·-------------------------------------------------------------------·------------~ Name ............................ Grade ........ Date fi. SeYenth Yearbook, NEA, Newer Practices in Reading in the Elementary School. THE PHILIPPINE EDUCATOR II. Book Report in Grade V & VI. Title of Book BOOK REPORT 5th & 6th Grade Author's Name -------------------------------------------------------Setting ---------------------------------------------------------------------What is the book about? -------------------------------------Present sufficient evidence to show you are acquainted with the book ---------------------------------------Name ___________________________ Grade ________ Date ____________ _ III. Report on Fiction in Grade V & VI. BOOK REPORT Fiction Title of Book -------------------------------------------------------------Author's Name -------------------------------------------------------Setting Name and describe the main character _____________ _ Give the opening situation, point of highest interest, and the closing situation ---------------------------Reader's criticism ---------------------------------------------------Name ---------------------------- Grade ________ Date ___________ _ IV. Report on Non-Fiction, Grade V & VI. BOOK REPORT Non-Fiction Title of Book -------------------------------------------------------------Author's ~aqie -------------------------------------------------------What is the book about'? ---------------------------------------:;; -;: +' - 'r. -~ p :::::~ ;... !:::: :.> :... ""C ::J :... ..., c ., ;.... ~ ., s:: . ~ :Z The unpleasant 0dor which homewives find most annoying inside the refrigerators is. cau~ecl b:v leavings, meat, vegetables, shrimps, etc. This odor contaminates other foods like butter, milk, ice cubes and even drinking water. » :.<:: .::: +' ,,, "f. "' : .; - '-:::l : -< - +' - s:: Place one pack of the FILTAIRE in the lowest shelf of the refrigerator and like magic, the odor will disappear in a few minutes! Buy a set today and save yourself a year's annoyance. Distributed by: EDIPINC ENTERPRISES Room 505, Maria Dolores Bldg. 1679 Azcarraga, Sta. Cruz, Manila Tel. 3-40-59 JANUARY, 1958 :\lanufactured by: BINDEC l\Iandaluyong, Rizal :c PAGE 13 Describe the most interesting part of the book What information did you gain? _______________________ _ Reader's criticism -------------------·-------------------------------··-:·--------------··-----·-----------------------------------------------------------Name --------------- ____________ Grade ________ Date ___________ _ These book reports may be made monthly in partial fulfillment of the pupils' requirement in reading. Done regularly with sincerity of purpose it will go a long way in the functional and progressive use of the library, in the cultivation of love for wholesome books, in the systematic recording of impi:essions gained from reading, and in developing the pupils' reading comprehension. Another device in encouraging pupils to read, especially the various. magazines, consists of a record sheet which may be posted in a strategic place nearest the magazine section of the school library. As soon as a pupil has read, partly or in whole, a magazine he records it in the record sheet. As many of these sheets may be made corresponding to the number of readable magazines as are available in the library. These record sheets should be evaluated from time to time al}d a summary chart of some kind may be devised where the free readings of the pupils are recorded and kept. This' will enable the teacher-librarian know those pupils who are consistently keeping up with the work and those who need more help and motivation. Here is a sample of a record sheet for magazine reading: TITLE OF MAGAZINE: Nature Magazine, June, 1957 I Name of I Title of Pupils I Article~ 1. Lcstc-r -1•rh~~~11=~Canyon Date> of 1- ~:-~-~~ ~{eacl _ Mag-azine I \Vhdlc '. Fradion ' _____ I _ _ 'h June 2. Nora The Yo~imite June V~dle~· a. Alberto 'fhc Case of June 4 Hcd<ly 4. 5. 6. 7. etc. Teacher-Librarian PAGE 14 Comments Ex~ell~nt, Coofl, Poor Excdlent Good Our Recommendations. \Ve wish to recommend the following measures which, we believe, can help much in improving the quality use of our libraries: a. A separate item for a full-time school librarian be provided for in the elementary school plantilla. This will allow for the employment of a highly qualified librarian in each c€ntral school who can devote his full time to his duties and responsibilities. b. In the meantime that recommendation 1 cannot yet be implemented, all teacher-librarians may be encouraged to take courses leading to Library Science Maj or. c'. Teacher-librarians should be encouraged to attend workshop-conferences which should be held as often as possible. d. School supervisors and principals should be encouraged to take up refresher courses in library science so that they can become more competent in guiding and supervising the \\'ork of their teacherlibrarians. e. The government should subsidize our school libraries in order to equip them fully and provide them with rich and appropriate reading matters. Conclusion. We tried to record in this article our hone'st and candid personal impressions of· the ways our libraries are put ihto use. It is our sincere and considered belief that we have not been· making profitable use of these very important media of education and ' if we express our criticisms here in rather bold terms it is because we are motivated by a strong desire to see others of our colleagues t[!ke up the cue and work for the elimination of the deficiencies enumerated in this- report, presupI>osing that these also exist in their respective schools. -Let us· coritem-. plate on the me~ning of what this author6 ine~nt when he saitj this, "The skill and judgment with which a child learns to use ·the library probably determine to a large degree the cultural level he wil~ attain in adult life." This will give us a clear in- sight of the importance of our school libraries. References: G. E.P.O'Rcilly-, ProYi<linp; Library Farilit_ics in the School, JJ. 4!JS. . :IHE PHILIPPINE EDUCATOR International Langu~ge f 01· UN MANY petty jealousies can be avoided in the world's organization like the United Nations, if a common univen;al language can be adopted. English, French, Russian, and Spanish are the prevailing languages that are spoken in the deliberations of the assembly of the United Nations. The smaller nations feel slighted in the present set-up. The Chinese, the Japanese, and even the Hindus believe that their languages are just as good as the European J~nglJ..ages, if not much older. In point of population, the five hundred million Chinese, the three hundred seventy million Hindus, and one hundred million Japanese cannot be dismissed easily, numerically speaking. So, to do away entirely with envy among nations, a universal language is in order. Now, what can the universal language be? Pham Xuan Thai of Saigon, Republic of Vietnam, apparently a linguist, gives the answer: Use FRATER, his own invention. He claims that many linguists tried to invent universal languages but they were unscientific and complex - and difficult to learn. He mentiQned Esperanto, Volapuk, Mundoling·ua, Universal Sprache, Dil, Spelin, Veltparl, Balta, LangueBleue, Novial, and Ars Signorum 'vhich were proposed by their inventors during the different periods in the past, from 1661 the year, Ars Sig·norum was invented by Dalgarno and the latest in 1928, the year, Novial was invented by .Jespersen. The Basic English invented by Ogden which contains eight hundred basic words was recently proposed. However, it is still English, and it can not be accepted. What is FRATER? It comes from Latin, meaning brother. From the word, frater, one can have fraternal (adjective), fraternally (adverb), fraternity, (abstract noun), and fraternize (verb). It is according to the inventor "based on Latin and Greek roots of international. currency (and) is designed with due regard to needs of the Chinese, Japanese and other non-Aryan speech-communities." Further, he said: "Frater is usable as an efficient instrument of communication in everyday life and technical discus::JANUARY, 1958 By Francisco Morelos sion." The inventor chose FRATER to foster brotherihood among men. It should be the language of th~ great brotherhood of mankind. Is FRATER easy to learn? Again, according to the inventor, it is. "lt is easy to learn whatever the mother tongue of the beginner may be. The memory of the beginner has something to bite on thanks to the mnemonic method used in the Frater lexicon." "To learn, to read, to write and to speak it fluently, it would take an educated man three months and a plain man six months." This writer happened to borrow a copy of FRATER from a friend, Mr. Ernesto C. Santos, to whom it was ,sent by the inventor as a complimentary copy. After going over its pages for one evening, this writer agree~ with the inventor. He also believes that it is easy for Filipinos to learn for it has some qualities of our own languages. Chirino said that Tagalog has the qualities of Latin and Greek consequently FRATER mu~t necessarily have affinities with Tagalog and other Philippine languages like Visayan, Iloko, and Pampango. This writer can speak and write both Tagalog and Visayan and is dabbling with Iloko and Pampango grammars. He can, therefore, speak with some weight when he agrees with the inventor that FRATER is easy to learn. In an evening, he was able to grasp the fundamentals of this new universal language. He also believes that others can do likewise. Why i~ it easy to learn FRATER? It is a very simple lar.~uage. It has no articles, no verb conjugations, no number, no mood, no person, no tense, and no ticklish prepositions that give headaches to grammarians, and the declension of pronouns is very simple. It is purely phoneticaI - it is spoken as written and written as spoken. The vocabulary approximates 1500 words and it is believed that they are not hard to memorize, for according to the inventor, it is mnemonics. To grasp the grammatical elements fully, one week for a studious and serious student ~ill be sufficient, especially so if he is interested in languages. All parts of speech are based on the same root-words. Cecilio Lopez, author of Manual of National Language points out that the socalled "parts of speech" in the National Language may PAGE 15 Le clivicled onb· into three: root-words, affixes, and pi1rticles. The same is claimed by Mons. Manuel Yap in his book, Ang Atong· Dilang Bisaya. FRATER is, .iust like the Tagalog or Visa>·an \vith the exception that it does not use affixes. The Philippine languages use affixes hence they are called agglutinatiw languages. FRATER is not agglutinative although it uses combination of words, or stems, or particles. It is. therefore, much simpler than Philippine languages. To initiate the reader into its grammatical elements, the declension of personal pronouns is hereby pre.sented: Singular mi ni ili Plural mis nis ilis . English Equivalents I we you .vou she, he, it they To form the plural, jLlst add s' to the singular. The same forms are used in the nominative and objective cases. In the possessive case, the particle OT is us~d before the pronoun. OT is equivalent to OF. Example FRATER English Frater mi es beni, ot ni je. My brother is happy, yours too. Mine is ot mi, yours is ot ni, and his, hers, its is ot iii. Used as a pronominal adjective, the pronoun follows the noun. Frater mi is Brother my. (In Tagalog: Kapatid ko. In Visayan: Igsuon ko.) What about the verbs? The verbs have tenses but no conjugatiop, no number, no person and apparently no mood. It has voice, though. The four tenses. of the verbs are: past, present (apparently progressive, like Tagalog and Visayan) and future. The conditional or subjunctive is termed prohahle. To denote tense Oi" time. one simply uses modifiers: PAS for past tense, FUTUR for the future tense, INTEM for present tense, and PROBABLE for probably or conditionally. So, there are no perfect tenses. Reali>·. what are ·perfect tenses for, <ll1>' how'! l\'f >. Chinese friend has good reasons for sa>'ing that we can simpl>• sa>· in Tagalog: Ako kain ng-ayon, ako kain hukas, ako kain kahapon or in Visayan: Ako kaon karon, ako kaon ugma, ako , kaon kagahapon. Which in English is simply: I eat toda>', I eat tomorrow, I eat >'estenla>·· \Yhat it meant is perfect!:; understandable. So, wh>· complicate languages? Similarly in Frater. the following examples show how ea~y it is: PAGE 16 Present FRATER'._ ENGLISH FRATER - ENGLISH Singular Plural l\li ide. I think. Mis ide. We think. Ni icle. You think. Nis icle. You think. Iii ide. He (she, it) thinks. Iliti ide. They think. Past l\Ii icle pas. Ni ide pas. I1i ide pas. I thought. You thought. He thought. Mis ide pas. We thought. Nis ide" pas. You thought. Ilis ide pas. They thought. Future Mi ide futur. I will Mis ide futur. We will think. think. Ni ide futur. You will Nis id.e futur. You will think. think. Ili ide futur. He will Ilis ide futur. They will think. think. All root-words are supposed to be in the present tense. INTEM suggests present progressive. INTEM is clearly a combination of in time or in tempo. or en tiempo. Tempo is syncopated. Asking questions is like or can be like Tagalog construction: . ' Tern es kia? What time is it? Tagalog: (Ang) Panahon ay ano '? or Oras ay ano? Tern is time, es is is, and Ida is what. Literally: Time is what? (Usual Tagalog: Ano ang oras?) Is the vocabulary of FRATER rich? It seems so. To show how easily English can be translated into it, let us have the following passages: The opening or . the preamble of the Charter of the United Nations is hereby translated: English We, the people of the United Nations, Determined To save succeeding generations from the scourge of war, which twice in our life-time has brought untold sorrow to mankind, and ••. Let us have a passage: · And thou shall love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind, and with all thy strength; this is the first commandment. FRATER Mis, demomulti ot Nasion Uni, Fis a Protek generasion future ot benine batal, na porta pas bi tern in bio ot mis benine logone a antrop, e ... · E ni obliga filo Dio ni kori kardi tute ot..ni, e kon ide tuta ot ni, e kon forse tu ta ot ni: dis es lega uni. \Veil, PHAM XUAN THAI has something in his book which if adopted by us may yet solve the greatest language .problem of mankind and that is to have· · a universal language to be invented from a dead language,. Latin, and ancient Greek. THE PHILIPPINE EDUCATOR Rizal's Characters in Modern Setting (SECOND OF A SERIES) Don Jose Crisostomo Ibarra CRISOSTOMO Ibarra is, in many ways, a self portrait of the author of the N o/i Me T mzgc1'c. His being the son of a substantial landowner who has fallen from the good graces·- of the Spanish authorities; his having visited his sister and his sister's friend often .at.La Concordia in his youth; and his havinz been edu~ted in Europe and returned to his native land with dreams of reforms for the progress of his country and the· happiness of his people are very evidently autobiographical. Of course there are differences between Crisostomo Ibarra and Rizal, such as their ancestry and the early death of Ibarra's parents. These differences, however, are merely for literary purposes. It is very evident that through the lips of Crisostomo Ibarra, Rizal wanted to give his people his views on the social. educational, religious, and politi- . cal reforms needed in the Philippines during his time. Rizal was very much preoccupied with educational- reforms. Thru the schoolmaster "-ho was presented to the i·eaders in the first artide of this series, he expressed his vie1ss regarding the language of instruction, corporal punishment, teaching materials, vitalized instruction, etc., views "-hich would still be good for the present community schools. Thru Crisostomo Ibarra, Rizal presented his idea of a good school building and implied that he believed in a balanced academic-vocational curriculum. But Don Crisostomo Ibarra was more than a school founder. He was a lover and a social reformer who had to choose between one and the other. He could not attai)l happiness in rn~~rriage without abandoning the social reforms which he sought, and he could,not work'for reiorms ,,·ithout c:;acrificing his love fo1· Ma~ ria Clar.a. For as reformer he had to step on the toes of the Spanish authorities, \vho in turn could meddle with his love affairs, create incidents, fabricate charges against him, and threw him into jail without benefit of a fair trial. For love of his dead father who had been wronged 3nd whose remains had been desecrated by the Spanish a.uthorities, and for love of his country, he decided to sacrifice his personal happiness. If Crisostomo Ibarra were . to return to life he would be very happy to see so many public and private JANUARY, 1958 By Gregorio C. Borlaza schools not only in ~Janila b.ut ab;o in the provinces. The magnificent buildings of the public and private colleges and universities \\'Oulcl delight him. Not in vain, he ·would think, did he risk his life at the laying of the cornerstone of his proje::ted schoolhouse in his native town, San Diego, which was never to be completed, but which was tu become a symbol ancl an inspiration for generations to come. He would be happy, too, to note the emphasis placed on community education' by the school system, and he would certainly be delighted to see the parish priest and the school oflicbls working together, each independent of, but cooperating with, the other in the important task of cornmul:ity improvement. If he looked for the civil guards he would be hapFY to find them replaced by the police and the constabulary, both composed of his own countrymen who, generally speaking, no hinger alrnse the people. And Oh! how we would enjoy visiting modern hospitals and clinics manned by compelent ph~·;;icians who have long since replaced the dr Es11udu1las. But not everything would lie a source of happiness to him. He \Yuuld perhaps be sad to note that there are stiil thousands of countr.n11en believing in superstitions; that the puor still Jive in filth~· hrimes; still waste money on lavish 1iestas; and are still victims of usury and greed. He cuukl not fail to note that thousands of quack doc~ors are still enjoying their illegal practice ancl that ~'ume officers of the law arc still resorting to the third degree in order to extrad fa be confessions and using falirica ted ev iclence to secure conviction::;. This type of law oili~G,.; anr\ those who extort money and connive with underworld characters would surel.v ~1.rousc bs ire oYer again! Visiting' the national Jibrar.\·, \Vhich would remind him of those which he used to frequent in Europe, he \\'OU!d certainly be shocked to r~acl in back issues of newspapei·s ancl magazines that as late as the po::;·t-\Yar clays, before Mag::;aysay bec~1.;ne Seen:' ary nf Defense, some officers of the law could be so c:ruel to the people in Negros, in Cavite, in Nueva Viscaya, in Maliwalo, Pampanga, and in the barrio of l'.fa~ilo, Pila, Laguna. With regards to the country's school system it might sadden him to note that some of his countryPAGE 17 men, following his example after traveling abroad, have tried to introduce educational changes upon their return, but that they have done it so indiscriminately that the school system has not been adequately responsive to the needs, problems, and psychology of the people. The use as the language of instruction of a foreign language imposed by a power which wrested the Philippines from Spain at the turn of the century; the emphasis on occidental culture; and the adoption of textl>ooks, materials and methods which have been found ;;;atisfac:tory in America without considering the needs and limited resources of the Philippines would perhaps make him look back with pity and sadness as he returned to the other world. Maria Clara Maria Clara, a child of uncertain paternity, was acknowledged and raised as a daughter of Capitan Tiago, a wealthy landowner and businessmen. Her mother died soon after her birth, and Father Damaso, a Dominican friar, who stood as sponsor at her baptism, had a profound influence over her father and her upbringing. She was a beautiful girl who embodied the Filipino woman's modesty and charm, her filial obedience, and her faithfulness in love. Wealth and social positicn had not spoiled her into assuming an aristocratic ·western air as less advantages have spoiled Dofaa Consolacion, wife of the Alferez, and Dona Victorina de Espadafia, wife of a fake Spanish physician. Torn between filial obedience and love, she remained faithful to her love without defying her elders. Matched in marriage vvith a foreigner she never loved, she quietly bore her secret sorrows instead of flaring in open rebellion. She l>ecame ill and almost died in DID YOU KNOW the process. In the encl she chose the nunnery as a compromise between the two. If she were permitted to return and to observe contemporary life in the Philippines, Maria Clara would find the Filipino woman more educated, more self-reliant, and more competent in many ways. But she would find it difficult _to believe her eyes when she savv women lawyers, physicians, engineers, and - of all things - politicians! It is only in remote rural areas that she could find women with the simplicity and shyness of the women of her vanished generation. Going to the movies which have replaced the mornmoro plays of her days, she would perhaps shudder with fear lest her countrymen blindly adopt the Western .ways of blind dates with their free necking and petting, whirlwind courtship, and easy divorce. Invited to a dance she would perhaps note how lavishly falsies and fancy trinkets are used to give a false impression of a charm. which is not there, and whi:-'.h lacks the basic foundation of spiritual goodness and beauty. She would perhaps feel nostalgic as she saw young men and young women dancing the waltz, but she would certainly shudder to see her modern sisters going thru the gymnastics of the rock-n-roll and the calypso. Called back to the other world, Maria Clara would leave the dance hall not knowing whether to be happy or sorry that she was born to her age and not to the present. Then, on second thought, she would perhaps wish she were born half a century later, for then there would have been no Spanish curates and no civil guards to frustrate her love for Crisostomo Ibarra and his for her. Instead of a brief, stolen meeting on the azotea she might then have enjoyed a perfect honeymoon followed by a normal married life. By Scio The most ;.irimitive of all animals was long thought to be the amoeba but this title is· now accorded the protozoan (first life) of the class Flogeltat fa. They ore microscopic, singlecelled animots that reproduce by fission. The world's largest butterfly is the new Guinea birdwing (Troides oleJlundroP}, the female of which has a wingspan of 'l 2 inches (30.5 centimeters). Steadily growing for years, the influx of refugees from Communist East Germany to free West Germany has increased to about 7,000 weekly. PAGE 18 THE PHILIPPINE EDUCATOR Education; A Joint Responsibility of Various Agencies By Jose M. Ramos THE school is easil~r the exclusive agency charged with the giving of education to the masses, on first non-meticulous impulse or on drastic hypothesis. This idea can not be overemphasized as , the s:'hool truly reflects the unbounded task of transforming the youth from unwarranted ignorance and social incompetence ihto educated and socially able citizens . . acceptable to the current social order. Anachronism as it may ~eem, the one time general comment: ''Iyan ba ang turo ng guro mo?" (Is that "·hat your teacher teaches you'?), bears impact on the whole system. A tn1ical example of this incident follows: After class hours, one morning while the pupils were leisurely pacing homeward, two of the naughty boys quarreled in front of a big house. The squabble resulted to a fist fight. Thereupon the owner of·the house, precisely the head of the family, peered through the window and shouted at the top of his voice: "Hoy; mga loko, iyan · ba ang turo sa inyo ng inyong guro sa paaralan ?" (Hey, fools, is that what your teacher teaches you in school?" Needless for me· to finish this unsavory story. The point is clear that with all the undoings of school children the brunt of responsibility lies ah~;ays on the school without considering other elements working on th~ growth ancl development of the tots. I will not. dare to defend the school. For this might appear that i: am taking side with a biased mind. I will only try to present some irrefutable facts and let my readers draw their wise conclusion. A child stays at school at not more than seven and a half hours each school day for barely ten months every ~·ear. For sixteen and a half hours out of the twent~·-four every day, where does the child stay'? The answer is definite: At home. Considering the length of time a child stays at home with his parents, is it not strange to pass the buck to the school \Yith whatever mischiefa·the chilcl conducts himself'? Now, the cleans as it waxes! lo+,-•WOOD •LEATHER e METAL ELIZALDE PAINT &. OIL FACTORY, INC. 378 Tanduay, Manila • Tel 3-86-71 I I /. I question arises. Can the influence of the school outweight the influence of the home practices considering the span of period the child is within the protective custody of the parents? Certainly, under ordi~ nary conditions and under normal run of life, the home must b~ more in a position to educate or uneducate the child. The home therefore, is an agency which must help the school in the promotion of education for the common good. If this is true and the truth is not irreconcilable, then the home is another agency where lies the responsibility of transforming the useless child into a useful one. This argument belies the remark: "Iyan ba ang turo sa inyo ng inyong mga guro sa paaralan ?1' A hvist of trnth in a hazy mind may justify the" bomerang: "Tyan brr ang turo sa inyo ng inyong mga magulang?" (Is that what your parents teach you?). But let us not consider it in this haughty perspective. Let it be channeled to one of cooperation and proper understanding thC1t the home and the school are inseparable factors on whose fold rests the development of the child in terms of characters, habits, cultural ancl :::ivic efficiencies, and ennobling spirits aside from the fundamental know ledge and competencies. Our search for light does not encl there. For, life is a constant and continuing business as long as it exists. For the child the home and the school are not the be-all and the encl-all of everything. There are many more elements that are bound to influence the total make-up and behavior of this child. Take for example the church. The faith of the child is one factor that militates his actions. He does things in ac::ordance with what he thinks wise and right. His thinking is largely guided by his faith; faith in the human law~, faith in the Divine Proviclence, faith in his church and its teachings. Thus a child brought up in the realm of piety shall never falter in his attempt to do \Vhat is good and proper. While a child brought up and reared devoid of spi~·itual counsel shall, by his beastly instinct, go out of humanly approved conduct and become a social nuisance and a menace to peace and order. The church therefore, plays a very important role in the upbringing of the child toward manhood of ::haracter and vii hies. Now, let us consider the child's environment. Child's action and behavior are largely patterned from the conduct of his associates. The old and wise adage: "Tell me who your companions are and I will tell you who you are." holds water in this particular case. Parents should therefore aspire to place their childreri in an environment, '"here the prospective companions of their chilclren wo.ukl be those with noble virtues. If this is not possible, the choice of associates for the children may be seriously considered. PAGE 20 Exposing a child to all kinds of temptation will enable that child to fall to it without knowing it. And could the child be blamed'! Unfortunately not. One could imagine the unfortunate predicament of a barrio where there were all kinds of vices, to say the least: mahjongg, monte, cuajo, cockfighting, cara y cruz, etc. The young people in that barrio studied in school alright but did anyone of them finish any course? Nor did anyone of them ptosper in life? 'To be sure, a great many of them turned out to be gamblers and very few of them professed even a humble calling. The barrio populace thereafter lived in abject poverty and want. The concomitant evils followed; illiteracy, dishonesty, immorality, indolence, etc. Having profitted from their sad experience the people in this barrio woke up to their misery. And having learned lessons from their despicable past redirected their course of action. They tried to do away with their viciouc; practices and brought up their children in an atmosphere conducive to approvecl ways of life. Results: The barrio is now progessing. It can boast of eclu:::ated youths; men and women, who constitute the cream of the citizenry. At present, there are no more gambling dens; no cockpit, no nothing. Instead. there are all sort~f appropriate devices for spending profitable leisures. Thus, environm~nt affects favorably the norms of conduct and approved decorum of the youth. With the advent of the modern tre:p.ds of education many more agencies are added to the list of factors affecting the general welfa~e of the public. Thel'e are for instance ; The Social Welfare Administration, Agricultural Extension, Rural Health Unit, et::., etc. These agencies, needles·s to tell, help one vvay or another in the implementation of education in its true sense. The functions being performed by these agencies in the promotion of the common welfare are only too glaring to merit enumeration. The point is: Is tP.e school solely and exclusively responsible for the promotion of educatioµ,? As proved by the discussion under consideration the duty of educating the masses is not a monopoly of the school. It is a joint responsibility of various agencies charged with the task of extricating the people from the morass where they were clamped once upon a time. So long as the school, the home, the church, the environment, and other minor agen::ies cooperate wholeheartedly in the total war for the betterment of our youth, so long will they succeed in their attempts to build a strong, healthy nation with good and upright citizens.· THE PHILIPPINE EDUCATOR CATCHING COLD? --------- -----, ·Here's Fast :R-ELIEF! --------------SPEEDY SAFE For that headachy,feverish feel· ing that usually accompanies a cold, take fast-acting CO RT ALI CORT AL brings you dependable relief with amazing ~peed ... peps you up too! WHENEVER PAIN STRIKES Call forCortal : FAST•SAFE•SUHE I I to. IObltl tofllOin'° Aur,1101;, 11:, Ac;d O.JS 9"'·I I Plrltl'IDUl•l'I 0.1 s '"'·i (011 ... ;,,, 0.0~ 9""· 12 ·I I -------------· Cooperation in Education By Laureano Avendano THE importance of cooperation in education cannot be over-emphasized. It is the foundation for the development of the cooperative movement, which aims at the improvement of the national economy. Through the initiative of the Philippine Government, a survey of Philippine conditions that will look into the possibility of cooperative education in our educational system is being undertaken by experts of the International Labor Organization (ILO). Our technical experts, decided to include in the curriculum of our schools, both public and private, a course in cooperation. This course will be given in both the elementary and the secondary levels. A committee composed of superintendents of public schools and the administrator of private institutions was formed to draft an outline guide in the teaching of ,cooperation in the elementary and secondary schools. The initial step in regard 'to such a guide is embodied in B.P.S. Memorandum No. 1:30, s. 1956, together with its inclosure. It contains an orientation unit and an outline of the general scope and sequence of the course. To insure the implementation of the provisions of the Memorandum :.i.t the opening of the school year in June, 1957, a special course in "Education Through Cooperation" was offered at the Baguio Vacation Normal School. This was the first time. that this subject was included in the in-service training program for supervisors, principals, .and teachers coming from different divisions. The course covered a period of six weeks. Technical experts of ILO, CAO, and ICA in the persons of Dr. Harper, Dr .. Mabbun, Dr. Hedlund, Mr. Manongdo, Mr. Lansang, Capt. Jimenez, Atty. Paras, and Mr. Ramaiah served as lecturers and resource persons for the course. Among the different phases of the work discussed during the period were the following: 1. Philosophy and Principles of Cooperation ~ In the ordinar,v sense, cooperation means to act jointly with another or work together for a common goal. But among lrnsiness institutions concemed ·with the cooperntive movement, cooperation means to provide PERIODIC PA IN? ---------------· ·Here's Fast : RELIEF!! ···-·----------·SAFE To relieve the discomfort of periodic pain the quick, de-pendable way-take fast· acting CORT AL! CORT AL chases your pe. riodic""blues" away the safe, sure way. WHENEVER PAIN STRIKES Call for• ' Coftal : FAST•SAFE•SUHE: I ~=~n1:c .. :~~ ~~~';";~.;/t.~~,1,';,:1:'"~'~/'~~ OJ~,;~.. I '--------------·· a plan for progressive living in which indivicluais, in voluntary association ancl with human dignity" labor. for the common welfare so that they jointly own, control, and direct the fruits of their labor on a democratic basis, ever~' member having an equal say in the process and receiving his just rewards. Briefly, coope1•ation is a way of life in which one helps himself, helps others, and helps i,mprove the living conditions of the community. Donbtless a farmer can produce by himself, consume the fruits of his labor, and market the surplus of his production. But it would be better yet if he and the other farmers of his community cooperate together in a business enterprise commonly known as cooperatives ancl thereby bring benefit to all members - educationally, financially and economically. The foregoing philoso1)hy may be further· stressed b~· the following principles adopted by the Rochdale Pioneers in Lanca~.hire, England, a cooperative buying club which very quickly became a consumers' co, . operative store. Rochdale pion~ers were flannel weavers who in 18'11 went on strike again§t their employers. To be able to support the strike, the organizers of the union levied weekly contributions from strikers. This was belie,·ed to be the staring point in the raising of capital. The 28 members (one of them a woman), poor and unschooled but with character and determination, and guided b~· constant ·study and persistence to overcome the o!Jstacles of poverty and indif~ ference, succeeded in helping themselves the cooperative way. The experience of the Rochdale Pioneers Consumers' Cooperative became the basis of the principles of the modern cooperative movement throughout the world. These principles are: 1. Democratic Control - This is a form of economic democracy. Each member has only one vote irrespective of the number of shares he holds. No p1yxy is allowed. 2. Open Membership - Jn order to enable evet·y member of the community to join the cooperative, the share::i, are of low denomination. Although it is open, membership may be rejected due to questionable character and othe1' causes. 3. Limitation of Inte1:est on Capital - The profits, after deducting an amount for depreciation and reserve, go partly tr+ the educational fund and partly to charity. The n•maincler goes to the members in proportion to their trade. Usually the interest on capital investment is only 8/~. 4. Limitation of Sha1'es for Eac'h Member-There' is a limit to the number of shares each member may hold. This is to prevent the possible control of the association by a few. Hqweyer, preferre<l stocks may be issued, but the~· do not carry any vote. Here PAGE 22 again is a democratic measure to maintain the equality of interest and influence of the members in the conduct of the affairs of the society. 5. Trading on Ca.sh Basis with No Credit - Generally purchases and sales should be on the basis of cash to avoid" the reduction ·of capital. Late payments should be avoided. G. Sale of Pm:,e Goods Only - Only pure and unacl ultera ted goods should be sold to preserve the dignity that goes with quality. Private stores may :re~ clpce prices by, adulteratfon of the goods. When this happens, the .. leaders of the cooperative can explain the. situation as regards competitio~. 7. Provision for the Education of the Members~ The members should be gi~ren constant- education on cooperative principles as well as on m,utual trading. Other members of the community who are not members •of the cooperative may join the educative process if they so desire. .. , 8. Political and ,Religious Neutrality - For obvious reasons, the members should adhere to the policy of neutrality in politics and religion are divisive forces that ar~ not encouraged in cooperative endeavors. II. Organization and Management. of Cooperatives (Credit Union) - After knowing the philosophy and principles of the cooperative movement in Europe, Asia, the United States; and the Philippines thru a series of lectures from the ILO, ICA and CAQ I experts, we will now be ready to guide the organization of simple cooperatives in our respective com- . mun-ities. Secretary Aguilar, in his address to the convention of school superintrndents in Baguio, advocates the organization of cooperatives. A cooperative is a business' institution owned and controlled by the members, and operated for their benefit as users. Among the types of cooperatives are: (1) Agricultural (Facomas) and (2) Non-Agricultural (Consumers, Credit Union, Industrial, Service, etc.). The following suggestive steps for the' organization of a cooperative are hereby given: 1. Make a survey of the needs of the community for cooperative endeavor. '• 2. Interest a few honest friends in the locality and organize a study club to ;;ell the idea of cqoperation. 3. Invite an officer of a coopedtive in a nearby localit~r or an officer of the Cooperative Administration Office (CAO) of the provin~ for further enlightenment. 4. Elect officers of the cooperatiye: a. Eoarcl of Directors (5-11 members) b. CJ"eclit Committee (3 members) c. Supervisory Committe~ (8 members) THE PHILIPPINE EDUCATOR 5. Submit the following requirements: a. Legal i"equirements 1. Four copies of incorporation and bylaws accomplished by at least 15 incor' porators. 2. Surety of not less than 1'500 for the Treasurer. 3. Money order for P17.30 payable to the Security and Exchange Commission. b. Policy requirements: 1. Economic survey form in duplicate. 2. Certificate of the Cooperative Officer who conducted the meeting. 6. Have on hand the complete set of accounting forms before starting the operation. The Ad~inistration and Management of the Cooperative - The business affairs are managed by the board of directors, the credit committee, and the supervisory committee elected by the members by secret ballot at their annual meeting. Within 10 ·days after the election, each group elects its president and other officers. Their powers and duties are embodied in the by-laws of the association. A few of them, however, may be quoted: THE DIRECTORS exercise general management of the credit union, set its policies, approve all applications, set the interest rate {never more than 1 % per month on the unpaid balance), and declare the dividends. They meet monthly, but may hold additional meetings, if necessary. THE CREDIT COMMITTEE supervises all loans to members. Applications for loans are made in writing, and must tell the purpose of the loan, the security offered, and any other data required. The credit committee meets regularly, 01· as often as necessary, to approve loans. THE SUPERVISORY COMMITTEE is the "watchdog" of the credit union. It examines the affairs of the organization, keeps an eye on its operations, and reports to the members at the annual meeting . • THE TREASURER is the activ,e manager of the credit union. He keeps the books, makes the financial reports, and i;; in charge of the receiving and disbursing of funds. Most of the members come to • the treasurer with their financial problems, and he usually transmits loan applications to the credit committee. On him falls most of the work, although • other members of the board ancl committeemen may volunteer their services. III. School Cooperatives - Of the different cooperatives organized the world over,,_ the youngest are the school cooperatives. Unlike the Rochdale Pioneers which. through the Rochdale principles, sueJANUARY, 1958 ceecled as a cooperative in general ancl a consumers' organization in particular, :"Choo! cooperatives have )10 body of rules. Ho\\'<~Ye1·, school cooperatives are regarded as an educational device for training in responsibility, group work, tenm work, initiative and loyalty, hence, they are an excellent introduction to fundame~tal education. The first school cooperative was organized in Paris, France in 1861. It was a mutual benefit society for saving and schoul insurance. Later the Jura school forestry cooperative came into being, and then in 1912, the Carcassome school cooperative. The profits of these cooperatives were used for the assistance of needy pupils. Prol'essor B. Profit, inspector of primary education in St. ,lean, Angely, France, raised funds for such urgent needs cf the schools as modern teaching materials. devices, etc. This became the basis for the organization of school cooperatives. The Profit's idea of school cooveratives spread to other parts of the world. In Poland, loan and thrift societies organized themselves into school cooperatives. Later, as late as 1949, Italy, Belgium, Spain, Tunisia in Africa, Ceylon, the U.S.A., Argentina, and other South American countries registered their school cooperatives. Ih the Philippines, although cooperation is an indigenous element in the customs and traditions of the people as manifested in the "bataris" and "bayanihan" of the rural areas, and in many activities of the school, yet formal instruction on the mat.ter started only in 1957 when Memorandum No. 130 of the Bureau of Public Schools announced the formal inclusion of the com'se in cooperation in the curriculum. The main objective of cooperation in schools is the development and formation of ideas and habits on cooperation. Activities conducive to group practices and to understanding the cooperative way of life should be given greater emphasis. The teache1 r plays an important role in school cooperation and in the organization of school ~'oop eratives. In the first three grades, the teacher as a guide may develop ideas and habits of cooperation thru stories about cooperation in the school, the h?me, and the community. In the higher elementary grades and in the high school the children may be taught simple cooperative principles. By way of practice, the:v may organize cooperatives to handle school supplies, like penc1l, paper, ink, and instn1ctional devices. A suggestive plan for such a cooperative may be tried out as follows: 1. Formation of a Board of Directors (5-11 members) consisting of teachers and pupils - the teachers on the majority and the pupils on the minority. Pupils from grade III up may become members of the board. the teachers manage the affairs of the cooperative while the Plll)ils help and get the necessar:r training in m~nagement. PAGE 23 2. Capital - By pradicin.ir thrift. the pupils may be able to save ten to twent,\· centavos a month which may he the basis of the share of each pupil who ma~r desire to join. The teachers may start with fift.v centavos, or one pe:<o a month. Out of these savings resulting from thrift, capital may accumulate and a school cooperative may be started. The children ma,\· be trained to patronize their cooperative. It should be remembered here that the goal is not gain IJut training and service. 3. Membership - All teachers and pupils of the school are eligible for membership after saving their initial fee of five centavos and buying at least one share. Each member, however, continues to pay his regular monthly ilhare until he graduates or drops out of school. Then all his shares will be returned to him. 4. Meetings - Annual meetings of all. members of the school cooperative are held. It should be the duty of every member to attend and participate in the deliberations, particularly in the election of the board of directors. The board of directors should meet once a month and set policies for the cooperative. Conclusion: The school children,· because of their age, nave that receptive capacity to understand and practice habits of thrift, s~:iving, and mutual aid. If these ideas and attitude becomes a part of their cooperative way of life from the start, then they will become the A Plea for a MoreChildCentered Community School Program By Romeo M. de R'osas GENERALLY, \Yhat cloes the community-school movement me;rn to us teachers? Practically, thir:; mean:;; more \York - an increased zeal in our crusade to make our cornmunit>· a better place to live in. To accomplish something in this phase of our school V\'ork, we have to approach all sorts of people - gamblers, idlers, farmers, fishermen, merchants and professionals. \Ye subclivicle them into the following general categories: C,\'nics, ~mobs, patrons, and S.\'mpathizers. PAGE 24 --.,...1-~-· .. ~ ..... - CQ\4 proper citizens of tomorrow - citizens with a sense of sound eponomy. Let us hope that, in time, our teachers will become fully equipped with a knowledge of the fundamental principles of cooperation with skill in the organization and management of simple cooperatives ...:..__ that they will spearhead the formation of cooperatives among themselves and among their pupils - that they will be capable of disseminating the information to the people of our rural areas. Indeed, in coordination with onr home industry centers, these cooperative endeavors might weU be a new and positive approach to our, community development. References: Lectures: Philosophy and Aspects of Cooperatjon-Harper European Development of Cooperation-Mabbun The Development of Cooperatives in the U.S. -Hedlund The Consumers Cooperative Movement -.,- Manongdo Agricultural C9operatives - Lansang Cooperative Marketing - Jimenez . Cooperative Credit Union - Paras Cooperative Finance ..:_ Ramajah :Memorandum No. 130, s. 1956, s. 19.56 of the' BPS School Cooperatives, Vol. 8, No. 6, s. 1956. UNESCO But \Ve teachers know we have a m1ss10n to accomplish. Hence, we try our best to deal with all types of people. We are not afraid to meet problems. Come hell or high water, we shall go on. As the ultimate aim of our community-sch0ol movement is to make our community a better place to live in, our educational leaders have been handing to us formulas which, in one way Ol" another, influence our_ school administrators to hold the following: purok festivals, conferences on community-school development, 'workshops on local home industries, sympo~iums 'on human relation, etc. Improvements in the community; namely, the establishment of purok centers, libraries, and the like, are thought to express the people's desire to live better. But much to our regr~t, what has happened? Those community improvements are now becoming superficial show windows of the real conditions obtaining in our respective c.snnmunities. Why? Community-school coordinators, teachers, and' principals usually inform the members of their respective purok that on a THE PHILIPPINE EDUCATOR certain date, experts on community-school education from the central office are coming to tour the different purok in the community. Who would not prepare for such occasion? This ,writer is not, in principle, against the comm.unity-school, program now made popular by our leading school administrators. In this connection, we want only to pose this question: In the implementation of that program, which should be given more emphasis: the moral growth of the townspeople or the physical improvement of the community? One may say our question is anomalous. The mo .. ral and intellectual growth of our townspeople goes together with the development of the physical conditions in the community. Generally, this statement is true. However, for the sake of argument, we are going to discuss the matter in this paper. The present tendency in the implementation of our sommumty-school program is to put more emphasis on the physical aspects of its objectives. The majority of school administrators, by force of habit, want to show their respective school progress on community-school development in ierms of mathematical data. For them, a high increase on itemized community improvements, such as, number of newly-constructed toilets, reading centei:s, etc., is something the higher authorities can more appraise and appreciate. They put on record the details of purolc festivals and other community-school activities. They- flatter about the cooperative spirit shown by the people in their community. In this case, our commu:p.ity-school movement seems to become a materialistic display of commun~ty school prog~·ess. This writer had observed• in several occasions the dog eat dog competition between the different p11rok in the community during purok festival and pw ale visitation. One week before the visitation, the jJl('rnk is like a flirt smartly dressing up for a big occasion. Fences are repai.red and constructed; streeh; are paved; newly-made waste boxes arid waste cairn are placed in conspicuous places; the purnk center, , thoroughly extricated of its filth and filled \Vith reading ma_terials, fire-fighting equipments, etc., becomes a realistic syn,i.bol of a work well done. On the other hand, exhibitionism is the fad in most communities where purok festival or community fair is held. Every purok's booth has its own distinct individuality: One is beautifully constructed; the second, ·artistically decorated; the third, full of expensive antiques; the fourth, appealingly native with its display of products of different focal industries; and so forth. Although against Bureau regulation, beauty contests are being held too. On one occasion, the community JANUARY, 1958 school that held the beauty contest was able to pm·chase a sound system, an electric bell, and other utensils for the school's cafeteria. Each teacher campaigned for her purok's candidate. You may th.ink the teachers enjoyed such activity. They hated it. As one remarked: "This community-school activity is getting all my time. Aside from my duties as a. classroom teacher, I still act as a purolc adviser, beautycontest campaigner, spo11sor, messenger. . . To hell \vi th that added burden!" The common procedures in impler;nendng our community-school activity -are basically unfavorable to teachers. The scope of th2ir duties has expanded far and wide, brought about by a seemingly administrative obesession among school officials to see the material· progress in their community-school program. Professionally untrained and unfamiliar with the multifarious phases of community education, a teacher finds hei: community-school work a great burden. And what has our community-school program accomplished so far'? Look at our reading centers ;,look around and see whether or not our townspeople have ·changed their apathetic attitude to community development. Have \Ve at least minimized the number of cabarets, gambling dens, and other places of vice and moral corruption in the community? I 'Ve must not take for granted the fact that one of the fundamental objectives of our communityschool activity is to find ways and means to further develop the moral character and personal discipline of our pupils. In order to delimit the very broad scop_e· of our community-school program, communityschool acti\)ties w hie h \Viii not ultimately redound to the well-being of our pupils should be eliminated. In short, every community-school affair mu,st be inherently pupil-centered. It is the belief of this wPiter that in the imµle. mentation of our community-school. program, the psychological approach must be effectively utilized. Before we can make our tovvnspeoµle become a real asset to our community-school program, we have to correct first their wrong a tti tu de; let them realize what is right and wrong, what is decent and indecent; and develop in them a keen ::iense of res1Jonsibility and mol'al rectitude. We know our community environment is just the opposite of our school environment. In the classroom, we use. countless varieties of teaching methods, techniques, and devices to instill in the mind of everv pupil desiqi.ble habits, attitudes, ai~d skills needed for a more useful and happy life now· and for keeps. Our school grounds and buildings, spick and span as ever, reflect sterling qualities of character which PAGE 25 teachers also \\'ant to realize, by all means, in the community. But our communit~· environment has more audiovisual attractions. A large number of our pupils learn at an early age to smoke antj drink because they see grown-ups do so. A pupil may see his father drunk; the other ma~r see his mother playing panggingge. Fiestas provicfe our young students to learn more new forms of gambling, give them chance to see the bare facts about the most immoral acts in burlesque shows, and let them ac<Juire the habit of cutting classes. Added to these hundreds of unmentionable temptations is the apparent neglect of most parents t0 help the teacher develop personal discipline in their children. They leave everything to the teacher. To them, the education of their sons and dauf\'hters is the teacher's job. Teachers are being employed for that sole purpose, the.v ~.;ay. Along this line, we can sec no\V the big gap between the school and the community. Both teachers ancl townspeople must come to realize that one cannot work successfully without the wholehearted cooperation of the other. The problem is how to make this kind of school-community relation:,hip a reallty. In our community-school program, we must first give clue emphasis on the moral and intellectual reformation of our townspeople. If the mental set of the great majority of our townsmen is inimical to the fundamental principles of good citizenship, can we expect to make our community a better place to live in'! In school, we teach moral character, personal discipline, civic conscience, \'oca tional efficiency, and the duties of citizenship. Who um be an example in, the community'! Yes, every now and then, this writer has been embarrassed by his students pointing an accusing finger to many of our so-called responsible members of the communit~r. "Imagine the influence to our young peoplP of a municipal mayor who sleeps on a bench inside ''· gambling place. What would be our students' impression of a busines::.,man indulging in illegal business, or a l'.Ommon harmless lecher? The ·irony of this is: Many male teachers are influenced by tl~e community environment. Why? Because of the so-called "pu hlic rel a ti on," needed to bolster our commm1}ty-s2hool program, an increasing number of teacher<: ~uHl supervisors ha_ve given up their stand against alcoholism, immorality, and other PAGE 26 vices. For instance, during boy scouts' rally, some town officials woulo invite at night boy scoutmasters to a .drinking spree. Who vvoulcl not accept this invitation especially if those pcopie are accompanied by school officials ·and other teachers? Teachers are builders of character. At all times we exhort our pupils to be good, honest and sincere. \Ve implant in themselves that success is service. And we let them realize that real happiness consists in giving happiness to others. We teach them to emulate the lives vf good men. In a word, character is not an incidental phase of teaching but it is its core. Without character, our educational philosophy would have no meaning at all. Therefore, in order to make our cotnmunitysc hool program more child-centered, and more beneficial to the community in general. and to the townspeople and teachers in particular, the urgent need of our time is to orient and prepare our purok organization to launch a moral crtisade m the communi~y. Let our purok organization be militant enough to arouse the interest and acquire the cooperative assistance of other civic organizations, -like, the Women's Cluh, Catholic Action, Christian Youth Fellowship, local Y.M.C.A. ch<lpter, and others. Om: initial motto may run like this: "\Vhat shall it profit a community if it gain the whole world and lose its own boys?" The objective here is to revitalize our communitysl'.hool program by instilling first in the minds of our town officials, professionals, and laymen, a genuine desire to. wage a war against vice, immorality, graft and corruption. If more and more number of our townsmen would stand up for such a noble cause, the objectives of our community school program would also be more and more carried out effectively. In the long run too, more and more people in our community would realize the true significance in their lives of this law of moral growth: "Whatsoever thing-s are true; whatsoever things are honorable; whatsoever things are just; whatsoe'{er things are pure; whatsoever things are lovely; whatsoever .things are of good report; think on these things." Before any man could do something of great value to hi$ fellowmen, he must get first wisdom of thP heart. \Ve cannot reconcile cooperation for anything that is hasicall;v wrong and evil. If we know, that intoxicants are corrupting and degrading, that immorality is lewdness, that graft and corruption are eYil, well, we mu~'t, b.v aJl means, "put it away, out of our life and out of the life of our community!" THE PHILIPPINE EDUCATOR How Costly Are Dropouts and Failures? By Eulogio Manzano .4 Gl'ade-to-Graclc FolluH'-Up of !h/ Promotion of Children fl'Ulll Grncle I to G1·11dc l// from the School Ycal' 1941i-1947 to the Schou/ Year 1950-1951 i11 the Public Elementa1'!J. Schools in the P/11/ippi11Ps.1 ONE of the important aim's of the Philippine educational system is to promote the optimum growth and development of children and youth to the end that• they will become enlightened, upright, and useful citizens of a democracy. The whole educational lnachinery is geared toward this goal.' If this is .the goal, it is important to know how ma'ny public school children survive through the Grades and obtain education. This study is limited to facts and figures pertaining to public elementary education after Libera.tion, as compiled by the Research and Evaluation Division, Bureau of Public Schools. The annual enrolments in Grade I in the public schools for a five-year period (1946-1947 to 1950-1951) and the percentage promoted from Grade to Grade up to the completion of the elementary course are considered in this study. Specifically, this article answers the following questions: 1. What percentage of the pupils enrolled in Grade I each year during the five-year period (1946-1947 to 1950-1951) was promoted? How many were. able to complete primary education in four years? What percentage of these were able to finish the elementary course in six years? 2. What is the cumulative average number of pupils promoted from Grade to Grade based on the average number of pupils enrolled in Grade I during the school years 1946-1947 to .1950-1951? What is the average number of dropouts and failures in each Grade? 3. At the rate of 50 pupils per class, how man;v classes could be organized out of the number of pupils who failed to enroll in the next higher Grade, those who dropped out and those who failed in the same Grade during the period under consideration? 4. What is the estimated average annual loss suffered by the Government in each Grade in the form of wasted educational efforts due to dropouts or failure to be promoted'?, What is the average total annual loss for wasted efforts in all the Grade levels during the period under study? 1 Thi,<; is tht• first instalment of similar studies of FiveYe::n Period;:;. JANUARY, 1958 The dropouts referred to in this study are the following: a. the pupils who left school for one reason or another during the year; b. the pupils who were promoted to a certain Grade but failed to enroll in that Grade due to sickness, poverty, or some other reasons; c. those who failed to complete a certain curriculum level: primary education (Grades I to IV) or elementary education (Grades I to VI). The data on enrolment in Grade I for the fiveyear period were taken from B.P.S. Forms 6-A (S\,lmmarized. Division Report of Enrolment and Attendance) for March of each year and the data on promotion, from B.P.S. Forms 20 (Summarized Report on Promotion) from the school year 1946-1947 to the school year 1955-1956. Data on enrolment are presented in the following table together with other data needed in answering the aforementioned questions. How Many Completed the Primary School? The percentages of promotion from Grade I up to the completion of primary education in the public elerrientary schools each year during the five-year period were found by dividing the total number of pupils promoted from Grade IV after four years of study by the number of pupils enrolled in Grade I. Of those enrolled in Grade I in 1946-47-53.71! per cent ~ompleted primary education in 1949-50; 1947-48-60.46 per cent completed 'primary education in 1950-51; 1948-49-54.63 per cent completed primary education in 1951-52; . 1949-50-49.09 per cent completed primary education in 1952-53 ; 1950-51-50-74 per cent completed primary education in 1953-54. These figures show that in round figures out of every 10 pupils who enrolled in Grade I iri ] 946-47-5 completed primary education in 1949-50; ] 947-48-6 completed primary education in 1950-51; __ 1948-49-5 completed primary education in 1951-52; 1949-50-5 completed primary education in 1952-53; 1950-51-5 completed primary education in 1953-54. PAGE 27 ;)chool Y Par 194G-47 1947-48 1948-4!) 1949-50 1950-51 1951-52 1952-5:1 1953-54 1954-55 1955-56 ( l) Total GRADE TO GRADE PROMOTION IN THE PUBLIC ELEMENTARY SCHOOLS (1946-47 to 1955-56) Annual Number of Pupils Promoted from Grade - Enrolment -- --- - in Grade I I '(2) (3) II (4) - - - 1,135,819 859,006 948,172 945,513 885,948 " 775,789 627,315 672,696 694,032 622,418 761,794 600,968 648,364 625,069 579,096 III (5) 674,216 578,264 593,760 560,872 498,050 IV ( (j) 610,420 519,378 517,969 464,139 449,505 v (7) 425,087 374,494 336,737 337,416 329,350 VI (8) 342,178 277,112 271,958 270,162 272,026 - - - - - 4,774,458 3,392,250 3,215,291 2,905,162 - 2,561,411 1,803,084 1,433,436 Percentage of Pupils Promoted from Grade IV Grade VI (9) 53.74 60.46 54.63 49.09 50.74 (10) 30.13 32.26 28.68 28.57 30.70 - ----------------------------- - - - - - Aven-1ge 954,892 678,450 643,058 581,032 512,282 360,617 286,687 Cumulative Number of Drop Outs and Failures -----------Average Number of Drop Outs and Failures in Each Grade Per Cent of Promotion in each Grade based on the Average Grade I Enrolment ---------------------· - - - - - - - - - - - - _________ _ E-stimated numbe1· of classes that could be organized out of DrQp Outs and Failures in each Grade 276,442 311,834 276,442 35,392 71.05 67.34 5,529 708 - - - - - - - ---------------'--------.--Estimated Annual Loss in Each Grade at the Rate of P2,300 per 373,860 442,610 594,275 62,026 68,750 151,665 60.85 53.65 , 37.77 1,240 1,375 3,033 class ___________________ ------------····-------······· - Pl2,716.700 Pl,628,400 1'2,852,000 P3,162,500 P6,975,900 \ 668,205 73,930 30.02 1,479 P3,401,700 How Many Completed the Elementary School? The percentages of promotion of pupils from the First Grade up to the time they completed the elemrntary course (six Grades) during the five-year period were found by dividing the total number of pupils promoted. from Grade VI after six years of study by the number of pupils enrolled in Grade I. Of those enrolled in Grade I in 1946-47-30.13 per cent completed the elementary course in 1951-52; , 19·47-48-32.26 per cent completed the elementary course in 1952-53; 1948-49-28.68 per cent completed the elementary course in 1953-54; 1949-50-:--28:57 per cent completed the elementary course in 1954-55; 1950-51-30.70 per cent completed the ~lementary course in 1955-56. These data reveal that in round figures out of every 10 1mpils enrolled in Grade I during each year of the period under study, only three complete elementary educ~tion in-six years. How Many Dropped Out or Failed? The cumulative average number of pupils promoted, the cumulative percentage of pupils promoted from Grade to Grade based on the average number of pupils, 954,892, enrolled in Grade I during the school years 1946-47 to 1950-51 and the average number of dropouts and failures in each Grade were found.2 The foregoing table shows that out of the average Grade I enrolment of 954,892 - : 678,450 or 7] .05 per cent .were promoted from Grade I; 643,058 or G7.34 per cent were promoted from Grade lI; 581,032 or G0.85 per ·cent were promoted from Grade III; 512,282 or 53.65 per cent were promoted from Grade IV; 360,617 or 37.77 per cent were promoted from Grade V; and 286,687 or 30.02 per cent were promoted from Grade VI. 2 The data on Grade 1 enrolment for the five-year period were added and the iiverage enro"!ment in this Grade (954,892) was found by dividing the total enrolment of 4,744,458 by 5. Likewise, the data on promotion by Grades were ~dded and the average number of pupils promoted from each Gi·adp was found by dividing the total number of vupils promoted from each Grade in the five-year pe!·iocl by 11. The average number of dropouts and failures in Grade 1 was found by subtracting the average immber nf pupils promoted from Grade I from the a\'crage e.nl'Olment in Grad~ L For the next higher Grades, the aYerage number 01' pupil,; promoted from Grade II was ;;ubtr~:cted from the :.iYcrage number of pupils promoted from· Grade I; etc: JANUARY, 1958 In the light of the above figures, it can be deduced that in round figures on the average, out of every 100 pupils enrolled in Grade I 71 completed Grade I; 67 completed Grade II; 61 completed Grade III; 54 completed Grade IV; 38 completed Grade V; and 30 completed Grade VI. The figures also show that on the average, the yearly total number of pupils who failed and those who dropped out in Grade I .was 276,442; the number of pupils who failed to enroll in Grade II, those who dropped out during the year and those who failed in the same Grade totalled 35,392; those who failed to be enrolled in Grade III, those who dropped out, and those who failed in the same Grade totalled 62,026; those who failed to enroll in Grade IV together with those who dropped out and those who failed in the same Grade totalled 68,750; the pupils who failed to enroll in Grade V together with those who ·dropped out and those who failed in the same Grade totalled 151,6fi5; and those who failed to enroll in Grade VI together with those who dropped out from that Grade and those who failed in the same Grade totalled 73,930. The figures further show that the public elemen.:. tary schools were turning out every year about 300,000 children who were presumed to be functionally literate by completing Grade VI and more than 600,000 who were not considered functionally and permanently literate.'1 Loss to the Government To estimate the loss suffered by the Government in each Grade in the form of wasted educational efforts, it is necessary to determine the number of classes that could be organized out of the number of pupils who failed to enroll in the next higher Grade, those who dropped out ancl those who failea in the same Grade. An average of 50 pupils per class or per teacher was used in determining the number of classes because said number was found to be the over-all average number of pupib per teacher from the school year 1946-47 to the school year 1955-56. The average numLer of <:lasses that could be organized out of the average number of pupils who failed to continue up to Grade VI are as follows: Gi'ade I ·--·--------··------------------------ 5,529 classes Grade II ---------·-·----·-·-·-----··-------· 708 " Gi·ade III 1,240 " _____________ .. ______________________ Grade IV 1,375 " Grade v 3,033 " :i Ho\\'ever, Gerardo Flore~, consultant of the Joint Cong-n,ssional Committee on Education (1949-50) conclurlecl from a study that the co'mpletion <Jf at least Grade VII is necessary for functional literacy. , PAGE 29 Grade VI Total -----------------------1,479 13,364 " " It is also shown in the foregoing table. that an average of 5,529 classes could be formed out of the average number of pupils who dropped out and those who ~ailed in Grade I. Second in number were the 3,033 classes that could be organized out of the average number of pupils who failed to enroll in Grade V together with those who dropped out and those who failed in the same Grade; and the least in number were the 708 classes that could be formed out of the average number of pupils who failed to enroll in Grade II and those who failed to finish the Grade. The estimated loss inc~u ... red by the Government in the elementary Grades,' by Grade levels, follows :4 Grade I __________ _ Grade II ______ _ Grade III ___________ _ Grade IV Grade V ___________ _ Grade VI _________ _ ___ _ ______ _ __________ _ Estimated Total Annual Loss _____________________________ --------------Pl2,716,700 1~628,4~0 2,852,000 3,162,500 6,975,900 3,401,700 P30,737,200 The National Government suffered the heaviest loss annually in Grade I. The estimated amount, 'P12,716,700, is 41 per cent bf the average total annual Joss which amounted to P30,737,200. In the study entitled "National Survey on Dropouts from Elementary Schools during 1952-555 only P19 million was reported as annual Joss clue to wasted educational efforts; while this study reports an average annual loss of P30,737,200. This difference may have come about because the study referred to herein was concerned only with "the causes of children dropping out of the public schools before completing 'Grade VI", while this study makes a Grade-to-Grade follow-up of children for a five-year period begin' ning from the time the children were enrolled in course. In other words, the. previous study ended Grade I up to the time they finished the elementary upon the pupils' reaching Graefe VI, while this present study goes farther since it makes a follow-up of the children up to their completion of elementary instruction. 4 An L'Stimate nf the loss inl'urred bv the Government each, year, by Grade ieYelo, \\'as made b.y multiplying- the averag-e number of ela:-;scs that could be ol')._\'anized ()Ut of dropouts and failures by 1"2,:~00.00 \\'hich is the appropriation for a \\'hole class. This figure was furnished by the School Firnrnl'e DiYision, Bureau of Public Sehools. 0 "National Sun·ey on Dropouts from Elementar~ Schools during- 1952-HJ5.')", c·ondueted by a joint committee o'f the National Economic· Council, Bureau of Public Schools and the l:nin·rsity of the Philippines, p. 2. r; !hid. ]J. 1. PAGE 30 SUMMARY The findings in this study may be summarized as follows: 1. The percentages- of promotion in Grade IV of the pupils originally enrolled in Grade I from 1946-47 to 1950-51 show that only 5 out of every 10 children enrolled in Grade I completed t_he primary course .every year after four years of study. 2. The percentages of promotion in Grade VI of the pupils originally enrolled in Grade I from 1946-47 to 1950-51 show that only 3 out of every 10 children enrolled in Grade I completed elementary education every year after six "years of study. 3. On the average, out of every 100 pupils enrolled in Grade I from the school year 1946-47 to 1950-51, 71 completed Grade I; 67 completed Grade II;' 61 completed Grade III; 54 completed Grade IV; 38 completed Grade V; and 30 completed Grade VI. 4. At the rate of 50 pupils,per cla_ss, the average number of classes that could be organized each year out of the average number of pupils who failed to complete Grade VI was 13,364. 5. The National Government suffered the heavie~t average annual loss in Grade I in the amount of P12.716,700 which was 41 per cent of the total average annuctl loss in the elementary Grades which amounted · to P30,737,200. ., It mav be mentioned in this connection that the public scho~l system has no definite policy relative to the promotion of pupils in the elemenfary Grades. The general tendency,.however, is towar~s mass promotion which aims to minimizing, if not eliminating, wastage of government funds. Considering that the dropouts and failures found in this study are largely pupi18 who left school fdr one reason or another, it would be worthwhile to consider the following four major causet" of pupils dropping out in the elementary grades as found by the report on the survey entitled "National Survey on Dropouts from Elementary Schools during 1952-19557 conducted throughout the Philippines by a joint committee composed of the National Economic Council, the Bureau of P.1.1blic Schools and the Univei·sity of the Philippines: 1. Educational factors: a. Lack of interest in learning b. Could not get required books c. Distance to travel to school cl. Too old f.or the class e. Onerous contributions f. Did not like the teacher 7 Ibid .• op: :i, 8, 9, 11, ~rnrl 14. THE PHILIPPINE EDUCATOR g. Irregular attendance h. Influence of bad companions i. Frequent transfer from school to school .i. Difficulty with English 2. Economic considerations: a. Occupation of fathers b. Income of households c. Family assistance required of dropouts cl. Costs associated with education 3. Home influence: a. Disruption in househol<;l b. Size of household c. Incomes of household 4. Health a. Illness The report also gives ways of overcoming these causes to the end that the holding power of the schools is improved. The compulsory .education law, known as Elementary Education Act of 1953, is gradually being enforced. Pertinent portions of a memorandum8 of the Bureau of Public Schools which gives some findings on the experimental scheme for compulsory education are quoted as follows: Compulsory education was officially carried out on a partial basis in 1956-1957 under Department Order No. 4, s. 1957, entitled Experimental. Scheme for Compulsory Education. This is but an initial step, as full implementation of the law is not, as yet, possible. In accordance with the aforementioned Department Order, a census was taken of children aged 7 to 13 who had not enrolled in Grade I or who had enrolled but left school before completing the elementary grad~s. Teachers in a municipality in each division and in a district in each city division undertook the survey. The teachers exerted every effort to induce these children to go or to return to school. Authority was given the superintendent to utilize one teaching position for a teacher whose duties are to attend to all matters pertaining to this program, to visit with parents who have difficulty in sending their children to and keeping them in school,_ to give those pare-nts assistance in every possible way, and to give counsel to children in school who may need his guidance. The findings of the "Further Study on the Compulsory Education Experiment" indicate that if teachers exerted more assiduous efforts to "retrieve" children who dropped out, they could be induced to return to school and stay longer. The teacher in the 8 Bureau of Public Schools, :\Iemorandum No. 113, s. 1957. JANUARY, 1958 District of Washington, Division of Capiz,9 who undertook the survey, reported that 235 pupils were persuaded to return to school. Out of this number, 31 returned to school before the scheme went into effect. There were then 204 or 86.81 per cent of the 235 pupils who returned after the scheme was launched. Out of the 235 returnees, only 38 or 16.17 per cent failed and 10 or 4.26 per cent dropped out during the experiment. Only 65 or 21.67 per cent of the 300 dropouts reported were not persuaded to return to school. The use of the native language as medium of instruction in the first two Grades might reduce drop~ outs and failures because the children would take more interest in the kind of schooling which they can acquire through a language that they understand. Experiments and studies on the teaching and use of the native languages, the Filipino Language, and English may reveal further how to keep children longer in school. A valid hypothesis could at this time be set up indicating that there is a high degree of correlation between the learning and use of a language and the incidence of longer stay in scchool. 9 Letter of the Superintendent of Schools dated Sept. 17, 1957 inclosing the answers of the teachers and parents to the questionnaire in the inclosure to General Letter No. 105 dated July a, 1957. There's good news in this bottle. It's for big or small people"' particularly ~ch·oolchildrenwho use up a lot of energy from sun-up to sundown. It's t1iis: Bireley's Chocolate is your drink. It's full of vitamins and minerals essential for growth and glowing .health. And that chocolate flavorreal yummy. This is sparkling news. Taste it. ~ ~ BIRELEY'S CALIFORNIA ORANGE, LTD. 2990 Taft Ave. Ext., Pasay City Tel. 6-12-~3 PAGE 31 The Teaching of tt~Regular" Physics - PART ONE - pHYSICS, as a secondary school subject, makes a . study of the closely related sciences of mechanics, heat, electricity, light, sound, the branches of the sciences devoted to the study of radiations "(i.e., X-rays, gamrva rays, cosmic rays, etc.), and of atomic structure. That, in the nutshell, are the various study units found in the course. Where this is not found or recommended, a definite set of minimal requirements should be evolved for the regular course in Ph~·sics. Otherwise, teachers would not care at all to touch on the other study units. The writer will, present!~·. outline the basic minimum coverage of the subject. In the next issue, fundamental topics will be suggested to introduce the students to the wider implications of Physics, its modern trends and ,application. The new and regufar high school Physics should include, among other ~hings, the following basic minimum coverage: 1. General physics (a) Dynamics. Newton's la\\'s of motiori. Conservation of momentum. Composition and resolution of coplanar displacements, velocities, momenta, accelerations and forces. \~,: 01·k, power; kinetic and potential energy. Conservation of ene1'gy. Motion of a particle in ·a straight line. Motion under gravity. Uniform motion in a circle. Simple harmonic motion. The simple pendulum. Vibration of a mass at the encl of a spring. (b) Statics and hydrostatics. Moments and couples. Center of graYity. Density. Fluid pressure (center of pressure and mebcenter maybe excluded). The mercur~· and aneroid harometers. Floating bodies and the principle of Archimedes. ( c) .General mechanical properties of solids, liquids and gases. Experim2ntal determination of friction between solid surfaces. Determination of coefficient of friction. Elasticity: Elastic limit, Hooke's law, yield point. stretching of a wire, determination of Young's modulus. Surface tension: experimental illustrations; measurement of simple methods; excess pressure im;ide a spherical bubble; rise in caPAGE 32 By Jack Smith pillary tubes. Boy!e!s 1aw. Descriptive treatment of kinetic theory. 2. Sound (a) The nature of sound. General characteristics of wave motion and vibrations. Longitudinal and trasverse waves. Progressive and stationary waves. (The equation for progressive waves is not expected.) (b)Propagation of sound. Determination of velocity in free air. Effect of temperature and wind on the transmis~ion of sound through the atmosphere. Factors influencing the velocity in air. Reflection of sound. Echoes. Doppler effect. (c) Production of sound. Loudness, pitch, quality. Vibration of strings, air columns and tuning forks. Overtones. Forced vibrations and resonance. Beats. Determination of frequency by sonometer and velocity of sound by resonance tube. 3. Heat (a) Thermometry and calorimetry. Temperature; quantity of heat. Liquid in glass thermometers. Calorimetric determinations by the meth.od of mixtures and by 1 electrical heating. ( b) Thermal properties of solids, liquids and gases. Expansion· (the determination of the absolute coefficient of expansion of a liquid will demand a knowledge of only simple methods). Ideal gas laws. Absolute temperature. Specific heat. Change of• state: latent heat. Saturated and Ul)saturated vapors. Determination of saturation vapor pressures. Dew point ·and relative humidity. (c) Transference ·of heat. Conduction, convection and radiation. Thermal conductivity and its 'determination (students should have a knowledge of one simple ·method for a good solid conductor and one simple method for a bad solid conductor; methods in-· volving emissivity need not be required). (d) Nature of heat. Heat as a form of energy. Relation between thermal, mechanical and electrical units of energy; determination of this relationship by a mechanical and an electrical method. Conversion of heat into mechanical energy (students should know that while all the work done on a system may become THE PHILIPPINE EDUCATOR heat, only a part of the heat energy in a heat engine can be converted into work: only a very elementary treatment is expected). 1. Light (a) Geometrical optics. Reflection and refraction at plane surfaces. Total internal reflec_tion and associated phenomena. Determination of refractive index for solids and liquids (simple methods employing grazing· incidence should be included; refraction at a single spherical surface may be treated). Spherical mirrors. Refraction through a prism. Spectrometer. Dispersion. Deviation by a small-angle prism. Thin lens (full formula). Thin lenses in contact. (b) Production of light. Visual effects of light, color phenomena. Simple .treatment of photometry and spectroscopy (defining the following: international candle, lumen, lux, foot-candle. The cosine law should be included). Emission and absorptiorr spec.,. tra. ·(c) Optical instruments. Simple treatment of the following: the eye as an optical instrument; spectacles; the telescope and the microscope; the camera (only the principles of these instruments need be studied, as exemplified by the appropriate arrangement of two thin lenses). (cl) Physical optics. Wave and corpuscular theories of light. Reflection. and refraction at planE; surfaces by Huygem;' secondary wavelets. The principles of interference. Young's experiments. Qualitative account of the characteristics of radiations outside the. visible range of wave lengths. Electromagnetic spectrum. 5. Electricity and Magnetism (a) Magnetism. Magnetic field, magnetic mo- - ment. Deflection and vibratjon 'n1agnetometers (the determination of M and H by the combined oscillation and deflection methods need not be elaborated). Comparison of fields and magnetic moments. . The earth's field, horizontal and vertical components, the compass, the dip circle. Magnetic properties of iron and steel. Intensity of magnetization curves by magnetometer. Elementary treatment of the magnetic properties of ·the materials employed in permanent magnets, electro-magnets and transformer cores.· Descriptive account of dia-, para-, and ferro-magnetism. (b) Electrostatics. Elementary facts. Force between charges. Unit charge. Intensity, potential, capacity. Elec_trostatic units of potential and capaci,ty. Capacity of sphere and parallel plate condenser. Effect of dielectric on capacity: Condensers in series and in parallel. Energy of a charged condenser. (c) Current electricity. Simple experimental demonstrations of the connection between static and current electricity. Magnetic effect of electric curJANUARY, 1958 rent. Force on current-carrying conductor· in a magnetic field. Principles of construction and use of moving coil galvanometer, ammeters, voltmeters. Measurement of potential difference, resistance and current. Electro-magnetic and practical units of current, potential difference, resistance and capacity. Field at center of <.:ircular coil; the tangent galvanometer. Ohm's law. Heating effects: Electrical energy and power. Resistances in series and pa'rallel. Wheatstone bridge, potentiometer. Use of standard cell and standard resistance. (d) Electrolysis. Faraday's lavvs. Descriptive treatment o! primary and secondary cells. (e) Electro-magnetic induction. Faraday's experiments on electro-m<1gnetic induction. Simple experimental phenomena. Elementary principles of A.C. and D.C. generators and D.C. motors. Qualitative treatment of alternating current and transformers. (f) Electronics. Elementary qualitative treatment of the following: <li~charge through gases; the electron; conduction by metals and electrolytes; the diode; X-rays; the photo-cell. Physics has been an interesting school subject to the s_tuclents in the brighter sections. The advancement of science becomes more difficult to cope with when its study and understanding is limited to but a few learned people. Science teachers arouse the interest and provoke the intelligence of their students into a more serious study of Physics to enable these youths to become a<lvocates- 9f science, either pure or applied. More aptly .vet if they could be inspired to become scientists of the Philippines. There are suggested hereunder some topics which -will introduce the students to the wider implications of Physics, its modern trends ancl applications. The study of these topics will \Je a veritable foundation for those who intend to pursue the course in college. These study units ma~' su1Jplement the regular course of Physics, the basic minimal coyerage of which was delineated in the first part of this feature. 1. Mechanics and elasticiiy. Laws of motion extended to rotation about a fixed axis (details may be set on the theory and use of the compound pendulum). Moments of inerti~l in sim11le cases. (Students should be expected to be able to calculate the moment of inertia of a uniform rod about an exis normal to its length: through 1 the cente1·, at one end, of a uniform circular disk about an exis through its center perpendicular to the disk, and of the rim of a flywheel. They should be able to describe the experimental determination of moments of inertia by simple meth- - ods.) Stress and strain; definitions of rigidity and bulk moduli of elasticity; work of deformation; torsional .os~llations (the mathematical proof of the relation between the torsional couple and the deflecPAGE 33 bon of a wire and experimental determinations of the bulk and rigidity moduli can be excluded). 2. Viscosity. Coefficient of viscosity. Experimental investigation \Vith narrow tubes (the derivation of Poiseuille's formula may not be required). Experimental comparison of viscosities. Simple treatment of orderly and turbulent motion, streamlining, terminal velocity of a falling body. 3. Gravitation. The ·work of Copernicus, Kepler and Newton. Elementary quantitative treatment of circular orbits. ..The relation between the gravitational constant and gravitational acceleration. Determination of the gravitational constant (details of only one method of determination need be studied). Solar system in outline (the students should' be expected to have a knowledge of the following topics, simply treated: characteristics of the major planets; the sun as nearest star, sunspots, eclipses; the moon, its motion, phases and eclipses; tides and their connection with sun and moon). 4. Thermometry and radiant energy. Scales of temperature. Principles of thermoelectric and resistance thermometry, and of optical pyrometry, with simple experimental illustrations (practical details of the use of platinum resistance thermometer neet!l not be expected). Heat exchanges by radiation. Stefan's law and a descriptive treatment of the distribu~ tion of energy in black-body radiation. 5. Properties of gases. Isothermal and adiabatic expansion. Specific heat of gases. Significance of the difference between and the ratio of the principal specific heats of a gas. Pressure-volume relationships ~ for real gases. Critical temperature. Liquefaction of gases. Cooling by evaporation, and its application to a simple refrigerator (Van der Waals' equation is not expected; proof of the equation PV" =constant need not be required; and a detailed knowledge of the .Joule-Thomson effect is not required). · 6. Kinetic theory. "Derivation of expression for pressure exerted by ideal gas; relations between temperature and molecular kinetic energy. Qualitative treatment of the following: the differences between ideal and real gases, evaporation, diffusion, viscosity, Brownian movement. Distinction between solids, liquids and gases. 7. Meteorological physics. Elementary treatment of the following: the structure of the atmosphere; vertical and horizontal distribution of temperature and wind (the exponential variation of pressure with height in a homogeneous atmosphere is excluded) •. Hygrometry. Formation of clouds, fog, dew, and hoar forst. Meteorological optics; elementary treatment of mirage, rainbow, haloes, coronae, color of the sky. Lightning and thunder-storms. 8. Applied acoustics. Measurement of frequency by the stroboscopic method. Intensity and loudness PAGE 34 levels, decibel, phon. Simple descriptive treatment of phonograph disk, sound film, microphone, loudspeaker. Reverberation and decay of sound in rooms, effect of absorption. 9. Optical instruments and measurements. The velocity of light: its determination by one terrestrial method, treated simply. Measurement of illumination. Descriptive treatment of the defects of images formed by thin lenses. Dispersive power. Correction of chromatic aberration. Telescopes and microscopes (students will be expected to give a simple account of real instruments including some knowledge of chromatic aberration and resolving power and, for the microscope, the principles of oil immersion and the optical condenser ; details of the eye-pieces are excluded; and reflecting telescopes are included). Projection lantern. 10. Wave properties of radiation. Interference phenomena in thin films. Nature of diffraction grating. Elementary treatment of the crystal as a diffraction grating for X-rays (no treatment of half-· period zones is 'required; the treatment of a crystal as an X-ray diffraction grating is confined to a simple study leading to Bragg's law). The production and detection of plane polarized light. Uses of polarized light. 11. Electro-magnetic induction and alternating current. Simple treatment of. relation between electromotive force and rate of change of magnetic flux. Electromotive force produced in a coil rotating uniformly in a magnetic field. Qualitative treatment of self and mutual induction. Use of search coil and ballistic galvanometer (the theory of the mode of operation may not be discussed). Measurement of alternating current and voltage. Root mean square values. Qualitative treatment of effect of capacitance and inductance in A.C.' circuit. Uses of transformers in connection with high-voltage transmission. Use of cathode ray oscillograph in study of A.C. :whenomena (intended to illustrate the mathematical form of the wave equations using a linear time base). 12. Electronic and atomic physics. Elementary treatment of the triode as detector, amplifier and oscillator. Outline of the simpler applications of the foregoing in radio. The electron. Determination of e and e/m (the methods of ,J. J. Thomson and Millikan will be studied). Connection with the specific charge of ions in electrolysis. Simple account of positive rays (only a descriptive account of J. J. Thomson's experiments . wrn be studied). Simple account of radio-activity (details of the changes in chemical nature accompanying disintegration are not required). The atom as nucleus and electrons; relation to atomic weight and atomic number (no experimental methods of determining nuclear charge or atomic weight need be studied). THE PHILIPPINE EDUCATOR ~- : • f / ,.._.'. - ',_·, ' . ' . A . . . . ... , ~c F~,...11,1 [)1 N:t'· ~ ! I ··~!.,: ~ ;~~ . ~-~ ·~--- I v ~ ... ~ • ~ '.' ' ... .(. ;!;, ' '." • ) ! -- ' ~ ';:. •" . . Ang Pangngalan SA pagbanggit ng tao, bagay, lunan, o pangyayari, ay kailangan ang ngalang maikakapit sa alin man sa mga· tinuran. Pangngalan ang itinataguri sa mga panawag na ito. Ang salitang pan~ngalan, na lalong may kaugnayan sa balarila kaysa alin mang pananalita, ay nitong mga huling panahon na lamang nalikha, kaalinsabay ng pantukO~', pandiwa, pang-uri, pangatnig, pang-abay, at iba pa, na siyang ginamit na katawagang pambalarila ~pang huwag nang manghiram sa mga wikang Kastila o Iilgles. Sa lathalang ito ay hincli hinahangad ng sumulat na masinsinang ipakilala ang lahat ng katangian ng pangngalan, sapagka't ang gawaing yao'y nauukol sa mataas na pag-aaral ng gramatikang pangkolehiyo, kundi yaon lamang mga sangkap na makatutulong sa madaling pagkabatid ng mga kapakanan nito sa pagbubuo ng pangungusap. May mga panawag na talagang likas na pangngalan, maging sa pag-iisa o sa pakikisama at ibang mga salita at di maipagkakamali sa iba pang mga bahagi ng panalita. Ang mga pangngalang ito ay maaaring nasa anyong payak (simple in form), inuulit (reduplicated), tambalan (compound) o maylapi (affixed). Ang payak ay hindi na kaHangang ipaliwanag pa, sapagka't sa sariling anyo ay agad mapagkikilala. Pangngalang payak ang sumusunod na mga salitang nakatitik na malinaw: 1. Sa uhaw ng tao'y malamig na tubig ang nakatitighaw; Lalim din ng tu big ang nakalulunod at nakamamatay. 2. Ang lakas ay hindi dapat gamiting sa pagsupil ng katwiran. 3. Ang pabayang ina at amang lagalag . Ay di susuplingan ng mabuting anak. Ang mga pangngalang inuulit, na bihirang matagpuan sa Ingles, ay madalas na napaggagamit sa Tagalog. Halimbawa'y ang. mga sumusunod: 1. Huwag padadala sa bali-balita At sa masasama't maling haka-haka; !yang kapusukang bunga ng hinala, Malimit na hangga'y ang pagkariwara. 2. Umisip tayo ng mga bagay-bagay na pakikiJANUARY, 1958 Ni Benigno Zamora nabangan. 3. Ang pagtitipid ay hindi makukuha sa sali-salita kundi sa tunay na gawa. Kung minsan ay clalawang salita ang pinagsasama upang makabuo ng isa11g pangngalan. Sa pagbubuong ito ay nabibigyan na halos bagong kahulugan ang dating salita. Ang paraang ito ay tinatawag na tambalan. Halimbawa: 1. Ang pag-asa niya'y ganap na naglaho sa isang kisap-rnata. 2. Ang mga gantimpalarlg ipi~~gkaloob sa mga manlalaro ay galing sa isang bahay-kalakal. :1. Ang buhay-Maynila ay nakaaakit sa mga tagalalawigan. Ma1;ami ang mga pangngalang binubuo ng panlapi at salitang-ugat kaya't ang mga ito ang !along dapat pag-ukulan ng pansin sa pag-aaral ng pagbubuo ng mga pangngalan. Ang mga panlaping ginagamit sa pagbubuo ng pangngalan ay tinatawag na panlaping makangalan (nominal affixes). Dahil sa mga panlaping ito, ang nabuong pangngalan ay nabibigyan ng !along malawak na kahulugan kaysa inilalalin ng dating salita. Sa kapakanan ng mga mambabasang walang malaking pagkaunawa sa pagbubuo ng mga pangngalan, iipnaliliwanag dito ngayon ang tungkulin ng mga panlaping makangalan. AN o HAN Ang panlaping ito ay lagi nang ikinakabit sa hulihan ng salita. Sa sali tang pa yak : Ang baul ay taguan ng mga damit. Nag~ihintay ang mga pasahero sa hintuan ng trak. Pagdating ng anihan, panahon ng utangan. Sa salitang inuulit: Ingatan mo sana ang ating mga dala-dalahan at baka mawab. Nag-aaral ng pananahi ang anak-anakan nilang 1'>i Trining. PAGE 35 Tatlong pinagtungkong bato ang ginawang kalanlrnlanan nang si.Ja'y· magpiknik. Sa salitang. tamlJalan: Kung basag-uluhan clin lamang ang ipapanhik nin~·o rito sa bahay, malJuti pa'y maghiwa-hiwalay na ka~·o. Sa tuwing babanggitin ang utang ay ]aging buntunghiningahan ang naririnig sa magkak~patid. Ang tunay na mabuting pagsasamahan ay hindi Ligiw~ nab1tamo sa daupang-palad. Kung minsan, ang mga pangngalang may panlapi nang AN o HAN ay nararagdagan pa rin ng ganitong mga panlapi, kaya't nagiging ANAN o HANAN, halimbawa: Ga~·on na lamang ang sigawanan (galing sa salitang sigawan) ng mga tao nang manalo ang kanilang kandidato. Lalo raw. mahal ang mga bilihin ngayon, ang sabihanan ng- mga tao. Sa mga nagsusunong ng mabibigat na dalahin ay kailangan ang sununganan. IN o HIN Sa pag-bubuo ng pangngalan, ang panlaping ito a~· maaaring ilagay ::;a unahan, sa loob, o sa hulihan ng salitang nilalapian. May panlapi sa unah~n: Ang in11yat ;;\· kanmiwang isinasama sa pagkain ng suman. egali ng mgn Filipino ang maglJigay ng aginalclo sa l·::milang mga inaanak kung Pasko. Tigkakapi1·asong lupa ang ipinamana ng matanda sa kan~·~mg mga inapo. Ma:; panlapi sa loob ng salita: Ang kailangan ng hinata'y clangal; ang kailangan ng dalaga'y puri. Ang pinaksiw ay pagkaing lnsik. Kung kapos tayo ng lJigas, kumain tayo ng binatog. l\Ia» panlapi sa hulihan: S[no :mg panauhin ninyo noong Linggo '? Maraming magagandang tanawin sa Pilipinas, na hindi nalalarnan ng mga tagaibang bansa. Ang kilawin ay isa sa mga naiibigan kong mga lutuing bahay. KA-AN o HAN Sa pagbubuo ng mga pangngalan may ganitong pang-mi, ang KA ay ikinakabit sa unahan ng salita, at ang AN o HAN ay sa hulihan. Kabilaan ang tawag sa balarila sa ganitong paglalapi. Pahirap nang pahirap ang kabuhayan ng mga Filipino. Sa kat'angyaan ay liangunguna ,na ang maraming matataas na pinuno ng pamahalaan na hindi nahihirapang kumita ng salapi. Hindi likas sa mga Pili pi no ang katamaran; manapa'y ang pagkabulagsak sa kabuhayan. MAG. Ang panlaping· ito, kung bagaman ginagamit sa pancliv\'a, ay may ibang kapakanan sa pagkapanlaping makangalan. Ang pagkakaibang ito ay mapagsisiya sa ayos. ng pagkagamit ng salita sa pangungusap. Nailalapi rin ito sa mga salitang may dati nang panlapi. Ang pagpapakahirap ng mag-asawa ay iniuukol sa ikabubuti ng kanilang mga anak. Gumawa ng paraan ang magkapatid upang maip;;i.gamot ang inang may-sakit. Gaano na nga' ang kikitain ng isang magsasaka sa panahong ito '? MANG (MAM o MAN) Upang makabuo ng pangngalan sa tulong ng panlaping ito, ang salitang-ugat ay kailangang mag-ulit ng unang pantig. Totoong napakarami fla nating manggagari10t, at ang iba sa kanila'y nangingibangbanscr na tuloy. Ang manclurukot ang pinakaduwag at pinakamababang lipi ng mga magnanakaw. Tatlong baboy-ramo ang napatay ng mga mamamaril (mambabaril). Isang Halimbawa ng Pamamaraan ng Pagtuturo ng Balarilang Gamitin (A Sornplc of A Tcuchinr; P1·oced11re In F1;11ctional Grcwznwr) I. Tilamsik ng Tingin: (An Overview) Sa kasalukuyan, lJinibigyang <liin ang pagtuturo ng balarilang gamitin higit sa pamamaraang maanyo. Ang ganito ay napapanahon sapagka't alinsunod sa masusing pagmamatyag. na sinunclan ng matiyagang · By Jose M. Ramos pagaaral ang naunang · paraan ay hindi lamang makabuluhan kun<li bagkus higit pang mabisa sa madaling pagkatuto ng mga mag-aaral. Ang wika ay magaang. na matutuhan sa pamamagitan· ng: (a) pakikinig, (b) pagsasalita, (k) pagbasa, (cl) pagsulat at (e) paggamit. Maligoy at lumiTHE PHILIPPINE EDUCATOR. Jikha ng alinlangan ang pagtuturong iniisa-isa ang mga sangkap ng pangungusap. Maaaring. madaling maunawaan ng mga bata ang kaukulan ng bawa't sangkap. Nguni't ang pag-uugnay-ugnay ng mga ito sagamit na may kawastuan at may puspusang diwa ay tila may kahirapan kundi man may kaliwagan. Ang panuntunang kinakailangang pagbatayan ng paglinag ng wika, laluna ng wikang banyaga ay ang pagpapalaganap muna. Ang pagpapayaman ay sa dakong huli na kung ang mga istudyante ay may sapat nang kaalaman ng ka1~aniwan a:t pang-arawaraw ng .talasalitaan. . (Presently, emphasis is. being placed on the teaching of functional more than the formal grammar. This is rather timely as according to close observation followed by asiduous study the former procedure is not only worth its salt ... but also unquestionably effective in the easy acquisition. of the students. _ A language is easily learned through: (a) listening, (b) speaking, (c) reading, (d) writing, and (e) application. It would be too frolic and quite confusing to teach individual part of speech in the mechanics of a sentence. It may be possibly easy for the children· to master the mechanics. But the application of the knowledge learned in terms of correctness and sensibility may be questionable if not , impossible. As a matter of rule the basis for disseminating language, especially foreign language is to propagate first. The development and enrichmen~ w\ll c9me next when the learners have already acquired adequate ordinary vocabulary for everyday use.). II. A. Layuning Panglahat: (Gen. Objective) Linangin ang kawilihan sa mga gawaing: pakikinig; pagsasalita, pagbasa, at pagsulat sa hangad na · madaliang ,matutuhan ang wikang pinag-aaralan. B. l\iga Tiyak na Layunin: (Specific Objectives) 1. Matutuhan ang wastong paggamit ng panghalip. 2 .. Magkaroon ng kasanayan sa wastong pagbigkas ng mga salita kung nagpapahayag ng sariling kaisipan. 3. Masanay sa wastohg pagbaybay ng mga salit~. 4. Linangin ang kakayahahg maipahayag na muli ang narinig o nabasa. (A. Develop thf! interest in activities, like; listening, speaking, reading, and writing with a view to learn easily the language under study.) (B. 1. To learn the correct use of pronouns. 2. To acquire skill in the correct pronounciation of words when expressing one's thought. 3. To gain skill in the correct_ spelling of words. 4. Develop the ability to retell what ·was heard or read.) III. Paglinang: JANUARY, 1958 (Development) L Pakikinig - (Listening) Mga bata, ako'y may ikukuwento sa iny-o. ·rto ay isang magandang salaysay na narinig ko sa aking lolo. · Makinig kayong mabuti at inyong pansinin kung may kamalian o wala. Pagkatapos nating maiwasto kung mali ay kayo naman ang magpapahayag. Randa na ba kayo? Pamagat: Ang Pagdalaw. (Children, I have a story to tell you. This is a beautiful one which I heard from my grandfather. Listen very well and note \vhether there is any mistake or not. After we have corrected it, if there is any error, you are going to restate it. Are you ready'? The title: The Visit.) Ang Pagdalaw Si Jose ay isang mabait na bata. Si Jose ay masunurin, masipag at magalang. Si Jose ay nag-aaral sa Maynila. Si Jose ay kumukuha ng kurso ukol sa pagsasaka. Si Jose, sapagka't matiyaga at masipag mag-aral, kaya't !aging nagtatamo ng matataas na nota. Malugod kay Jose ang kay Joseng mga guro. Gayon din ang kay Joseng mga kamag-aaral. Sumapit ang bakasyon. Si Jose ay umuwi sa lalawigan. Gusto ni Joseng makita naman ang kay Joseng mga 'magulang at mga ,kapatid. Gusto ni Joseng makadalaw naman sa sariling bayan ni Jose. Kaya nga't si Jose ay umuwi. Nagalak ang mga magulang at kapatid ni Jose. Natuwa rin naman ang mga kaibigan ni Jose. Si Jose ay higit na naligayahan sa pagkadalaw na iyon ni .Jose . . (Note: Translation is made in the corrected form.) Mga Pantulong: (Helps) 1. Nagustuhan ba ninyo ang kuwento? (Do you like the story?) 2. Anong salita ang napansin ninyong paulit-ulit na nabigkas? (What word did you notice which was repeatedly said?) 3. Ayon sa ating napag-aralan na, ano ang tawag natin sa salitang tulad noon? (According to what we have already studied, what do we call such kind of word?) 4. Ano ang dapat nating gawin upang maging was to ang pagkakabuo ng a ting kuwento? (What shall we do in order to make the construction of our story correct?) 5. Ano ang itatawag natin sa salitang pumapalit sa pangngalan? (What do we call the word that i'S used in place of a noun?) Ngayon, tingnan natin. Sa bawa't salitang Jose ay ihahalili ko ang kaukulang panghalip. Makinig kayo uli at bibigkasin ko. (Now, let us see. For every word .Jose I am going to Nace. instead the appropriate pronoun. Listen again, I will recite it.) PAGE 37 Ang Pagdalaw (lniwasto) Si Jose ay isang mabait na bata. Siya ay masunurin, masipag at magalang. Siya ay nag-aaral sa Maynila. Siya, ay kumukuha ng kurso ukol sa pagsasaka. Siya, sapagka't matiyaga at masipag magaral, kaya't !aging nagtatamo ng matataas na nota. Malugod sa kanya ang kanyang mga guro. Gayon din ang kanyang mga kamag-aaral. Sumapit ang bakasyon. Siya ay umuwi sa lalawigan. Gusto niyang makita naman ang kanyang mga magulang at kapatid. Gusto niyang makadalaw naman sa sarili niyang bayan. Nasasabik siyang muling makaulayaw ang mga kaibigan at kapalagayang-loob niya. Kaya nga't siya ay umuwi. Nagalak ang mga magulang at kapatid niya. Natuwa rin naman ang mga kaibigan niya. Siya ay higit na naligayahan sa pagkadalaw niyang iyon. The Visit (Corrected Form) (Jose is a good boy. He is obedient, industrious, and courteous. He is studying in .Manila. He is taking a course leading to agriculture. Because he is persevering and patient he gets high marks. His teachers admire him. His classmates appreciate him, too. Vacation comes. Jose goes home to the province. He likes to see his parents, sisters and brothers. He wants to visit his home town. He' is anxious to meet once again his friends and acquaintances. That is why he comes home. His parents, sisters and brothers are happy. His friends are also glad. Above all he enjoys his visit.) Mga Pantulong: (Helps) 1. Ano ang ginawa natin upang maiwasto ang kuwento? (What did we do to correct the story?) 2. Anu-ano ang mga salitang, ipinalit natin sa salitang .Jose? (What words did we use in place of Jose?) 3. Ano ang tawag natin sa mga iyon? (What do we call them?) 2. Pagsasalita - (Speaking) Kayo naman ngayon ang magkukuwento. Huwag ninyong kalilimutan ang mga panghalip na ating ipinalit sa Jose sa bawa't pangungusap. (Now, you are going to retell the story. Don't forget the pronouns that we used in place of .Jose in each sentence.) Note: The pupils will tell the corrected story. The teacher should see to it that at least 85% of the members of the class recite the story perfectly. At most 100 % is the goal. ~. Pagbasa - (Reading) Tingnan nga natin kung ating mababasa ang ating isinalaysay. Tumingin kayo rito. Basahin natin ang kuwento. PAGE 38 (Let's see if we can read what we have related. Look here. Let us read the story.) Note: Tl)e material may be presented on the board, on chart or whatnot. Reading activities are undertaken under the skillful guidance of the teacher. 4. Pagsulat - (Writing) Nabasa na natin nang malakas ang kuwento. Basahin naman natin ngayon nang mahina o tahimik at tingnan natin kung maisusulat natin ang kuwento nang walang mali. Kung magagawa ninyong sulatin iyon sa inyong sariling pangungusap ay !along mabuti. (We have already read orally the story. Let us read it silently and find out if we can write it without any mistake. If you can reproduce it in your own words so much the better.) Note: There are many ways of conducting the wrUten activity. It is left at the discretion of the teacher as to how she will treat it, provided that the desired results are attained Writing activities take place at this stage. 5. Paggamit - (A pp Ii ca ti on) Umisip tayo ngayon ng ating sari-sariling kuwento na kahawig ng ating napag-aralan. Sa ating kuwento ay gagamitin natin ang mga panghalip na ating natutuhan na. (Now, let us think of our own stories similar to the one we have studied. In our stories we shall use J the pronouns we have already learned.) Note: There are various ways in checking up the learning proficiencies of pupils. The above is only suggestive. It is left at the discretion of the teacher what she deems proper to employ to attain her goal. Testing on the usage of the pronouns in sentences form may be utilized. Short quizz may likewise be used. IV. Pagwakas: _ (Conclusion) Ang nasa unahang pamamaraan ng pagtuturo ay ib,inatay sa mga hakbang ng pagtuturo ng Wikang Pilipino bilang pangalawang wika. Ang pamamaraang nabanggit ay maaaring gamitin hindi lamang sa pagtuturo ng naulit na Wikang Pilipino kundi gayon din naman sa Wikang Inglis, wikang banyaga sa Pilipinas. (The foregoing method of teaching is based on the procedure of teaching the Filipino Language as a second language. This can be used not only in teaching the said Filipino Language but also in the instruction of English, a language foreign to the PhBippines.) V. Mga Sanggunian: (References) 1. Fries, Charles - Teaching English As A Second Language 2. Division Bulletin No. 3, s. 1957 (Credit: Division of Romblon) THE PHILIPPINE EDU CA TOR Learning About Our Soil I. Gbjectives L To know th!lt one of the natural resources of our country is soil. 2. To learn how soils differ from one ano1 her; how to make a suitable soil mixture. 3. To understand what is meant by erosion; 'what causes erosion of soil. ' ' 4. To find out what farming practices hurt the soil; what can be done to conserve the soil. 5. To realize the great importance of soil and be ready to .contribute, in whatever little \Vay, to use our soil or conserve it wisely. II. What may be taken up in the study of the unit A. What soil means to every one 1. keeps us alive·- soil is a factor in the environment of living things 2. soil means foocl, clothes, shelter 3. soil means jobs - most of our industrial raw materials come from soil; many Filipinos are employed in factories which manufacture raw materials which came fr6m the soil B. Kinds of soil - vary not only in chemical composition but in their physical properties, too. 1. sandy soil - a. formed by the erosion of sandstones which ::ontain large quantities of silicon compounds b. not easily dissolved by water so it is not' good for plant life c. water is not retained well in this kjncl of soil; it is porous 2. clay soil a. generally rich in humus than sand .and contains more plant food JANUARY, 1958 By Rosario I. Cruz b. can support more plant life than sanely soil c. however, \\·heh dry, clay soil becomes hard and baked :~. loam soil a. best type of soil for 11lant growth b. is a mixture of clay and soil; holds water fair!~' 'Yell and does not become hard when dry c. kinds of loam soil ( 1) sandy loam - contains more sand than clay (2) clay loam - ~ontains more clay than sand d. loam soil is easy to plow and fit for seeding and cultivatio1: so is best for most agricultural crops C. How to make a suitable soil mixture 1. by preparing a co.mpost heap in an out of the way corner of the yard a. consists of leaves, sod, garden refuse,, manure mixed with garden loam and left to decay b. pile leaves, garden refuse and soil_ compactly in layers alternating with layers of manure c. pile should be kept moist· in order to help in the decay cl. mix materials thoroughly once a month for the bacteria to grow so· the rottening will be faster e. when well decayed, th~ mixture will be useful, for potting plants, flower beds, shrubs or top-dressing lawns · D. what eroston means; causes or factors of erosion of soil 1. term "~rosion" meai:s washing away of soil 2. cau::es of e1·osio11 of soil PAGE 39 a. heavy rains b. steepness of the land - the steeper a slope is, the faster water rushes down the slope; the faster the water can rush along, the more it erodes the land c. harmful farming practices ( 1) clean' tillage -:-- growing of crops in rows (Ex - corn) ; soil between rows is cultivated in order to prevent weeds from growing; this "clean" soil is left without covering; ·when the rain falls, water runs off rapidly instead of sinking into the ground (2) plowing up and down hillsides. If plowing is done 'this way, channels in which water flows '3Wiftly down the slope are made (3) cutting down trees on hillside ( 4) overgrazing creates erosion by destroying grass ( 5) overworking the soil E. Methods to conserve soil 1. trees and grass must be planted to protect easily eroded land 2. cover crops make a sod which protects the soil from washing (Examples - camote and peanuts) 3. crop rotation - planting of different crops in a particular field each year for several years 4. contour farming - planting and cultivating crops in curved lines across a slope instead of in straight lines up and down the hill 5. strip cropping - strips of cover crops are planted on the. contour between strips of new crops. The crowded cover crops catch the soil particles which are carried donwhill by the water from the clean tillage area above. G. Terracing F. How to keep the fertility of the soil - 1. topsoil should be kept 2. plant food can be returned to the soil in t~e form of fertilizers 3. crops can be rotated 4. legumes which supply nitrogen to the soil can be grown 5. plowing unde1· the unused parts of crops such as the stalks of corn PAGE 40 III. Projects and Problems for Discussion A. Projects to do 1. Experiment with different. kinds of soil Get 3 flower pots; fill one with sand, one with loam and one with clay. Plant two or three different kinds of seeds in each. Keep each pot under exactly the same conditions as the others, giving the same quantity of V)'ater. Note the pot in which the seeds sprout first; note in which pot the soil seems to dry quickest and in which the plants seem to grow best. .. 2. Make clay models of farms showing the various methods of conserving soil. 3. Draw a poster to show the need for soil conservation. 1 4. Go around y~ur locality. Talk with some of the farmers. Ask them how they conserve the soil; how they preserve the fertility of their soil. 5. Visit the school garden. Observe how fertilizers are used and the effect upon plants. 6. Write to the Department of Agriculture and Natural Resources to ask for any material about our soil and how it is being conserved .. B. Problems for discussion 1. Discuss: ' a. ·why conservation is everybody's business b. Sick land makes sick people c. The things you eat and use ·which can be traced to the soil cl. How soil has helped man all th'rough the centuries of years e. How man has improved the fertility of the soil 2. Ifave a little debate on this topic: Farmers have a right to do what they wanted to do with the land. 3. Research and report on countries which have been farmed for centuries yet the soil remains fertile. Discuss the report afterwards especially emphasizing about the methods of farming in those countries. REFERENCES: 1. Craig, Gerald S. S{cence for the Elementary School Teacher; G.inn and Co. 1957 2. Rhyne, Conway L. and Lory, Ellsworth E. Conservation of Natural Resources: Charles Merril Co. 1957 3. Partridge, J. A. Natural Science Thl'ough the Seasons; the MacMillan Co. 1947 . ' 4. Science Source Book (prepared by Evansville Public Schools, 1953) THE PHILIPPINE EDUCATOR Unit Plan on the Constitution Uuit: The Constitution of the Philippines Sub-units: The Historical Background of the Philippine Constitution - Its Important Articles and Their Significal'lce Problems: How was the Constitution drafted and ratified? Why is the C~mstilution the Fundamental Law of the land? Why are the Preamble and the Important Articles of the Constitution significant? I. General Objectives: l A. 'to understand how the constitutional convention was called to make a constitution for the Philippines. B. To help disseminate correct information on how the Constitution was drafted and ratified. C. To know the significance of the pertinent articles of our Constitution. II. Specific Objectives: A. Knowledge and Understanding 1 . To know and understand a. how the delegates to the constitutional convention wei·e selected. "On July 10, 1934, the election of 202 delegates to the convention was held. The people of the Philippines went to the polls to vote for their respective candidates." b. the officers of the convention elected by the delegates. "On July 30, 1934, the constitutional convention was inaugurated at .the Legislative Building, Manila. In the inaugural session the following officers were elected by the delegates: Claro M. Recto, President; Ru. perto Montinola, First Vice-President; Teodoro Sandiko, Second Vice-President; Narciso Pimentel, Secretary; and Narciso Diokno, Sergeant-at-arms." c. what compose the delegates to the Constitutional Convention. "Most of the clelegates to the convention have gone to college. Many of them were educators, physicians, lawyers, writers, busJANUARY, 1958 By James E. F ab icon inessmen and .s::holars. One member was a Moro sultan; one was a Protestant pastor; and another was an Aglipayan bishop. Most of the delegates were Catholics." · "The youngest member \Vas \Venceslao Q. Vinsons, who \Vas below 25 years old; and the oldest member was Teodoro Sandiko, who was 74 years old. Jose Alejandrino and Teodoro Sandiko were olcl and intimate friends of Dr. Jose Rizal. They have been • members of the Malolos Congress ancl hacl been signers of the Malolos Constitution. Among the prominent political figures of the convention were Manuel A. Roxas, who had been speaker of the House of Representatives; Jose P. Laurel, who had been senator and Secretary of the Interior; Camilo Osias, who had been Resident Commissioner to the United States; and Rafael Palma, who had been sena~or and Secretary of the Interior. One prominent member was Norberto Romualdez, who had been associate justice of the Supreme Court. cl. how the draft of the constitution was made. The draft of the constitution was made by a Sub-Committee of seven. This body was composed of Felimon Sotto (Chairman), Manuel A. Roxas, Conrado Benitez, Manuel C. Briones, Miguel Cuaderno, Norberto Romualdez, and Vicente Singson Encarnacion. e. how the Constitution was approved and signed by the delegates. "On February 8, 1935, the Constitution was approved by the convention by a vote of 177 to 1, and was signed eleven clays later amidst i.mpressive ceremonies. One delegate, Gregorio Perfecto, signed it in his own blood like a Katipunero in the good old clays of the Revolution." f. how the Constitution was ratified. "On March 23, 1935, the Constitution was approved by President Franklin D. Roosevelt of the United States. It was later on ratified by the Filipino people. On May 14, 1935, a plebiscite was held in our counPAGE 41 try. Our voters wcnt·to the polls to approve or rejed the~ Com;titution. The result vvas favorable - 1,21:1,0J(j vote:~ "·ere cast in favor _of the Constitution and only 44,963 votes were cast against it. Our Constitution . was formally approved by the people." g. what consists our Constitution. Our Constitution orginally consisted of a preamble and 17 articles. The Preamble which expresses the noble ideals of our nation reads as follows: "The Filipino people, imploring the aid of the Divine Providence, in order to estab. lish a government that shall embody their ideals, conserve· and develop the patrimony of the nation, promote the general \velfare, and secure to themselves and their posterity the blessings of independence under a regime of justiqe, libert~', and democracy, do ordain and promulgate this Constitution." The seventeen articles pertain to the following: (1) National Territory, (2) Decla1;ation of Principles, ( 3) Bill of Rights, ( 4) "Filipino Citizenship, (5) Suffrage,• (G) Legislative Department, (7) Executive Department, ( 8) Judicial Department, ( 9) Impeachment, (10) General Auditing O'ffice, (11) Civil Service, (12) Conservation and Utilization of Natural Resources, (13) General Provisions, ( 14) Amendments, (15) Transitory Provisions, (16) Special Provisions, effective upon the proclamation of the independence of the_ Philippines, and (17) the Commonwealth and the Republic. h. what comprises the territory of the Philippines as embodied in our Constitution. "The Philippines comprises all the territory cede<,l to the Unitecl States by the· Treaty of Paris concluded between the United States and Spain on the tenth day of Decembe1-, eighteen hundred and ninetyeight, the limits of which are set forth in Article II of said treaty, together with all the islanr!s embraced in the territory .. concluded at Washington, between the Unitecl States and Spain on the seventh day of November, nineteen hundred, and in the treaty concluded between the United States and Great Britain on the second day of January, nineteen hundred and thirty, and all the tei:ritory m'er which the present Government of the Philippine Islands exercises ju- · risdiction." - (Art. I, Sec. 1 of the Consti'tution). i. the jmportant points embodied in the "Bill of Rights''. PAGE 42 (1) Due process of law.· (2) Eminent. Domain ( 3) The right of the people against unreasonable searches and seizures (4) Liberty of abode (5) Privacy of Communication (G) Right to form associations (7) Freedom of Religion (8) Freedom of Speech (9) N01i-acceptance and non enactment of the title of nobility. (10) No involuntary servitude shall exist . (11) Non-imprisonment for debt. (12) No person shall be twice put in jeopardy of punishment. ( rn) Free access to the courts. j. who are the citizens of the Philippines. 1. Those who are citizens of the Philippine Islands at the time of the adoption of the Constitution. 2. Those born in the Philippine Islands of foreign parents who, -before the adoption of the Constitution, had been elected to public office in the Philippine Islands; 3. Those. whose fathers are citizens· of the Philippines. ' 4. Those whose mothers are citizens of the Philippines and; upon reaching the ~ge of majority, elect Philippine citizenship. :J. Those who are naturalized in accordance with law. (Art. IV, se·c. l of the Constitution) k. where the Legislative, Executive and .Judicial Powers are vested. "The Legislative power shall be vested in a Congress of the Philippines, which shall rnnsist of a Senate and a House of Repre::;entatives." (Art. VI, Sec. 1) . "The Executive power shall be vested in a Presiflent of the Philippines." (Art. VfI, Sec. 1) '· wrhe Judiuial power shall be vested in one Supreme Court and in such inferior courts as ~ay be established by law." (Art. VIII, Sec. 1) I. the important functions of the Commission on Elections, the Civil Service, the General Auditing Office. , m. how amendments to the Constitution are made. THE PHILIPPINE EDUCATOR "The Congress in joint session assembled, by a vote of three-fourths of all the Members of the Senate and of the House of Representatives voting separately, may propose amendments to this Constitution or call a convention for that purpose. Such amendments shall be valid as part of this Constitution when approved by a majority of the votes cast at ·an election at which the amendments are submitted to the people for ratification." (Art. XV, Sec. 1) n. the important Transitory and Special Provisions embodied in Constitution. (See Articles XVI and XVII). B. Habits 3,lld Skills: 1. To develop the ability to gather, evaluate, and organize information concerning one's problems. 2. To develop the ability to select materials re- lated to the unit. 3. To develop skill in using reference materials. 4. To develop the ability to follow instructions. 5. To develop the ability to outline·. 6. To develop the ability to interview resource persons. 7. To develop the ability to read materials with understanding. 8. To develop proficiency in raising problems about the unit. 9. To gain skill in giving reports with fluency in English. C. Attitudes and Appreciation: 1. To appreciate the work clone by the delegates to the Constitutional Convention. 2. To appreci?.te reading the Preamble of our Corn;;titution. 3. To 'be interested in memorizing the Preamble by heart. 4. To be interested in reading the different articles and sections of the Constitution. 5. To appreciate the importance of the Constitution. 6. To develop proper attitude in the practice of cooperation. 7. :ro develop Letter attitudes of resourcefulness, tolerance, self-reliance and courtesy in group processes. III. Possible.Approach: A. Initiation 1. Structuring the room: a. Posting on the Bulletin Board pictures, cutouts and clippings related to the unit. JANUARY, 1958 2. Story-telling: a. Telling of stories about the framing, drafting, !'atifying ancl signing of the Constitution. B. Possible Problems: 1. Historical Background of the Constitution a. How were the delegates to the Constitutional Convention selected? ( 1) When ·was the ele:-:tion for the selection of the delegates held? (2) How many delegates were elected? b. Who were the officers of the Convention? c. What compose the delegates to the Constitutional Convention? ( 1) Who was the youngest member of the Convention ? (2) Who was the oldest member? (3) Who were the prominent figures of the convention? c1. How was the draft of the Constitution made? (1) Who composed the Sub-Committee of Seven? e. When was the Constitution approved and sjgned by the delegates? f. How was the Constitution ratified'! (1) When was it approved by the President of the United States? (2) When was it formally approved by the Filipino people? 2. Important Article.,; of Our Con.stitution. a. What consists our Constitution'! ( 1) \Vhat does the Preamble express'! (2) Wh~t are the seventeen articles of the Constitution? b. What comprises the territory of the Philippines'? c. What are the important points embodied in the "Bill of Rights"'? d. Who ~ue the citizens of the Philippines according to the Constitution'? e. To- who:rn are the Legislative, Executive and Judicial Powers vested? f. According to the Constitution, what are the important functions of the Commission on Elections, the Civil Service, the General Auditing Office'? g. How are the amendments to the Constitution made? PAGE 43 h. What are the important Transitory and Special Prt>visiops embodied in our 'Constitution? IV. Suggested Activities A. Gathering Data Acti\'ities 1. Reading from resource materials ' a. Constitution of the Philippines b. Government of Our Republic, Zaide c. A Brief History of the Philippines, Leandro Fernandez, cl. Philippine Government, A.lip e. Stories of Our Country, AgoriUa 2. Taking notes from 'lectures 3. Interviewing resouece persons: a. The Municipal Mayor b. The J ustic:e of the Peace c. The Provincial Governor cl. The Co.ngressman e. The Provincial Fiscal f. Other government officials. 4. Sluclying reports of former Grades V and VI pupils anrl compiled data by teachers. 5 ~ Col!Ecting pictures, stories and poems about the Constitution. B. Self-expression Activities: 1. Construction and Collection Activities a. Making Projects about the unit: ( 1) Albt1m of collected pictures, poems and stories about the Constitution. (2) Scrapbook of cut-outs of pictures and clippings from newspapers and magazines. b. Drawing pictures about the rights of every Filipino citizen as described in the "Bills of Rights". 2. Appreciation ancl Expressional Activities: a. Reciting poems and rhymes. · b. Reacling stories and poems .about the Constitution. c. Studying and singing songs about the unit. d. \Vriting letters to resource persons, of invitation, of thanks, requesting information. 3. Reporting Activities a. Making oral written reports based on researches made, lectures and talks of resource persons, ancl observations. PAGE 44 b. Group reports on topics and problems chosen. C. Evaluation 1. Teacher-Pupil Evaluation of the attitudes, skills, and habits acquired during the study of the unit. 2. Teacher-made Tests. 3. Evaluation of work done by members of the different groups. D. Culminating Activities:' 1. Holding programs and exhibits 2. Writing an informal theme on this. subject: "\Vhy Is The Constihltion The Fundamental Law of the Land?" V. Expected Outcomes: A. Reading: Growth in the: 1 .. Knowledge of the sources of literature and other references for ·research work. 2. Ability to assemble facts from different sources to answer· questions and to solve problems. 3. Knowledge of the different parts of a newspaper. 4. Ability to evaluate·. the relative importance of the materials read in the references and newspapers. 5. Greater efficiency in the use of the library. B. Language : Increased proficiency in the correct use of English in oral and written expressions: 1. Oral expression: Growth in the ability to: a. Speak with correct pronunciation, enunciation and articulation. b. Speak clearly and distinctly in a natural pleasing tone voice. c. Select words to . express the exact meaning one has to convey. d. Participate 'in clas::; discussions, in group activities and in reporting. e. State problems clearly and conectly. f. Discuss t<:>pics and questions intellig'?ntly. g. Desire to ask questions for clarification. h. Give and accept' criticisms properly. C. Arithmetic - Growth in the abiJity to: 1 . Solve practical problems concerning tl}e expenses incurred by t}le different departments and offices of the government, the salaries of government officials as stated in the Constitution and others. 2. Use the fundamental processes. THE PHILIPPINE EDUCATOR Unit Plan in Arts and Physical Education Unit-Life in the Community Introduction: The present trend of education is often characterized by the iqtegrating of activities, that is, a subject formerly taught in isolation, like Music, Art, and Physical Education are now taught integratively as one subject, in the curriculum, as "Arts and· Physical Education." In Arts, we include Music, Art, and Drawing, while in Physical Education, the different activities as games, storyplays, mimetics, marching and the like are correlated with the songs studied. This is also true with Art and Drawing. Learning situations thus are made more meaningful and functional if there is a carry-over of the songs studied in their games, dances, and other activities in Physical Education. Closely related activities are apt to give more inspiration to children for their per.. ' sonality and development. In as much as most of the songs prescribed for each grade are divided into "Experience Areas" it would be likewise suggestive to have a unit plan for this subject. I. General Objectives: A. To gain consciousness of and appreciai;ion for the beautiful things around us. B. To acquire desiraqle and essential attitudes, interest, ideals, and habits through creative, appreciational, and practical experiences. C. To gain knowledge of and appreciation for our own culture and traditions through music· and art. D. To discover how music and art may enrich one's daiiy life. E. To encourage worthy use of leisure. F. To appreciate the beauty of g.ood music and respond to it with satisfaction. G. To develop many specific neuro-muscular skills. H. To develop organic vitality. I. To develop proper ideals and attitudes toward physical activity. J. To establish admirable habits or conduct. II. Specific Objectives: A. Music: 1. To develop through art and music the abilfty to sing songs depicting the life in the community. 2. To find the best in music and speed in the community. JANUARY. 1958 By. Anacleta B. Dilay 3. To sing songs of ~'our sentiments and of musical value. 4. To sing with spontaneity, enthusiasm, with a light pleasing quality of tone. 5. To sing with proper expressive countenance · 1 as befits the songs. 6 .. To sing with a pleasing quality of tone, distinct enumeration and expression. 7. To sing songs with motion to cfevelop rhythm. 8. To sing alone to correct fault>' expression of melody, intonation, tone, quality and articulation. 9. To memorize songs for recreational use in later life. 10. To sing with beautiful tones and intelligent interpretation. 11. To sing with natural tones that are light, sweet delicate and melodious. 12. To acquire the ability to recognize and com- pare familiar phrases. 13. To acquire the ability to recognize familiar syllables in different keys. 14. To gain ability to sustain melody. 15. To acquire a vocabulary of musical ideas to be used in the development of a definite knowledge of music. 16. To sing notes as they are seen with correct time values of notes and r~sts. 17. To sight-read a song quickly, orderly, "rhythmically, and artistically. ... 18. To acquire the ability to sight read in notation of a song independently. B. Drawing and Art: 1. To work on a va.riety of activities, such as clay modeling, soap carving, paper cutting, and drawing. 2. To understand how the life of the people in the community is expressed through drawing activities. 3. To express one's self free!>' by drawing, sketching, ancl painting. 4. '1,'o know ho\v one'8 life may be enriched through various activities in art. PAGE 45 C. Physical Education: 1. To express in games the fundamental instinctive tendencies, such as running, jumping, chasing, and catching. 2. To develop organic power through repeated participatio"n in a variety of games. 3. To develop coordination by continuous repetition of the movements in the games. 4. To develop desirable social attitudes through the constant interrelationship of the individual. 5. To develop the proper spirit toward victory and defeat. G. To develop poise and control as well as a sense of rhythm. 7. To learn characteristic movements of typical \veil-known activities even without equipment.· K To develop dramatic ability by encouraging observation and imitation. 9. To develop the fundamentals of rhythm, such as grace and lightness of movement. 10. To get training in simple foot movements. 11. To develop balance, accurate adjustment of body weight, and sense of direction. 12. lfo develop a sense of rhythm by responding to various tempos. 13. To culti,·ate and develop rhythmic sense and dramatic response. 14. To develop ease. erectness and grace in carriage and in all bodily movements. 15. To develop coordination and vigor. 16. To• develop leadership. 17. To correct physical (postural) defects. 18. To maintain the normal functioning of the organic systems of the body. 19. To improve and maintain agility and suppleness. . 20. To increase muscular strength. III. Suggested Content A. Music: 1. The Filipina Maiden (Ang Dalagang Pilipina) C- 200 V 2. The Fishing Boat A-192 V :-L Sampaguita Vendor (Ang Magsasampaguitci) G- 194 VI 4. Spanish Polka G - 178 VI 5. A Prayer (Panalangin) G - 198 VI G. Portuguese Hymn {Adeste Fedelis) G - 206 all gr. 7. Children's Hymn G - 206 all gr. 8. Come thou Almight~· King G - 208 all gr. 9. The Bell Doth Toll (three-part round) F - 150 VI 10. All That's Good an<l Great D - 208 all gr. 11. Oh, Workship the King B - 207 all gr .. PAGE 46 12. Gay Mountain Folk E - 202 VI 13. Bontoc Serenade (Harana sa Bontok) C - 199 VI 14. Sharp Keys 15. Flat Keys 16. Music Terms and Signs (found in the songs to be studied) B. Drawing: 1. Fishing Boat on the Sea 2. Basket of fish and Green Leafy Vegetables 3. Sampaguita Flowers and Garlands 4.. Ringing Bell 5. Shepherd in a .. meadow C. Physical Education: 1. Garden Scamp 2. Going to inarket 3. Fishing 4. Ringing the Bell 5. Selling Sampaguifa 6. Polka Sala 7. Creative (Native) Dance 8. Marching 9. Freehand exercises 10. Flag exercises 11. Wand exercises IV. Suggested Activities A. Music:, 1. Singing Activities a. Community singing b. Part singing of: Three-Parts song c. Rote singing dt Drilling on isolated difficult parts 2.. Listening Activities · a. Listening to recognize quality of voice, technique and expression b. Listening to discriminate c. Listening for mood 3. Rhythmical Activities a. Rhythmic Drills (1) Review notes and rests (2) Review_ quarter-note beat (3} Review eighth-note beat. ( 4) Equally divided beat (5) Unequally divided beat 4. Sight Reading a. Reading notes at sight (so-fa) syllables b. Individual ;:;ight reading c. Beating time while sight reading 5. Study of musical terms and symbols. a. Copying songs for the purpose of: (1) Understanding symbols (2) Understanding intervals used B. Drawing and Art: 1. Drawing and Painting (Creative Illustration) THE PHILIPPINE EDUCATOR a. Pencil sketching - . elements of notation, chromatic signs, sharp keys, and flat keys. b. Wax crayon drawing of action figures from memory,. c. Water color painting. (1) a fishing boat on the sea (2) Sampaguita garlands (3) Green leafy vegetables 2. Design and Craft (Creative Designi1i.g) a. Soap carving of ·fish, vegetables and other figures. b. Making a sketch pad with cardboard backing. c. Spatter work 3. Appreciation a. Picture study - Magazine and calendar pictures (1) Marine s.howing how water is painted. 4. Lettering and Poster Making. a. Using simple stroke alphabet, printing famous quotations with pen and ink. b. Making color posters. 5. Color a, Making sketches recording color harmonies seen in water, flowers, animals and nature. G. Home planning and Arrangement of Accessories a. Picture mounting, framing, and hanging. b. Use of margin and background C. Physical Education: 1. Games a. Garden Scamp 2. Mimetics and Story-plays I a. Going to Market b. Fishing c. Ringing the Bell d·. Selling Sampaguita 3. Rhythmic Activities a. Dance - PoJka Sala b. Creative dance steps - Filipina Maiden' c. Fundamentals (1) Marching (2) Freehand exercises (3) Light Apparatus - Flag exercises wand exercises V. Expected Outcomes: A. Attitudes and Appreciations: 1. Foster love and develop appreciation of community life through singing and drawing. JANUARY, 1958 2. Enrich one's daily !if e through music and · · art activities. 3. Develop attitudes of cooperations, resourcefulness, self-confidence, tolerance, honesty, and selfhelp. 4. Appreciate music as the language of one's soul. 5 .. Create love and apprecia~ion for the beau; ties of nature and for wholesome forms of physical growth and development. B. Knowledge and Understanding: 1. Kn~w and understand how music and art help to develop love, interest, and appreciation for on.e's community 2. Learn through music, art, and physical education the various culture and traditions of the people of the communit'y. 3. Respond to songs from staff notation and associate the words with correct melody. 4. Respond to beautiful songs and rhythms. 5. ·Write songs in staff notation. G. Sight read songs from staff notation and associate the words with cohect melody. 7. Know some game~ commonLy played in the community. C. Habits, Abilities, and Skills: 1. Develop creative self-expression in the pupil through music and art. 2. Develop greater skill and ability in the use of community resources as a means of growth and devefopment. 3. Acquire the ability and skill in the use of various art~craft and musical instruments. 4. Form good habits in the wise use of leisure. 5. Develop the ability and skill to assemble facts gathered from various sources and materials read. G. Develop th~ ability to sight read notation clearly and independently. 7. Acquire sense of respect, obedience, sportsmanship. and leadership. VI. References: For Teacher: 1. Curriculum Development for the Elem~n tary School - ,Baguio 2. C. of S. Art Edi,1cation for the Elementary Grades 3. Art in Everyday Life - Goldstein 4. Fundamental Dance Steps - Francisca Aquino 5. Physical Education - by England For Pupils: Phil. lVf usic Hodzons PAGE 47 Unit Plan in Language Arts: Grade V (As used in Alangilan Elem. School, Batangas) INTRODUCTION: JN THE past language arts as a part of the curriculum was treated separately into reading and phonics, language and spelling, and writing. The newer trend in treating language art is to fuse all of these traditional subjects into a broad field and set a large block of time in the class program for this area, taught in close comelation with one another and in relation to functional center of interest. The following unit plan in language arts is based on the unit of Social Studies, "Good Citizenship" published in the July issue of the Philippine Educator. Unit: Useful Lives I. GENEHAL OBJECTIVES: 1. To be able to read and listen understandingly, talk and write intelligently, and think and act wisely in solving the problems of daily life. 2. To love and serve the Republic of the Philippines willingly performing civic duties, intelligently exercising individual and collective rights, and faithfully practicing the ideals of democracy that should be preserved at any cost. 3. To carry on the Filipino way of life, retaining the priceless heritage in our basic culture, especially the ethical virtues, while using to advantage the valuable experiences of the human race. II. SPECIFIC OBJECTIVES: A. Reading Phonics 1. To develop the ability to enjoy and to profit by an increasing variety of reading activity. 2. To have an appreciation for and pride in all things pertaining to good citizenship. 3. To develop the habit of reading for one's own pleasure and for the pleasures of others. 4. To develop the habit of moving the eye rhythmically along the line from left to right. 5. To be able to recognize words and word groups accurately and rapidly. 6. To listen attentively to the pronunciation and enunciation of good readers. PAGE 43 7. To learn to use the dictionary as -an aid in knowing the meanings of words. 8. To learn to read orally at right with ease and with a natural expression. 9. To read orally with clear, pleasing ar,id audible voice. 10. To be able to read with proper phrasing. 11. To be able to read with correct stress 'and intonation. 12. To form the habit of reading silently before reading orally. 13. To acquire interest in current events through the reading of newspapers and magazines. J4. To develop habits of correct pronunciation, enunciation and atriculation. 15. To form habits of correct posture while reading. 16. To form the habits of reading silently without head and lips movement and without any audible expression. 17. To read for the purpose such as tq get information, to verify statements, to answer specific question, to visualize details to reproduce, to pantomime, to compare, to outline and to organize. 18. To become familiar with the different parts of the newspaper and to realize the value of its parts. 19. To read with understanding. 20. To be able to show the end of a sentence in oral reading through proper inflection. B. Language and Spelling: 1. To be able to spell correctly, words relat~d to the unit. 2. To learn the correct spelling of words needed in the written work. 3. To be able to retell the story read. 4. To learn to locate the topic sentence, which best expresses the main thought of a paragraph. 5. To talk with naturalness and spontaneity of expressions. THE PHILIPPINE EDUCATOR 6. To enrich the vocabulary through the common use of new \VOrds and expressions found in stories. 7. To participate actively in class discussion. 8. To gain more skill in making simple outline. 9. To be able to write summary through the guide of an outline. 10. To be able to understand poems and to enjoy reading, hearing or dramatizing them. 11. To understand further how to use descriptive words properly. 12. To learn to appreciate beautiful descriptions or expressions found in the story or poems. 13. To develop a love for good pictures through contact with them. 14. To write original paragraphs with correct margin, indention, etc. 15. To understand such functional grammar as may - be necessary to meet expressional demands. C. Writing: 1. To write with uniform slant. 2. To write legibly in all forms of written expressions. ' 3. To develop neatness in all written work. 4. To write with correct posture. III. SUGGESTED ACTIVITIES . AND CONTENTS: A. Reading and Phonics: 1. Silent Reading (Work type) a. Text Book (You and Others, Bernardino J· and Castro) (1) Have Faith in God - pp. 3-9 (2) Too Good to. be True - pp. 11-22 (3) The Young Hero - pp. 30-34 (4) The Law Breaker - pp. 40-45 (5) Taxes, Taxes - pp. 48-54 (6) The Precious Gift - pp. 57-64 (7) The Student Choice - pp. 66-72 (8) Not Guilty - pp. 82-87 (9) A Boy in a Thousand - pp. 101-104 (10) What a Temptation - pp. 106-110 (11) A New Hope is Born - pp. 115-120 (12) Two Worthy Sons - pp. 133-139 (13) The Most Patriotic Pair of ~hoes - pp. 153-159 b. Supplementary reader (1) Tandang Sora's Bravery - - pp. 114118 JANUARY, 1958 (2) Who is Who Among Our National Heroes - pp. 119-122; Y. R. R. (3) How a Child Can Save - pp. 162-163 ( 4) The Unknown Heroes - pp. 171-172, Y. R. R. (5) A Lesson from Balagtas Life - pp. 213-215, Y. R. R. (6) A Great Hero - pp. 218-220, Y. R. R. (7) Community Improvement - pp. 170171, Spoken English for Filipino Children (8) True Victory - pp. 172-173, Spoken English for Filipino Children (9) Charity Drives - pp. 174-175, Spoken English for Filipino Children 2. Silent Reading (Recreatory) a. Magazines or Newspapers brought by the children to class. 3. Oral Reading (Work type) a. Some materials as in silent reading. 4. Oral Reading (Recreatory) a. Selections brought by the pupils in the class. 5. Phonics a. Reading for correct pronunciation, enunciation, articulation, correct stress and intonation. B. Language and Spelling: 1. Vocabulary development: Faith, gloominess of the weather, swerved, famished, quivering voice, nourishment, unsightly rubbish, drained the canals, stagnant, wrigglers, feel rotten, pocket-book, committed the same offense, etc. 2. Opportunities for oral expressions a. Informal conservation. (1) Telling stories or personal experiences. (2) Using the expression or vocabularies in original sentences. (3) Giving ideas or information gained through reading or listening. ( 4) Discussing the important points or incidents in the story or poem being studied. ( 5) Retelling stories read OT heard. (6) Answering and asking question. 3. Opportunities for Written Expression: a. Writing original sentences or paragraph. b. Recording dates gathered. c. Writing down important notes about the story read. PAGE 49 ct. Making an outline of the .selection read. e. Writing su'mmaries. 4. Opportunities for functional grammar: n. Nouns (1) Knowing the singular and plural nouns -pp., 38-40 Essential of English (2) Understanding Ii.ow some nouns form their plural - pp. 48-Text (3) Further understanding of the common and proper - pp. 27-30-Text (4) Picking out nouns that show ownership - pp. lGl-Text (5) Picking out nouns from the selection re a cl. b. P1:onouns: (1) Understanding the further use of pronouns. (2) K1:10wing the possessive i)ronruns - pp. 58-60 - Essential of English c. Adjectives: (1) Knowing how to use adjectives· properly. (2) Knowing the limiting· adjectives-pp. 70-71 - Text cl. Capitalization: ( 1) Proper Nouns (2) Beginning of Sentences (3) Important words in titles-p. 119, Text (4) Writing Initials-p. 29, Text (5) Writing I's and O's-p. 32, Text e. Punctuation marks: (1) Uses of comma - pp. 85-86, 94-95, Text (2) Different encl marks (3) Period after abbreviation and initials -pp. 6, 29, 95, 96, Text. ( 4) Apostrophe is possession-p. 161, Text. f. Correct usage: (1) Ashamed of, ashamed to, borrow, lend, was, were, etc .. g. Writing: (1) Writing original sentences or paragraph (2) Writing rough drafts (3) Writing formal composition IV. EXPEtTED 0l'.TCOMES IN TERMS O;F: A. Attitucleg and A1~preciation 1. Interest in reading stories about Philippine literature, arts, etc. PAGE 50 2. A desire to follow if not imitate the good teaehings of our heroes living or dead. 3. Appreciating the beautiful expression or words gained in any oral situation or written work. 4. A desire to read stories pertaining to the dignity of labor. B. Knowledge and Understanding: 1. The qualities of a good paragraph. 2. The use of pronoun. 3. The difference between the common and proper nouns. 4. The proper use of different punctuation marks. 5. The use of adjectives in comparing. 6. How some nouns form their plural and possession. 7. The good traits of our heroes, both living or dead. 8. The meaning of the Code of Citizenship and Ethics through reading the sample stories about each code. C. ·Abilities and Habits and Skills: 1. Talking with ease, .naturalness, and freedom from self-consciousness. 2. Relating stories and personal experiences in an interesting manner. 3. Taking active part in the discussion. 4. Writing an original paragraph, story or personal experiences. 5. Writing summary. 6., A habit of spelling words correctly. 7. A habit of writing legibly. 8. Ability to capitalize and punctuate correctly. 9. Using pronouns and adjectives properly. 10. Skill in reading for particular purposes. 11. Habit of correCt pronunciation, enunciation, and articulation. 12. Reading with correct stress and intonation. V. REFERENCES: A. Teacher: 1. C. of S. in Reading and Language for Grades V & VI 2. Bulletin No. 3, s. 1955 #7 B. Pupils: 1. You and Others - Bernardino and Castro 2. Year Round Reader 3. Spoken EngJigh for Filipino Children 4. Essential of English, Book V 5. Dictionary THE PHILIPPINE EDUCATOR The International Music tonf ere nee (Salzburg, Austria, August 6-14, 1957) Site of the Conference SALZBURG in Austria, which has gained a worldwide reputation as the focal center of the music life of Europe and the birth place of the great Mozart, was recently made the seat of. an international music conference. The conference was held from August 6-14, 1957 so as to coincide with the famous music festivals of which Salzburg is known the world over. It was officially known as the Third ~nternational Week of School and Youth Music sponsored by the International Society for Music Edu-· cation (ISME), an organization of selected music teachen:i and supervisors. A total of 260 delegates representing 4ustria, Germany, France, Italy, the United Kingdom, Switzerland, Jugoslavia, Greece, Africa, Algeria, Brazil, the Philippines, and the United States, attended the conference for the purpose_ of improving the teaching of music, enriching its scope and content, and promoting its cultural aspect in all schools. Philippine Representation Being a member of the International Society for Music Education, I received an invitation from ISME informing me of the music conference to be held in Salzburg, Au~tria. I found in that invitation an opportunity to learn new things in music teaching and to exchange opinions along music education with the delegates of other countries. These experiences, I believed would redound to the benefit of music teachers and students in the Division of City Schools of Manila. With the approval of the. Superintendent of City Schools and financial help of the Asia Foundation of the Philippines and the City of Manila, I was able to realize my desire - to participate in the conference a5 well as to make observations in the different places outside of the Philippines. I was the Ione ..delegate from the Philippines. Conference Activities The ISME Conference was well planned; as far as the subject matter of music education is concerned. This subject matter was divided into areas each area being a brief, informal course in itself. 'The main features of the conference were brief lectures by experienced music professors, sharing of experiences, observations and demonstrations, practice exercises in JANUARY, 1958 By Candida B. Bautista choral singing, playing of musical instruments and group ensembles, and visits to places of interest. I had the happy occasion to attend the following areas: 1. Elementary Music Education 2. An Introduction to the Orff Method 3. Choral Work 4. Rhythmic Education and Improvisation 5. Research on the Organization and Methods of Music Education 6. Compilation of Materials Needed in the Field of Music Education The daily program of activities was as follows: .-\.l\I. 8::rn- 9::30 C.immunity singing and sin~ing of folk songs, either in unison 01· in parts U::~0-10::)() L?ctures and discussion on Elementary l\lusic by competent music professors 10::30-11:00 Recess 11 :00 - 11 ::JO Continuation of discussion 11 ::30 - 12 :ao Demonstrations in the use of the Orff instruments l'.l\J. :l:OO-- 4:'.lO l\Iusic teaching in the seco11dary schools - demonstrations, appreciation lessons, and discussion of mdhorls of teaching 4::l0 - G::lO Choral singing During the whole conference, morning and afternoon sessions were held daily at the spacious hall of the Borromaum, a Catholic institution situated on the outskirts of Salzburg. The main activities centered on music teaching in the elementary and secondary schools and viewing Yarious exhibits. There were different speakers and lecturer.s in the conference. Amoi1g them were Professor Leo Rindrer, supervisor of music in Insbruck, Austria and one of the initiators of the conference, Dr. Egon Kraus, president of the German Corporation of Music Teachers in Kologne, and secretary general of the International Society for Music Education, Mr. Cesar Bresgen, expert in music improvisation, and Dr. E. Preuss11er, head of the Mozarteum, a conservatory of music where well-known professor!'\ like Dr. Anton Dawidowcz teach during summer. Lecture Notes Among the salient points in each lecture were the following: PAGE 51 D1'. Leo I'.i11dr1·()' 1. A program of sy;:;tematic music teaching in the elementary schools includes effective production and projection of the voice, proper use of the diaphragm, corrc:ct b1·ea thing, and clear diction. 2. The song is the basis of all music training and therefore students should be provided ·with . plenty of materials. To facilitate learning, the teacher shoukl emphasize the rhythmic p~ttern of every song being st11diecl, and that all work or theory should never be separated from the song.• The learner should be trained to follow the contour of the melody~ 3. A sense of rhythm iR acquired by means of dapping, running, skipping and dancing while learning a song. 4. Closel:-· integrated activities, such as singing, dancing, rhythmic responRe, dramatic activities, pageantn» festivals and th~ like, constitute modes of self-expression \Yhicl-i enhance the mental, soc:ial, physical, emotional and spiritual development of the child. 5. The modern 'Wet.\' of" teaching music is by ac1.tw lly singi1~g 1 he sr,ng.0• ~111(1 playing the instruments. For effective teaching, the teacher should play or sing ·with the pupils. Such participation helps maintain good dis::ipline, interest, and team\vork. lJ i'. E grm J{ m w; Training 1.he ch:Jd in rhrthm and gradually expo:-:ing him to musk should begin at a very early age. Music cdurntion cannot be separated from any other training of the child as proven by experiments conclucted at. the time the children under study started schooling. Prni'es:'.or Kraus demon:-itratecl the coned handling of the Orff instruments for use in elementary schools aml the ll"e of the different sized hammers to produC'.e pleasing sound effects. He gave the delegates opportunitieo: to try them out. The Orff instruments are made up of wood and metal xylophones, flutes and other percussion instruments, like drums of different sizes. Taking up problems on the teaching of music in the secondary schools, the professor conducted an appreciation lesson with the use of recordings of the great music masters, and chorus work, using the group as g class. DI'. Cer:<11· Bnsgen The inclination of a people for music depends largely upon the cultural baC'.kground of the country. Other Conference Activities Aside from lectures, demonstrations, discussion, and choral singing, the delegates had two excursions - one to the beautiful lakes of Wolfgang-See, Mond-See, Gosau-See, and Hallstatter-See, and the other to Gross rAGE 52 Glockner, a mountain 3798 meters high. At night the delegates were invited to attend corn;erts, operas, and plays incli.lcled in the program of the Festivals. · In spite of the limited time at my command, I was able to attend these operas: "Marriage of ·Figaro" by Mozart, "Fidelio" by Beethoven, "Falstaff" by Verdi, "Cosi Fan Tutte" by Mozart, and "Faust" by Gounod. I also attended "Jadermann," a play, and Mass in G by Mozart, as well as some symphonic concerts. The morning of the last day of the conference was spent in group singing and summarizing of the accomplishments of the .week These were followed by vigorous discussion dn problems confronted by the delegates in the teaching of rrtusic in their respective countries, which led incidentally to a three-minute talk bY each delegate about trends in mu'sic education in his own cpuntry. · In the afternoon all the delegates met at 'Sternbrau' for a get-together party. All delegates participated in group singing, and each sang native songs. With unusual feeling and pride I sang some of our popular folk songs and played on the piano Rome favorite k1111dinw11s; these were highly ' appreciated by the listeners. Post-Confert>nce Observation Tours After the conference in Salzburg, I mad.e observation tours in Munich, Frankfurt, Dusseldorf, Hamburg, Bremen, Zurich, Stockholm, Copenhagen, Amstenlam, Oslo., Btll'Rsels, Paris, London, Rome, Madrid, and Geneva. In each place I observed the life of the people - their babits and characteristics. I came to tl:c conclusion that the way they run their government is very much influenced by their culture and material resourcPs. The Europeans have a very high regard for their cultural a::c;omp0lishments, and their \Vorks of art and letters are well preserved in. their mu·,eurns and art gallaries. I visited a~ many schools as I could, \\'henever possible, to obsen·e the teaching of mu~ic and to learn the reaction of students to music education. In places where I found it a physical impossibilit? to visit schools, I joined guided tours 1,lnd leaorned much about the place from lecturers and guides. At night, I took every opportunity to listen to smf!ll concerts, string ensembles, and chamber music, or 'to see a wonderful ballet pedormance. Surely, there was no time to waste. · The1·e was always time to leaTn and enjoy ·what musi::: can offer to any Jiving soul. Suggestions By way of suggestion, there are a few innovations that can be introduced in future music conferences such as the one held in Salzburg, namely: 1. In. an international conference attended by delegates speaking different languages, the lectures should not be in German but in a language that is understood by all - that is, English; or if it is not possible to THE PHILIPPINE EDUCATOR use English, lectures in German should l>e ·translated ii:lu Ens~iish. 2. DclegatEs should be charged half the pl'ice of tickets for operas or conc(·rts, if they cannot be provided with free tickets. Delegates are usually tourists whoRe funds are limited. 3. To save the delegateR 1 from the inconvenience and di8comfort of. standing in line to buy tickets at the \Vindow, ticket~ sliould be provided the delegateR o~· reservationg made for them. 4. To effect better relationship and underRtanding, there should be literature or informational material about places \vhere conferences are held. This will . help visitors make suitable adjustments in dealing with the residents. · 5. People who will attend conforences for a few weeks need not carr.v much clothing. Just a few ~o keep them comfortable, clean and presentable will be enough. Significance The music conference in Salzburg \Vas not 11nerely an attempt to promote love and appreciation for music among the school population of the world thra a heedful analysi8 of its effect upon human emotion, or the prescription of certain technique, rnethocls, or procedure~ which are c[',lculatccl to bring about favorable responses and changes in human l>ehaviOl'. It has done more than \Yhat a fonnal' and costly diplomatic representation of a country can do for its people - the establishment and promotion of goodwill and understanding and the unfolding of capabilities and achievements of a people along cultural Iine3. The assembly of 260 delegates from different countries of the world greeting each other in all cordiality apd affection every clay for two weeks, singing with all fervor, the songs of their lands,- telling about their countrymen's potentialities fo music, discussing common problems in music education, sharing opinions and experiences in music teaching, and learning new ideas concerning various aspects of teaching music, is a memorable event in my life as a teacher. On Teache1·'s Promotion A VERY po0r teacher having given the best of her fruitful years to the service; working day in and day out, exhausting her talents for the best results; squeezing her energy to equal· the insurmountable jobs on hand; nevef budging, never runnin~.; away from her work but staying firm and resolve to tackle even the' most hazardous task, has but naturally to hope - to hope that someday she will l>e i·e\'\'arded: a promotion. To hope that someday she will~ be another administrator, not merely a. classroom teacher. Crush that hope and you strip the teacher of the very life she has. Destroy that hope, take it away from her and you killed the interest of that teacher. You relegate her to those unnumbered "dead logs" of the teaching profession who have nothing but hate for the work they so clearly loved bef~.re; deserving teachers who have "rot" because their school officials have erred, have bypa~sed them in JANUARY, 1958 By Uldarico Viray making promotions, and have neglected them because there are proteges they can not disappoint. Perhaps it is an inherent defect of any form of government for an official to err in matters of promotion. It is obtained anywhere. Both in private ancl public offices and departments. It is, one would say, a by-product of labor. In the teaching profession, where promotion is as slow as the proverbial snail pace, where a teacher has to count on ten, and twenty years of service before she can be promoted for an official to err is a very grave mistake an individual teacher could not afford. A single mistake will mean another ten or five years of waiting. Too costly for an old teacher ready to break to pieces because of the heavy burden. For every erring official there is one teacher crush~d. ·One teacher who was stripped of the inPAGE 53 terest and the love for the profession. One teacher who was transformed into a mercenary worker, one ·who looks at her work as a means to earn a living, one v\'ho discharges her work because it should be discharged and whose end will be the monthly pay. And the love for the children, and the inspiration to impart knowledge in the most systematic way is naught. That official had created another laborer in his midst, a dissatisfied teacher who becomes a faultfinder, a potential headache to him. I know of ·a very efficient teacher who is a dead "log" now. Twenty years before she was a spark plug, a living dynamo that generates interests, love and initiative. Everyone among her co-teachers ache for her love, for her attention, for her guidance. She was a model teacher, a coach, an everything. Supervisors come and go from her room, and they have nothing but praises for her fine work. Years passed by, she went on her work devotedly. Promotion, was her only obsession. That someday she wilf become an administrator was her hope. Everyone knows that. Then, so suddenly, after so many years of waiting a vacancy was created. There was one who must be promoted. Indeed there was one - but it was not the old teacher. Someone younger and equally energetic. "I was not so near the base," the old teacher told everyone. That was enough. The old teacher became another teacher: a dead dormant teacher who has no more like in her work. No more fire in her voice. "Let them do it," she would say when something is assigned to her. As the years unfold the poor teacher finds herself more and more useless. What that teacher lacks is proper public relation. She has never learned to come a little closer to the supervisor. She was headstrong. She stick to that hypothesis that she will be promoted if she is indeed deserving. She had failed to do what others have done. To be extra gregarious, to be over-solicitous of the needs of her superiors, to be equally on hand whenever a thing is demanded. That she missed, and spite of her good work, in spite of her efficiency, seniority and eligibility she was by-passed. It must be a lesson to anyone who wants to become somebody someday never to neglect "public relation." Good public relation with officials higher than you. The closer you are to the big people, the better is your chance of promotion. Of course it needs an extra expense and effort but it will in the end pay. What is a little thing-when it will rebound PAGE 54 in so many bigger things. It is a pity that so many intelligent teachers are headstrong, who because of their intelligence IJecomc forgetful of that phase of the work. This people who believed that they would be promoted because they deserved it and not because they have had goo~ relations with their boss are totally mistaken. That is a part of promotion. If ever there are some school officials who neglected and overlooked that they are only a few. It is quite obvious that all human beings are susceptible to favors. A little present on "his" birthday, a gift for the wife's birthday and many little things softens the heart. It retaliates in many things. It forgets somebody more deserving and favors that "one" who gives. It is not only true in one department it is true anywhere. Nobody can deny that sometimes it works faster than anything else. There are but few persons, officials who can honestly say that they were not swayed by that factor in considering promotions. Very few can say, "I have done it straight." What is the consequence of that mista~e? Promotions which are undeserving produce administrators who are inefficient. Who will succumb and who will perpetuate the same evil practice. Administrators who will little by little lynched and fleeced their teachers in a very diplomatic, in a very sensible way. Yes, indeed, it creates a. chain reaction that will pass on till the end of time. And too, it produces administrators who are less fitted for their positions, who knew very little of the work assigned to them and who in most cases have teachers better than they are. How do these people command? By the sheer force of their authority. The Philippine Public School system had paid for this. It is quite funny that many administrators have the courage to aspire and to occupy a position they do not deserve. And yet these persons are the same persons who occup~' the nearest place to the heart of the highest offidal. One has but to wonder how these things happened. It is indeed a blessing that the Teachers 'salary Act was approved for then it can right a wrong done to many deserving old teachers. If they were not promoted at least they received or they will receive higher salaries commensurate to the length of efficient service they have rendered. Once again these teachers will awake and rekindle the dead embers of the past - there will be fire in their voice, love in their heart. The day will then be another bright day for them! THE PHILIPPINE EDUCATOR Let's Define What We Mean By ~~Profession"* yUNE 24, 1957 was a memorable day. On that day, J Arthur Corey, Executive Secretary of. the California Teachers Ass·ociationn ehallenged the profession at a seminar of association staff members at. Trenton, N. J., to accept their role in leadership toward professional maturity. The first step toward maturity, according to Corey, is to define the word "prof ession." His premise is that "as teaching is basic in the preparation in the intellectual, professional, and technical leadership for our society, we cannot longer b~ satisfied that a profession cannot be defined.~ Because teaching1 must be better and still better as our mechanical and technical processes become more specialized and complex, teachers are faced with the decision now as to what kind of profession will be good enough to meet America's need. What Must Be Included in Definition 1. Teaching Must Be Fundamentally An Intellectual Activity. Although education certainly deals with the whole child, it should and must remain a calling which demands a relatively high intellectual capacity. Schools cannot create an environment which stimulates high int~llectual attainment without creative and intelligent teachers. All other things being equal, the more intelligent person will be the better teacher. Unless this requireme!1t is accepted, professionalization is questionable. 2. The Teaching Profession Must Posses A Defined Body of Knowledge, Skills and Techniques~ Again, all other things being equal the teacher who knows something about psychology, child development, pedagogy and .educationaJ philosophy is a better teacher than the one who does not. If this thesis be accepted, then ~ociety must take steps to guarantee that its teaehers possess this working equipment. It also follows that teachers individually and collectively have a responsibility constantly to increase the amount and validity of this accumulated professional knowledge' and skill. The importance of this professioI_?.al subject matter may indicate the wisdom of a general examination for teachers as a culmination to their preparation as a partial basis for their licensing. The examination of recruits and •:• Heprint from ":liontana Edueation," October, l!lG.7 issue, .Vol. XXXIV: No. 2; p. 22. JANUARY, 1958 the accreditation of preparation programs are the two mm;t potent weapons used by other groups in upgrading the competence of their replacements. 3. The Teaching Profession Must Be A Career Occupation. Turnover in many states indicates that teaching is still a transition job. No profession can be built upon transitory service. ·Recent studies indicate that in some parts of the country, turnover runs as high as. twenty to twenty-five per cent. (Seminar members felt that "selective admission, recruitment and screening" should be requisites to a career occupation). 4. The Teaching Profession Must Demand A Long and Continuing Preparation. All other things being e11ual, the person with the boardest and best educational preparation will be the best teacher. This is another way. of saying that good teachers must first be educated people. They must not only know the subject matter they would teach, but know enough about our total culture to assess the significance of their own field. Every teacher needs · to have a good liberal education with sufficient depth in some subject matter area to rightfully call himself a specialist. Then on top of all this, he must master the body of specialized professional knowledge which makes him a teacher. 5. Teachers l\lust Ile Aware Of The Significance Of Their Work And Ile Dedicated To The Welfare Of Those They Teach. Teaching i;; social service of the highest sort. The \velfare of the pupil must come before personal desire or aggrandizement. ~· The Teach,ing Profession Must Give Its Members A Relatively High Degree Of Individual Autonomy In Their Every Day Work. Assuming adequate preparation and competence, a teacher should be given freedom to diagnose the educational problems of his pupils and prescribe the treatment best suited to alleviate them. Except in rare instances the teacher's prescription should be final. The legion of supervisors and co-ordinators which descends upon the harried teacher in many of our schools is not conducive to his dignity or professional status. The professional necessity for heavy emphasis on many aspects of group action, group unity and group discipline makes inClividual autonom~· in meeting daily PAGE 55 problems an essential compensating factor if- individual creativeness and initiative are to be preserved. 7. The Teaching Profession Must Have A Group Solidarity Which Makes Possible An Independent Professional Determination Of Important Educational Issues. This makes some kind of professional organization imperative ancl implies that· the organization must be free of any entangling alliances which would bring extraneous issues into the solution of educational problems. If solidarity is to be achieved and maintained, then broad participation in policy making is necessary. This does not mean that the organized teachers should make the policy for the schools. It merely means that they will pe prepared to advise the policy making authorities what policy ought to be. The teaching profession must be ready and able to speak as a grotlp on important issues. 8. The Teaching Profession Must Possess Standards Of Ethical Principle, Personnel Policy And Mini.mum Competence And Must Enforce Them. From a practical standpoint, this is one of the most formidable barriers in the path of professionalization. It is no easy task to_ secure general agreement as to what these standards ought to be and even more difficult to enforce them once they are agreed upon. 9. The Teaching Profession · Must Be Provided Good Working Conditions And An Economic Status Equivalent To That Generally Afforded The Upper Middle Class In Our Society. 'Under the present conditions and assuming the kind of preparation which teachers need, this would mean maximum salaries of from ten to twelve thousand dollars with reasonable tenure, sick leave and retirement. Turn Back That ·Finger AT THE end of that accusing finger, wagged in exasperation and anger ... is the child whose mischief is t~'pical of his age, whose fluctuating moods are very much a part of his normal self, and whose line of thinking cannot approximate the realism of the outside world. Beyond the scope of the narrow bounds that form his daily environment, the child falls prey to the circumstances thrust upon him or events not of his own choice or making, where his inexperiern.:e and ~'outh have been wilfully used to .iustit\ measures to guide his growth along definite "grooves." With the present pace and trend of daily living and in the face of economic "survival of the fittest" which saps up the concentrated efforts and attention of the home, the child has been relegated to the background of more pressing problems . . . more to be tolerated but taken for granted. Misunderstood, the child has emerged to be a victim of our own pre-conceived standards and norms of conduct. As a consequence, the child is often bewildered by the actuations of his elders which run counter to what has ' . been dinned into his ears - actuations which we are too prone to commit and condone for ourselves yet will constitute an act punishable on the part of the poor child. In such an atmosphere where absolute authority holds sway without making any provision or leeway for the child's emotional and physical outlets, a growPAGE 56 By Carlos G. Beltran ing personality is neglected and consigned to the limbo of self-abnegation. A reticent attitude is engendered and the child becomes fearful that what he does and says, will meet with disapproval or incur the ire of the hand that spares not the rod. The home itself, cannot escape unscathe from the blame for its petty cases of "tyranny"; occurences th~.t are commonplace rather ,than e,xceptions to the rule especially in the rural areas where educational attainments are pitifully low and inadequate ' and where poverty and degradation hold sway. Consider this typical incident: Mang Pedro was lying down in the sala. presumably easing his back from the strains of toil. In came his son, apparently without the least intent of disturbing his father but as the space for passage was so small as most rural homes would allow, unfortunately stepped on the outstretched foot of the former. Roused, Mang. Pedro scolded his son, calling him disrespectful and one name led to the other until at the height of his temper, flogged the little offender. The situation was reversed. The next day, the boy fell asleep in the midst of his play and curled up unconcernedly as if the sala was his own sleeping corner. In came Mang Pedro, drenched with sweat and grim from his labor in the fields and tripped on theJittle foot that barred the way. The tired father immediately flared up and demanded to know why the boy selected the sala, of all places, for his THE PHILIPPINE EDUCATOR nap and get in everybody's way. Verbal barbs flew thick and fast in a tongue-lashing against which the boy could offer no defense except to stare in bewilderment at his enraged parent.* Or this: In trying to be helpful, eleven-year old Erlinda broke a plate whiie washing the dishes. Aling Atang immediately saw red at the sight of her new plate shattered into several pieces. A pinch and the inevitable "I told you so ... ," lecture ensued. A week later, Aling Atang'st' husband sideswiped a tray and half-a-dozen plates plummeted to the floor and broke up into a hundred fragments. There was not a word spoken, as if nothing ever happened. Slowly the little girl sidled up to her mother and whispered, ·'Mother, why don't you also scold Father for having broken so many plates?" To this day, the question has remained unanswered. Have we set a demarcation line between our actuations as parents and those of our young wards, an inviolable creed that gives substance to an incompatible -philosophy: "Do what I tell you to do but do not follow what I do?" Or, is there a separate code or norm for the child in his greener years and' another for his elders already imbued with the accum'' In the course of a routine home Yisit, th-2 writer witnessed this inrident wl:ere the stern finger of a father pointed in anger to the little child cowering in the comer. Will it not be but fair, for that finger to be turned back, too? Hence, this a1tir1P, to ease that growing thought. ulated experiences of years and somewhere in the remoteness of that gap, the twain shall meet'? These questions deserve serious contemplation for the incidents cited above are just a few among the daily happenings in the home, just a mere drop ·in the buc_ket of our own inconsistencies ... where the child is taken to task for petty offenses that can best be charged to inexperience and youth without any tinge of rancor. How truthfully has it been said, "There never is a bad boy at heart. In every child is always a latent spark of goodness deep within." The child, as a growing individual with a personality definitely all his own, needs a great deal of sympathy, love, and understanding within the bounds of valid and sound reason in order to tide him over the rough struggles in life and from which he derives strength and fortitude to walk the righteous path on to manhood. A stalwart tree out of the tender sapling, at last. In judging the child, we unwittingly pass judgment upon ourselves; for our handiwork can -only be as strong and lasting as the zeal and patience and infinite care that went into moulding it. In order to see better where the light and shadows lie in our chartered course, it will do us well to turn back that accusing finger . . . everytime we let go of a hand or a word uttered in consternation ... to ferret out what's wrong with ourselves! Cerebral Palsied Children GENERAL PALSY popularly but erroneously called paralysis or just orthopedic disability is a condition in which muscular control is slightly or severely lost. It is a neurological impairment. Dr. Perfstein, chief of the Children Neurology Clinic, Chkago, defines C.P.1 as a condition cha~acterized by paralysis, weakness, incoordination, or any abnormality of motor function due to involvement of the motor-control cenier of the brain. Generally, cerebral damage is not limited to a single area )n the brain, many associated defects are found in addition to the motor involvement. There are three most commonly observed neuromuscular disabilities among the cerebral palsied individuals such as: athetosis, spasticity, and ataxia.2 Some doctors include tremors:i and rigidity as other classifications for cerebral palsy. Although medical study shows that generally the oYer-all cause of cerebral palsy is injury to the brain, JANUARY, 1958 By Francisco C. Tan and Conchita Tan there are numerous ways in which brain damage may occur .. Causes of Cerebral Palsy: 1. illness of the mother during pregnancy 2. prematurity 3 . maldevelopment of the brain 4. anoxia 5'. instrumental injury to the bra1n during delivery 6. (Rh factor) 1 C.P. as used here means cerebral palsy. 2 Athetosis is chiefly characterized by involuntary, purposeless musicle movements; ;;pasticity is characterized by the tightening of the musdes that slows down motion and makes them stiff; and utaxi<i is eharacierized by lack of balance. :i Tremor which is seldom found among· the C.P.; it is characterized by involuntary rel'iproeal motions; rig;idity is characterized as a re::;istance of the muscle when the joints are flexed; ·it lack muscle tone and involuntary movements do not occur. PAGE 57 7. infectious ffo;east>s- after birth a. measles u. mumps c. chickenpox cl. encephalitis e. whooping cough f. traumatic injuries to the brain and cerebr:1l hemorrhages that usually o:'.cur during old age Cerebral Palsied Children in the Philippines To date there is no valid or accurate statistics of the number of cerebral palsied children in the Philippines. Dr. Deogl'<'cias .J. T::iblan, In-Charge of the Elks Cerebral Palsy Cli11ic, ·National Orthopedic Hospital, Mandaluyong, Rizal, estimated that there are about 40,000 cerebral palsied children and adults in the Philippines basing his estimate from the records of the National Orthopedic Hospital since 1949. The authors, estimated that. there are about 100,000 cerebral palsied individuals throughout the Philippine archipelago. This ~stimate is based on the study made in the United States in which one cerebral palsied child is found for every 200 births. This may be star gazing estimate for the condition in the United States is different from the locale of the Philippines, but on the other hand, this might be a close guess because in the United States due to advanced medical science, preventive measures, excellent medical care, and well informed public the people will have better chances of good diagnosis, medical care, and therefore, reliable pro!inosis in comparison with the prevalent Philippine conditions. It is very hard to think that our present conditions will lend more to propitious treatment than the vvell advanced medical science in the United States. Misconceptions Regarding the C.P. More often than not, cerebral palsied children are looked upon as queer and mentally deficient because of their physical appearance and incoordinated motor gaits. This misconception is aggravated by their inability to express themselves or make appropriate responses to common place stimuli. · Recent studies, however, showed that of the 992 cerebral palsied given mental tests, 49 per cent ranges below 70; 22.5 . per cent between 80 and 89; 21.9 per cent between 90 and 109, and G.6 per cent at 110 or above.4 Characteristics of Children with Cerebral Palsy There are many kinds and degrees of motor disabilities found among cerebral palsied. Oftentimes, concomitant disabilities may be of much greater consequence tci learning than are the motor impairments. Other disabilities may in~lude speech deficiencies, mental deficiencies, visual impairments, aural disabilities, and emotional adjustments. Most often cerebral palsied children haw two or more associated disabilities. When this is present, the cerebral palsied individual is described as having multiple handic'aps. PAGE 58 The large majority of the cerebral palsied children have severe motor disabilities. In many schools for the crippled children in the United States, almost one half of them are celebral palsi~d. Many of them are non-ambulatory, so awkward, slow, and clumsy in their movements so that they could hardly participate with the non-handicapped· children in their activities without suffering from -a feeling of inferiority or inadequacy. However, due to systematic therapy and the coordinated efforts of the team of specialists working for the rehabilitation of the cerebral palsied child, it is not unusual to find some G.P.'s among the nonh1;1ndicapped children in the classrooms and in the playgrounds. Aside from the motor disabilities common among the cerebral palsied children, is _speech disability. · It iR estimated that about 75 to 80 per cent of the cerebral palsied children have speech disabilities. There are several factors that attribute to the delay and/or speech disabilities of the cerebral palsied children. They are: (a) muscular disabilities which often involved the organs of speech; (b) lack of stimulating experience that reimltR from restricted movement and too much dependence on others; (c) mental retardation that is often a8sociated with cerebral palsy; (cl) hearing disability that iR prevalent among cerebral palsied children which makes the acquisition of language very hard; ( e) distractibility and dissociated_ behavior; (f) lack of personal-social adjuRtment; and (g) parents and/or guardians that over or underpamper the cerebral palsied children thus denying them wholesome growth and development. Educational Provisions for the Cerebral Palsied Children Since the effects of cerebral palsy is widespread and usually involve the associated areas of speech, auditory, vision, and mentality, there is no one type of school program that will meet the need8 of all children with cerebral palsy. Children with cerebral palsy may be divided into two groups or classifications: (a) those who have mild muscular disabilities and are capable of participating relatively freely i11 the activities of the non-handicapped children; (b) those who have severe muscular disabilities who need special equipment and classroom. In order to serve the best interest of the cerebral palsied children, the school should provide special devices, special techniques. of teaching, various and well graded instructionar :!Tiaterials, special equipment, and well-considered c11rriculum suited to ths individual needs, interest, capabilities, and disabilities. · · The United Cerebral Palsy Associations of New York City, proposed educational programs for cerebral palsied children which may be adaptable to Philippine conditions: 1. For children who can participate reasonably well in the school activities of non-crippled children: a. Regular elementary and secondary school THE· PHILIPPINE EDUCATOR classes whose teachers are willing to accept and provide for children with minor disabilities. Some of these children will need continued physical, occupational, and speech therapy. This often presents a problem of scheduling and demands considerable planning between the teachers and therapists. At the secondary school level many of the children are only mildly handicapped, and their regular class_ teachers, should have access to guidance facilities that include a specialist who is prepared to counsel handicapped youth. A part of the schoors responsibilities toward these children must involve realistic occupational planning. b. Special classes and services of various kinds for mildly involved cerebral palsied children whose primary disabilities are in the areas of mental retardation, and visual hearing defects. These include classes for educable mentally retarded children, for trainable children, and the blind, and the deaf. They also include either special classes or special services maintainecL for partially seeing and hard of hearing children. The absorption of mildly involved cerebral palsied children into these special classes must again depend upon the understanding and adaptability of the special class teachers. It will also depend upon , the class size and the diversity of probl~ms represented in the class, as well as the availability of therapy services for the cerebral palsied children who need them. c. Residential schools for those who are severely mentally deficient and for the blind .and deaf if local classes are . not maintained. This poses one of the most important problems in residential school planning. 2. For children whose incoordinations and restricted movement require either temporary or permanent placement in especially adapted classrooms. a. Special classes or schools for children with crippling disabilities. Ordinarily cerebral palsied children with many types of crippling disabilities, and the classes need n.ot be restricted to the cerebral palsied. b. Special classes for cerebral palsied children who are mentally retarded and otherwise psychologically handicapped. These classes should be restricted to no more than ten or twelve children according to the variety of handicapping conditions represented in the class. Large cities may provide differentiated classes fo~ mentally retarded and otherwise psychologically handicapped crippled children. Smaller communities, because of the limited number of children available, may need to group children with various intellectual disabilities together. If this is necessary the size of the cl&s:s should be rigidly restricted to permit much individual1zed instruction. It is probable that wherever there are enoug1'. children to justify three classes for crippled children, one group should be composed of children with psychological disJANUARY, 1958 abilities. c. Helping teachers for children with partial vision or who are hard of hearing and who are placed in special classes for crippled children. d. Teachers of the home-bound who serve child1·en who cannot be accommodated in the adapted facilities found in classes for crippled children or who are in accessible to special classes. In using teachers of the home-bound, it should be recognized that home instruction is a poor substitute for group instruction in a classroom. Teachers of the home-bound should be employed only in case of absolute necessity. e. Residential schools for children who are severely crippled and mentally deficient; deaf or blind. Nursery Experiences Early childhood experiences serve as basic apperceptions to learning and wholesome adjustments, but the cerebral palsied children are deprived of these meaningful and stimulating experiences that play vital role in the development of readiness for all round learning. Their severe muscular disabilities and, in many instances, their parents' reluctance to expose them to normal milieu of the home and the public restrict their experiences very much. Because of this, psychologists have recommended early group experiences for the cerebral palsied children. The nursery school or class can provide socializing experiences. stimulating and meaningful experiences, and very wholesome care and guidance by those whose job is to help guide the handicapped children now to help themselves in the future. Furthermore,. the nursery school experiences may serve as trial period for personal and social adjustments. Observations in the hursery school may also serve as the basis for future guidance and teaching of each cerebral palsied children. Providing for Parent Education The sµccess of the school program depends upon the close cooperation and harmonious relation of the school ancl the home. This is even more important as it relates to the children with cerebral palsy than it is in regard to the no1'mal children. The parents have the right to know about the curriculums of their children, their needs and problems, their progress in their studies, and personal-social adjustments. Likewise, the ,members of the scl]ool and ancillary staff should be well informed of the attitudes of the parents toward their handicapped children and how they are assisting them tovvards their education, rehabilitation, and adjustments. In many schools for the cerebral palsied children, parents are given active part in the educational program. The? attend conferences witp the teachers to discuss problems besetting the school in regards to the education and rehabilitation of their cerebral palsied children. In some cases, parents are given lectures and demonstrations by the special class teachPAGE 59 ers and the auxillary staff of the school so that they can effectively synchronize their home teaching and guidance activities with the school program. At present there is a new building that houses the modern clinic for the cerebral palsied children at the National Orthopedic Hospital compound at Mandaluyong, Rizal. '·This building was recently built by the Elk's Club, a civic-spirited society, composed of professional men whose hearts are dedicated to the amelioration and future happiness of thousands of unfortunate children - The Cerebral Palsied Children. House Bill No. 6614 HOUSE Bill No. GG14 approp~·iating P3,?28,000.00 for the adjustment of salaries of public secondar~' school and city intermediate teachers lapsed into a law on June 22, 1957. The late President Magsaysay promised to sign the bill if Congress passed it during his term. President Carlos P. Garcia kept faith with the late president when he allowed it to lapse frtto a law. Lately, President Garcia directed acting budget commissioner Sy-Changco to release the amount so that salaries of teachers and other school personnel in the general high schools and intermediate teachers in chartered cities may be adjusted. The House Bill GG14 shall stay in our history of financing public secondary e~ucation as the first st~p towards the approval of a scheme of financing envisioned in the Foundation Program. The bill is a new trend in financing public secondary education. PUBLIC SECONDARY SCHOOL FINANCING TRACED Public secondary school financing in the P.hilippines may be traced from March G, 1902, when the Philippine Commission passed .Act No. 372' which. amended Act No. 83 entitled "A General Act for the Organization of Provincial Governments in the Philippine Islands," a portion of . which authorized the provincial boards: "To provide, if deemed expedient by the provincial board, by construction or purchase, or renting, such school building ... to be used .for the free secondary instruction of pupils resident in the province, such secondary instruction being understood to include, in addition to academic instruction in agriculture. and normal-school instruction, and to . provide for the payment of all expenses of maintaining such public school or schools of secondary instruction as may be established in the province ... Dr. Benigno Aldana in his book "The Philippine Public Schools: Their Administration and Financing," said: PAGE 60 By Jose C. Reyes "During the school y;ear 1954-1955, there were 284 general secondary schools scattered all over the country from Batanes to Sulu. Of this number, 16 or 5.6'/o were municipal high schools; 20 or 7.1 '1' were city high schools; 248 or 87.3<;'6 were provincial high schools located in the capitals of provinces, in big towns or in isolated islands and remote places. On the basis of number, it may be safe to sav that the general secondary reach . . more people than all other secondary schools put together. For this reason, if for no other, the general secondary school occupies a position of high strategic importance, so to speak in our scheme of pul::>lic education." Dr. Aldana gives unsatisfactory or inadequate financing as the foremost problem of public secondary schools. There is no specific provision of law requiring the provincial government to set aside a part of its revenues for the support of the general secondary schools. The law merely authorizes the transfer of funds, through provincial board, from the general fund of the province to the school fund. As a consequence of this policy, the giving of aid to these schools has been dependent upon the pleasure of 'the provincial board, the city council, or the municipal council concerned. Because of the apparent indifference of the Department of Finance in allowing government a.id to the general high schools, only limited amounts, if any have been set aside by local governments for the maintenance of public schools. In several cases, appropriations previously earmarked as aid to high schools have been disapproved by the Secretary of Finance who usuaUy mentioned, among other things, the fact that such amounts could b~ 9f greater use for such projects as roads and bridges. Almost invariably, this official recommended that the schools increase their tuition fees in order to be able to raise the needed amount with which to balance their budget.· THE PHILIPPINE EDUCATOR Basic Philosophy in Financing Public Seconda1:y Schodts 1. The Constitutional Proviso - "All educational institutions shall be under the supervision of and subject to regulation by the State. The Government shall establish and maintain_ a complete and adequate system of public education, and shall provide at least free public primary instruction, and citizenship training . to adult citizens. All schools shall aim to develop moral character, personal discipline, civic consci:ence; and vocational efficiency, and to teach the duties of citizenship. Optional religious instruction shall be maintained in the pubiic schools as now authorized by law." 2. In a democracy the quality and type of secondary education should be determined by the people themselves_ who should support the kind :of education they want. 3. Educational finance cannot be considered in an educatioonal vacuum. Sources of Finance for Our Secondary Schools 1. Tuition fees. In a study conducted by the Bureau of Public Schools, 1954-1955, the rate of tuition j'ees varied as follows out of random samplings from this study: City- of Manila ---------------····- P15-.15-20-20 Quezon ................................ P45 Tarlac .................................. P77-75-78-79 Capiz Pontevedra ........ : ........... Pll0-110-120-120 Cavite ................................ P75 Tanza .............................. P90 In 1950-1951 as reported in "A Foundation Program for Financing -Public Schools in the Philippines" by' Morrison, Guiang and Yanson, the total_ expenses for secondary schools was Pl0,586,000.00. Of this amount ?8,938,000.00 or 85/'a represent the tuition fees with an average of P75.85 per capita. 2. Transfer of funds from the General Fund of the province or the city to the school funds for the maintenance of secondary schools either to lessen the rate of tuition fees or to provide for other essential necessities. Only rich provinces and chartered cities give these transfers from General to School Funds. In the forQgoing study of the Bureau of Public Schools, a number of these provinces- gave their aid as follows: Abra Provincial H.S. -----------------------· P 900.00 Albay Prov. H.S. _______ ..................... . Kttlasi H.S., Antique -----------------------M._ H. del Pilar H.S., Bulacan JANUARY, 1958 19,667.00 4,500.00 22,040.00 Catanduanes H.S. .............................. 10,000.00 Ilocos N. Prov. H.S. .......................... 22,422.00 La Union Prov. H.S. __________ ___ __ _____ 33,075.64 3. Aids extended by P.T.A.'s and parents of the secondary school students. Recommended Other Sources 1. There should be created through congressional legislation or through resolutions of provincial boards or city councils of the chartered cities new taxes .earmarked specially for the support of secondary schools. (Prior to Commonwealth Act 386, there used to be marriage fees for the support of elementary schools.) 2. Pending the enactment of the Foundation Program into a law, there should be a legislation which would make it obligatory for the Provincial Board or City Council to transfer no less than 157a of the total provincial or city revenues exclusively for the support of public secon~ary schools. 3. -It might be possible to have National aid extended to the provincial or chartered city high schools particularly those provinces that are poor to carry on the burden of taxes. a. Principals of high schoo"ls in the National roll before. b. Supervisors of English and teachers of special subjects, like science and mathematics and health. 4. Donations or aids from P.T.A.'s, parents, etc. BIBLIOGRAPHY 1. Aldan.a, Benigno: The Philippine Public Schools: Their Administration· and Financing. 2. Morrison. Guiang and Yanson: A Foundation Program for Financing Public Schools in the Philip-pines, Bureau. of Printing, 1953. 3. Burke, A. J.: Financing Public Schools in the United States. Harpers and Bros., 1953. 4. Committee of the National Conference. of Professors of Educational Administration: Problems and Issues in Public School Finance, Bureau of Publication, Teachers College, Columbia, 1952. 5. · PASS: Education in Rural Areas for Better Living, 1950 Yearbook, Financing Public Elementary :Education Now and in 1950 by Pedro G. Guiang-. 6. Mort ..and Reusser: Public School Finance: McGrawHill Book Co., Inc., 1951. 7. Bureatr of Public Schools: Statement of Funds of General Secondary- Schools, Fiscal Year 1954-1955. 8. Ramirez, E. C., Strengthening the Finance of Pub-lic Secondary Sehools in the Philippines. PAGE 61 • Primary Teacher ID Scotland SSCOTLAND has very rich traditions in education. The system first began to take shape under an Act of Parliament in 1696 and, during the following centuries, its prestige grew under the influence of rural schoolmasters - the Dominies - many of them University-trained, who taught all stages in their village schools and sent their brightest boys direct to the Universities. The present form of Primary Education was set up after the Act of 1872. Many changes have taken place since then. Primary education for pupils between the ages of 5 and 12 is given in primary schools and in the primary departments of secondary schools. These schools and departments vary wide!y in size. Nursery schools and classes for children from 2 to 5 years of age are voluntary and, though firmly established, are still comparatively few in numbel'. The minimum qualification for teaching in a primary school is the Teacher's General Certificate. W omen students have a more open choice than men who for the most part must be University Graduates. Women may enter a Training College straight from secondary school at the age of 17 or 18 years provided they gain an approved group of passes in the Scottish Leaving Certificate Examination or a Certificate of Fitness of the Scottish Universities Entrance Board. These entrants take ·a three-year course. Extra courses may be taken by students seeking additional qualifications and each year the Colleges offer Summer Courses for teachers-in-service. In Scotland, all courses of training for teaching are conducted in the Training Colleges which are a part of the public system of education. The Universities, though they have Departments of Education, do not undertake the professional training of any category of teacher. Men and women who wish to teach in the primary school may qualify for admission to training by taking a pass degree at the University. They are then· required to take a oneyear course at a Training College. On the successful completion of courses of training, stl1dents receive Training Records from the Training Authority and Probation Certificates from the Scottish Education Department. A Probation Certificate cannot be issued if the student does not saPAGE 62 By William Campbell tisfy the standard of physical fitness required by the Department. At theend of a probationary period of teaching service, usually of two years, and on the basis of reports by head teachers and recommendation by Her Majesty's Inspectors, teachers receive thier Final Certificates. During the period of probation, the conditions of service and the salary of the teacher are not affocte dby the fact that he has not yet obtained his Final Teacher's Certificate. Towards the end of his course, the student takes steps to obtain a post. Appointments are made by Local Education Authorities (there are 35 of these) usually through application and interview. It is not now the custom, as it once was, to appoint an assistant teacher to a particular school. He is appointed to the. staff of the Education Authority and mav b·e transferred at their pleasure to any school in their. area, but there is nothing to prevent a teacher leaving the employment of one Education Authority and taking up an appointment with another. All that is required is the period of notice, usually one month, for which the contract provides. In times of shortage of staff, like the present, students in general find positions relatively easily where they want them and, after a time, may move to other appointments or other areas if ,they are not suited. Approximately 15,000 women and 3,000 men are serving in primary schools. About 4,000 of the women and over 2,000 of the men are University Graduates. There are 760 non-graduate men. This number includes those men who were in the teaching profession before graduation was required for entrance to training and those who entered after the 'Var under an emergency scheme when there was a temporary relaxation of requirements. l The salaries (made up of a basic and a r~sponsibility element) of all teachers employed by Educ:ation Authorities are fixed by statutory regulations \Vhich are revised every three years. A general revision is in progress at the present time. Certain alterations have been made quite recently. To take approximate figures, college- trained women who are not graduates are on a basic scale which begins at £435 and rises to a maximum of £670 in 20 years. The scale for women graduates is from £490 to £715 THE PHILIPPINE EDUCATOR in 18 years. Non-graduate men and male graduates are on the same scale, £556 to £866 in 18 years. The men's basic scales are higher than those for women teachers, but last year the principle of Equal Pay was accepted and women's scales are being increased by stages so that this principle will be implemented fully by 1961. The chief positions of special responsibility in the primary school are those of Headmaster, First Assistant and Infant Mistress. Responsibility payments are determined by the num\Jer of pupils on the roll. The responsibility elements of head teachers of primary schools (men and women) are based on a scale from £70 for the smallest school to £350 for the largest. The responsibility payment of the deputy head teacher or second master is 25 per cent and of the infant mistress is 30 per cent of the responsibility payment is determined in the same way as that of the second master. The social and economic changes of the last 10 years nave pressed very hard on professional people including teachers. The standard of living throughout the country has risen very considerably but the standard. of living of teachers has not risen at the sav:ie rate as that of many other classes in the community. This change is relativities, to the disadvantage of teachers, is felt all the more keenly because the community expects from teachers certain standards which are not expected from many others. The teacher has, however, considerable security of tenure. Very few teachers lose their employment. He has also the benefit of a contributo? superannuation scheme based on length of service. Every Authority operates Sick Pay Regulations under which the teacher absent through illness receives salary for periods fixed in accordance with his length of service. There are special provisions for teachers absent on account of respiratory tuberculosis. This entitlement does not depend on length of service. The nature of a t~acher's work and of his outof-school activities is naturally much influenced by the size of the school and by its geographical position. A very large number of primary schools in Scotland are sqrn]j country schools many of them remotely situatecl.' Some /of these schools (and they include schools ~·.'ii.h~ only one teacher) are situated in the Hebrides and in Orkney and Scotland and are so remote that a special salary addition has been prescribed to attract teachers to them. · The development of broadcasting and the extension of television will be an increasing blessing to teachers in those schools. In other small rural schools, teachers have the problem of taking several stages together but these teachers have the advantage of getting to know well both children ancl parents through living in the JANUARY, 1958 same community and they are respected not only for the important work they do in the school but also for the assistance they give in the social and cultural activities in their district. In the Cities and in urban districts, primary schools and classes tend to be very large. Many of these schools have more than 600 pupils: some have more than a 1,000. Quite a considerable number of classes have more pupils than the number (45) laid down in the Code. Some of the difficulties are met by group teaching in which teachers have taken special instruction. Nevertheless, the sheer pressure of numbers makes the work of the teacher difficult and arduous. It is not possible in a short article to say much about the curriculum. This matter and methods and techniques in the primary school are discussed with great understanding and insight in "The Primary School in Scotland" issued by the Scottish Education Department and published by Her Majesty's Stationery Office. The whole professional background to the life of the Scottish primary teacher is admirably portrayed in "Primary Education - A Report of the Advisory Council on Education in Scotland" also published by the Stationery Office. Though the length of the school day is not the same in all areas, school sare usually in session from 9 till 4 each week-day except Saturday. Infants have a shorter da~ and every school has a break in the forenoon. The normal school session e;x:tends to 400 meetings (1 full da.y counts as 2 meetings). With vrey few exceptions, Scottish primary schools are co-educational. Within the general sheme of work approved for the school, the teacher has very considerable freedom in shaping the subject matter of his teaching and in conducting his class. Schools are inspected by Officials of the Department but on account of the cordial relationships between the Jnpectorate and the teaching profession there has grown up a spirit of co-operation and mutual helpfulness which has been of great benefit to the children. The conditions under which our national system of education is being developed are not easy, and the problems have weighed heavily on the primary school. There are too few .trained teachers and too many mnay existing schools accomodation for the children is unsatisfactory and amnities for the teachers quite inadequate. In the midst of economic and social change ancl its effect on standards and value, the teachers, both primary and secondary, are having a hard task to win from the public and from the Government clue recognition for their service to the chiklren. PAGE 63 Minutes of WCOTP Executive Committee Meetings' Friday, August 2, 1957 Present: Gould, chairman, Ashbridge, Buhagiar, Coldwell, Carr, Hombourer, Hutchings, Lorenzo, Michel, Natarayan, Patterson, Richner, Welty. The Committee took the following action: 1. Approved the minutes of the Manila meetings. 2. Asked the Secretarv General to express app~eciation to the Educational Press Association of the U.S. for help in preparing the pictoral report on the Manna me~ting. 8. Decided to present to the Assembly of Delegates an official message of sympathy concerning the death of President Magsaysay of the Philippines ancl Secretary of Education Hernandez. 4. Asked that the Executive Committee be notified of the results of any vote by mail such as the one in which a majority of the Committee had \'oted not to participate in the Swedish seminar. 5. Commended the Secretary General for his prompt action in sending Mr. Richner to Austria to investigate for WCOTP the situation concerning Hungarian refugee teachers. G. Voted, by a majority of one, to publish in the form of a footnote to the Constitut1on the recommendation adopted by the Committee of Fifteen in 1951. 7. Agreed to present the Secretary General's report to the Assembly of Delegates as the Executive Committee report, with certain reservations expressed by . Mr. Hombourger. 8. Asked that information concerning membership dues received by IFT A, FIPESO, and the WCOTP Washington and London Accounts be exchanged as soon as possjble after June 30th, the end of the fiscal year, without waiting for auditor's reports. 9. Agreed to appoint the following rapporteurs of section groups: I - What constitutes a reasonable and proper teacher loancl and how is this related to teachere flhortage? - Mr. J.O. Mendis (Ceylon). PAGE 64 II - What devices and procedures have been use.cl to meet .. quantitative standards? Have these been at the expense of quality of preparation? - Mr. Lyman Ginger (U.S.A..-) (Chairman, Mr. H. Baude of France) III - Economic Causes and Remedies ..,-- Mr. J. Procter (England). (Chairman, Mr. C. H. Wittrock of Sweden) IV - Non-Economic J. Mounolou (France). of Germany) Causes and Remedies - Mr. (Chairman, Dr. K. Bungardt 10. Agreed that rapporteurs should be members of the Resolutions Committee and that Dr. Patterson should be chairman of the committee. 11. Decided to recommend admission of the following national member organizations: Burma - Union of Burma Teachers Union Cuba - Associacion Educacionai de Cuba Federacion Nacional de Colegios de Profesionales de Ense:fianzas Especiales Colegio Nacional de Maestros de Artes Manuales Colegio Nacional de Maestros Normales y Equi,. par.ados Colegio Nacional de Pedagogos Germany - Deutscher Philologenverband Hong Kong - Hong }{ong Teachers Association Panama - Association de Professores de la Republica de Panama (provisional, pending acceptance by FIPESO) Sweden - Tekniska Latoverkens Lararforbund 12. Agreed to recommend acceptance 'of the following associate member organizations: Classroom Teachers Association of New York (U.S.A.) Educational Press Association of America (U.S.A.) Fecleracion de Institutiones de Ensefianza Comercial de Cuba (Cuba) Indiana· State Teacpers Association (U.S.A.) Philippine Association of School Superintendents (Philippines) Singapore Graduate Teachers Association (Singapore) Karachi Schools Federation (Pakistan) 13. ·Accepted the resignation of the Suorrien' Yksityiskoulunopettajien Yhdistys Privat~koJlar~rforenin gen (Finland and recommended the termination of membership of the following organizations since they have not paid dues for more than two years: Austria - Sozialistischer Lehrerverein Osterreichs Mauritius - Union of Primary Scho9l Teachers and of the following associate members: Albuquerque Classroom Teachers Association Elmira Women's Classroom Teachers Association Geogia Education Association THE PHILIPPINE EDUCATOR Iota Chapter of Delta Kappa Gamma Joliet Teachers Association Lawrence Educational Council Naperville. Teachers Association Prince Georges County Teachers Association' Utah Education Association. 14. Recommended the establishment of subjectmatter committees on handicapped children, technical and vocational teachers, rural education and a committee of education editors. 15. Postponed selection of an official seal for: a year .and suggested that the Secretary General circulate to national members the seals already submitted with a request for additional designs. 16. Asked the Secretariat to consider translating for publication the constitutions of national teachers associations. 17. Agreed in principle to urge national members to cooperate in the observance of Human Rights Day on December 10th each year and to participate in the celebration of .the tenth anniversary of the adoption of the Unive11sal Declaration of Human Rights in 1958. 18. Accepted the reports of WCOTP representatives at international conference as presented in the C-series of conference documents. 19. Received an invitation from Miss Martha Shull, president of the National Education Association of the U.S. to hold the 1959 Assembly of Delegates in Washington. 20. Adopted the draft budget for presentation to the Assembly. 21. Close the following conference themes to recomend for acceptance by the Assembly: (a) Public support for education - 1958; (b) East-West understanding - 1959. .22. Assigne~ Mr. Ashbridge responsibility for reco~mending standing orders to be considered next year for adoption by WCOTP. 23. Noted a letter from Israel concerning the situation in the Middle East and agred to take no action. ,. 24. Asken_ tlJe President to consult delegates of Yugoslavia, Ireland, India and Israei concerning pos- - sible arrangements, for a meeting-place in 1957 and 1 take up the matter with the Executive Committee again during the week. 25. Heard reports from IFTA and FIPESO on their decision with regard to the Comite d'Entente; noted that FIPESO had voted to retain its membership in the Comite and IFTA had voted to withdraw in passing the following resolutions: JANUARY, 1958 IFT A re~olutions: 1. This Conference reaffirms its desire to encourage contacts among teachers throughout the world, on a professional and educational level. · 2. This Conference resolves: - that IFTA shall leave the .Joint Committee forthwith, and cease all relations with .FISE --:- hat IFTA call upon WCOTP to undertake immediately all measures necessary to establish professional relations with all teachers throughout the world. FIPESO resolution: "The Council of FIPESO, having comddered the resolution presented at Manila on August 8, 1956 at the WCOTP Assembly, agrees that the Executive Committee should taek immediate steps to establish the position of WCOTP in international affairs according to the Constitution and the resolution of Istanbul in 1955. It is, however, of the opinion that it is only at the stage at which it has been possible to reconstitute the Comite d'Entente in accordance with the Constitut~on and the Istanbul resolution that FIPESO can properly be asked to reconsider its cooperation with FISE as suggested." Tuesday, August 6, 1957 Present: Gould, chairman. Ash bridge, Caldwell, Carr, Hombourger, Hutchings, Lorenzo, Natarajan, Patterson, Richner, Welty. 1. The Committee, by a vote that was unanimous with one exception, approved the following letter to be sent by the WCOTP President: Dear Sir: The Executive Committee and the Assembly of Delegates of WCOTP, meeting at Frankfurt, have carefully examined the questions of the relationship of WCOTP with other international educational organizations. I now write to tell you that WCOTP has appointed representatives to establish liaison with such organizations. These representatives are prepared to discuss with representatives of your organization means of cooperation on professional topics. In accordance with the WCOTP constitution, questions involving political, party-political or religious controversy would have to be excluded. If your organization wishes to begin such discussions, I shall welcome your suggestion regarding a mututally convenient time and place of meeting. Very truly yours, RONALD GOULD President PAGE 65 2. The Committee adopted the following procedure concerning the above letter: a. Organizations to which it will be addressed: ( 1) !mediately: FISE (World Federation of Teachers Unions) WUCT (World Union of Catholic Teachers) IAUPL (International Association of University Professors and Lecturers) SPIE (International Federation of Free Teachers' Unions) (2) Later, other organizations as approved by the Executive Committee. b. Composition of the WCOTP group: Sir Gould, chairman; Coldwell, Hutchings, Michel, Mendis; the Secretary General or his representative, on a non-voting basis. All to meet with representatives of FISE, any two to meet with other groups. c. Instructions to the WCOTP groups: (1) Its functions outlined in the draft letter. (2) Full and frequent report to be made to the Executive Committee and transmitted by the Executive Committee (with comments as it considers desirable) to the Assembly of Delegates and member organizations. (3) Decisions to be reported to the Executive Committee and the Assembly of Delegates for their approval. 3. The Committee decided the 1958 Assembly of Delegates should be held in Rome, provided satisfactory arrangements can be made. 4. The Committee advised that in publishing national reports on the "Shortage of Teachers" theme the report by Dr. Patterson and the four group reports be included. 5. The Committee provisionally recommended acceptance of the teachers association of Iran, pending receipt of an English version of the associa~ion's constitution. Friday, August 9, 1957 Present: Gould, chairman, Ash bridge, Caldwell, Carr, Hutchings, Lorenzo, Mendis, Michel, Natarajan, Nordstrand, Patterson, Richner, Welty. The Committee took up a series of matters referred to it by the Assembly of Delegates, namely:· 1. A proposal by Mr. Carson that there be an annual conference of the secretary of national member organizations. The Committee recommended that this group might hold an informal meeting during the Assembly of Delegate8 in 1958. 2. Proposal8 of the delegation of the National Union of Teachers of England and Wales concerning PAGE 66 group meetings. These proposals were read and referred to a committee consisting of Mr. Croskery, Dr. Patterson and Mr. Carr for consideration in February 1958, with the possibility that they might submit a report to be voted on by mail. 3. The proposals put fowarcl by Mr Baude at the 1957 meeting and previously by Mr. Forestier in 1956 concerning increasing participation by national associations in the work of the Confederation. The Executive Committee noted that the most effective participation by the national a8sociations was to contribute ideas and information and that all associations were urged to reply to requests for such material. It suggested drafting a letter to all national members outlining specific areas in which their participation was requested, the response to this letter to be the basis of a report to the Assembly in 1958. 5. The proposal of Mr. Lepouse that there be shorter meetings and less documentation. Arrangements were considered to reduce by one day the total attendance of most delegates. The Committee agreed that no unncessary documents shoulq be issued but noted that some delegates believed there was not sufficient documentation and that many of the documents would be useful for reference after the conference. 6. The recommendation that Dr. Patterson be invited to extend his study of the shortage of teachers. This recommendation was approved. The Executive Committee made the following committee appointments: 1. Afro-Asia Committee. Mr. S. Natarajan (India), chairman. Mr. J.D. Seervatham (Ceylon), U Htun (Burma), Mr. Ricardo Castro (Philippines), Mrs. Ora Horton (Liberia), and the WCOTP Secretary General or his representative. 2. Representative group. (Liaison committee) Sir Ronald Gould, chairman, and the following members of the Executive Committee: Caldwell, Mutchings, Michel, Mendis, and on a non-voting basis, the Secretary General or his representative. Any two will be empowered to conduct discussions with IAUPL, ·wucT or SPIE; all members of the group will meet with representatives of FISE. 3: Committee on Unesco Relationi;l. The Ptesident and Secretary General or their repi~£Nlh.tives, Mr. Natarajan and Mr. Richner. Unesco is to be· notified that since Mr. Natarajan has succeeded Mr. Hombourger as Vice President the composition of the committee is being changed accordingly. 4. Committee of Education Editors. Preferential votes by the editors meeting at Frankfurt were taken into consideration in these appointments. For twoyear terms: Dr. G. Kerry Smith (U.S.A.), chairman; Mr. Ricardo Castro (Philippines), Mr. Gilbert Smith THE PHILIPPINE EDUCATOR (England). App"intcd for om· .Year: Mr. Vincent J. .Jasper (Hong Kong), Mr. Albert Herzer (G(~rman~'), :\fr. Sean Sweeney Ireland). The Committee is expected to elect its own secret<U"y next ~~ear. 5. Committee on Vocational Education. l\'Ir. Armand Tamigniaux (Belgium), chairman; Mr. Charles Mcf'arthy (Ireland), secretary, appointed for two~·ear terms. Appointed for one .vear: Mr. Philip Ricke~' (U.S.A.) and Mr. Harry Tornquist (Sweden). Two \'acancies were left for future appointments from national members of WCOTP interested in this field. G. Committee on Rural Education. Mr. Diw:rn Ch:rncl Sharma (India), chairman; l\'Ir. E. E. Esna (Nigeria) an cl lVIr. Pedro Guiang (Philippines), two year terms. Two one-year appointments to be made on the recommencla ti on of (1) the Syndicate N acional des Instituteurs et Institutrices (France) and (2) member a-;<.;ociations in Cuha. 7. Committee on Handicapped Children. Dr. L. P. Patterson (Canada), chairman; and a member of the HTU (Israel) to serve two-year terms. For oneyear terms: Mr. J. Brosnahan (Ireland), Miss Elsa Schneider (U.S.A.), a representative of the Danish member organizations, and one person to be appointed to fill the remaining vacancy. Mr. Michel offered to available to the committee the report of a study by IFT A on handicapped children. The Executive Committee agreed to the following appointments of WCOTP representatives: 1. August 28-31, Vienna - World Union of Catholic Teachers - Mr. Asee;·vatham (Ceylon) and Mr. Buhagiar (Malta). 2. September 2-8, Geneva - World Federation of Unitd Nations Associations - Mr. Th. Richner. 3. September 9-14, Florence - Secretariat for Educational Sciences - It was reported that Mr. Rodeinstein (Germany) was expected to attend and might be asked to represent WCOTP. 4. O~t01:l•".>:i-<2'!-21, Paris - Unesco Advisory Committee·· on Curriculum - Miss O.M. Hastings (England). 5. 02tober 23-November 1, Ciudad Trujillo - Ibero-American Congress on Edu ca ti on. It was agreed that the Secretary General should appoint a member cf the Fuerto Rico Teachers Association to represent WCOTP. G. June 15-21, Paris - "Organismes Familiaux" - vYCOTP to send regrets. 7. Aclditiona l represent at ins to he a ppointcd b~· the Secretary Gl·1wral and c;1refull~' IJridted so that they will be able to express the Confederation's point of view on questions discussed and not simply extend greetings and make reports. With regard to plans for the 1958 Assembl~· of Delegates, infor mthe ExecutiYe Committee made the following decisions: 1. Theme - Public Support for Education. :.\Ir. Richner and the Swiss teachers association to prepare a questionnaire for national member asocsiations and a summarizing report. (The 1959 theme - East\Vest Understanding - is to be referred to Mrs. Calrlwell and the National Education Association of the U.S.) 0 Schedule of meeting·s. The follo\\·ing schedule was adopted: Sunday, .July 27 - WCOTP Executive Committee meeting J.\Ionda~', .July 2~ - IFTA and FIPESO Executive Committees Tuesday evening, .July 28 -- IFT A and FIPESO opening sessions Frida~', August 1 - Wednesday, August G WCOTI-' Assembly of Delegates \Yeclnesday, August G, or Thursday, August 7 WCOTP Executive Committee 3. Additional arrangements were refened to the Secretaries of WCOTP, IFTA and FIPESO, who met at once to discuss facilities in Rome and hotel accommodations. '-Ol¥1,11A· #E'NTJlfOl 0 40GM ,s..t.uCrLIC AC•D I 500M 'PfS:O~C· .. 01. 3 ooc;.~, 1 '"'c Q)'10E 'COG~ ' p1ucrP1'l'AftDS1J~PWv~ 3000M,9E ... 20• .. ATE'O LAl?D 3o ooc...,, ,0•1. o~ SE~G.AN>OT 0 s .. NEWER •. FRESHER ..... • • . just like 1958( Newer • , , fresher CHELSEA for you! 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