Abstract
The community-school program in the Philippines is both unique and ambitious. This national effort may be considered a distinct contribution to the concept of public education. The program is designed to promote the fullest growth and development of the school child, to give effective fundamental education to out-ofschool youth and adults, and to bring about improvements in a wide range of community activities. No other single movement is credited with doing as much to improve social and economic conditions in the Philippines. From the beginning of the public school system in 1901 until the establishment of the Commonwealth in 1935, education in the Philippines was directed primarily toward preparation for national independence. During this entire period the curriculum of the elementary school was highly academic and removed from the daily life of the children. Traditional subjects were taught, and objectives lagged behind changes in society; schools were out of touch with immediate community needs, problems, and concerns.
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