isa-normaladvance-1903-00021-Nov

Description:	The Normal Advance.Vol. VIII.TERRE HAUTE, IND., NOVEMBER, 1902.No. 2First Years WorK of American Teachers ii\ the Philippines.The first lesson that the Filipino people received from the American nation was on the memorable first of May, 1898. This was the beginningof a long series of lessons which have shown thegenerosity and humanity of the United States aswell as its strength. During the four years thatfolowed Deweys victory the army of occupationspread over the archipelago, and the educationalJohn the Baptists were soldiers detailed to teachthe native children in the garrisoned towns.But the school system may be said to have hadits beginning in June, 1900, when Dr. Fred W.Atkinson, of Massachusetts, arrived in Manila toorganize the department of public instruction forthe Philippine Islands. He had to study the conditions, the available revenue, the number ofteachers needed, and innumerable details whollyunknown in American school systems. In orderthat the schools might have proper supervision,the archipelago was divided into seventeen divisions, having from one to four provinces over eachdivision was placed a superintendent. It has beenfound necessary to have deputy division superintendents in order that the schools may be inspectedas often as once in two weeks. Some divisions areso large that the superintendent takes two monthsto visit all of his teachers.By June, 1901, matters were in such shape thatteachers could go to work in the provinces, andduring that month and July and August most ofthe teachers who are now at work arrived. Thesepersons were sent to towns that had been recommended by military officers and others as beingsuitable places for civilians to live and work in.Teachers were given advice and all informationthat was reliable. The principal thing was to goout and go to work. School supplies were given toeach town, but until they came teachers must getalong as best they could. There was no course ofstudy, no fixed term, and in many matters- no oneto look to for direction.During the year past a thousand trained teachers have worked in some four hundred towns.They have started the schools in a. systematic way,distributed supplies, and in nearly every casehave worked up a good attendance and secured thesupport of the municipal officers and leading citizens. There was and still is much work to be doneoutside of the school room. Securing native teachers, -fixing their salaries, securing school supplies,persuading presidentes and city councils to erectand repair school buildings are left largely to theteachers. Superintendents help when possible, ofcourse, but when a superintendent has from fiftyto seventy teachers, scattered over a territory one-fourth as large as Indiana, he cannot do much forindividuals.In the teaching there are two distinct parts.During four hours of the day the children aretaught English, reading and spelling, arithmetic,writing and geography by the American and native teachers. In the beginning all pupils werestarted in alike, but grouped according to age andsize. As the better pupils advanced more rapidly,they were put in separate classes.One hour each day is given to the native teachers, who had to begin with the same work thatwas given the children. The teachers who heldover from the Spanish times are, as a rule, verypoor and utterly incapable of taking up the newwork. A fair proporfon of the younger teacherstake to the new ideas very well those who do not
Source:	http://indstate.contentdm.oclc.org/cdm/ref/collection/isuarchive/id/33754
Collection:	Indiana State University Archives

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