t h e  

 m e r i c a n s   t r a n s f o r m e d   u s   a n d   l e d   u s   t o   t h e evolution of our
pu"lic schools and democratic
institutionsw h i c h   t h e n ,   i n   t u r n ,   d e v e l o p e d   i n   u s   o u r   n a t i
o n a l consciousness in strength and in solidarity. It gave rise to anew concept of
education which is deemed as the trainingof an individual for the duties and
privileges of a citi!en notonly for his own happiness and efficiency, "ut also for
hiscontri"ution to the national sphere at large. s the 'tate-sprimary
responsi"ility is to provide for the education of everymem"er of the society, it follows
that an educated
Filipinom u s t   p o s s e s s   t h r e e   c h a r a c t e r i s t i c s   a s   e n u m e r a t e d   " y F r a n c i s c o  
 e n i t e ! i n   h i s e s s a y  W h a t i s   a n   / d u c a t e d Filipino?0.
First is the o!er to "o
 which em"races not onlythe a"ility of the Filipinos to produce material goods "ut
alsot h e   v a l u a " l e   s e r v i c e s   r e n d e r e d   t o   s o c i e t y   t h r o u g h institu
tions such as the home, the school, the church andthe government. This
is "est e#emplified "y a mother whotakes good care of her family.
Secon"# a Fi&iino is one !ho is "istin,$ishe"not on&y (y one0s 1no!
&e",e o' the !or&"0s ro,ress($t a&so an" %ore i%ortant&y (y one0s
$n"erstan"in,o' one0s race# eo&e an" co$ntry
 1 the ideals and moralsthat are cherished herein. 2ow can a Filipino claim to
callhimself educated when he has conquered the world yet heis ignorant of his own
culture and origin?
Last&y# the e"$cate" Fi&iino is one !ho is "ee-roote" in one0s seech an"
con"$ct.
 (ne must put intop r a c t i c e   t h o s e   e l e m e n t s   r e c o g n i !
ed as concomitant toc u l t u r e   a n d   m o r a l i t y .   2 e n c e ,   o n e   m a k e s   u s e  
o f   s u c h elements for one-s growth as an individual and for a nation-sdevelopment as
a whole