Previous to 1909, industrial instruction was only partially organized. Experience had shown, by that time, that it was expedient to introduce a degree of specialization into the courses of study at an early stage of the child's development. Special intermediate courses were therefore organized to meet this need. After finishing the four-year primary course, the child may choose between a course in teaching, a course in farming, a trade course, a course in housekeeping and household arts and a general intermediate course. Relatively few children are at present able to take up secondary courses, and it is therefore necessary to provide in the lower grades for instruction which will prepare them for some vocation. So important has become this line of instruction that it has been found necessary to maintain, in the general office, an industrial information department, under a division chief, which employs a botanist, a designer, four native craftsmen and a force of travelling supervisors who inspect trade schools, machinery, school gardens, building sites and the general industrial work done throughout the public school system. This system of industrial instruction receives the fullest support from the Filipino people. The following quotation from the twelfth annual report of the director of education serves to give some idea of the extent to which industrial instruction has been developed in the Philippines:-- "As is at once evident, with requirements so definitely fixed for industrial work in the schools, the great majority of the pupils who are enrolled must be engaged in some branch of this work. An examination of the figures included among the statistical tables of this report will show that of the total enrolment of 235,740 boys and 138,842 girls during the month of February, 1912 (an average month), 216,290 boys and 125,203 girls--91 per cent of the entire monthly enrolment--were doing some form of industrial work. More specifically, it will be found that 21,420 boys were taking manual training and trade work; 96,167 boys were engaged in school gardening and farming; 15,463 girls were also engaged in garden work; and 68,194 girls were taking up various lines which go under the general caption of minor industries.... Further in this connection it will be found that in the subject of lace-making alone 16,439 girls were receiving instruction; in embroidery, 12,339; and in cooking 4768. There were 22,965 boys and 7709 girls making hats in the industrial classes, 40,264 pupils making mats, and 104,424 studying the art of basketry.