The
Develop.I
ment an(l
the Presen
Status of
Educatioi
in the
Philippine
Islands


I


I.


The Development and the
Present Status of Education
in the Philippine Islands
REV. VINCENT R. CATAPANG......  -.,.
(;   I:S.,Stratford




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10 KX<' r
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. I. I








The DEVELOPMENT and the PRESENT
STATUS of EDUCATION in the
PHILIPPINE ISLANDS




I








{4




The Development and the
Present Status of Education
in the Philippine Islands
By
REV. VINCENT R. CATAPANG,
M.A., PH.D., PED.


Former Professor of the University of Notre
Dame, and Professor in the College of Liberal
Arts and Science, and in the Department of
Education of the University of De Paul.


1926
THE STRATFORD COMPANY, Publishers
BOSTON, MASSACHUSETTS




/ 42
L..


Copyright, 1926
The STRATFORD CO., Publishers
Boston, Mass.


Printed in the United States of America




/30 C    (*o b  C-. i - - D ^.  L
f.3 (. (C - -:-.../
IMPRIMATUR
His Eminence,
t GEORGE CARDINAL MANDELEIN
Archbishop of Chicago.
NIHIL OBSTAT
RT. REV. MSGR. P. L. BIERMANN,
Censor Librorum




I




TO
THE MEMORY
OF MY FATHER AND MOTHER
WHOSE ZEAL AND UNDYING AFFECTION
FOR ME GUIDED MY STEPS INTO THE BY-PATH
OF FAITH AND SCIENCE
THIS WORK
IS AFFECTIONATELY DEDICATED








Preface


HIS book aims to present a survey of the
development of education in the Philippine Islands from ancient times to the
present. It aspires to be of interest to the students of education and to the teachers as well,
and while necessarily brief, it is, the author
hopes, sufficiently expansive on important movements and details to afford that general view of
educational progress and growth which will contribute a great deal to an understanding of present
educational problems.
In preparing his manuscript the author has
gone to original sources and recognized authorities, and has consulted Encyclopedias, documents,
h i s t o r i e s, magazines and newspapers.  He
acknowledges his indebtedness to these works
and to the histories in particular which inspired in
him the ideas of arrangement and presentation.
He is profoundly grateful to Dr. Wilfred Thebeau, former professor and head of the department of Education of the University of Notre
Dame, and at present professor of education and
history at the University of St. Louis, Mo.; to
i




Preface


the Rev. Dr. J. L. Carrico, C. S. C., professor and
head of the department of English of the University of Notre Dame, who have kindly and carefully read the proofs, and have generously advised
and directed him on all occasions; to the Director
of the Bureau of Education of the United States
who has furnished him with all the necessary bibliographies concerning the matter discussed; to the
Under-secretary of Public Instruction of the
Philippines, the Hon. Alejandro Albert; to Mr.
Luther Bewley, Director of the Bureau of Education of the Philippine Islands, and to the President of the University of the Philippines for
sending him all available information, and materials including reports of the Bureau of Education, and university bulletins and important enactments of the Philippine Legislature. He expresses the most sincere thanks for their courtesies and services.
REV. VINCENT R. CATAPANG, PH. D.
Chicago, Illinois, U. S. A.
September I7, I925..ii
11




Contents


Chapter                                          Page
Introduction........... vii
Explanatory............ xii
I. Early Educational Condition of the Filipinos   1
II. Education During the Spanish Regime... 17
III. Provision of Spanish Government for the Establishment of Schools.... 50
IV. Later Educational Development in the Philippine Islands.......                     64
V. Further Educational Development..      98
Bibliography.............117
Appendix............. 121








List of Illustrations
Rev. Vincent R. Catapang, M.A., Ph.D.. Frontispiece
OPP. PAGE
The University of the Philippines....     viii
Ateneo de Manila, the leading Catholic college, with
a group of its cadets.....  2
A group of teachers of the College of the Sacred
Hearts for girls, Lucena, Tayabas...10
Group of teachers and students of San Fernando
College in a picnic under the 'coconut grove,
Lucena, Tayabas......10
Philippine School of Arts and Trades in Manila. 16
First-grade model class, Central School, Romblon. 16
Class of drawing, Philippine School of Arts and
Trades, Manila.....26
Manila High School, Intramuros, formerly "Escuela
Municipal para nifias".....26
St. Joseph's Academy, Sariaya, Tayabas, under the
direction of the Franciscan Missionaries of Mary  36
Student military-training, Iloilo High School, Iloilo  52
Military drill at the Philippine School of Arts and
Trades, Manila...               52
v




List of Illustrations


OPP.PAGE
Provincial High School, Bakolod, Occidental Negros 68
Filipino girls dancing "Carinosa" a native dance,
Manila....... 68
A class in reading, Lipa Elementary School, Lipa,
Batangas...... 76
Headquarters of the Philippine Bureau of Education,
formerly Casa de Monedos (Mint Building)        76
A second-grade model class, Camiling, Taslac.. 86
Class in typewriting, Philippine School of Commerce,
Manila...... 86
Manila De la Salle College, conducted by the
Brothers of the Christian Schools...98
A group of seventh-grade class in woodworking,
Leyte Trade School.....120


vi




Introduction


T     HANKS to the endeavors of the American government and the cooperation of
the Filipino people, there is at present in
the Philippine Islands a well-organized system of
education, modeled after that of the United
States, insofar as the former system has the same
purpose and ideals and is based upon the same
fundamental principles on which rests the educational system of the United States.
The aim and purpose of the American government in establishing the educational system of
the Philippine Islands was to effect a transformation of the social condition and position of the
lower classes, to destroy the oppressive disposition of the political leaders and to change the
dependent class into a body of independent
peasantry, able to read and write. This conscious purpose inspired every Filipino with a new
consciousness of personal dignity and civil rights.'
Due to the fact that very few writers have
interested themselves in making an historical
1 Annals of American Academy of Political and Social Science, July,
1907, XXX. pp. 69-82.
Vii




Introduction


survey of education in the Philippine Islands, the
present attempt has involved many difficulties,
especially in connection with the early period
when, because of the lack of historical material,
difficulty was experienced in estimating the educational standard of this time. There are some
articles concerning the Philippine education during the early age of the Islands in magazines and
pamphlets and in the history of the country.
Consequently the chapter here dealing with the
early period of the Philippine Islands does not
prove directly that formal education existed there
then. Most of the evidences are in the form of
conclusions and inferences from the practices and
productions of the educated people of the time.
Lack of public documents and secondary information on the subject is due to the fact that in that
age instruction was for the most part directed by
private persons. In producing the first chapter,
therefore, no original documents were consulted.
The general sources of information for the
study of the development and the present status
of education in the Philippine Islands were varied.
Among them are histories of the Philippines, reports of the Philippine Commission, magazines,
educational reports of the Philippine Bureau of
Education, diaries, catalogues and so forth. In
viii




-~~~~~~I~*";-;~"~"~j~b~sl~l~,~.l~F~'~                l
THE UNIVERSITY OF THE PHILIPPINES
This is one of the many beautiful buildings that the University has at present.




-.-                   - --    -     - - -- -  -- -, -, " -.       -  -1 -..               - k-         --   -.       - -. - 1-         I — I- -  - --. -r.,.  --.




Introduction


pursuing the study the writer had recourse to
the public libraries of Chicago, of South Bend,
and the libraries of the University of Notre Dame
and of the University of Chicago and to the Congressional Library of Washington in which were
found numerous books written by men of various
nationalities who treat in some way of the education in the Philippine Islands. Assistance and
direction were also secured from the United
States Bureau of Education which provided the
writer with bibliographies and important informaation. Direct communication with educational
authorities in the Philippines contributed much
also to clarify points that came up for consideration in the course of the study. Because of the
strict relationship between the ecclesiastical and
the civil government which prevailed in all
Spanish colonies, the writer obtained helpful information by referring to documents concerning
ecclesiastical activities in the Philippine Islands
during the period of Spanish domination.
The present educational advancement of the
Filipino people is to be regarded mostly as a
result of the work of the church in cooperation
with civil authorities and lately of American
popular government and the effort of the natives
of the Islands. There is no doubt that during
1x




Introduction


the era of the Spanish occupation the work of the
Catholic religious orders in the Philippines is
comparable only with that of the early Catholic
missionaries of the Church.  Religious orders
helped the Spanish government elevate the social
condition of the Filipinos. Churches, colleges,
hospitals, asylums, schools and the like established in the Philippine Islands are evidence to
warrant the view that religious orders did concern themselves with the educational uplift of
those entrusted to their care.
The first chapter deals with the early education of the natives of the Philippine Islands; the
second considers the educational development
from the conquest of the Islands by Ferdinand
Magellan in 1521 to the return of the Jesuit
Fathers to Manila in 1859; the third is concerned with the establishment of elementary and
normal schools under provisions introduced by the
Spanish government and with the curricula and
methods of studies prevailing in the colleges and
schools during the Spanish regime; the fourth
chapter covers the period of twenty-five years of
American government in the Islands, during
which, more than ever before, the Filipino people
have had the opportunity to show their natural
abilities and their aptness for higher education;




x




Introduction


and the last chapter treats of the further development and different school activities.
In developing his theme, the writer has been
guided throughout by personal experience as a
student in the elementary public school some years
before the Philippine revolution and in two of the
best colleges of Luzon Island, the Liceo de
Manila, and the Seminario Central de San Francisco Javier which today bears the name of Colegio Apostolico de San Jose, and by his experience
as a director of a college and as a teacher in
several Catholic schools. His continuous contact
with leading persons and officers of the Philippine
Bureau of Education and with the directors and
presidents of private schools and colleges in the
country had helped him much to secure an intimate
knowledge of the topic discussed, especially in relation with the present educational system of the
country.


xi




Explanatory


THE       Philippine Archipelago lies southeast
of Asia, and extends itself from 116~ 40'
to 126~ 30' west longitude. On the west
and northwest it is separated from China and
from Indo-Chinese peninsula by the China sea.
On the east it is washed by the Pacific ocean. On
the north a number of smaller islands stretch out
towards Formosa, and on the south (while a
double connection with Borneo is formed by lines
of the Palawan, Balabak and the Sulu Islands),
the basin of Celebes sea, with a central depth of
from 1,000 to 2,000 fathoms, extends for a distance of 300 miles between its southermost
islands, Mindanao and Celebes.
The name Philippines was given to the group
of islands by Ferdinand Magellan, in honor of the
then reigning king of Spain, Philip II. The
number of the islands composing the Philippine
Archipelago, according to the Encyclopedia
Britannica, exceeds 1,400. A measurement on
Donnan's map (1882) ascribes to them an area
of 114,356 square miles.1   Monroe, in the
1 Encyclopedia Britannica, 9th edition, XVIII, p. 748.
xii


s




Explanatory


"Encyclopedia of Education," numbers the
known islands at 3,141, with a total area of
127,853 square miles (1910). Various authors
give the number of islands and islets at 1,200 or
more. But this estimate was made more than
twenty-five years ago, when the other islands were
not yet explored. Sawyer, in the "Inhabitants of
the Philippines" published in 1900, estimates the
total area of the principal islands at 112,190
square miles; while the Spanish official estimate
of the whole archipelago is 114,214 square miles,
or 73,000,000    acres.  Hence   the  remaining
islands can be estimated at more than 2,000
square miles.2 The most recent estimate is that
of Charles Edward Russell who, in his book
"The Outlook for the Philippines," says that
there are about 7,083 so-called islands in the
Archipelago group, which includes mere rocks,
shoals and reefs. Those, however, large enough
to be called islands number 2,441, of which only
462 have a surface of a square mile.3
The 11,000,000 people composing the present
population of the Philippine Islands consist for
the most part of descendants of the original
2 Paul Monroe, Encyclopedia of Education, The Macmillan Co., N. Y.,
1914, p. 674.
8 Charles Edward Russell, The Outlook for the Philippines, Century
Co., N. Y., 1922, p. 3.
xiii




Explanatory


Philippine stock, with an admixture of the Spanish, Chinese, American and some other element.
It is commonly believed that the ancestors of the
native Filipino belonged to the Malay race, whose
native seat was the Malayan Islands, Java,
Sumatra and Borneo.    Though differing in
dialect among themselves the Filipinos may,
therefore, be considered as having originated
from a single family.
As to the time of the immigration of the
Malays to the Philippine Islands nobody can
determine. It is certain, however, that about 700
B. C. the Hindoos, who had begun to overflow
the teeming Indian peninsula, began to rule over
the people of Java, Sumatra and Borneo and
pushed before them the Malays, who even then
were known as a sea-going people. As most of
these people were fishermen, sea-traders and
rovers, they travelled easily by water from the
Malayan shores to the Philippines in needlepointed and one-sailed canoes.  In these little
boats they skillfully navigated the Eastern seas,
fought, pillaged and settled wherever they could
gain a foothold. Landing upon different islands
of the Philippine Archipelago, they found the
country an ideal place to dwell in, on account of
xiv






Explanatory


its beauty and the fertility of the soil, and there
they remained.'
The advent of the Malays to the Philippine
Islands was preceded by immigrants from the
East, of the Mongolian type, and other undersized people whom today are called Nigritos.
Some Spanish and American writers calumniously
state that the Filipino people descended from the
latter. The falsity of such a statement is quite
evidenced from the fact that the Nigritos are
dwarfish people with very dark skin and woolly
hair, while the Malays are light in color and
regular in size. The Nigritos are the descendants of slaves brought to the islands by the
Moros, the late-coming Malays, about the
eleventh century A. D. This view is defended by
Pedro Paterno and others,' who maintain that
their opinion is supported by many trustworthy
writers.
The newly arrived Malays settled near the seacoast and in the fertile valleys. But the continued
oppression by the Hindoos of Java, Sumatra
and Borneo and Malaya resulted in a continuous
' For the description of land, industry, products, etc., Cf. Mons. Dumont D'Urville; Sawyer, The Inhabitants of the Philippines, Scribner's
Sons, 1900, p. 2. Mons. De Guignes, Voyage to Peking, Manila and
Islands of France, Sawyer, op. cit., p. 3. Mr. Gifford Palgrave, Ulysses
or Scenes in Many Lands. Malay Life in the Philippines.
s Russell, op. cit., p. 5.
XV




Explanatory


stream of immigration from those islands to the
Philippine Archipelago, and each band of the
newcomers tried to drive their predecessors from
the harbors and fertile valleys. Unable to dislodge them from their lands, they were forced to
seek settlement further inland. Thus began the
division of the people into tribes and into dialects,
such as Tagalogs, Ilocanos, Visayans, Pampangans, Bicolanos and others.
Most of the inhabitants of Mindanao and the
Sulu Islands of the Philippine group are Mohammedans. History records that about six hundred
years ago the Mohammedans sent to distant parts
of the world missionaries filled with zeal to universalize their religion. Among other regions
they settled  the  Philippine Islands.  Many
of the inhabitants of Sulu and Mindanao were
converted, by sword or by eloquence, to Mohammedanism, but the missionaries of Islam failed
to make progress in the North. The converts
came to be known as Moros, a word descriptive
of their belief rather than of their origin. Ethnically they are very similar to the Tagalogs, Ilocanos, Bicolanos, Visayans, Pampangans and to
the rest of the Malayan immigrants. They, like
the other tribes, were very fond of war and were
lovers of freedom and national liberty.
xvi


I
I
i




Explanatory


The people of the Philippine Islands, like the
people of the other pagan countries, before the
coming of the kingdom of Christ, were idolaters.
They worshiped the sun, the moon, the stars and
other false divinities. They had a form of government akin to that of absolute monarchy. The
tribes were ruled over by little kings called Rajas,
Datus and Sultans, who administered justice according to their natural knowledge. But the most
powerful unit of government was that of the
family, a fact characteristic of the people of the
Philippines at the present day.


Xvii








CHAPTER I


Early Educational Condition of the
Filipinos
HE   early inhabitants of the Philippine
Islands had no general system    of government, the separate islands being ruled
over by Datus, Rajas and Sultans or chiefs. Consequently there was no general system of education and there are no writings from which we can
infer the existence of any formal means of education. That the early inhabitants of the Islands
had some education, however, is evidenced by the
fact that in the cities, towns and villages there
were practices in arts and science familiar to the
most advanced peoples of the time.' The early
Filipinos were noted as good traders and sailors.
They were skillful manufacturers, notable workers
in wood and metal and very able shipbuilders. The
"Catholic Encyclopedia" again mentions the fact
that the Moors and the other tribes, before the
coming of the Spaniards, built walls and fortresses
Russell, op. cit., p. 26.
[1]




The Development in the Philippine Islands


as means of protecting themselves from the invasions of the colonizers.2
The early Filipinos had no written literature.
But at their feasts and social gatherings they recited poems in their own dialects. Their education, like that of the ancient Hebrews, was mostly
domestic and was limited to the study of manners
and right conduct, to the reading and writing of
their respective dialects and to some elements of
arithmetic. Several industries were also taught
in the early times, such as ship-building, metal
working, carpentry and the like. As noted above,
there was no public school organization, the
schools being conducted mostly by parents or by
private persons who held classes in their own
homes. Neither was there any systematic method
of teaching. The boys and girls learned to write
on leaves of trees or on leaves of bananas with a
sharpened bamboo stick or with an iron stylus, or
"upon the canes and leaves of palms using for a
pen a point of iron."' Boys were trained by adults
or their respective fathers in the manipulation of
spears, bows and swords. Usually the son followed the profession or work of his father. At
2 Catholic Encyclopedia, Encyclopedia Press, New York, 1915, XII.
p. 11.
s Pedro Quirino, S. J., Relacion de las Islas Filipinas, Madrid, Spain,
1604.
[2]




Ateneo de Manila, the leading Catholic college, with a group of its cadets.








Early Educational Condition of the Filipinos


an early age he accompanied his father to the
daily task and thus learned the work by observing
the process. The girls were educated at home by
their mothers or guardians in domestic arts, such
as, cooking, sewing, embroidering, weaving and
the like. They acquired great skill in domestic
science and became excellent housewives. But education for boys as well as for girls did not go
beyond domestic needs, farming, handicraft, sailing, trading and house keeping respectively. Hence
the education of the early period was of slight
importance; but a glance at its method and contents will help to illustrate the history of the subsequent development of the people through the
various stages of their civilization and culture.
The fact that when the Spanish conquerors
reached the Philippine Islands they found a people
who were not barbarian, as many writers falsely
state, shows that there must have been a species
of education during the early occupation of the
Philippine Archipelago. Father Quirino, of the
Society of Jesus, asserts that when the Spaniards
arrived at the Philippines the people they found
were not wholly illiterate.' The influence of the
civilization of India had extended to Malaysia and
modified the culture of the primitive forest4 Ibid. op. cit.
[3]




The Development in the Philippine Islands


dwelling and sea-going Malays. The following
is his testimony "Tan entregados estan estos
islefios a la lectura y escritura, que dificilments se
encuentra hombre ni mucho menos mujer que no
sepa leer y escribir letras peculiares a la isla. El
sistema silabico de escribir esta en uso entre ellos."
So given are these islanders to reading and writing that there is hardly a man and much less a
woman that does not read and write in letters
peculiar to the Island. Syllabic systems of writing
are in use among them.'
These syllabaries soon passed out of use among
the christianized people, who began to use the
Latin letters, and no actual specimens of the primitive syllabaries came down to us, though some
form of syllabaries, as used by the Tagalogs,
Visayans, Pampangans, Pangasinanos and Ilocanos has been preserved. Similar syllabic forms
of writing are still employed by the Mangyanes
of the Island of Mindoro and the Tagbanwa of
Palawan. As was already remarked, Mohammedans also entered the Southern Islands of the
Archipelago and sent colonists to Manila Bay.
The introduction of Mohammedanism and the
appearance of writing in Arabic characters in
books of law, genealogies, and devotion meant a
6 Pedro Quirino, op. cit.
[4]




Early Educational Condition of the Filipinos
new source of culture for the Filipino people.
The Moro people in Mindanao and in the Sulu
Archipelago still maintain teachers of Arabic
called Imans, while the proportion of those who
can write Moro languages in Arabic characters is
surprisingly large.6
That the Philippine Islands did not lack education even before the Spaniards came is the opinion of many unbiased foreign writers who have
delved into the records of the centuries and have
recorded their findings in print.' In support of
these statements several foreign authors may be
quoted: "The inhabitants of the Philippine
Islands possessed a culture and education of their
own prior to the coming of the Spaniards to the
Islands. Those along the coasts were the most
advanced in civilization; their material wealth
was considerable. The chief occupations were
agriculture, fishing, weaving, some manufacturing
and trade both inter-island and with the mainland, generally in the form of barter. The year
was divided into twelve lunar months. They had
a peculiar phonetic alphabet, wrote upon leaves,
6 Paul Monroe, Encyclopedia of Education, The Macmillan Co., New
York, 1914, p. 674.
7 Jose Melencio, Arguments Against the Philippine Independence and
Their Answers, The Philippine Press Bureau, Sept., 1919, Washington,
D. C.
[5]




The Development in the Philippine Islands


and had a primitive literature. The majority of
the people are said to have been able to read and
write."'
"The inhabitants of the Philippines had some
education before the Spanish conquest of the
Islands. The inhabitants of these Islands were,
by no means savages entirely unclaimed from barbarism before the Spanish advent in the sixteenth
century. They had a culture of their own."9
The Austrian Blumentrit affirms that "the
Filipinos had already reached a considerable degree of civilization at the time of the Spanish
conquest.""l~ "Upon the arrival of the Spaniards,"
says Robertson, "they found the ancestors of the
present-day Filipinos in possession of considerable
culture, which is somewhat comparable to that of
the mountain peoples of today.""
A considerable number of authors implicitly
and explicitly declare that, for centuries education
existed in the Philippine Islands, though they mention no particular system   of education.   They
simply show the educational results, from which
may be inferred that the Filipinos had a kind of
8 Justice Malcolm A. George, The Go'vernment of the P. I., pp. 27
and 28.
" Foreman, an American Scholar, quoted by Jose Melencio, op. cit...
10 Blumentrit, an Austrian Professor, ibid.
l Dr. James A. Robertson, ibid.
[6]




Early Educational Condition of the Filipinos


education in their early history. "All Malays,"
Russell says, "have some degree of culture and
education and have had them for centuries; they
were not a race of savages nor of barbarians.
The Spaniards found that the natives of these
Islands built and lived in planned houses, had a
system of government, maintained a system of
jurisprudence, dwelt often in ordered cities and
towns, and knew and practiced the arts familiar
to most advanced peoples of their times." The
same author further says; "so generally is this
true that it was said of the far-away Bukidnons,
for instance, one of the least advanced of these
peoples, that even they lived in organized towns,
were intelligent and industrious and had welldeveloped religious establishments."12
In the interior of Luzon are to be found in
isolated villages inhabitants who are expert
workers in iron and steel, whereas their neighbors seem to be ignorant of the process. The
writer is of the opinion that iron-working was an
ancient art throughout the Philippine Archipelago
and that the practice of it had, for various reasons, such as lack of material, died in certain sections. Mr. Cole says, that he found among the
12 Charles Edward Russell, The Outlook for the Philippines, The
Century Company, 1922, Chap. II. p. 26.
[7]




The Development in the Philippine Islands


people a highly developed culture, which indicated that the people of the Philippines did not
lack education during their early period before
the coming of the Spaniards. Before the year
1300 and before the gun-powder's discovery in
Europe, the process of making it was known to
the Filipinos. Its use in battle was likewise well
known to them; the excellent quality of their
firearms being a matter of surprise to the
Spaniards.'8 At the siege of Manila in 1570 by
Li-Ma-Hong, the natives defended their city with
cannons and the captors found within the walls a
gun factory as well equipped and ordered as any
in Europe.
"The Filipinos were, in fact, the inheritors of
two great cultural infiltrations upon what culture
the Malays had possessed two thousand years before. Because on one side was the influence of
the Hindoos and on the other the civilization of
the Chinese, while to these had begun to be added,
years before the Spaniards came, stray lists of
i n f o r m a t i o n transmitted roundabout from
Europe. They had a religion not at all contemptible, an excellent code of morals; they had
natural musicians, possessed a variety of musical
" Fernandez, Brief History  of the Philippines, Barcelona, Spain,
p. 48.
[8]




Early Educational Condition of the Filipinos


instruments, and they were fond of poetry and
honored their poets, and they had written
alphabets and books.""
How much of the literature was in existence
when the Spaniards conquered the Islands nobody
knows; but the quantity must have been large and
the distribution rather wide. It is not to be supposed, Russell says, that there were libraries and
school-men in the forest of Mindoro, any more
than in the forest of Adirondacks; but every
settled town had a temple and most temples had
a collection of books. These books were written
in native characters on palms, leaves and bamboo
and were in the custody of the native priests. The
subjects treated were historical and legendary,
folk lore, tales, statutes, deeds of heroism and
poems. It is said that, with a blind zeal, to emulate him of Alexandria, the Spanish enthusiast
burned these books as works of the devils, and
thereby destroyed knowledge priceless to succeeding generations. The few books that escaped the
flames testify poignantly to the irreparable loss.
There has recently been discovered in the Island
of Negros a small collection of these writings, and
ethnologists anticipate further discoveries of this
kind. Professor Beyer, an indefatigable investi14 Charles Edward Russell, op. cit., p. 29.
[9]




The Development in the Philippine Islands


gator of early Filipino life and history, has come
upon other evidence of early Filipino letters, including an epic poem of wonderful length. This
literature exists now only in the memories of the
reciters. The discoverer, however, contrived to
transcribe some thousand lines of it, which translated, reveals rather remarkable features and
gifts of versification and imagery.
Of the various written alphabets that were in
use among the natives before the coming of the
Spanish, fourteen were of Malayan origin, one
was Arabic, and one Hebrew. The Arabic was
probably introduced through the Hindoo invasion
of Java, but whence and how the Hebrew alphabet
arrived is a problem still to be solved. Some believe it to have been brought by the Mohammedans.
With all this evidence of early learning, we
cannot say that every Filipino, before the arrival
of the Spaniards could read written speech, for
there were in the Islands at that time as in India,
Spain, England and in every nation of the world,
the educated and the uneducated. It is evident,
however, that the percentage of literacy in the
Philippines in the year 1500 was as large as in
Spain and much larger than in India. Some
authorities in fact venture to assert that there is
[10]




A group of teachers of the College of the Sacred Heart for girls, Lucena, Tayabas.


w 7~~- ',


i      '  -


Group of teachers and students of San Fernando College in a picnic under the
coconut grove, Lucena, Tayabas.








Early Educational Condition of the Filipinos


no reason to believe that literacy in England was
at that time much farther advanced or that the
cultural and educational state of the English people was essentially superior to that of the Filipinos. We must remember that during the sixteenth century the newly-invented printing press
was not common in England. In proportion to
the population there might easily have been as
many books in use in the Philippine Islands as in
Great Britain."'
Perhaps the most convincing proof to an impartial observer would be the fact that from the
first Spanish accounts of the Islands it appears
that the inhabitants were shrewd traders as well
as skillful artisans.  Manila was one of the
greatest commercial capitals of the East and had
long been so. There is no warrant for the belief
that it was a haphazard collection of fishermen's
huts or that its greatness was created by Spain.
The Chinese traded there thousands of years before a Philippine breeze had touched the Spanish
flag. When the inhabitants of England were
wearing skins, painting their bodies with woad
and tattooing their flesh in religious fanaticism,
the Filipinos were conducting great commercial
x1 Douglas Campbel, The Puritan in Holland, England and America,
quoted by Russell, op. cit., p. 29.
[11]




The Development in the Philippine Islands


marts, in which were offered silks, brocades, cotton and other fabrics, household furniture, precious stones, gold and gold dust, jewelry, wheat
from Japan, weapons, works of art and many
articles of metal and a variety of agricultural
products from their rich volcanic soil."' All this
well shows that education was not unknown
among the natives in ancient times.
Furthermore, the Filipinos were proficient in
the manufacture of agricultural implements,
which, if crude, according to modern standards,
were still serviceable. They had also attained a
degree of mechanical science. They constructed
machines to hull and clean rice and to weave their
clothes. They worked out, in their own way, their
problems of irrigation.  Huge rice terraces in
some parts of Luzon and Visayan Islands were
and are still the wonder of beholders. "I know
of no more impressive example of primitive
engineering," says Dean C. Worcester, "than the
terraced mountain-sides of Nueva Vizcaya, beside which the terraced hills of Japan sink into
insignificance. It emulates the dikes constructed
by the ancient Egyptians along the banks of the
Nile; for no one who has seen their dry stone
16 Gironiere, the Frenchman Observant, Twventy Years in the Philippines, p. 307, quoted by Russell, op. cit., p. 30.
[12]




Early Educational Condition of the Filipinos


dams, their irrigating ditches running for miles
along precipitous hillsides and even crossing the
faces of cliffs and their irrigated terraces extending for thousands of feet up the mountain-sides,
can fail to be impressed. When water must be
carried across cliffs so hard and so broken that
the Ifugaos"7 cannot successfully work the stone
with their simple tools, they construct and fasten
in place great troughs made from hollowed
trunks of trees, and the same procedure is resorted to where canyons must be crossed, great
ingenuity being displayed in building the neces:
sary trestle-work."'
"These terraces," continues the same writer,
"often run for thousands of feet up to the
mountain-side like gigantic stairways and their
stone-walled faces would, if placed end to end,
reach nearly half-way around the earth, since
they total some twelve thousand miles in length.
The building of these walls and terraces must
have been the work of.many centuries, and even
now it requires a prodigious amount of labor to
keep them in repair."'9
Another outstanding feature which reveals the
17 Ifugaos, some of the non-Christians in Northern Luzon.
18 Dean C. Worcester, The Philippine Islands.
19 Philippine Journal of Science, Oct. 1909.
[13]




The Development in the Philippine Islands


early educational training of the Filipino people
is the high position accorded to women in the
community, which is often considered as a test
of the degree of culture and education a people
has attained. If we measure education and culture by this standard the Filipinos compare well
with other peoples (in this respect), for among
them the wife exerts great influence in the family,
and the husband rarely completes any important
business without her concurrence."~ "It may be
noted," Russell says, "as part of the peculiarly
independent and powerful position women have
always in the Islands that the bride supplied no
dowry; she brought nothing but her fair self, and
in the household, however, she was the groom that
must furnish the marriage portion."'"
"The position of woman, both by custom and
law was as good as it is to-day in the most advanced countries."" Moreover, "she occupies a
higher position in the Philippines than she ever
did in any other Oriental country, and, indeed
there are few places in the world where she plays
a more prominent and independent part, not only
in the affairs of the family but also in the life of
20 Frederick H. Sawyer, The Inhabitants of the Philippines, Scribner's
Sons, New York, Chap. VII. p. 66.
21 Russell, op. cit., p. 37.
2" Frederick H. Sawyer, op. cit., p. 66.
[14]




Early Educational Condition of the Filipinos


the community, and even in many instances in
business."23
The Filipino woman is an ideal wife trained
from childhood in domestic science; she satisfies
her desire for mastery in her own home. Within
its precincts she is queen and sovereign legislative, executive and judicial. Outside of his home,
the Filipino husband is master of himself, but as
soon as he lays his hands upon the door of his
residence he becomes the subject of his wife; she
has the absolute management of home affairs.2"
She sees that everything is well ordered and she
prepares everything for her husband; thus he has
no need to worry about domestic concerns. The
Filipino mother, besides being a good wife, is an
excellent teacher of her children, teaching them
above all respect for God, for authority especially the authority of parents and aged people.
In conclusion of this chapter it may be observed that the Filipinos treat their children with
exceptional kindness and forbearance.   Those
who are well-off show much anxiety to secure for
their sons and even for their daughters a good
education. The children respond to this kindness
of their parents and consequently parental author28 James LeRoy, The Americans in the Philippines, I. p. 14.
24 Russell, op. cit., p. 37.
[15]




The Development in the Philippine Islands


ity, especially that of the mother lasts for life.
"A man of fifty years or more," says the "Encyclopedia Catholica," "no matter what position he
may hold in society, comes as respectfully as a
child to kiss the hands of his aged parents when
the vesper bell sounds, and none the less in the
presence of visitors. They were trained from
infancy in good manners both by precept and example and this custom has been practiced by them
for centuries.""
These and other facts evidently indicate that
there was an educational training in the Philippine Islands during the early period of its history,
akin to that of the early Judeans and Spartans.
People who are able to read and write, to build
walls and dikes, to develop agriculture and industry and trade, to practice a high moral standard
as had been practiced in the most advanced countries, cannot be numbered among the uncultured
and much less among the uneducated people.
s2 The Catholic Encyclopedia, The Encyclopedia Press, N. Y., 1913.
Frederick H. Sawyer, The Inhabitants of the Philippines.


[16]




Philippine School of Arts and Trades in Manila.


First-grade model class, Central School, Romblon.




I




CHAPTER II


Education During the Spanish Regime
T     HE early culture and civilization of the
inhabitants of the Philippine Islands contributed much to their development and
educational growth. Divine Providence, who, in
his eternal design has given to every nation and
to every race its own eaithly destiny, reserved also
for the Philippines a position not less important
than that of the Western countries. Historical
records and daily experience show that everything large or small has its own evolution and
that each tends to its own development. It is
like the history of the world, or it is like the
history of a plant which under unfavorable conditions simply remains buried biding the time to
germinate.  Thus education in the Philippine
Islands developed with its history as a country.
The period which began with the discovery of
the Islands by Ferdinand Magellan on March 16,
1521, may be considered the golden era of the
Filipino people and the beginning of their educational development. It occupies an important
[17]




The Development in the Philippine Islands


place in the history of the Catholic Church and
indeed in the history of the human race. During
this period the missionaries who accompanied the
explorers to the Philippines commenced the work
of evangelization with a heroism rarely paralleled
even in the annals of Christian Missions, penetrating farther and farther into the interior of the
country and establishing missions in what had
been centres of Paganism. The natives who were
destined by Divine Providence, like the natives of
other countries, to receive their spiritual and
social inheritance, impressed by the self-sacrificing
lives of the missionaries, responded to this divine
calling and accepted the teaching of Christianity.'
The religious orders, whose aim was no other
than that of our holy mother, the Catholic
Church, imparted to the Filipino people the divine
doctrine that the Redeemer of mankind had bequeathed to the world. So books were written in
the native dialects; schools were everywhere
established; and every effort was made for the
material and moral improvement of the people.2
These religious indefatigable and magnanimous
soldiers of the Catholic Church enlivened by the
1 The Catholic Encyclopedia, The Encyclopedia Press, New York,
1913, XII. p. 12.
a Op. cit., ibid.
[18]




Education During the Spanish Regime


spirit of Him who gave His life for all men carried out the evangelization of the islanders by
means of education. Immediately on reaching the
Philippine Islands they established schools as
means of introducing the natives to the Divine
Fold. Wherever they penetrated, church and
school went together; wherever these missionaries found people, they founded schools where
they educated them to be useful to the religious
cause and to their own country.' They began
through education to develop above all else the
nature and capabilities of their soul; they, like
Christ, looked upon gold as the contemptible
dross of earth when compared with that imperishable gem which is to be polished and
brought out into heaven's light to shine forever.
They scorned all earthly compensation seeking
only the highest of all rewards-an approving
God and an approving conscience. There was no
Christian village without its own school.
Thus among the Filipino people humanity
arose and awakened out of the darkness of infidelity and paganism.  They understood the
cause of all things and abjuring the errors of
superstition and false deities, embraced the faith
of the Crucified, the religion of Christ. They beIbid.
[19]




The Development in the Philippine Islands


gan to wonder at the magnificence of nature and
to praise the Author of the universe. They had
appreciation of the artistic, knew the utility of
science and the importance of virtue. This was
the beginning of the introduction of Western
education and the first impulse toward the real
educational development of the P h i 1 i p p i n e
Islands.  The religious orders commenced to
establish monasteries and convents, and the
government, with the help of the missionaries,
built cities and towns.
That Western education was already introduced into the Philippine Islands, before the coming of the Americans, appears from the fact that
when the latter arrived in the islands many
Filipinos spoke Spanish, and already had a knowledge of English, Latin, French and Greek. The
"American Journal of Sociology" states that "during the Spanish regime the christianized Filipinos.
were well taught in schools, social life, and by
example."' There is strong evidence favoring
this statement for wherever the Americans went
they found persons with whom they could communicate and from whom they learned the conditions of the cities, towns and people. Moreover
there exist until now many monasteries and con4American Journal of Sociology, July 1913-May 1914, XIX. p. 785.
[20]




Education During the Spanish Regime


vents which were centres of education, and buildings which were public schools (escuelas pias)
during the Spanish time. Many of these buildings are still in use as public schools. The report
of the Bureau of Education for 1904 says that,
534 buildings were inherited from the Spanish
establishments for intermediate instruction.'
From a personal point of view no blame would
seem imputable to the authorities of the period,
if education was not duly developed during the
sixteenth and the seventeenth century; for it is
noteworthy that at the time the Spanish government together with the missionaries were engaged
in two enterprises, namely the establishment of
civil and ecclesiastical government respectively
and conjointly the christianization of the people.
All who are aware of the conditions of the Filipino people and of the Philippine Islands at that
time will agree that what the Catholic Church and
the government of Spain did for the Islands, is
worthy to be written in golden letters in the
annals of the history of the country.
To appreciate the value of the work done in the
Philippine Islands by the Catholic Church and
the government of Spain, we must take into consideration the following point of view: the differReport of the Bureau of Education for 1904, Manila, P. I.
[21]




The Development in the Philippine Islands


ences which exist between the Spanish and the
Filipino customs and languages. The missionaries, as well as the members of the new government, had to learn the various dialects of the
people in order to communicate to them the truths
of the Catholic religion and to attract them to the
new regime and Western civilization. Notwithstanding, they were able in a comparatively short
time to establish educational institutions not only
for the elementary, but also for higher studies.
Through these institutions they imparted generously to the natives that spiritual and social inheritance to which every individual has an indefeasible right.
Nevertheless and in spite of the many obstacles, which at first seemed insuperable, there were
some favourable conditions which encouraged the
missionaries to overcome all these difficulties.
There were first the surprising ability' of the
natives to learn, and secondly their good will to
receive every kind of teaching that would lead
them to greater efficiency in life. These two elements and the inspiring efforts of the conquerors
to redeem the conquered people from the dark' "The Filipinos are endowed with all kinds of abilities to progress."
The Education in the Philippines, Annals of American Academy of
Political and Social Science, July 1907, pp. 69-82.
[22]




Education During the Spanish Regime


ness of infidelity and paganism stimulated the
Filipinos to build cities and towns, to clear the
forests, and to convert the barren lands into fertile fields.  The   Filipino  people, through the
teachings of the missionaries and the interest of
the leaders of the conquering power, embraced
the Christian faith. Engraving in their hearts the
divine doctrine of Christ and appreciating the
beauty of religion and acknowledging the utility
and importance of moral and the practice of
Christian virtues, they became real members of
the Church and made their Islands the only
Catholic and the most Christian country in the
Orient, that with reason these islands were called
by the greatest patriot and poet of the Philippines the "Perla del mar Oriente" (Pearl of the
Eastern sea).' Such were the results of the efforts of those apostolic men who worked for the
propagation of the faith in the far East that,
years after, there could not be found a Christian
town or Christian village without its school and
church. The school, however, in the towns did
not go beyond elementary instruction, for they
Dr. Jose Punciano Rizal, "El 'Ultimo Adios." He was executed by
the Spanish government as the Father of the Philippine revolution on
Dec. 30, 1896. Right before his execution he wrote his famous "Ultimo
Adios" which today is considered as a literary treasure.
[23]




The Development in the Philippine Islands


were in the making, and the natives had to be
taught the new language.
It was well known in the history of the Philippine Archipelago that after its discovery by
Ferdinand Magellan in 1521, several expeditions
followed which were fruitless for lack of leaders.
But since Divine Providence had destined the
Philippines to be a Catholic country, the succeeding expeditions were more successful. Legaspi in
his expedition in 1524 was accompanied by Rev.
Fr. Urdaneta, a celebrated Augustinian friar. The
former landed in 1565 in Cebu where the latter
founded the monastery of the Holy Child Jesus.'
Legaspi, with the help of the tireless missionaries, succeeded after a few months in winning the
friendship of the natives of Cebu. In 1569 he
removed the seat of government to Iloilo,' sending at the same time his nephew, Juan Salcedo to
explore the islands to the North. Salcedo's report to his uncle was favorable, and in 1571
Legaspi, leaving the affairs of government in the
hands of the natives, proceeded north and
founded the city of Manila.'~ Immediately he
set about the organization of the new Spanish
8 Catholic Directory, Kennedy and Sons, 44 Barclay, N. Y., 1921.
9 One of the most important ports in the Philippines.
10 Catholic Encyclopedia, XII. p. 12.
[24]




Education During the Spanish Regime


colony.  He   appointed  rulers of provinces,
arranged for yearly voyages to New Spain, and
looked after other matters pertaining to the welfare of the country. The religious men who were
beginning the work of Christian civilization in the
Philippine Islands, which work was to be continued for several centuries, aided Legaspi greatly
in his work of pacification by giving the natives a
Western education. Legaspi died in 1574 and
was succeeded by Lavezares. At this time the
Chinese pirate Li-Ma-Hong conducted his invasion of Luzon with a fleet of some sixty vessels
and about six thousand men. A great multitude
of natives under the command of Spanish officers
met the fleet as it drew near to Manila, and
wrecked some of the boats of the pirate. But
Li-Ma-Hong proceeded and landed with fifteen
hundred men. The Spanish with the aid of
natives had repulsed and defeated, in two attacks,
the army of Li-Ma-Hong who went north and
settled Pangasinan'1 where he was subsequently
defeated and driven into the mountains by Salcedo, who was sent by the governor general, Lavezares, against the Chinese invaders.
The arrival of the first bishop Salazar,
1 A  province in Northern Luzon.  It possesses the most beautiful
buildings in the Philippine Islands.
[25]




The Development in the Philippine Islands


O. P. (Ordinis Pradicatorum, Order of Preachers) one of the most notable figures in the history of the Philippine Archipelago, in 1581,
meant a new light for the natives, and another
step in the educational development of the Filipino people. The bishop was accompanied by
Jesuits sent not only as missionaries but as educators to assist the other Jesuit Fathers who preceded them, and who, about this time were conducting colleges in Manila, established some years
after the foundation of the city by Legaspi.
These were the College of St. Ignatius, head of
all the other colleges, eight in number, and the
College of San Jose proper, of the Order. In the
chief college, St. Ignatius, was established the
Pontifical and Royal University of letters.
After the Jesuits who followed Bishop Salazar
and the Augustinians who accompanied Legaspi
in 1564, came the Francans in 1577 who were
followed by the Dominicans in 1587. Since that
time the monasteries and the colleges have been
established together. In 1594 was founded the
Academy of Santa Isabel in Manila. It exists at
present by the name of Colegio de Santa Isabel
under the direction of the Sisters of Charity of St.
Vincent de Paul where Filipino women were educated. It was regarded as one of the largest and
[26]




Class of drawing, Philippine School of Arts and Trades, Manila.


Manila High School, Intramuros, formerly "Escuela Municipal para niias."




I
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Education During the Spanish Regime


greatest Catholic institutions in the Philippines.
The building occupies one whole block, and is constructed of stone so solid that it resisted many
earthquakes which caused terrible damage to
many edifices that were considered indestructible.
The Seminary and the college of San Carlos
(Saint Charles), originally the College of San
Ildifonso, was founded by the Jesuit Fathers in
1595. This college, upon the expulsion of the
Jesuits by Charles III in 1678, passed under the
immediate supervision of the Bishop and the
Governor General of the Islands, being reestablished under the present name in 1769 by order
of the king of Spain, in accordance with the prescription of the Council of Trent. It is now in
charge of the Fathers of the Congregation of the
Mission of St. Vincent de Paul and is located in
San Felipe Neri, commonly called Mandaluyon, in
the province of Rizal.2 It was, before 1912,
located in the walled city of Manila, and was
moved to the said location by order of the then
archbishop of Manila, the most Reverend Dr.
Jeremias Harty, at present Bishop of Omaha,
Nebraska, United States.
The foundation of the College of Saint Ignatius
which took place some years after the settlement
12 Catholic Directory for 1921.
[27]




The Development in the Philippine Islands


of the city of Manila and the erection of monasteries, was the beginning of the establishment
of other colleges in subsequent years. The Holy
See, whose zeal in promoting education has been
manifest since the beginning of the Christian Era,
showed no little interest in the foundation of educational intstitutions for the welfare of the new
Christian communities in the Philippine Islands.
It is certain that His Holiness Julius III on October 22, 1552, empowered the Society of Jesus to
confer degrees on Jesuit scholars. This faculty
was extended in August, 1561, and was confirmed
by His Holiness Gregory XIII on May 7, 1578,
when the prefect of studies was authorized to
confer degrees."1
Pope Urban VIII also was much interested in
the education of the Filipino people and of the
people of other countries newly brought within
the fold of the Catholic Church. This is evidenced by the fact that this Pope on petition to
the Sovereigns Philip III and Philip IV of Spain
decreed that "degrees could be conferred on the
Indias by the hands of the Bishops in the colleges
of the Society of Jesus, as was once practiced in
Manila by Archibishop Serrano. And because,"
the decree continues, "the College of St. Ignatius
'8 Blair and Robertson, op. cit., XXIII. p. 131.
[28] -




Education During the Spanish Regime


availed itself of the privileges already noted, and
of which mention is made in Libro I, Titulo XXII,
Ley II de la Recopilacion de Indias, wherefore it
appeared that the Society of Jesus granted degrees in Manila by Pontifical and Royal authority." Later, on August 8, 1621 His Holiness
Gregory V, by his brief "Apud Sanctam Mariam
Majorem," bestowed the same privilege, but with
the following restriction, "Praesentibus ad decennium valituris," which decennial was completed
in the year 1631. On May 12, 1653, a royal
Writ of execution was issued granting authority
to award degrees to students of the College of St.
Ignatius and of that of San Jose. In 1718, the
royal university was started in the Islands and
developed to university standard in 1726.
No less activity and interest was shown by the
king of Spain, Philip II. In a decree dated 1585,
he says: "In view of the benefit that will result
to the colony from aiding the Jesuits in instituting
a college, and in aiding in the support of the
religious who shall teach therein, I order Governor
General Santiago de Vera and Bishop Salazar to
discuss measures for the founding of the same.""
This was in answer to Antonio Sedefio who wrote
4 Ibid., XXIII. p. 131-140.
[29]




The Development in the Philippine Islands


to Philip II on June 17, 1583, in petition for royal
aid in the establishment of a Jesuit seminary.1"
One of the oldest educational institutions in the
Philippine Islands for higher studies was the
Royal College of San Jose, which was established
by the Jesuit Fathers in 1601. It exists to the
present time under the name of Colegio Apostolico de San Jose. This is the college for the
establishment of which, the Jesuit Diego Garcia
assisted by Pedro Quirino, secured the necessary
civil and ecclesiastical permission. Its establishment was occasioned by the controversy which
arose between religious and secular priests concerning the prohibition that no secular priest
could establish a university. As a natural sequel
to this, the secular priests of Manila, through the
effort of the Jesuit Diego Garcia, on July 2, 1601,
sent a petition to His Majesty Philip III, king of
Spain seeking successfully the abolition of that
prohibition.  The establishment of the college
followed. In 1647, this college received favorable decision as to the right of seniority in its
contest with the Dominican institution, the University of Saint Thomas, and by a royal decree
1 Blair and Robertson, op. cit. XLV. Appendix III-XII. See also
Original Decree in Calderon's El Colegio de San Jose, 1900, Manila,
P. I. Appendix, Document No. 1, VII. VIII. Nozaleda's Colegio de
San Jose, p. 43.
[30]




Education During the Spanish Regime


was granted the title of "Royal College," on May
3, 1722.16 This college was founded in June 17,
1583, as the Seminary-College of San Jose, under
the auspices of the Rt. Rev. Bishop Salazar."7
In 1596 Esteban de Figueroa, Governor
General of the Philippine Islands, was given permission to direct the establishment of a college.
The establishment took place on February 28,
1603. The institution called Colegio de Santo
Tomas and today Real Pontificia Universidad de
Santo Tomas, is still flourishing.18 This university is indeed of venerable foundation, having
been established before Harvard University was
dreamed of and before Jamestown was founded."9
To the Most Rev. Benavides, Archbishop of
Manila, was reserved the glory of founding this
tricentenary university. This holy Prelate of the
Catholic Church, an enthusiastic patron of letters
and science, left to this institution a great endowment with which it is maintained to the present
day.20
In 1526 the Dominican Fathers established the
'6 Blair and Robertson, op. cit. XLV. p. 315.
17 Ibid., p. 101.
18 Ibid., p. 132.
19 Russell, op. cit., pp. 224-251.
~0 Blair and Robertson, op. cit., XLV. pp. 13-15 and 117.
[31]




The Development in the Philippine Islands


College of San Juan de Letran,2 which today
comprises elementary, secondary and college subjects of instruction. Several secondary schools in
the provinces were incorporated either with this
college or with the University of Saint Thomas or
with those of Saint Ignatius and San Jose. In
1644 Sebastian Hurtado de Corcuera established
the Royal College of San Felipe de Austria, and
annexed it to the College of San Jose.22 Meanwhile the religious orders that were not engaged
in the foundation of colleges and schools were
establishing monasteries and by conversions were
increasing the number of Christians. The Discalced Augustinian Recoletos founded their monastery in Manila and in 1621 laid the first stone
of the Monastery of the Immaculate Conception
in the city of Cebu, the first seat of Spanish government.23  Likewise the Franciscan   Fathers
founded their monasteries in Manila and organized in various provinces of the Philippine Archipelago. The many large and sumptuous churches
which, after resisting for centuries the roughness
and inclemency of the weather, still exist are
irrefragable proofs of the interest and activity of
s1 Ibid., p. 208.
"9 Catholic Directory, 1921.
*8 Catholic Directory, 1921.
[32]




Education During the Spanish Regime


the church and of the government in the education
and welfare of the inhabitants of the Philippines.
This interest and activity were not confined to
the establishment of monasteries and colleges for
men but were extended to the foundation of convents and colleges for women. After the establishment of the Royal College of Santa Isabel in
1594, the Normal School of Santa Catalina was
opened in 1698 under the guidance of the Sisters
of Saint Dominic.24  The enthusiasm  for the
establishment of colleges for women has been
more intense since the last quarter of the seventeenth century. The College of Santa Rosa conducted by the Sisters of Charity of Saint Vincent
de Paul began in 1750 to train Filipino girls.
A Normal Superior College of the Immaculate
Conception for the education of Filipino girls
directed by the same Sisters began to function in
1880.26
The reason for these foundations is obvious.
The Catholic Church established in the Island
dioceses and wherever these were erected seminaries for native clergy, monasteries, and colleges
for young men and young women were founded.
The academies and colleges mentioned above are
24 Catholic Directory, Kennedy and Sons, New York, 1921.
2 ' Ibid.
[33]




The Development in the Philippine Islands


the most notable of the educational institutions
established during the Spanish regime in the
seventeenth, the eighteenth and the nineteenth
centuries.
Before mentioning some of the provisions of
the Spanish government for elementary education,
attention should be directed to the curricula of
higher and secondary education provided for, in
accordance with pontifical and royal decrees. The
Royal University of Saint Ignatius, which obtained its title by a decree of Philip IV promulgated in 1621, was in the same year, by a bull of
Gregory VI, elevated to a pontifical institution.
And the College of San Jose which in 1653, by
proclamation of the same king, Philip IV, was
honored with the title of "Royal College" conferred degrees upon students who studied in forty
collegiate schools.26 Besides these two mother
colleges, the Society of Jesus had colleges in Arevalo, Cebu, and Zamboanga, all subject to the
curricula of the universities.'2
The University of Saint Ignatius had two chairs
of Theology, one of Philosophy, one of rhetoric,
Latin and Greek, one of Canon Law, one of Civil
26 Blair and Robertson, op. cit., XLV. p. 117; XXVIII. pp. 123,
131-134.
2 7 Ibid.
[34]




Education During the Spanish Regime


Law, and from 1740 a chair of Mathematics."8
These institutions emphasized the study of philosophy and theology according to the scholastic
method, and in rhetoric the method observed during the period of the Renaissance. Later was
introduced the study of physics, chemistry and
natural history for those working for the Baccalaureate degree. As a means of preparation for
college work these colleges maintained secondary
and elementary schools.29 The Royal University of
Saint Ignatius existed until May 21, 1768, when
the Jesuit Fathers were expelled and suppressed
from all Spanish possessions by a royal decree of
Charles III. The edifice and equipment of the
university were then placed at the disposal of the
state."~ The Royal College of San Jose continued
to exist, but under the direction of secular
priests.3' This institution comprised colleges of
medicine and pharmacy."' All the colleges subject
to these universities followed the same curricula,
and their directors were authorized to grant
certificates to their respective students.  These
certificates were recognized by the university
28 Ibid.
9 9 Ibid.
80 Ibid.
S1 Ibid.
82 Ibid.
[35]




The Development in the Philippine Islands


authorities and they qualified the students to
enter the college without any previous examination.
The tricentenary University of Saint Thomas,
with its double title of "Royal and Pontifical"
which is the only Catholic university that exists
at the present time in Manila, has always maintained the curricula of the universities. It comprised chairs of theology, philosophy and letters,
civil and canon laws, holy scriptures, and when
the Jesuit Fathers were expelled from the Spanish
possessions, it added the colleges of pharmacy
and medicine, including nursing and ultimately a
college of civil engineering. This university, and
the two universities of the Society of Jesus, conferred degrees of Bachelor of Arts, Licentiate
and Doctor. They produced many prominent
Filipinos, not only clerics but also laymen who
figure in the history of the country. The colleges
and the secondary schools which, before the expulsion of the Jesuits in 1768, were under the supervision of the University of Saint Ignatius and the
University of San Jose passed under the control
and supervision of the University of Saint
Thomas, as well as the College of San Juan de
Letran and other colleges established by the
[36]




St. Joseph's Academy, Sariaya, Tayabas, under the direction of the Franciscan Missionaries of Mary.








Education During the Spanish Regime
Dominican Fathers in the larger cities and towns
of the Philippine Islands."
Besides these, the diocesan colleges and seminaries established in all the dioceses of the Philippine Archipelago were annexed to the universities
and conferred the degree of Bachelor of Arts.
All these institutions were under the administration and management of either religious or secular priests. The government of the Philippines
had not control over them. They were supported
and maintained by endowments and the tuition
fees of the students.
The annals of the Royal University of Saint
Ignatius, the Royal College of San Jose and the
Pontifical and Royal University of Saint Thomas
have the glory of containing the names of fourteen archbishops, bishops and many illustrious
men of the seventeenth, the eighteenth and the
nineteenth centuries.  The University of Saint
Thomas is today the Alma Mater of six bishops
and many prominent leaders of the Filipino
people."' The administrative coordination that
has been followed by the University of Saint
Thomas is almost the same as that observed in
s Catholic Encyclopedia, p. 16, under the heading Education in the
Philippine Islands.
3S Blair and Robertson, op. cit., XLV. p. 221. Vicente Barrantes,
La Instruccion Primaria en Filipinas.
[37]




The Development in the Philippine Islands


most European medieval universities. The administrative and executive body was composed of
a chancellor, as in all Catholic universities, who
represented the Holy See, the rector and the vicerector elected by the members of the different faculties, the secretary and the treasurer appointed
by the rector, the members of the faculties and
the board of examiners. Each faculty had its own
dean appointed by the rector.
The universities of Saint Ignatius and of San
Jose, however, presented another type of administration, if we except the office of the chancellor.
Their administrative and executive bodies were
constituted of rectors appointed by the General
of the Order, the prefects of studies, the secretaries, the procurators, the librarians and the
members of the faculties. The board of examiners
was constituted some days before the examination
was held. The students of the Universities of
Saint Ignatius and of San Jose, as well as those of
the University of Saint Thomas and of the colleges
annexed to them, enjoyed certain privileges from
the Spanish government, similar to those conferred on medieval university students by the
emperor and the Pope. They were exempted
from personal taxes (cedula personal), and from
military service. On these universities was con[38]




Education During the Spanish Regime


ferred the privilege to grant the license to teach,
and the same universities conferred this license
to teach on the student who, after receiving it, enjoyed the exemption from further examination.
He had the right to teach everywhere jus ubique
docendi. The civil government granted also to
these universities the right of persecuting any person who dared wear the cap and gown (toga,
muceta and bireta) without having either of the
two degrees, licentiate or doctor. A penalty of
either prison or fine or both was provided for in
the Spanish penal code."5
The degree of licentiate or doctor was conferred upon students at the completion of the
course, after satisfactory examination and a public
defense of a thesis. It indicated the capability and
fitness of the graduate to teach, and was designed
to determine the qualifications of those aspiring to
the teaching profession. If the person who has
received the degree of licentiate or doctor in theology, philosophy and letters or in canon law is
a priest he is given the privilege to use a ring
similar to that of the bishop. This privilege is
still granted, at the present time, by the Univer"6 See Spanish Penal Code, edited before the Philippine Revolution.
Also the Bulletin and Prospectus of Saint Thomas University, 1904 -1922.
[39]




The Development in the Philippine Islands


sity of Saint Thomas to those on whom the said
degrees are conferred.
The method of teaching in both universities,
the Jesuits and the Dominicans, was chiefly that
of lectures and disputations. The professors who
were mostly doctors lectured on the text of the
author studied, as for instance on theology on the
Summa Theologica of Saint Thomas or of that of
Billuart; or in the law, on the Corpus Juris Civilis
(civil law) interpreting and commenting on it,
while the students followed the text and took
down the professor's observations and commentaries. The ordinary lecture was given by the
doctor of the course; the extraordinary by the
licentiate, the latter course being often for the
purpose of repetition or review. The method was
not that of mere dictation by the professor and
slavish copying by the student, although in the
absence of books the student relied chiefly on his
notes and on references given, but a learned exposition of the theological, philosophical, juridical
and scientific question under study. This disputation, which resembled in some respects the formal
debate of the present days, then afforded an
opportunity for discussion. A question or thesis
being proposed and discussed and its answer given
by the student for the defense of the question or
[40]




Education During the Spanish Regime


thesis, objections were raised by the arguers and
treated in an orderly scholastic and logical manner.
Disputation took place once or twice a week,
and solemn disputes, in which the masters and
distinguished visitors assisted and very often took
part, were held once or three times a year. They
afforded the widest range for proposing difficulties and objections and freedom for discussing a
question from many points of view. Every conceivable subject having a philosophical, scientific,
theological and juridical interest was discussed.
Another method, that might arouse the interest
of any student of history of education of the
Philippine Islands, is the method of examination
for the degree of licentiate or doctor practiced,
even at the present time, by the University of
Saint Thomas, and has been practiced by the Universities of Saint Ignatius and of San Jose, during
the period of their existence.
It is a public examination of the candidate for
licentiate and doctor's degree. It is commonly
called by the university students the "La Noche
Triste" (The Sad Night). This examination is
generally held in the university hall called Paranimfo. Some months before the examination the
candidate is given a thesis on the course he is to
[41].




The Development in the Philippine Islands


complete on which he is to receive the licentiate
or the doctor's degree. The candidate writes a
dissertation of about 25,000 words in length on
the subject approved by the professor or by the
dean of the faculty. This dissertation must contain wide information on the matter discussed and
must show a real skill and fitness of the candidate
for the degree to be received. He then being so
prepared, and dressed with the cap and gown
(toga, muceta and bireta,) proceeds, at the
appointed hour of examination, to the hall where
he occupies the place designated to him. The
members of the board of examiners, all with the
caps and gowns on occupy on the platform their
respective seats. In front of the candidate or between the platform of the board of examiners
(tribunal examinador) and the desk of the candidate, there is a table covered with a tablecloth
bearing the color of the degree to be conferred
upon, and on which stands a crucifix between two
lighted candles and on one side of which a sand
clock. Everything being so prepared, the rector
escorted by the members of the different faculties
enter the hall amidst the applause of the people
and the orchestra playing the majestic Spanish
royal march (marcha real espaniola); the rector
and the members of the faculties and the guest
[42]




Education During the Spanish Regime
of honor-sometimes the Archbishop of Manila or
the governor general-take their respective seats.
A bell signal makes everybody silent. Then all
the lights in the hall, except the two burning candles on the candidate's table, are turned out. So
the candidate stands up in the midst of the reigning silence, makes a profound bow to the rector,
to the guest of honor, to the members of the faculties, to the examiners and to the audience, and
begins in an oratorical manner the reading of his
dissertation. After the reading, the examiners, one
by one propose their objections or difficulties to
the candidate who solves them together with the
objections of the members of the faculties and
occasionally of some of the audience. In the
meantime, the time-keeper watches the time; as
soon as the three hours which are generally the
length of time given for said examination, elapse,
the time-keeper stands up and says "hora lapsa
est" (time is over). The president of the examiners, then, gives the rector the qualification or
grade which the candidate for the degree obtained, and the rector reads it to the audience.
According to the merit or brilliancy of the dissertation and of the solutions of the difficulties and
objections, the grade such as follows is given:
[43]




The Development in the Philippine Islands


Meritissimus, Benemeritus, approbatus, which
means, excellent, deserving, approved or satisfactory. Finally the rector delivers his address congratulating the graduate, wishing him success in
life, and praising the effort carried out by the
members of the faculties in general and conferring
upon the candidate the diploma which entitles him
to bear the title of doctor or licentiate and to enjoy the university privileges. The new graduate,
before leaving the hall takes an oath before the
rector and the members of the faculties promising
loyalty and faithfulness to the teaching of the
Catholic Church and of the university, and to profess and defend fearlessly the doctrine that he had
studied during the long period of his continuous
labor. This process of examination and of conferring degrees is still in practice in the University of Saint Thomas, especially for the faculties
of theology, canon law, civil law, and philosophy
and letters.86
If we except the royal decrees concerning the
establishment of universities and colleges mentioned above, we can say, that the only provision
of the Spanish government for education during
the sixteenth and the seventeenth century was that
86 See Anuales de la Universidad de Santo Tomas, Manila, P. I.
[44]




Education During the Spanish Regime


related to elementary school organization.  It
provided for the establishment of public elementary schools in every town and village, though
many primary schools had already been established by the missionaries in all christianized
towns.  In these the natives learned reading,
writing, arithmetic, religion, geography, Spanish
grammar, Latin grammar, good manners and
right conduct and the history of Spain. The
method followed in these elementary schools was
the inductive with memorization and questions
and answer in colloquial Spanish. The teachers
were generally pastors or missionaries having for
assistants in the lower grades the most advanced
students, vulgarly called pasantes resembling the
monitorial system of Lancaster and Bell.
The elementary schools following the school
programme of the Jesuits and the Dominicans
were divided into "clase infima" which continued
for one or two years, and in which children between
ten and twelve years old were admitted, and in
"clases media and superior" in which children
between ten and sixteen years of age were taught.
The former (the clase infima) corresponds to the
primary grades of our present public schools,
while the "clases media and superior" correspond to the intermediate grades of the present
\ [45]




The Development in the Philippine Islands


day. The administration in the elementary schools
was uniform."'
It is evident from the historical point of view
that, in the Philippine Islands, existed many secondary schools both before and after the establishment of universities and colleges, a fact that
an honest man and writer cannot deny, and which
was owing to the initiative of the religious Orders,
whose zeal for the spiritual, moral and material
improvement of the natives was surprisingly
great and unparalleled in the history of the country. From this we can deduce that elementary
schools also existed, because of the fact that
secondary and higher education is based on them.
As to curricula and method of teaching, they
varied accordingly, but the truth is that both the
Jesuits with the schools subject of their colleges
and universities, and the Dominicans with theirs
followed the curricula and methods adopted in the
elementary and secondary schools of Europe,
especially in those of the Jesuits and the Dominicans in Spain.
The following is found in the history of the
Philippine Islands: "There were also in it (the
college of San Jose) in addition to the school for
87 Anual del Ateneo de Manila, and Anual del Colegio de San Juan
de Letran.
[46]




Education During the Spanish Regime


reading, writing and arithmetic, geography, Latin,
Greek, history, etc., two chairs of theology and
philosophy.""8  Hence we can infer that the
curricula stated above were adopted in the
secondary and in the elementary schools of the
Islands. In addition to this historical evidence,
there are numberless personal testimonies of
those who had the opportunity of studying in the
Jesuits' schools and colleges and in those of the
Dominicans. The methods were changed only or,
at least, modified in 1906, when the government
of the Philippine Islands decreed, that no college
or school or private institution should be recognized by the Department of Public Instruction,
unless it followed the standard or the curricula of
the government schools and colleges.
From the testimonies cited above and from
personal knowledge, the curricula prescribed for
secondary schools and for the degree of Bachelor
of Arts might be described as follows: The Jesuits'
colleges prescribed that the secondary course last
six years, and that pupils pass satisfactorily in the
following subjects: religion, manners and right
conduct (urbanidad y buenas maneras), mathematics, geography (astronomical, physical and
political), history of Spain, general history, Latin
38 Blair and Robertson, op. cit., XXXIV. pp. 366-367.
[47]




The Development in the Philippine Islands


grammar and    literature  (classical authors),
Greek grammar and literature (classics), Spanish
grammar and literature, rhetoric and poetry,
philosophy, physics, chemistry, natural history,
history of philosophy, advanced algebra, geometry
and trigonometry. The system of study of the
classics (from the first year up to the second
year) consisted of translation from Spanish into
Latin and Greek and vice versa, and analysis during the first two years. In the last two years came
the writing of composition, inventions, paraphrasis and the like, imitating the literary styles and
using the words of the best authors in Latin,
Greek and Spanish, as Cicero, Virgil, Caesar,
Horace, Ovid, Livius, and others in Latin;
Xenophon, Lucian, Homer, Demosthenes, St.
John Chrysoston~, St. Gregory Naziansus, St.
Basil and others in Greek; and in Spanish all the
best Spanish authors such as, Cervantes, Castelar, Donoso Cortes, Candido Nocedal, Ramon
Nocedal, Aparisi and Guijarro, Fray Luis de
Leon, Fray Luis de Granada, Martinez de la
Rosa, Espronceda, Herrera, Calderon de la
Barca, Lope de Vega and many others. The cultivation of memory was also emphasized. For
the study of philosophy as a requirement for the
[48]




Education During the Spanish Regime


Bachelor of Arts the favorite method was the
Scholastic method."9
There existed, however, a slight difference between the curricula pursued in the Jesuits' schools
and that in the Dominicans' schools. The latter
did not lay much stress on the study of the classics
and the length of the course for degree of Bachelor of Arts was only five years. The College of
San Juna de Letran gave in addition to B. A.
degree the degree of Perito Mercantil, which is
equivalent to the Bachelor of Philosophy in commerce of the present time.
Following the tradition of the Church, the
Archbishop of Manila founded in 1742 a cathedral choir or song school similar to the cathedral
schools of the Middle Ages.'0 The interest of
the Catholic Church was not satisfied with all
these, but it went further, for in 1782 the Hospice
of Saint Joseph for defectives was established
and placed under the direction of the Sisters of
Charity of St. Vincent de Paul.'1 It was maintained by endowment, by the metropolitan church
and by the civil government.
S9 Catalogue of the Ateneo de Manila, 1905-1912, Manila, P. I.
4O Catholic Directory, Kennedy and Sons, New York, 1921.
'1 Ibid.


[49]




CHAPTER III


Provision of Spanish Government for
the Establishment of Schools
IN the return of the Fathers of the Society of
Jesus to the Philippine Islands in 1859, the
cause of education received a new impetus.
They established the College of the Ateneo de
Manila, where many of those who have been
prominent in the history of the country during
more than half a century have been educated.
They also opened and established a normal school
under the name of "Escuela Normal Superior de
Maestros," which sent its trained Filipino teachers over all parts of the Philippine Archipelago.
This normal school existed until 1904, when it
was succeeded by the Central Seminary of Saint
Francis Xavier. During the thirty years in which
it was maintained by the government it conferred
certificates on 1948 teachers.1 In the meantime
the Pontifical Royal University of Saint Thomas
together with the El Ateneo Municipal de Manila
1 Catholic Encyclopedia, The Encyclopedia Press, New York, 1913,
XIII. p. 17.
[50J,




Provision for the Establishment of Schools


continued to give to the Islands men who have
been renowned in the country. Similar welfare
gave to the Filipino people the other colleges
which continued to exist for many decades.
The establishment of the El Ateneo Municipal
de Manila and La Escuela Normal Superior de
Maestros (Superior Normal School for Teachers), was the beginning of a new movement. The
several religious orders began to found new institutions laying especial stress on the establishment
of higher education for women. The foundation
of the Jesuits' Normal School was based on a
royal decree promulgated on November 3, 1839,
providing for the establishment of schools in
every town and village, and for one normal school
for men and another for women under the supervision of the government. The royal decree empowered both normal schools to confer certificates
upon teachers engaged in the primary instruction
(instruccion primaria).2 In 1873 another superior normal school for female teachers was established in Naga or Nueva Caceres, Camarines,
under the care of the Sisters of Charity of Saint
Vincent de Paul, and then followed the organiza2 Vicente Barrantes y Moreno, La Instruccion Primaria en Filipinas,
Madrid, Imprenta de la Iberia, Ramirez y Geraudier, 1869, p. 174, and
also p. 160. See Blair and Robertson, op. cit., Appendix XLVI. p. 63.
[51]




The Development in the Philippine Islands


tion of those of Cebu and Iloilo, both for women.
From that time education became more general
in the Philippine Islands, and in consequence many
women were trained for school work.
The Royal Order of November 3, 1839, prescribed that a special committe be appointed to
draft a set of regulations for the schools of the
Philippines. The members were selected in 1855.
It was presided over by Don Manuel Crespo, who
framed regulations concerning uniform teaching
in the schools, indicating what should be taught
in school for both sexes, with especial emphasis
upon the study of the Castilian language. The
commission determined the number of male and
female teachers, and drew up regulations regarding schools and the establishment of a normal
school in the city of Manila. The commission
completed its work in 1861, in which year the
Jesuit normal school and that of Santa Isabel
were organized. On August 10, 1860, Governor
General Solano commissioned an official of the
secretary's office to draft a project for reform.
On August 21, of the same year, this official finished his work. The suggestions provided for the
establishment of a normal school as a seminary
for teachers; determined the qualifications of
[62]






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Provision for the Establishment of Schools


teachers and the standard of village schools.'
Besides establishing a curriculum and rules for
primary instruction, the report outlined the duties
and responsibilities of dependent teachers and
directors of the normal schools; regulated the
observation of vacations and holy days, and internal management of schools, text books, and especial examination to obtain certificates as assistant
teachers.' In 1892, another royal decree pro.
vided for the foundation of another normal school
for women in Manila, and one at Vigan, Ilocos.5
Such was the enthusiasm for education not only
on the part of the religious orders and the civil
officials, but also of the Filipino people, that on
December 20, 1863, there began to be added to
the existing schools many other schools in villages
as provided for by the royal order. These establishments had been begun in Manila in 1836,'
although such decree had not yet been promulgated, as a fulfillment of another royal order
issued in January, 1778, which provided that
Spanish language be taught to the natives.'
Far from intending to defend the Spanish monBlair and Robertson, op. cit., XLVI. p. 65 et seq.
Ibid, p. 86.
6 Ibid.
6 Ibid.
7 Russell, op. cit., p. 221.
[63]




The Development in the Philippine Islands


archy and the religious orders, and much less to
veil the injustices committed by many officials of
the government, the writer believes, as an impartial observer, that the efforts of the Spanish government and of the religious missionaries particularly for the christianization of the natives, and
for the diffusion of elementary instruction in the
Philippines,8 and the many benefits secured by the
country through their labors, should be more than
sufficient to cover all the defects imputed to the
Spanish government and to the religious orders as
a whole by partial and illogical beholders. It
should, besides, be taken into account that no
human institution has been free and is free from
defects. "For more than three centuries," Russell says, "the Spanish government through the
religious orders and many excellent officials had, in
its own way, but often with conscience and zeal,
sought to further education and development as
it pushed Christianity among its Island subjects."'
Elementary education was compulsory, and
children between the ages of ten and twelve had
to be sent to school, unless the parents or guardians could prove that the children under their care
8 Encyclopedia Britannica, The Weiner Co., N. Y., 1902, XVIII.
pp. 748-753.
o Russell, op. cit., p. 221.
[54]




Provision for the Establishment of Schools


received a sufficiency of instruction in their homes
or in private institutions. Failure to comply with
this law was punished by the government.'0 This
provision, however, was not carried out according
to the royal order, in consequence of oversight on
the part of the authorities or of the malevolence
of officials. Because of this failure parents,
aspiring to the educational improvement of their
children hired private teachers, and wealthy ones
made endowments and donations for the maintenance of colleges and schools. Hence there are
still found many colleges and institutions that
were originally supported by such means and by
the fees of students."
Although the preceding chapter has dealt somewhat with the subject matter taught in the elementary schools, it will not be superfluous to add here
some further details. The regular subjects contained in the programme of studies formulated by
the officials commissioned by Governor General
Solano for elementary instruction are the following: Christian doctrine, practical instruction in
Spanish grammar, arithmetic, reading and writing, Latin grammar, geography, history of Spain,
Bible history, rules of deportment (urbanidad y
1  Ibid.
Philippine Commission, 1900, pp. 35-37.
[55]




The Development in the Philippine Islands


buenas maneras) and vocal music.12 This instruction was given to both boys and girls. The latter,
however, were especially instructed for employment proper to their sex.
It may be noted that during the nineteenth century, the functions of government in the Philippine Islands, deplorable as it was, passed into the
hands of weak and conscienceless officials. Men
of meager ability were sent to the Islands, and a
most debasing oppression was practiced by the
government agents. Consequently the provisions
for education were not carried out duly or in
accordance with the royal orders and decree. The
program embodied a requirement of one male and
one female teacher for every five thousand inhabitants, but in practice the number of teachers
required by the regulations was not always provided. The provisions stated that there should
be 2,684 teachers for a population of about
6,700,810, but there were only 1,914 or only one
teacher to every 3,500 inhabitants; whereas there
should have been one to every 2,500 people. Had
not the government been helped by the religious
orders in the instruction of the children, it could
not possibly have performed even one half of this
1l2 Russell, op. cit., p. 222. Vicente Barrantes y Moreno, La Instruccion Primaria en Filipinas.
[56]




Provision for the Establishment of Schools


great task. As a consequence the Spanish government in the Philippine Archipelago began to decline as it declined in most of its colonies. The
fact mentioned above was the beginning of displeasure and discontentment on the part of the
natives. For not only were the masses deprived
of education, but it was considered treasonous
intrigue to teach the natives love for their country.
Those who sought knowledge or desired to become teachers among their countrymen fled to
foreign lands for the purpose of acquiring knowledge and wisdom to use in defense of their rights
and their countrymen. Oppression again resulted
from the fact that many of the Spaniards foolishly
considered that the Spanish language was degraded in being spoken by a Filipino."8
It is for the world, therefore, to pass judgment
on this procedure of those malevolent and degenerate Spaniards.  Such disposition was not in
agreement with the desire and purpose of the
Spanish government, but was the effect of an
arbitrariness of some miserable men who after enjoying the hospitality of the Filipino people, after
enjoying a courtesy which perhaps they would
have never received from their own countrymen,
18 Personal knowledge and common testimony of the people who
heard this from the Spaniards.
[57]




The Development in the Philippine Islands


turned with unsheathed swords to kill their hosts.
This was the main reason why the mass of the
Filipino people were unable to reach a higher
proficiency in education.
There have been, however, Spanish officials
and religious men who have always tried to im-.part knowledge to the natives by teaching them
the arts and sciences in higher institutions, though
these institutions were accessible only to those
who had some means to reach the city of Manila
or some other towns and cities in which colleges
were established. The education of the masses
was properly limited to the ability to read and
write their native language or dialects, some
knowledge of religious and moral principles, and
a little colloquial Spanish. Notwithstanding the
general opposition on the part of many government officials and despite of lack of means, there
have been among them some who, being conscious
of the responsibilities that weighed upon them,
have continued to put into practice what the king
of Spain ordered, endangering their lives and position by their fidelity. Through all the dangers
involved they founded on November 29, 1887,
schools of agriculture in Isabela de Luzon, Ilocos, Albay, Iloilo, Cebu, Leyte, Mindanao and
[58]




Provision for the Establishment of Schools


Sulu. In the same year a nautical and a military
academy were established in Manila.14
In March of 1891, the schools of Arts and
Trades were founded in the same city of Manila;
and in 1892, the schools of painting and sculpture
were organized. Finally, by a royal decree of
November 4, 1893, the schools of Trades and
Arts were empowered to confer the degrees of
Mechanical Electrician, Master of Work, and
Perito Mercantil.1" Thus education in the Philippines was maintained until the advent of the
American government in 1898. At this time, the
University of Saint Thomas, and the Ateneo de
Manila and the College of San Juan de Letran,
and other colleges were flourishing, and gave the
country many prominent Filipinos who are today
social and governmental leaders, and they are
still producing great scholars, lawyers, physicians,
scientists, pharmacists, orators, poets and many
ecclesiastics. Among these are numbered six or
seven native bishops, the chief justice of the Supreme Court and his associate justices and nearly
all the men holding the more prominent positions
throughout the Philippine Archipelago.
The Sisters of different congregations and
4 Philippine Commission, 1900.
18 Ibid.
[59]




The Development in the Philippine Islands


orders who largely contributed to the welfare of
religion and to the education of our women, deserve also the highest praise.  They, always
gentle and, at the same time, firm, labored to
mould the Filipino women to the ideal of the
Catholic Church, without neglecting in any way
their intellectual improvement. They sought always to develop humble and self-sacrificing teachers, who would strive to form other women to
their own ideals. The colleges, academies and
schools conducted by these Sisters produced as was
expected, many learned women in whom their
countrymen feel a very just pride.
Among the women educated in the colleges and
schools of the Sisters are illustrious founders of
Catholic institutions, such as Mrs. Rosa Sevilla de
Alvero, who is not only a foundress of one of the
most popular colleges for women in Manila, but
also a prominent writer and speaker in the Spanish language. As an orator she excels many of
her countrymen, exhibiting in her speeches not
only artistic ability but also philosophical skill in
her manner of defending truth from the attack
of enemies. She is a staunch defender of women's
right and an advocate of women's suffrage and
above all a fervent Catholic.
Another celebrated woman, also a product of a
[60]




Provision for the Establishment of Schools


Sisters' college, is Mrs. Jaime de Veyra, wife of
the former member of the Philippine Commission
in the United States. She is known in Washington society and in other cities of America as an
illustrious Filipino woman writer and speaker.
Mrs. Gorgonia de Mapa, wife of the former
associate justice of the Supreme Court, and a
protectress of the feeble and poor is another product of the schools of the Sisters. Miss Avelino,
the foundress of the Centra Escolar de Sefioritas
(Scholar Center for Young Ladies), the largest
college for women in the Philippines, was also
educated by the Sisters. In every province of the
Islands, in every. town in fact, there are many
women who are unknown to the world but illustrious for their learning, and zeal in the establishment of centers of learning and charitable
insitutions. We have, for example, Mrs. Macaria
Mendoza de Katigbak, president of the Catholic
associations in the Diocese of Lipa, known as a
native poet and prose writer and as a protectress
of Catholic institutions in Villa de Lipa. She is
also considered as one of the most popular
politicians. She is a fascinating woman in her
manners and gifted with excellent ideas, pure language and convincing arguments that whoever
hears her talk would but believe that she has
[61]




The Development in the Philippine Islands


received an ideal education. In Lucena, the capital of Tayabas province, there is another woman,
perhaps the most saintly in the province, who is
also one of the many women who received their
education in the colleges of the Sisters. Her name
is Fausta Labrador, foundress of two beneficent
institutions, the Hospital and the College of the
Sacred Heart of Jesus. Most of the educated
women in the province received their early education in her college.
The above mentioned women and many others
who form a part of the glory of the country, are
distinguished for their activities in the erection
and establishment of Catholic institutions and
centers of learning for young women, and for
their knowledge acquired in the colleges and
schools of the indefatigable Sisters of various
communities. From the Catholic Directory and
the records of monasteries in the Philippine Archipelago we learn that in 1880 there was established
the Superior Normal School or College of the
Immaculate Conception for Filipino girls in the
city of Cebu under the direction of the Sisters of
Charity. The Assumption College in Manila was
erected in 1892 and it is in charge of the Sisters of
the Assumption. The same Sisters of Charity
organized, with the aid of the Archibishop of
[62]




Provision for the Establishment of Schools


Manila and the Catholic people, the Asylum of
Saint Vincent de Paul for orphans in 1885.1" But
one of the largest institutions founded by the
Sisters of Charity and, which is today flourishing,
is the College of the Immaculate Conception commonly called "La Concordia." Most of the cultured Filipino women were educated in this college or in other colleges of similar standard in
Manila.
16 Catholic Directory.


[63]




CHAPTER IV


Later Educational Development in the
Philippine Islands
B ECAUSE of lack of means and cooperation
on the part of government, neither the
efforts of the teaching communities nor
those of the better class of government officials
were able to extend to the people at large the
benefits of advanced education. Consequently
higher education for men as well as for women
was limited to those wealthy families who could
maintain their children in the colleges. But if, in
spite of these discouraging conditions, learning
advanced in the Philippines, during the period of
oppression "we may believe," Russell says, "that
nothing but the unusual character of the people
kept it animate."' It should be added that the
effort of some of the civil officials and of the
Catholic Church perpetuated the noble purpose
and ideal of leading the Filipinos to a higher
Christian civilization. There was, besides, the unsurpassed enthusiasm on the part of the people
1 Russell, op. cit., p. 223.
[64]




Later Educational Development in the Philippines


for the development of learning, especially elementary and secondary. Many private teachers
established elementary and secondary schools, and
the elementary schools, apparently supported by
government, functioned in every village and town,
though in standard of teaching they were far from
perfect wealth.
Parents also made a great effort to give their
children the necessary culture and education by
sending them to the cities and towns where secondary schools were established, especially to
Manila, Cebu, Nueva Caceres, and other provinces where private secondary institutions were
rapidly developing. There is no period in the
history of the Filipino people, during the Spanish
domination, in which the natives have not shown
their natural tendency toward higher education.
and their marked interest in higher learning and
culture. But scarcely had they begun to make use
of their right to acquire knowledge, scarcely had
they realized the vicissitudes which retarded their
country, and had become aware of the static condition in which the tyranny of the representative
of Spain had placed them for nearly two centuries,
they began in 1895 to shake off the yoke of slavery
with which the tyrants oppressed them, and consequently the revolution came-an event seemingly
[65]




The Development in the Philippine Islands


necessary to vindicate the rights to national freedom of which they had been deprived for centuries.2
This revolt that was to mark and in fact
marked the initial period of the national development of the Philippine Islands, was one of the
most dreadful registered in the history of the
Filipino people. It was the one and the last that
signed and sealed the fall of the Spanish monarchy in the far East. The natives, through hardship and endurance, and led by those who had had
the opportunity to receive a higher education and
culture from the Catholic institutions, saw the
dawn of their national liberty. They enjoyed
promise, however, for only a short time and then
beheld it sink again into the horizon of
subjection and dependence. The powerful American army appeared in the bay of Manila and in
every port of the Archipelago in 1898. They
seized Manila and declared war on the natives
who then were framing their constitution and
government in Malolos.8 The Filipino people
showed once more their bravery, fighting and
struggling for the maintenance of their freedom
2 The Philippine Revolution against the Spanish government, 1895 -1898.
s The capital of the faded Philippine Republic. It lasted eight
months only.
[66]




Later Educational Development in the Philippines


against unequal force. But, at last, when their
leaders saw all power exhausted and realized the
damage that war was causing the people and their
property, they asked for peace.' After signing
the treaty, the American Military government
began to form an educational system for the
Islands which system was to be developed and
converted into a perfect system as it is found today. The American military force introduced the
teaching of English and adopted the plan of
studies in use in American countries.' The Filipinos responded to these ideals with a kind of
passion for their intellectual and national improvement.
There is not perhaps in the records of war an
example where a conquering power has taken first
of all to the teaching of the conquered. But in
the very first month of American occupation of
Manila and other parts of the Islands, the American leaders began to deliberate on the pursuit
of this grand ideal. With marvellous energy, they
undertook the task of reorganizing the local system of education, literally paralyzed by the revolution and the recent war.
4 Filipino-American war, 1898-1900.
Philippine Commission Report, 1898-1900, pp. 32-35. See also
Russell, op. cit., pp. 220-221.
[67]




The Development in the Philippine Islands


General Merrit, American Military commander, wisely appointed the broad-minded and intelligent W. D. McKinnon superintendent of schools,
and within two weeks the latter had schools in
successful operation throughout the city of Manila. Most of the teachers were volunteers and
college graduates from among the American
soldiers. Hence by September 1, 1898, all the
public school-houses in Manila that were not in
ruins were operating to capacity under the superintendence of the indefatigable McKinnon. He
and all other Americans in the army of occupation
noted with astonishment that ability to read and
write the native language was comparatively common among the Filipino people. McKinnon had
committed, then, his country to a work of benevolence that has grown since into one of the most
notable achievements in education.
For three hundred and eight years the Spanish
government with the aid of the religious orders
had sought to further education as they extended
Christianity amongst the Islanders. But their efforts could not go farther because of circumstances which any nation must meet in any newlydiscovered country. The American people found
the Philippine Islands ready to appreciate all the
benefits that the benevolence of the new govern[68]




Provincial High School, Bakolod, Occidental Negros.
^?~^^  i t sss        ii&i- -a; t 


Filipino girls dancing "Carifiosa," a native dance, Manila.




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Later Educational Development in the Philippines


ment had to bestow. They did not meet discouraging difficulties in introducing American education among the natives. The Philippine Islands
were, at the time of the coming of the Americans,
like a fertile soil which was cultivated by tireless
laborers and left to others for the bountiful har
vest. The American government, therefore, had
the satisfaction of seeing the education in the
Philippines bear fruit, although the ground had
been prepared by the Spanish government. Hence
the Filipino people have acknowledged always
their indebtedness to those two countries, the
Mother-Spain and the United States of America.
The Americans found in the Filipino people
native agencies through which they are enabled to
accomplish results undreamed of in the past. They
recognized the importance of their responsibilities
in the matter of developing the country and of
transmitting to its people the social inheritance to
which they have an undeniable right. The American Military government accepted the view expressed by the Jesuits that "the Filipinos are quick
and gifted with wonderful capabilities, especially
in early age and that the average native had never
had a fair opportunity to show what he could do."
The Philippine Commission basing judgment on
the attainments of those natives that had had the


[69]




The Development in the Philippine Islands


exceptional advantages was disposed to credit the
Filipinos with unusual ability.6
The Military government of the United States,
with Captain Albert Todd of the Sixth Artillery
in charge, encouraged by the above mentioned
ability of the people, established a Department of
Public Instruction. Within five months a beginning had been made in the establishment of schools
and in supplying students with text-books and
stationery. Wherever practicable, soldiers were
detailed to assist in instruction in the English
language. In August of 1899, more than 100,000
children were receiving instruction in the public
schools. Captain Todd was succeeded by Fred.
W. Atkinson, who was appointed by the Military
government as a general superintendent of instruction for the Philippine Islands. After a study of
the condition of the natives, Atkinson recommended the establishment of a centralized comprehensive system of public instruction in the
Philippine Islands. A bill to that effect was passed
by the Philippine Commission and became law on
January 21, 1901.7
The law established a Department of Public
Instruction for the Philippine Islands and placed
6 Ibid. pp. 35-41.
X Educational Review, Oct. 1901, XXII. p. 227.
[70]




Later Educational Development in the Philippines


all schools of public and semi-public nature under
the control of this department. It entitled the
chief officer of the department, General Superintendent of Public Instruction, and fixed his salary
at $6,000.00 a year. The same law provided for
the employment of eighteen division superintendents of schools, at salaries between $2,000.00
and $2,500.00; one thousand teachers of English
from the United States, at salaries between
$900.00 and $1,500.00; and the maintenance of
normal, agricultural and manual training schools,
with necessary teachers. The law also prescribed
how the school-buildings were to be constructed,
their cost and equipment. It provided for a superior advisory board of education, composed of the
General Superintendent and four members appointed by the Philippine Commission to assist the
General Superintendent by advice and information concerning the educational needs and conditions of the Islands. It provided further for the
establishment of municipal school boards composed of six members each.8
The bill that Congress passed, Act 1901, appropriated $1,560,000.00 therefor. It made attendance at school in the city of Manila compul8 Educational Re-view, Oct. 1901, p. 217 et seq.
[71]




The Development in the Philippine Islands


sory between the ages of six and twelve; adopted
English as the language of instruction and provided for the importation of teachers from America.' American teachers were needed at that time
more than ever. The Filipinos all over the Islands
heard of the promise of education held out by the
new government, and were eager for the new
learning. But the Insular Government had a
great problem to solve, namely lack of instructors. In consequence of the critical situation some
agents were sent to the United States who described the enthusiastic welcome the natives gave
to the learning of the English language. This
served to arouse the sympathies of American educators and as a consequence the voluntary enlistment of about one thousand teachers was secured.
As no steamship was available to accommodate
such a number at one time, the teachers were
obliged to proceed in detachments. An appeal,
however, was made by the new Bureau of Education to the Secretary of War, who facilitated
transportation by detailing the Transport Thomas
for this duty. The Thomas sailed in July, 1901,
with more than six hundred of the volunteer
9 Philippine Commission, 1899-1900, p. 35, and Russell, op. cit.,
p. 225.
[72]




Later Educational Development in the Philippines


teachers and arrived at Manila on August 23, of
the same year.
In order to secure a sufficient number of teachers and to encourage self-improvement of the candidates, the Philippine Commission authorized the
General Superintendent of Public Instruction to
maintain the number of American teachers at one
thousand and to provide for the promotion of the
worthy ones. At the beginning of the same year
1901, a deputy superintendent of schools was appointed for each province, and subsequently, by
Act of the same Commission, the provinces were
advanced to the dignity of school divisions. These
divisions, thirty-six in number, were placed in
charge of a division superintendent.
To estimate the progress and rapid development of the schools in the Philippine Islands, it is
sufficient to take into account the number of teachers wanted every year and the remarkable increase
in the number of pupils. In 1900, the number of
American teachers was 765; in October, 1901, it
was 926 Americans. English instruction was provided in 1838 schools, in which were 200,000 children. Four hundred night schools for adults and
for those unable to attend day classes, and twentythree high schools were established with 26,500
10 Russell, op. cit., p. 226.
[73]




The Development in the Philippine Islands


attendance. In 1903, 3,400 native teachers were
employed in educational work. These secured
dally instruction in English methods of teaching.
The Manila Normal School, opened at the beginning of American occupation, was enlarged
under the management of Dr. E. B. Bryan, and
vacation normal institutes were organized in various school divisions. With the development of
academic teaching, the industrial schools progressed rapidly, as did also the telegraph school."
To provide teachers for this increasing number of
schools and the attendance, the Bureau of Education employed, for primary instruction, teachers
trained during the Spanish regime, giving them
especial training in the English language in the
institutes especially organized for that purpose.
Improvement classes for the teachers were held
in the later hours of the day.
The Americans found for their sowing a soil
in every way fertile and cultivated. With the
least encouragement the natural instinct for culture manifested itself. "The demand for instruction is unprecedented," the First Philippine Commission reports; "the young and the old are studying; and many persons are naturally taking advantage of the demand and are establishing priReport of the Philippine Commission for 1902, p. 953.
[74]




Later Educational Development in the Philippines
vate schools."" The Report of the Bureau of
Education for 1905, reviewing this development,
says: "Almost from the organization of school
work here (in the Philippines), the Filipinos have
shown themselves ready to make sacrifices for the
education of themselves or of members of their
families. Even rather remote relatives, sometimes, help to pay the expenses of a young man or
a young woman while at school. The humblest
peasant has in thousands of cases made sacrifices
for the advantage of his child.""
Apostolic fervor inspired both American and
native teachers, and all felt its influence. When
one views the tireless efforts of those later teachers
of the natives, he is irresistibly reminded of the
early missionaries of the Philippines. The enthusiasm on the part of the Filipino people encouraged the American government to establish intermediate and secondary schools, provision for this
purpose being made by the Philippine Commission
in 1902. The first secondary school was that at
Pangasinan. Its foundation marked the beginning
of establishments of this kind in the capitals of
other provinces, and the intermediate schools developed in the other larger towns of the Islands.
12 Report of the Bureau of Education for 1905, p. 9.
18 Report of the Philippine Commission for 1902, p. 953.
[75] /




The Development in the Philippine Islands


By 1905 there were seventeen of these provincial
high schools, to which were added another seventeen the next year. At the same time ninety-two
schools were giving intermediate instruction.
In 1904 the Bureau of Education contemplated
with satisfaction the fact that it had under its control 1503 school-houses of its own and other
schools in rented private buildings. Of the schoolhouses owned by the Bureau, 534 had been taken
over from the Spanish establishment, 369 had
been built by the American government, between
the surrender of Manila in August 1898 and December 31, 1903, and 600 had been constructed in
1904. Most of these buildings were permanent
structures of concrete. There were, in addition,
fifty-two schools established in the Mohammedan
territory, seven of which were among the terrible
Moros and two among the Bagobos of the Gulf
of Davao.1"
Parents 'cooperated liberally with the government in the rapid development and progress of
education, by sending their children to school.
When the Bureau of Education issued its report in
July 1904, the Insular Government was surprised
to learn that attendance at the primary schools
14 Report of the Bureau of Education for 1904. Russell, op. cit.,
p. 234.
[76]






This is the Headquarters of the Philippine Bureau of Education, formerly
Casa de Monedas (Mint Building).
gpjfjjE;E~oI rt -.          A      I
o.,    At;*jw-j-v *{|1^-~.-.~:;ze ff 


A class in reading, Lipa Elementary School, Lipa, Batangas.




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Later Educational Development in the Philippines


was 251,475. In November of the same year it
was 345,918, and in March, 1905, 501,000. The
attendance increased more rapidly than did school
accommodations. The Report says: "this constant rise in attendance was accomplished without
compulsion and was to a great degree due to a
greatly awakened desire on the part of the Filipino parents for education of their children. The
result, while serving as an encouragement and
quickening to every part of the Bureau of Education, yet embarrassed division superintendents and
teachers in their efforts to secure anything like
proper facilities for instructing this number. A
year ago the purpose of the Bureau was to secure
the attendance in primary schools of 400,000 children. It was hardly believed that the figures could
be attained even as school enrolments. It was,
however, as stated above, surpassed by 101,000.15
Due to this increasing attendance the government had every year new problems to solve. The
construction of new buildings to accommodate the
children was rendered altogether imperative. By
1905, school districts in the Philippine Islands
numbered 407. 1697 new school-houses had been
erected, and not one of the 613 organized municipalities was without school facilities. Some idea
16 Report of the Bureau of Education for 1905.
[77]




The Development in the Philippine Islands


of the rapid development of education in the Philippine Archipelago as reflecting glory on the
American government and honor on the Filipino
people, may be had by noting the great contrast
that existed between the Dutch and English colonies and the Philippine Islands.
In 1901 the population of India was about
232,000,000. The pupils under public and private
instruction numbered 3,200,000. Persons able to
read and write were 12,000,000. Hence after 125
years of British control, persons under instruction
were only 1.37o%; and those able to read and
write only 5%o of the total population of the country. In the Philippine Islands, after four years
of American rule, persons under instruction constituted 3.53%o of the total population, with notable increase year by year. Likewise in the Strait
Settlements, with a population of 560,000 persons, only 14,000 or one-quarter of one per cent
are under instruction. A revenue of $7,600,000 is
paid but only $136,000 is spent for education.
Of a revenue of the central government of between $9,000,000 and $10,000,000 in the Philippine Islands, about $2,000,000 is spent for education, not including the local expenditure for
schools required by law from treasuries, munici'[78]


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Later Educational Development in the Philippines


palities and provinces, which easily increases with
the sum expended to $3,000,000.
In Java an island of about 50,000 square miles
with a population of 28,000,000, the schools for
Europeans have a total attendance of 19,709, and
the government schools for natives have an attendance of 47,911 pupils.  In a population of
28,000,000, pupils in all schools do not exceed
106,554, or 4%o of the inhabitants, while in the
Philippine Islands in a population of 8,000,000,
the pupils enrolled in 1904 numbered 263,000 and
in 1905, 501,000."
On account of the ever-increasing attendance in
schools, lack of teachers and buildings was always
the great problem for the government to solve.
The Bureau of Education considered it its first
task to secure and train native instructors to carry
on the work. The most surprising fact observed
by the Department of Public Instruction was this,
that though these Filipino teachers were unacquainted with the language of instruction they
were able in a very few months to carry out the
work efficiently. The Report of the Department
of Public Instruction for the year 1904 has the
following: "Surprising to say, that the Filipino
teachers have made progress far advanced of any16 Educational Review, XXIX, pp. 261-266.
[79]




The Development in the Philippine Islands


thing that could have been expected. Many of
those now employed are very fair instructors in
the subjects falling within the primary course.
They have developed well as disciplinarians.
Schoolrooms in charge of the Filipino teachers are
now almost invariably quiet and well-ordered.
The daily program is carried through on time
and successfully."
"Primary instruction," continues the report,
"with the exception of a very few schools, is now
conducted entirely in the English language. More
than this, the conversation of the classroom is in
English. Under these conditions the Filipino
child, who is an exceedingly able and apt learner,
and possesses natural ability in the acquisition of
languages, is making progress that is marvelous."17
In 1905, enthusiasm on the part of the natives
for the education of their children was renewed.
The report for that year states that "voluntary
contributions began to attract a somewhat wondering attention, for they attained the figures of
232,988 pesos, and nearly all of these contributions have either been made by the poor people
of the barrios (villages) for the erection of
17 Report of the Bureau of Education for 1904; p. 18.  Russell, op.
cit., p. 236.
[80]




Later Educational Development in the Philippines


barrio-schools (country schools) and have taken
the form of gifts of land, material, labor, and
small sums of money, or have been given in the
form of gifts for provincial school contribution.
A large part of these voluntary contributions or
aids was called forth by the appropriation of
350,000.00 pesos or $175,000.00 by Act No.
1275 for provincial and intermediate schoolbuildings. In apportioning this money the condition was frequently imposed that an additional
sum be raised by the locality, either out of public
funds or by private subscription."
The private response to school needs is a striking evidence of the readiness of the Filipino
people to make sacrifices to secure schools. The
amount of money obtained in the various provinces from voluntary contribution amounted to a
great figure. This work continued to be pressed
with ardor upon a population singularly responsive to all such effort. For the month of March,
1906, five provinces reported that in the intermediate schools there had not been a single absence of any pupil. Ninety-two schools were in
this year giving intermediate instruction, and at
these and at the high schools the daily attendance
averaged 96% for all the islands. This is the
clearest evidence of the eagerness of the Filipino
[81]




The Development in the Philippine Islands


people for the development of education in their
country. Voluntary subscriptions continued for
many years and are still made in many towns
where municipal governments are unable to support intermediate instruction. If the development
of the academic schools was surprising, no less
was that of the schools for technical training,
farming, the trade schools, and the like, in all
of which the Filipino students showed especial
ability.'8
Another outstanding feature of the development of education in the Philippines was the reorganization of government bureaus, by Act No.
1407, passed on October 26, 1905. This reorganization occasioned no radical change in the Bureau
of Education. It did, however, add to its personnel and to its responsibilities. The title of the
chief executive of the Bureau was changed from
"General Superintendent of Education" to "Director of Education," and two assistants were
provided, an assistant-director and a second assistant-director of Education. The Bureau of Ethnological Survey was abolished as a separate
18 L. D. Baldwin, Industrial Education in the Philippine Islands,
Manual Training Magazine, XXII. pp. 169-171, Dec. 1921. David P.
Barrows, The Education and Social Progress in the Philippines, Annals
of American Academy of Political and Social Science, XXX. pp. 69-82,
July 1907.
[82]






Later Educational Development in the Philippines


bureau and constituted a division of the Bureau
of Education known as the Division of Ethnology.
Similarly the American Circulating Library of
Manila, which had previously been conducted by
a board of trustees under the direction of the
Secretary of Public Instruction was abolished as a
separate office or bureau, and was assimilated as
a divisioin of the Bureau of Education, known as
the Division of the American Circulating Library
Association of Manila, Philippine Islands.
By the passage of Act No. 1401 on October 4,
1905, the division superintendents of schools were
made members of the provincial board in place of
the provincial supervisors, whose office was abolished. Although this membership on the provincial board has added considerably to the duties
and responsibilities of the division superintendents, the change was, however, a good one, for
the loss of time from the school work was compensated for by the greater consideration given to
school work interests. The division superintendents place at the disposal of the provincial government a large amount of local knowledge. The
sympathy of the people, and good judgment results in nearly every case of relatively long and
intimate acquaintance with Philippine affairs.
Several acts of legislation have had reference
[83]




The Development in the Philippine Islands


to the construction of school-buildings. Section
II, Act No. 1396 (b) as amended provides that
plans and specifications for school-buildings shall
be prepared by the district engineers, after consultation with the Director of Public Works and
with the Division Superintendents, such plans and
specifications being subject to the approval of the
latter or of the Director of Education. It is
further provided by Act No. 1495 that the consulting architect shall exercise general supervision
over the architectural features of government construction, and of landscape gardening of public
places of recognized importance. The same Act
authorizes the province to secure buildings for
secondary instruction, either by purchasing or by
renting. In a number of instances loans have
been made to provinces by the Insular Government to be reloaned to the municipalities for construction of school-buildings. One of the most
important Acts is that which makes provisions for
provincial loans to municipalities of sums not to
exceed ten per cent (10%o) of the gross receipt'
of the province for the year, to be used for construction or repair of school-buildings or for other
school purposes.19
19 Report of the Philippine Commission, 1905, and Report of the
Bureau of Education for 1906, p. 5.
[84]




Later Educational Development in the Philippines


The year of 1905 was a period of great impulse
to the development of schools in the Philippine
Islands. It is noted also as the year in which the
American government began the important enterprise of promoting higher education. Act No.
1,415 of the Philippine Commission passed in that
year created the Philippine Medical School, the
control of which was lodged in a board, consisting
of the Secretary of Public Instruction, the Secretary of the Interior, one member of the Philippine
Commission, and one other member to be designated by the Governor General. By provision of
this Act, other bureaus were authorized to lend
supplies and to detail employees for assisting
the work of schools. The Bureau of Education
cooperated further by preparing students for entrance to the Medical School. The establishment
of the Philippine Medical School provided for by
Act of the Philippine Commission passed on
December 1, 1905, was the beginning of the subsequent establishments of colleges and college departments. The Medical School was opened on
June 10, 1907, and became, on December 8, 1910,
the College of Medicine and Surgery of the University of the Philippines.
The opening of the Philippine Assembly in
1907, by which the government of the United
[85]




The Development in the Philippine Islands


States indicated its purpose of permitting the
Filipinos to govern themselves, gave another impulse to the development of schools, especially
those of higher learning. The New Philippine
Legislature passed a law entitled the University
Chapter. The Act is as follows:
"An act for the purpose of founding a university for the Philippine Islands, giving it corporate
existence.  Providing for a board of regents.
Defining the board responsibilities and duties.
Providing for higher professional instruction and
for other purposes."
By authority of the United States be it enacted
by the Philippine Legislature that:
"The Governor-General is hereby authorized,
within the powers and limitation hereinafter
specified, to establish in the city of Manila, or at
that point he may deem most convenient, a university which shall be known by the designation
of 'University of the Philippines' the same being
organized as a corporation under that name."
The same act states the purposes of the University to be "to provide advanced instruction in
literature, philosophy, the sciences and arts, and to
give professional and technical training." It also
states that no student shall be denied admission
to the University by reason of age, sex, nation[86]




IIL, r1                                 i
A second-grade model class, Camiling, Taslac.


Class in typewriting, Philippine School of Commerce, Manila.








Later Educational Development in the Philippines


ality, religious belief, or political affiliation. It
provides further a Board of Regents, composed
of the Secretary of Public Instruction, as chairman of the Board ex-officio, the Secretary of the
Interior, the chairman of the committee on Public
Instruction of the Senate, the chairman of the
committee on Public Instruction of the House of
Representatives, the Director of Education, the
President of the University of the Philippines,
elected by said council, an alumnus of the University elected by the alumni, under the rules and
regulations as may be promulgated by the Board
of Regents, and three additional members to be
appointed by the Governor-General by and with
the consent of the Philippine Senate. The President of the University shall be elected and his
compensation shall be fixed by the Board of
Regents. The member elected by the University
council and the one elected by the alumni of the
University shall hold office for a term of three
years, or until their successors are elected or
appointed. Beginning with October 16, 1919,
the members of the Board of Regents appointed
by the Governor-General shall hold office for a
term of three years; provided, however, that the
Regents first appointed after said date shall hold
office as follows: one for one year, one for two
[87]




The Development in the Philippine Islands


years, and one for three years, the term of office
of each to be specified in his appointment by the
Governor-General. In case of vacancy, on the
Board of Regents appointed by the GovernorGeneral, such vacancy shall be filled by appointment by the Governor-General, by and with the
advice and consent of the Philippine Senate, and
such appointee shall hold office for the unexpired
term. All members of the Board of Regents
shall be citizens of the Philippine Islands or of the
United States, and shall be residents of the Philippine Islands. The members shall serve without
compensation other than actual and necessary
travelling expenses incurred either in attendance
upon meeting of the Board or upon other official
business authorized by resolution of the Board.
Section VI and the following sections of the same
Charter give details of the powers of the Board of
Regents, the duties of the University Council, the
faculties and the like.20
The Philippine Legislature by Act of 1908 provided for the establishment of colleges. Besides
the College of Medicine, it provided for the erection of a college of Fine Arts in the city of Manila,
30 The University of the Philippines, Bulletin No. 9, Dec. 1921,
Bureau of Printing, Manila, 1921. See also Philippine Legislature,
Acts Nos. 1870, 2024, enacted Jan. 30, 1911; 2483, enacted Feb. 5,
1915; 2759, enacted Feb. 23, 1918.
[88]






Later Educational Development in the Philippines


which college was opened to students in June,
1909. Then a location for the College of Agriculture was obtained by transfer to the Board of
Regents of certain lands near Los Banos, in the
province of Laguna de Bay, which had already
been secured by the Bureau of Education for an
agricultural school. A temporary building was
erected there and school work was begun in June,
1909. On February 16, 1918, the Philippine
Legislature, by Act No. 2,730, authorized the
establishment of the   Experimental  Station
annexed to the College of Agriculture.2'
About 1909 the buildings for a college of
Veterinary Science were erected and the first students were received in June, 1910. In November
of 1912, the Veterinary Clinic and the Hospital
were opened on the ground adjoining San Lazaro
Hospital. But at present the College of Veterinary Science is located in Los Banos, Laguna,
P. I.22 The College of Liberal Arts and the
College of Engineering were established on June
3, 1910, and classes were opened in the same
month. This college had previously existed as a
government school under the Bureau of Education, known by the name of Junior College of
21 Philippine Legislature, ibid.
" A province in Southern Luzon, P. I.
[89].




The Development in the Philippine Islands


Liberal Arts. The course in Pharmacy under the
administrative control of the College of Liberal
Arts was instituted on June 5, 1911, and during
the academic year 1914-1915, this course by
action of the Board of Regents, was transferred
to the College of Medicine and Surgery.
The Jones Bill passed and approved by the
United States Congress in 1916, by which the
Philippine Senate was constituted and the Philippine government was made more autonomous,
provided for another means for the progress and
development of the country, especially in education. The Philippine Legislature (the Senate and
the House of Representatives) endeavored to
approve and to appropriate great sums of money
for the erection of new buildings not only for
elementary and secondary schools but also for the
higher instruction. In this way the Board of
Regents was encouraged and at a meeting held
on May 3, 1918, the Board authorized the establishment of a Junior College of Liberal Arts in
Cebu.23 Then the construction of Rizal Hall was
authorized by the Philippine Legislature by Act
No. 2,718 passed on February 15, 1918.
The School of Education, formerly a department of the College of Liberal Arts, empowered
2S Bulletin, University of the Philippines, 1918.
[90]




Later Educational Development in the Philippines


by the Board of Regents at its meeting held on
December 8, 1913, became, by a resolution of the
Board, the College of Education on July 1, 1918.
The College of Law, one of the most important
and progressive establishments of the Philippine
government, was instituted on January 12, 1911.
Besides these colleges, the Philippine Legislature,
by Act No. 2S78 founded on February 4, 1916,
the School of Forestry at Los Banos. Previous
to this time the Ranger's Course in Forestry had
been given in the College of Agriculture. In
February of 1915, the Board of Regents ordered
the institution of a course in Dentistry to be given
in the College of Medicine and Surgery. Finally
the establishment of the Conservatory of Music
was authorized by Act No. 2,623, and classes
were opened on September 4, 1916.
All these schools and colleges of the University
of the Philippines are located in Manila, with the
exception of the College of Agriculture and Veterinary Science and the School of Forestry now at
Los Banos, Laguna, and the Junior College of
Liberal Arts which is located in Cebu. The curriculum and methods followed by the University
of the Philippines are the same as those of the
universities in the United States. Hence it is unnecessary to deal with them in detail. Ample in[9l]




The Development in the Philippine Islands


formation regarding this matter and the requirements can be found in the Catalogue of the Philippine University, Bulletin No. 9, 1921, published
by the Bureau of Printing of the Philippine government.
The University of the Philippines, though a
very young institution, can boast of many brilliant
men and women who have been educated there.
Lawyers, physicians, pharmacists, engineers,
teachers, employers and employees in Government
offices and in various kinds of business have been
educated and trained in this Filipino-American
institution. Success after success is the crown of
the indefatigable efforts of the Filipinos and
American apostles of education. Today more
than ever Americans and Filipinos proclaim the
glory of their humanitarian work, when they
hear not only adults but also the young speaking
the language of Shakespeare, - the Americans,
because of their liberality toward the Filipino
people and their country; and the Filipinos who,
because of their unconditional response and cooperation, see all their efforts crowned with success. Both Americans and Filipinos behold now
the results of education undreamed of in the past.
They surely have no reason to regret the efforts
they have made. In any province or in any town,
[92]






Later Educational Development in the Philippines


one may find men and women, young and old, rich
and poor who bear testimony to the fact that the
labor of the reformers have not been in vain.
The school-buildings and the magnificent edifices
of higher educational institutions speak of the
work carried out during the past twenty-five years,
and all give a high and an unrivalled credit to the
American government and to the Filipino people.
It would take pages to note all the marvelous development and the present status of education in
the Philippines, which according to the new statistics issued by the Bureau of Education and the
statement of many prominent people, compare
very favorably with the educational development.
and the present status of the education in the
United States and in the most advanced countries
of the world.
In addition to all that has been said of the
University of the Philippines, it can be stated that
this institution is today something that makes the
Filipino peopl4e very justly proud, for it is noted
not only for its higher proficiency, but also because, nowadays, it occupies more than thirty-five
permanent buildings in Manila, and some of them
are of such architectural merit that they are
counted as assets among the public buildings of
any city in the world.
[93]




The Development in the Philippine Islands


The Philippine Library and Museum which are
conducted by the government are parts of the
Philippine machinery of education. They have
branches in Ilocos Norte, Iloilo, Cebu and Zamboanga and spread their influence all over the
Islands. The central library at Manila has in the
present time more than 800,000 volumes. It is
likely that the school libraries, of which there are
now about 3,000 with about 500,000 volumes
come nearer the distant populations. The total
number of people using these libraries reaches
850,000 which is very surprising if we compare
with the number of people using them some years
before.
In order to understand the magnitude of educational development in the Philippine Islands it is
sufficient to peruse the yearly reports of the
Bureau of Education and the Department of
Public Instruction. Year after year, there has
been a great increase not only in the expenditure,
but especially in the number of buildings, teachers,
students and graduates. As evidence of this we
give below the account of the yearly increase in
the number of schools, in the yearly expenditure
and in the number of teachers which increases in
proportion with the increase in the number of
students:


I


[94]




Later Educational Development in the Philippines


INCREASE OF THE NUMBER OF SCHOOLS


Year       Primary
1903        2,000
1904        2,233
1905        2,727
1906        3,108
1907        3,435
1908        3,701
1909        4,194
1910        5,295
1911        4,121
1912        3,364
1913'       2,595
1914        3,913
1915        4,187
1916        4,143
1917        4,288
1918        4,276
1919        4,412
1920        5,280
1921        5,280
1922 by Dec. 6,101
The increase in


Intermediate Secondary


Total
2,000


17
102
119
216
193
193
198
245
283
296
278
350
351
368
423
501
614
614
738


35       2,285
35       2,864
36       3,263
36       3,687
38       3,932
38       4,424
38       4,531
38       4,401
38       3,685
43       2,934
41       4,232
42       4,579
44       4,538
46       4,702
48       4,747
50       4,963
50       5,944
50       5,944
65       6,904


number of schools keeps pace


with the increase in attendance, which is surprisingly large every year. The yearly increase in
appropriations for school purposes shows also the
phenomenal development of education in the
Philippines. The expenditure for salaries, wages,
and for all contingent expenses of education in the
24 The decline noticeable in the figures for 1913 was due to a shortage
of funds.
[95]




The Development in the Philippine Islands


Philippine Islands is shown in the following tabulation:
EXPENDITURES FOR FISCAL YEAR
1901............. $466,822.00
1902............. 2,388,762.00
1903............. 2,801,126.00
1904............. 2,488,192.00
1905............. 2,402,733.00
1906............. 2,880,027.00
1907............. 3,112,540.24
1908............. 3,127,117.19
1909............. 6,943,158.46
1910............. 6,447,713.25
1911.............
1912.............
1913.............  6,262,777.95
1914               7,475,378.41
1915.............  7,475,378.41
1916.............  7,667,559.82
1917.............8,514,222.52
1918.............10,730,210.00
1919.............15,584,422.14
1920              17,785,462.30
1921              19,011,077.5425
1922.............
1923.............
As additional evidence of the rapid development of education in the Islands, we may consider
here the increase in the number of teachers only
between 1917 and December, 1921:
' The expenditure for higher education is not included in this tabulation. The total expenses for elementary and secondary education during
the years 1922 and 1923 are estimated at around $22,000,000.00.
[96]




Later Educational Development in the Philippines


INCREASE IN THE NUMBER OF TEACHERS
Number       Increase over
Year         of teachers   previous year
1917          12,303          1,340
1918          13,227           924
1919          14,433          1,206
1920          17,575          3,142
1921          20,925          3,350
1921 by Dec.  24,181          3,256
From  these data we can infer that within the
two last school years the number of teachers
ranged between 28,000 and 30,000, for during
these two or three years there has been a great
increase in attendance. The estimated number of
students, including those in attendance at private
schools and higher institutions of learning, public
and private, ranges between 1,300,000 and
1,600,000.


[97]




CHAPTER V


Further Educational Development in
the Philippine Islands
S has been discussed in the previous chapter,
A     the methods of teaching adopted in the
schools of the Philippine Islands are almost the same as those in the United States. It
is evident, from the point of view of the Philippine system of education, that the main purpose of
the American government in the teaching of English to the natives, is to make of this language the
common language of the Filipino people. This is
an assertion that needs no demonstration, for the
fact itself speaks of it. In schools, in the government offices and in almost all official circles,
gatherings and meetings, and in correspondence,
the English language is the predominating language. This is one of the unchangeable policies
of the Department of Public Instruction and of
the Bureau of Education, which policy is followed
by all private schools in the country, for there is a
persistent tendency on the part of the Public Instruction official that no private school should be
[98]






Manila De la Salle College, conducted by the Brothers of the Christian
Schools. This is one of the most beautiful buildings in the Philippines
and one of the best colleges in the country.




I
i




Further Development in the Philippine Islands


recognized by the government unless the principal
subjects are taught in English. To obtain this
purpose the Insular Government made the English language the basis of instruction in all subjects and it is taught by direct method, a method
that has been found to be very satisfactory.
There is not perhaps any place in which the
direct method of teaching foreign language is so
successful as it is in the Philippine Islands. The
Philippine Bureau of Education in its annual report for 1922 says: "Much improvement has
been noticed in instruction in both reading and
language in the last few years. Further improvement is expected as a result of the material mentioned under 'courses of study' as having been sent
out on these two subjects during 1921. Within the
last few months, a number of standard tests in
language, in silent reading, in arithmetic, in writing and in drawing have been given in the classes
of the training department of the Philippine Normal School and in few classes in each of several
other school divisions. The averages made in
these tests compare favorably with the averages
made in the same tests in the United States and
thus seems to indicate that the type of instruction
given here enables our pupils studying in a foreign tongue to make about or nearly as satisfac[99]




The Development in the Philippine Islands


tory progress in factual subject matter as American pupils studying in their native tongue."'
"Taking everything into consideration" the
same Bureau 'adds, "there has been during the
last few years noticeable advancement in instruction in all subjects, with one or two possible exceptions. In academic subjects, most of the advancement has come and will continue to come through
improvement in the scholastic and professional
attainments of teachers, through more and better
methods, through changes and improvements in
courses of study, through adoption of better textbooks, through the use of better school and classroom equipment, and through the wide use of
English."2
Another basic aim of the present system of
education in the Philippine Islands is to provide
for every pupil an industrial training which gives
pupils, through practical working experience, a
foundation for earning of an honest and comfortable livelihood at a profitable trade. So the
encouragement of sympathy for manual training
is and will be always considered of paramount and
particular importance, for it has been found
necessary, not only in other countries but espe1 Bureau of Education, Report for 1922, p. 28.
2 Ibid.
[100]






Further Development in the Philippine Islands


cially in this country, to counteract the persistent
evil of the inborn disposition on the part of many
of the people who are doing every effort to discredit the manual labor, considering it of less or
of very little value for the life of individual and
for the welfare of the nation. Thus the Philippine Bureau of Education today more than ever
before feels the necessity of manual training, and
for this reason, it made compulsory for every
pupil in every school to study any kind of industrial work for "there is no better way," it says,
"to raise this education to a higher plane in the
estimation of all classes, than to have every pupil
take manual training of one kind or another."'
There is no doubt that manual labor has a great
value and affords much benefit to the pupils and
relatively to the people. Such is the encouragement and sympathy which is now felt in favor of
the industrial training, that there is no pupil in any
school either public or private that does not share
his part for the sake of such a beneficial training.
In every school can be seen different kinds of industries proper to the town or province and adapted
to the age of the child.
The Philippine Bureau of Education is of the
opinion, that industrial education should aim at
Ibid, p. 30.
[101]


I
I
I
I




The Development in the Philippine Islands


trying to present the subject matter, and to do the
practical work in such a way that the pupil may
acquire a certain skill and proficiency in craftsmanship so that this may enable him in his adult life
to earn honestly his living, in whatever circumstances he may find himself. For this reason the
Bureau, in spite of the opposition on the part of
many of the parents of the school children, is
trying to improve every year the industrial instruction by means of improving the training of
the industrial teachers, by applying better supervision, acquiring more adequate equipment, so
that the manual training may produce the expected satisfactory results. Every public school
nowadays is giving to pupils of both sexes instruction in industries that will best fit them for life.
The following are the principal subjects for
manual labor:
For girls,
Sewing
Cooking
Embroidery
Lace-Making
Housekeeping
Cooking and Housekeeping are more closely
taught to girls of the fifth, sixth and seventh
[102]






Further Development in the Philippine Islands


grades.  Secondary domestic science course is
taught to the second year girls.
For boys,
Hand-Weaving such as,
Basketry (all kinds)
Hat-Making
Mat-Making
Rattan furniture-making
Slipper-Making.
Next to these are the gardening and club work.
Wood-working is taught in all trade schools and
in all provincial shops. In this way the General
Sales Department of the Bureau of Education can
handle the business end of public school industrial
work. "Through the wholesale and retail stores"
the same report for 1922 says, "the Sales Department buys, sells and distributes materials and
equipment for the use of industrial classes, and
buys and sells industrial articles made by pupils."
No less emphasis is given to physical training.
All schools follow a uniform physical-training
program, which places physical education, as far
as importance is concerned, in the category of
academic and industrial education.  Clear evidence that warrants the emphasis in physical training is the fact that in every village, town, and city
can be observed the enthusiasm of the pupils for
f103]




The Development in the Philippine Islands


sportsmanship. Every school has its own team of
one sport or another, and there is a certain month
during the year that is spent for local interscholastic contests and for inter-provincial contests held
in Manila for the annual interscholastic championship games.
Besides the academic, industrial and physical
education, there are in the Philippine Islands
schools the health education, and thrift education. Through the first pupils is given instruction in first aid to the injured; instruction in home
nursing and in active cooperation with other
governmental agencies in the charitable work of
caring for the sick during epidemic. Moreover,
pupils are taught the ways and means to prevent
accidents and to form habits and ethical standards which will give them the physical strength to
avoid disease.  Through the second or thrift
education, pupils are instructed in the saving and
in the investing of money. This is encouraged by
awarding prizes at the end of every year to the
schools and to the school division which make the
best showing in pupils' savings.
Perhaps one of the most developed industrial
educations in the Philippine schools is the agricultural education. At present there are in the Islands three hundred and two schools of Agricul[104] l




Further Development in the Philippine Islands


ture, fifteen of which are boarding schools with
productive farms that average 343 hectares
(34.300 acres) in size; thirteen are day schools
located in well-settled communities and on farm
sites that have twenty-two hectares (2.200 acres)
in size and 274 are rural schools located in isolated
communities and on farm sites having twenty-one
hectares (2.100 acres) in size. The largest school
of Agriculture is located in Mufioz, Neuva Ecija,
the next is at Baguio, Mountain Province and the
third is at Catarman, Samar.
At present time education is well developed not
only among the Christians but also among the
non-Christians in Mindanao and Sulu Islands, and
in the Mountain Province, though education
among the non-Christian territory differs from
that of the Christian territory. However, from
the academic point of view the content and
method of education in non-Christian territory is
to a large extent similar to the content and method
of education in Christian territory. The difference consists in the industrial and vocational point
of view. The commonest type of schools nowadays found in the non-Christian territory is
the barrio-type which is much like the ordinary type of rural schools in the United States,
except that more thought is given in this territory
[105] l


Ii
I
Ii




The Development in the Philippine Islands


to teaching of handicrafts and gardening. Next
to this type is the settlement farm school. In
this school principles of farming and horticulture
are taught through actual field work in growing
crops. Besides, the pupils are given knowledge of
methods in simple farming.
The improvement of education in this territory
can be considered as one of the greatest successes
of the Bureau of Education, for today in nine
provinces in which the inhabitants are almost nonChristians there are already thirty-six or more
American teachers, 1,926 Filipino teachers; nine
secondary schools and 840 elementary schools
with a total enrolment of about 84,000 pupils
about fifty-seven thousand of whom are boys and
twenty-six thousand are girls.
The purpose of educating the non-Christians is
to bring them up to the same plane of and into
closer relation with the Christian Filipinos.
The Filipino people now recognize the great
material and intellectual progress enjoyed by the
country during the twenty-five years of American
occupation of the Philippine Islands and on every
occasion they try to show to the government of
the United States appreciation of their indebtedness.
Before bringing to conclusion this historical
[106]




Further Development in the Philippine Islands
survey of the historical development and present
status of education in the Philippine Islands, we
shall take a glance at the schools and colleges
which, though not under the direct supervision
of the Department of Public Instruction of the
Philippines, have however contributed greatly to
the development of education in the country at
large. Private institutions have played and still
play a large part in the intellectual life of the
Filipinos. There are in the Philippine Archipelago, as is indicated above in the third chapter,
private institutions for elementary, secondary and
college instructions, which while not supported by
the Church function, however were under the
Church supervision, especially in regard to religious education. Such institutions exist not only
in Manila, but in many provincial capitals, particularly those which are Episcopal Sees. "Judging
from information," David Barrows says, "and
from the character of students from these institutions who frequently apply to the Bureau of Education either for further education or for other
purposes, I should say that the instruction in these
institutions is undergoing considerable development. English has been introduced into the most
of them, and in many cases is well taught. My
impression would be that the support given these
[107]




The Development in the Philippine Islands


schools is not much affected by the existence of
public schools."' Moreover, it can be stated without fear of error that in many of these institutions
instruction is comparable with that imparted in
any public school, and that in some of these colleges the instruction is more refined and better
than that in the public schools, since there is, in
the Catholic colleges, besides intellectual and
physical culture-what is most important for the
life of individual and for the welfare of the country-the religious education, the basis of national
welfare.
These private schools and colleges developed
along with the public schools. Since 1900 in addition to the schools and colleges which existed for
many decades and some of them for centuries,
there have established everywhere Catholic colleges and schools for both sexes. In Manila alone
there are at present about fifty such colleges and
schools and in the provinces there are hundreds of
schools giving elementary, secondary instruction
and several offering college instruction, or education. All these institutions of learning are recognized by the government.
Provision for private schools was made by the
' David Barrows, Director of Education during 1906, Report of the
Bureau of Educaion for 1906, p. 15.
[108]




Further Development in the Philippine Islands


Philippine Legislature in 1917. The Act passed
by the Fourth Philippine Legislature under the
title:
"Law making obligatory for the Secretary of
Public Instruction the inspection and recognition
of private colleges and schools of teaching and for
other purposes is as follows:
"The Senate and the House of Representatives
of the Philippine Islands constituted in Legislature and by authority of the same decree:
"Art. I. It will be the duty of the Secretary of
Public Instruction to maintain a general method
of efficiency in all piaeschools and colleges of
the Philippine Islands in such a way that said
centers of learning try to give to the public an
adequate instruction, according to the class and
grade of instruction which is given in them, and
for this purpose said Secretary shall be empowered to inspect and see said schools and colleges
to determine the efficiency of the instruction given
in the same, and to dictate the necessary rules
and regulations to accomplish the purpose of this
law.' 
"Art. 2. Defines the private school or college
as any private institution of learning conducted by
individuals or private corporations, which are not
under the control of the Bureau of Education, and
[109]




The Development in the Philippine Islands


does offer courses of primary, intermediate, secondary, higher courses in technical, professional
or special schools, by which they propose to grant
diplomas or confer degrees."'
"Art. 3 establishes requirements for the recognition of a school, and Art. 4 deals with the office
of the Secretary of Public Instruction. His duty
is to inspect at intervals in person or by his duly
authorized delegates, all schools or colleges to
which permission to open has been granted, and
to take care that these be maintained and cared
for in accordance with the provisions of the law."
"Art. 6 empowers the Secretary of Public Instruction to grant recognition to all schools and
colleges which after a year of establishment he
may find satisfactorily providing for the public an
adequate instruction. The law provides, besides,
among other things concerning private schools
and colleges, for the appointment of a superintendent of private schools. It defines his power
and salary and the personnel that he may have in
accordance with the Budget Law."6
This law far from discouraging the directors of
private schools and colleges has given a new im6 Fourth Philippine Legislature, First Period of Sessions, Law No.
2706 approved March 10, 1917, pp. 1-5. See also Bulletin 41, Bureau
of Education, Service Manual Nos. 3 5-37.
6 Fourth Philippine Legislature, ibid.
[110]






Further Development in the Philippine Islands


pulse and courage to every one of them to improve
their institutions and to raise them to the level of
the government institutions. At present there are
in the Philippine Islands hundreds of private
schools, and no village is found without school,
either public or private. Now more than ever before is evidenced the love of the Filipino people
for learning. Enthusiasm followed by sacrifice
of their own possibility is shown by every individual who established school for the most patriotic aim, the welfare of the Filipino youth. The
establishment of schools is still going on, and
every year there is a great number of private
schools seeking for the recognition from the
Department of Public Instruction. All schools
and colleges whether recognized or not, and no
matter how small they may be, are emulating one
another in the effort to place themselves on a par
with the public schools and colleges.
The Catholic Church, which has always been a
champion and pioneer of education, is working
ceaselessly to promote in the parishes not only
higher education but especially elementary instruction. The First Provincial Council of Manila
held in 1907 passed a law making it compulsory
for the pastor of every parish in the Philippine
Islands to procure the establishment of at least,
[111]




The Development in the Philippine Islands


one primary school for boys and one for girls,
under penalty of removal from the parish in case
of failure. This law is expressed as follows:
"Parochi aliique animarum curam gerentes
unam saltem scholam primariam pro pueris aliamque pro puellis habere in sua paroecia districte
tenentur; quodsi in paroeciis jam erectis duobus
annis post hoc concilium promulgatum facere
neglexerint, neque de hujusmodi negligentia se
purgaverint apud episcopum, removeri a suis
paroeciis hanc ob solam causam poterint." Pastors
and other priests having care of souls are obliged
to have in their parishes at least one primary
school for boys and one for girls; if in parishes
already erected they neglect to do this and cannot
give before the bishop a good reason for the
neglect they, for this cause only, may be removed
from their parishes. The same council in paragraph three of the same article commands the
pastors to found schools in the villages far from
the parish, which schools are to be conducted
according to the regulations prescribed for the
parish schools.7 For this reason pastors are trying within the means of the parish to erect
Catholic schools and nowadays nearly every par7 Acta et Decreta Concilii Provincialis Manilani I, art. 826, paragraphis 1 et 3. See also Conciliun Tridentinum, sess. 5, cap. 2, de ref.
[112]




Further Development in the Philippine Islands


ish has its own school and most of them are recognized by the government.
The Catholic schools and colleges are under the
supervision of the bishops of the respective
dioceses and subject to inspection of the Department of Public Instruction. Among the institutions worthy of consideration for higher, secondary and elementary education are the Royal Pontifical University of Saint Thomas and San Juan de
Letran conducted by the Dominican Fathers, the
Ateneo de Manila and the Colegio Apostolico de
San Jose of the Jesuit Fathers, the colleges of the
Vincentian Fathers in Manila, Naga, Camarines,
and in other cities, and many colleges and schools.
for women founded during the Spanish regime
noted already in the second and in the third chapters.
Among the newly established colleges and
schools are notable the Instituto Burgos, conducted by Laymen, the La Salle College of the
Christian Brothers, the El Instituto de Mujeres
and the Centro Escolar de Sefioritas. The Assumption College of the Sisters of Assumption,
St. Scholastica College of the Benedictine Sisters,
San Beda of the Benedictine Fathers and many
others, also contributed and contribute largely to
moral, intellectual and physical culture of the
[113]






The Development in the Philippine Islands


Filipino youth.8 All colleges and schools established in the city of Manila and many others scattered throughout the Archipelago are giving instruction in both languages, Spanish and English.
This instruction has certain advantages over that
of the public schools, because in these private institutions, religious instruction is given in addition
to regular instruction prescribed by the Department of Public Instruction.
Enthusiasm in the establshment of schools has
not been confined to the government and the
Church.   Laymen also since 1900 have been
founding private schools and these are all coming
up to the standard of the public schools. The
opening of the Philippine University (officially)
University of the Philippines and the facilities
and freedom that the government gives to individuals encouraged the laymen to contribute to the
development not only of elementary and secondary instruction, but also of higher learning. Other
institutions of this kind worthy of praise are the
National Academy and the Manila Institute,
which were raised to university rank in 1921,
the former bearing the name of National University and the latter Manila University. La Escuela
8 For the complete list of private schools recognized by the government, see General Instruction No. 9, series 1921, Manila, May 26, 1921.
[114]






Further Development in the Philippine Islands


de Derecho Law School, the Philippine Law
School, La Jurisprudencia are also institutions of
learning which now figure among the best colleges
in the country. For secondary and elementary
instruction made possible by individual persons
may be mentioned the Far Eastern College, the
Liceo de Manila, the Siliman Institute at Dumaguete, and others established in various provinces
of the Islands.
Thus it is clear that education in the Philippine
Islands under the present system is comparable
with the existing system throughout the American
commonwealth and with the educational proficiency of the other most advanced countries in
the world. It may be stated here that the historical vicissitudes and the sad consequences of the
static condition of education which at one time
prevailed in the various countries in the Far East
and in Europe, changed the mind of the people,
and the educators realized the great responsibilities that weighed upon them to develop the instincts
of man, and to transmit to every individual the
social inheritance and the experience of the past.
The society which has the duty of carrying out
this noble enterprise of educating the youth has
learned from the past how to shift the burden
that the past domination loaded upon its shoulder.
[115]




The Development in the Philippine Islands


The Filipino educators realized that nature endowment of the Filipino youth must be developed
to secure the result undreamed of in the past. At
the present time every Filipino feels the remarkable influence of educational institutions of the
life of individual and of the country. Hence the
Filipino educators are trying to improve their
schools and colleges, and to give to the Filipino
youth the knowledge accessible to human intellect,
and necessary for life. Today all those who have
undertaken this noble labor of educating the Filipino youth behold their efforts crowned with success, and from the present status of Philippine
education it can be expected that the colleges and
schools in the Philippine Archipelago will continue
their progress until they reach their full development and the coveted goal.
FINIS




[116]




Bibliography
PRIMARY SOURCES MATERIAL
Ateneo de Manila, Documentos historicos (del), desde 1859
hasta 1904.
Ateneo de Manila, Catalogos de 1904 hasta 1922.
Ateneo de Manila, Anuales de 1904 hasta 1922.
Universidad Pontificia de Santo Tomas, Documentos historicos, 1611-1922.
Universidad Pontificia de Santo Tomas, Anuales y Catalogos de 1900-1922.
San Juan de Letran, Anuales y Catalogos de 1900-1922.
Cultura Social, 1914, Restablecimiento de la Compania de
Jesus, y su segunda entrada en Filipinas, en 1859.
Ecos, Organo catolico, Revista mensula del Colegio de San
Beda, 1916-1922.
NEWSPAPERS
La Defensa, 1920-1923.
El Ideal, 1912-1920.
Libertas, 1904,1916.
El Renacimiento, 1905-1914.
GOVERNMENT PUBLICATIONS
Philippine University or University of the Philippines, Catalogues, 1918-1923.
Bureau of Education, Reports of, 1900-1923.
Philippine Commission, Reports of the, 1898-1905.
Philippine Legislature, Acts of the, 1907-1922.
[117]




Bibliography


SECONDARY SOURCES MATERIAL
Adams, Harriet C., Snapshot of the Philippine Islands,
World's Work, XXVIII, May, 1914.
American Teachers for the Philippines, School and Society,
XII, December 25, 1920.
Blair and Robertson, The Philippine Islands, The Arthur H.
Clark Co., Cleveland, Ohio, Vols. 20 to 45.
Barrows, David P., The Education and Social Progress of
the Philippines, Annals of American Academy of Political and Social Science, XXX, July, 1907.
Brunol, Padre, S. J., Historia de Filipinas, translated into
English by Fr. Baker, S. J., Macoulough Printing,
Manila, P. I., 1912.
Barrantes y Moreno, Vicente, La Instruccion primaria en
Filipinas, Imprenta de la Iberia, Ramirez y Geraudier,
Madrid, 1869.
Atkinson, Fred. W., The Present Educational Movement in
the Philippine Islands, Washington Government Printing Office, 1902, reprinted from the reports of the
United States Commissioner of Education for 1900-1901.
Crone, Frank L., The American Public Schools in the Philippines, American Schools, I, 316-318, Dec., 1915.
Crew, Carl, What about the Filipinos? World's Work,
XVII, Sept., 1913.
Craig and Benitez, Philippine Progress Prior to 1896.
Eaton, J. J., Manila Trade Schools, Annals of American
Academy of Political and Social Science, XXXIII,
January, 1909.
Fernandez, A Brief History of the Philippines, Manila.
Jenks, Albert, Assimilation in the Philippines as interpreted
in term of Assimilation in America, America Journal
of Sociology, XIX, May, 1914.
[118]




Bibliography


LeRoy, J. A., Education and Public Opinion, Putnam Co.,
New York, 1905.
Yeater, Charles E., Education in the Philippines as an investment, Trans-Pacific, I, XXI, XXIV, September, 1919.
Marquardt, W. W., Aims of Our Public Schools, Philippine
Education, XVI, August, 1919.
Melencio, Jose P., Arguments Against Philippine Independence and their Answers, The Philippine Press Bureau,
Washington, D. C.
Nash, Frederick W., Educational Affairs in the Philippines,
Educational Review, XXVII, March, 1905; XXIII,
March, 1903.
Russell, Charles Edward, The Outlook for the Philippines,
The Century Co., New York, 1922.
Sawyer, Frederick H., The Inhabitants of the Philippines,
Scribner's Sons, New York, 1900.
Taft, William, American Education, Educational Review,
XXIX, March, 1905.
Philippine Islands, Department of Public Instruction, Annual
Reports, 1899-1919.
United States, Bureau of Education, Education in the Philippine Islands, in report of the Commissioner of Education, 1899-1916, Washington Government Printing
Office, 1899-1916.
Worcester, Dean C., The Philippine Islands, The Century
Co., New York, 1910.
ENCYCLOPEDIAS AND MAGAZINES
Monroe, Paul, Encyclopedia of Education, The Macmillan
Co., New York, 1915.
The Catholic Encyclopedia, Kennedy and Sons, New York,
1912.
[119]




Bibliography


The Americana, 1923 edition.
Encyclopedia Britannica.
The New International Encyclopedia, 1922.
The International Reference Work, 1925.
The Philippine Education Magazine.
Wead, A. Young, The Independent, July and September,
1913.




[120]




A group of seventh-grade class in woodworking, Leyte Trade School.
a~~~~~~~~~~~~~~~~~~~~~~~~~~~t
-.
A gopo  eet-rd  ls  nwowrig et  rd  col




i
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II




Appendix


CUARTA LEGISLATURA FILIPINA,
Primer Periodo de Sesiones.
S. No. 22.
[No. 2706.]
LEY HACIENDO OBLIGATORIOS PARA EL SECRETARIO      DE   INSTRUCCION        PI3BLICA    LA
INSPECCION Y RECONOCIMIENTO DE LAS
ESCUELAS Y COLEGIOS PRIVADOS DE ENSEiANZA Y PARA OTROS FINES.
El Senado y la Cdmara de Representantes de Filipinas,
constituidos en Legislatura y por autoridad de la mismadecretan:
ARTICULO 1. Sera el deber del Secretario de Instruccion
Puiblica mantener un patr6n general de eficiencia en todas
las escuelas y colegios particulares de las Islas Filipinas de
suerte que proporcionen una adecuada instruccion al publico,
segun la clase y grado de instruccion que se de en ellos y a
este fin dicho Secretario estara facultado para inspeccionar y
vigilar dichas escuelas y colegios con el fin de determinar la
eficacia de la instruccion dada en los mismos y dictar los
reglamentos necesarios para cumplir los propositos de esta
Ley.
ART. 2. Para el objeto de esta Ley, una escuela o colegio
particular significara cualquier instituci6n particular de ensenianza dirigida por individuos o corporaciones particulares,
que no este sujeta a la autoridad y reglas de la Oficina de
Educaci6n, y que ofrezca cursos de instrucci6n primaria,
intermedia o secundaria, o cursos superiores en escuelas
[121]




Appendix


tecnicas, profesionales o especiales, por las que se proponen
conceder diplomas o conferir grados.
ART. 3. Cualquier persona o grupo de personas que desea
abrir o establecer una escuela o colegio particular para ser
reconocido por el Gobierno se organizara como corporacion
de conformidad con las disposiciones de la Ley Nuimero Mil
cuatrocientos cincuenta y nueve, titulada Ley de Corporaclones, y presentara una solicitud al Secretario de Instrucci6n
Publica haciendo constar;
1. El nombre y localidad del colegio o escuela.
2. Los nombres y direcciones de todos los funcionarios,
directores juntas de gobierno y facultad.
3. La fesha de la organizaci6n.
4. La fesha de la incorporacion.
5. La cantidad total de dinero realmente invertido en el
colegio o escuela y tales otros informes como el Secretario
de Instrucci6n Publica exija, referentes al estado economico
del colegio o escuela.
6. Una descripci6n de los edificios ocupados o que se
propone ocupar por el colegio o escuela, con amplios pormenores respecto al numero y tamafo de las habitaciones,
arreglos de plomeria e higiene y facilidades para la luz y
ventilaci6n adecuadas.
7. Una lista de los profesores y ayudantes que demuestre
sus grados academicos y profesiones, experiencia y condiciones, junto con los nombres de las materias enseiiadas por
cada uno.
8. Informaci6n completa sobre el curso de estudio establecido o que se proyecta establecer con todos los pormenores
sobre la cantidad de instrucci6n que se ha de dar sobre cada
materia.
9. Informaci6n completa referente a laboratorios y equipo
de laboratorio.
10. Todos los demas pormenores e informes que se pidan
[122]


I




Appendix


por el Secretario de Instrucci6n Puiblica con el objeto de
decretar la resolucion sobre la solicitud.
ART. 4. Siempre que el Secretario de Instruccion Publica
este satisfecho por todos los datos e informes que le hayan
dado de que la escuela o colegio que presenta la solicitud
esta suficientemente equipado para dar instrucci6n adecuada
al publico, concedera a la corporaci6n que presente la solicitud la autorizacion necesaria para la apertura de dicha
escuela o colegio quedando sujeta a anulacion en cualquier
fecha, cuando se pueda probar que dicha escuela o colegio
no estan dirigidos debidamente o no cumplen el programa
de sus cursos de estudio o que los profesores y ayudantes
de dicha institucion no sostienen las normas que mas adelante
se disponen en la presente, o sean ineptos en su trabajo, o
que se ha practicado en dafio al hacer la solicitud.
Sera deber del Secretario de Instrucci6n Publica inspeccionar de vez en cuando, por si mismo o por medio de su
representante debidamente autorizado, todas las escuelag o
colegios a los que se ha concedido permiso para abrir, y
cuidar de que sean sostenidos y cuidados debidamente de
conformidad con las normas que mas adelante se disponen
por esta Ley.
ART. 5. Despues de un afno a contar desde la fecha de la
apertura de la escuela o colegio, y el Secretario de Instruccion Publica estuviere satisfecho de que la escuela o colegio
estan dirigidos de un modo satisfactorio y provee al publico
de instruccion adecuada en cualquiera o todos sus cursos de
instrucci6n, expedira a dicha escuela o colegio un certificado
concediendole el reconocimiento del Gobierno para cualquiera o todos sus cursos, lo que dara derecho a dicha escuela
o colegio para expedir a los estudiantes que hayan terminado
el curso para el que se ha concedido reconocimiento del
Gobierno un certificado que haga constar que ellos han terminado el determinado curso de estudios prescritos por el
Gobierno de las Islas Filipinas, el cual dara derecho a los
[123]




Appendix


graduados del curso o cursos reconocidos por el Gobierno
en dicha escuela o colegio, a todos los beneficios y privilegios
de que disfrutan los graduados de cursos de estudios semejantes en las escuelas publicas o del Gobierno.
ART. 6. El Secretario de Instrucci6n Publica redactara y
publicara de vez en cuando en forma de folleto las normas del
minimun de requisitos para las escuelas primarias, intermedias, superiores, y para los colegios que concedan el grado
de bachiller en artes, bachiller en ciencias, o cualesquier
otros grados academicos. Tambien redactara y publicara de
vez en cuando, en forma de folleto, las normas del minimun
de requisitos para las escuelas o colegios de Leyes, medicina,
circugia dental, farmacia, ingenieria y agricultura, y otras
escuelas especiales que dan instrucci6n de caracter tecnico o
profesional.
ART. 7. No se concedera el reconocimiento del Gobierno
a ninguna escuela ni colegio que deje de sostener cursos de
estudio aprobados, a menos que dicha escuela o colegio
observe de otro modo todos los requisitos y reglamentos
prescritos por el Secretario de Instruccion Publica.
ART. 8. No se concedera a ninguna escuela ni colegio el
reconocimiento del Gobierno, a menos que la corporacion
que lo dirige haya prestado una fianza por la cantidad que
se fije por el Secretario de Instruccion Puiblica, para responder de la administracion adecuada y eficaz de dicha escuela
o colegio y del cumplimiento de todos los reglamentos
prescritos por el Secretario de Instrucci6n Puiblica y del
cumplimiento de todos las demas obligaciones exigidas a
dicha escuela o colegio por el referido Secretario.
ART. 9. El Secretario de Instrucci6n Publica puede en
cualquier epoca cancelar el reconocimiento del Gobierno concedido a cualquier escuela, siempre que se pueda probar a
su satisfaccion que dicha escuela o colegio ha dejado de
observar y sostener las normas prescritas para el mismo por
el Secretario de Instruccion Publica.
[124]




Appendix


Siempre que se pueda probar al Secretario de Instrucci6n
Publica, que alguna escuela o colegio ha concedido diplomas
o conferido grados a estudiantes que no han terminado el
trabajo necesario prescrito para merecer dicho diploma o
grado, el Secretario de Instrucci6n Publica cancelara el
reconocimiento del Gobierno y se negara ademas a dicha
escuela o colegio el derecho a continuar como escuela no
reconocida.
ART. 10. Con arreglo a las disposiciones de esta Ley, se
concederan a los graduados de cualquier curso reconocido
en una escuela particular, los mismos beneficios y privilegios
que a los graduados del mismo curso en las escuelas del
Gobierno, y estaran en libertad para entrar, si lo desean, en
el siguiente curso superior en una escuela del Gobierno siempre que haya sitio para ellos en la escuela en que desean
entrar.
ART. 11.   El Secretario de Instruccion Publica estara
facultado para nombrar un Comisionado de Educacion Particular el que1. Inspeccionara todas las escuelas que presenten solicitud
de permiso para abrir o para el reconocimiento del gobierno;
2. Propondra cursos de estudio normales para grados
primarios, intermedios, secundarios y colegiados y para las
escuelas o colegios tecnicos, profesionales o especiales.
3. Dara cuenta al Secretario de Instruccion Publica sobre
la organizacion, arreglos economicos, edificios, facultad y
personal de ensefianza, cursos de estudios y condiciones
generales que prevalezcan en todas las escuelas que presentan
solicitud de permiso para abrir o para el reconocimiento del
Gobierno.
4. Informara y recomendara al Secretario de Instruccion
Publica sobre la aptitud de cualquier escuela o colegio para
recibir el reconocimiento del Gobierno, y, en el caso de
escuelas ya reconocidas hara la recomendacion para la
[125]




Appendix


retirada del reconocimiento cuando no se sigan los requisitos
normales.
5. Bajo la direcci6n del Secretario de Instruccion Publica,
hara que se publique de vez en cuando para conocimiento
del publico, una lista de las escuelas o colegios particulares
aprobados haciendo constar que cursos han sido reconocidos
en cada escuela o colegio.
6. Bajo la direccion del Secretario de Instrucci6n Publica,
prescribira las reglas en virtud de las que los diplomas
registros y documentos de escuelas, o cualquier materia
impresa de la escuela o anuncios de la escuela o colegio
pueden llevar la divisa Officially recognized by the Government o palabras que tengan el mismo sentido.
El Comisionado de Educasion Particular estara bajo la
autoridad directa del Secretario de Instruccion Publica, y,
ademas de las facultades y deberes que se disponen en la
presente, estara sujeto a tales otras reglas referentes a sus
facultades y derechos como se prescriban por el Secretario
de Instruccion Publica.
El Comisionado de Educaci6n Particular percibira el sueldo
fijado en la Ley de Presupuestos y tendra el personal necesario' autorizado por la misma Ley.
Aprobada, 10 de marzo de 1917.
THE BUREAU OF EDUCATION AND
PRIVATE SCHOOLS
The following Paragraphs are quoted from Bulletin 41,
Bureau of Education Service Manual:
35. The term "private school," as used in this manual,
applies to any school not under the control of the Director
of Education. While the policy of the Government does not
permit the use of its agencies toward the maintenance or
support of private schools, it is not desired that the attitude
of teachers of the Bureau of Education shall be unfriendly
to them. However, no employee of this Bureau is authorized
[126]


I




Appendix


to enter into any agreement with private schools either in
regard to the establishment of public schools and their location, or on any other matter whatsoever affecting the conduct
of the public schools, or to act as sponsor for the standing of
any private, school, or to promulgate any rule or regulation in
recognition of work done governing the admission to the
public schools of pupils from any private school.
36. Pupils from private schools approved by the Honorable, the Secretary of Public Instruction, as accredited
private schools are eligible, without examination, for entrance
into any public school of suitable grade where there is room
for them. (See Act No. 2706.) Subject to demotion should
they be unable to carry satisfactorily the prescribed work,
they should be assigned to that grade or year to which their
private-school credentials make them eligible; provided, that
no certificate or diploma for the completion of any of the
public-school courses of study shall be granted a pupil thus
transferred unless he shall furnish evidence of having satisfactorily completed all of the subjects of the course for
which the certificate is issued and shall have taken his last
year of English in the school granting the certificate or
diploma.
37. For the revised list of recognized private schools and
private colleges, see General Instructions 9, s. 1921.


[127]




(Inclosure of General Instructions 9, s. 1921.)
A TABLE SHOWING PRIVATE SCHOOLS AND COLLEGES GRANTED GOVERNMENT RECOGNITION
REVISED MAY 5, 1921


Date of Recognition forName                        Location        primr      Inter-  High   |
____Namoe_ LcatioI_                   Primary | mediate | School  A B
Sl                 A.B.


Assumption College
Assumption College
Ateneo de Manila
Colegio de San Vicente de Paul
Colegio Seminario
b   Colegio Seminario
G La Salle College
National Academy
San Augustin College
San Alberto Magna
San Beda College
San Carlos College
San Jacinto College
San Juan de Letran
San Vicente de Ferrer
Silliman Institute
St. Scholastica College
St. Vincent of Paul
Union Seminary High School
Association Institute
Burgos Institute
Central Escolar de Sefioritas
Colegio del Beaterio
Far Eastern College


Manila
Iloilo
Manila
Manila
Naga, Camarines
Vigan, Ilocos Sur
Manila
Manila
Iloilo
Dagupan, Pangasinan
Manila
Cebu, Cebu
Tuguegarao, Cagayan
Manila
Jaro, Iloilo
Dumaguete, Or. Neg.
Manila
Calbayog, Samar
Manila
Manila
Manila
Manila
Manila
Manila


6-11-10
2-23-12
7-31-08
7-26-15
1-15-13
1-16-11
2-19-12
5-21-13
12-12-12
1-15-13
5-12-10
2-19-12
6- 6-13
4- 8-10
6-16-11
1-11-10
12-12-14
11-19-13
1- 7-19
10-21-18
1-20-13
12-23-13
3-11-15


6-11-10
2-23-12
7-31-08
7-26-15
1-15-13
1.16-11
2-19-12
5-21-13
1212-12
1-15-13
5-12-10
2-19-12
6- 6-13
4- 8-10
6-16-11
1-11-10
12-12-14
11-19-13
1- 7-19
10-21-18
1-20-13
12-23-13
3-11-15


6-11-10
2-23-12
7-31-12
7-26-15
1-15-13
1-16-11
2-19-12
5-21-13
12-12-12
1-15-13
5-12-10
2-19-12
6- 6-13
4- 8-10
6-16-11
1-11-10
12-12-14
11-19-13
1- 7-19
10-21-18
1-20-13
12-23-13
3.11-15
8-24-20


6-11-10
9-20-17
7-31-12
2-14-18
1-23-19
1-16-11
11-11-16
2-14-18
12-12-12
1-15-13
5-12-10
2-19-12
6- 6-13
4- 8-10
6-16-11
1-11-10
12-12-14
11-19-13
1- 7-19
o  o. I


_Mnv-_ - ' I     --- -- --       - - 0 - — ~r_ —W




Instituto de Manila
Instituto de Mujeres
La Concordia College
La Consolacion College
Liceo de Manila
Nra. Sra. del Rosario
Rosary College
St. Agnes' Academy
St. Bridget's Academy
St. Teresa's Hall
Sta. Catalina College
Sta. Isabel College
Sta. Rosa College
Philippine Women's College
Anglo-Chinese School
Antipolo Parochial School
Ateneo de Zamboanga
Bacolod Private Academy
i   Baptist Home School
c Bangar Catholic School
Barotac Viejo Private Academy
Binalbagan Catholic School
Burgos College
Catholic Central School
Centro Escolar de Iog
Colegio de la Inmaculada Concepcion
Colegio de la Consolacion
Colegio de Jesus, Maria, y Jose
Colegio de la Sma. Virgen
Colegio del Sagrado Corazon de Jesus
College of the Sacred Heart
Concepcion Private School
Corona College
Dumangas Private School


Manila
Manila
Manila
Manila
Manila
Manila
Vigan, Ilocos Sur
Albay, Albay
Batangas, Batangas
Manila
Manila
Manila
Manila
Manila
Manila
Rizal
Zamboanga
Occidental Negros
Capiz, Capiz
Union
Pototan, Iloilo
Occidental Negros
Atimonan, Tayabas
Tabaco, Albay
Occidental Negros
Cebu, Cebu
Bacolod, Occ. Negros
Sta. Rita, Pampanga
Lingayin, Pangasinan
Iloilo
La Paz, Abra
Malabon, Rizal
Alabat, Tayabas
Iloilo


3- 9-16
1-15-14
9-10-15
2- 4-10
5- 3-10
1-20-13
5-10-15
2-28-16
6-18-13
7-11-16
3-10-16
9-10-15
3-15-15
3-15-20
8- 7-17
10- 8-18
10-28-16
3-10-15
10-15-20
2- 5-18
3-18-16
3-19-17
1-25-18
11-22-15
12-11-17
6-23-11
11-20-17
7-16-18
2-14-18
11-21-17
12-19-16
6-28-16
9-21-17
3-19-17


3- 9-16
1-15-14
9-10-15
2- 4-10
5- 3-10
1-20-13
5-10-15
2-28-16
6-18-13
7-11-16
3-10-16
9-10-15
3-15-15
3-15-20
8- 7-17
9-27-20
10-28-16
3-10-15
10-15-20
3-29-20
3-18-16
3-19-17
1-31-19
11-22-15
12-11-17
6-23-11
9-30-18
12-15-20
2-14-18
11-21-17
2-14-18
6-28-16
2-14-18
3-19-17


3- 9-16
1-15-14
9-10-15
2- 4-10
5- 3-10
1-20-13
5-10-15
5-28-16
6-18-13
1- 7-19
3-10-16
9-10-15
3-15-15
3-15-20




Date of Recognition forN_____umor_  M  oaon          Primpay mediate I School     B.


Escuela Catolica Parroquial de san Antonio de Padua de Barbaza
Escuela Catolica Parroquial de Massin
Girls' Academy
Guagua National Institute
Guimbal Institute
Himamaylan Private Academy
Holy Ghost College
Holy Ghost College
Holy Family Institute
Hospicio de San Jose
Ilog Private Academy
-   Institute de San Pablo
Jaro Industrial School
Leon Institute
Light of Tomorrow
Lucban Institute
Malate Catholic School
Mauban Corona College
Our Lady of the Angels
Parochial School of St. Vincent Ferrer
Pasig Catholic School
Sacred Heart College
Sacred Heart of Jesus College
Sacred Heart of Jesus College
Sagrada Familia de Angeles
San Enrique Private Academy
San Jose Catholic Academy
San Jose College
San Nicolas College


Barbaza, Antique
Maasin, Iloilo
Iloilo
Guagua, Pampanga
Iloilo
Occidental Negros
Manila
Tayum, Abra
Tayabas
Manila
Occidental Negros
San Pablo, Laguna
Iloilo
Iloilo
Malabon, Rizal
Tayabas
Manila
Tayabas
Tayabas
Pandan, Antique
Rizal
Tuguegarao, Cagayan
Guagua, Pampanga
Lucena, Tayabas
Angeles, Pampanga
La Carlota, Occ. Neg.
Sariaya, Tayabas
Iloilo
Surigao, Surigao


2-14-18
3-23-17
2-26-13
7-24-18
1-21-19
6-22-14
9-20-16
3-11-20
6-16-17
3- 9-16
12-19-16
2-26-13
11-20-17
12-15-16
12-29-19
6-16-17
12-12-19
7- 1-14
11-20-17
1-15-16
8-16-13
6-14-17
2-12-17
6- 9-17
3- 9-16
11- 3-20
2- 6-12
8-21-14


11-24-20
3-23-17
2-26-13
9-29-19
3-31-20
1-21-19
6-22-14
9-20-16
8-16-20
6-16-17
3- 9-16
12-19-16
2-26-13
11-20-17
12-15-16
8- 7-18
6- 5-19
12-12-19
7- 1-14
6- 3-20
9-24-20
8-16-13
1-23-19
2-12-17
6- 9-17
3- 9-16
11- 3-20
2- 6-12
8-21-14


 Illlt- -~IUar~.... _, -~~.~Y -




Sta. Isabel College
Seravia Private Academy
Sta. Rita College
St. Agnes' College
St. Augustin School
St. Catherine Parochial School
St. Catherine School
St. Joseph School
St. Francis de Sales College
St. Louis School
St. Michael College
St. Paul College
St. Paul Institution
St. Thomas College
Tondo Convent
Tubao Catholic School
Tubungan Parochial School
Universal Institute. Aringay Catholic School
c  Bacolor Catholic School
I   Benedict XV College
Bulacan Parochial School
Butuan Parochial School
Capiz Private School
Cathedral Free School
Catholic Parochial School of Cotabato
Catholic Parochial School of Lubungan
Cauayan Catholic School
Chinese Commercial School
Chinese Community School Association
Colegio de la Sagrada Familia
Colegio de la Sagrada Familia de Cavite
Colegio de Ntra. Sra. de Guadalupe
Colegio de Ntra. Sra. de Lourdes


I


Naga, Camarines
Occidental Negros
Manila
Lipa, Batangas
Tagudin, Mt. Prov.
Leon, Iloilo
Porac, Pampanga
Las Pifas, Rizal
San Pablo, Laguna
Baguio, Benguet
Cantilan, Surigao
Dumaguete, Or. Neg.
Manila
Batangas
Manila
Union
Iloilo
Manila
Union
Bacolor, Pampanga
San Jose, Batangas
Bulacan, Bulacan
Agusan
Capiz
Manila
Cotabato
Zamboanga
Occidental Negros
Iloilo
Manila
Baliwag, Bulacan
Cavite, Cavite
Pagsanjan, Lagua
Dumangas, Iloilo


1-15-13
2-14-18
12-15-16




3-10-15
1-15-13
3-19-17
9- 9-18
8- 2-16
9- 4-17
3-15-17
2-16-16
1-31-19
1-23-19
3- 9-20
2-26-13
3-23-17
12-11-17
3-19-20
12-29-19
7-25-19
12-29-19
7-25-17
3-19-17
8-21-17
9- 1-19
2-18-18
1-21-18
3-21-19
1- 4-20
12-19-16
9-19-19
2-14-18
7-24-18


1-15-13
2-14-18
12-15-16
3-10-15
1-15-13
3-21-19
9-25-19
9-22-20
9- 4-17
3-15-17
2-17-20
1-31-19
1-23-19
9-22-20
1-21-19
10-24-19
12-11-17
2-14-18








Date of Recognition forName                  Location     Primary Inter-  High  A. B.
Ne_________ _____ __ Ic___Pnary |y_ mediate School |,~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


Colegio de San Jose de Calazan
Colegio de San Pablo
Colegio de Sta. Teresa de Jesus
Dapitan Parochial School
Dipolog Parochial School
Escuela Catolica de Ermita
Escuela Catolica de Nifias del Novicio de
San Jose
Escuela Catolica del Sagrado Corazon de
Jesus
I  Escuela Catolica Parroquial de San Juan
C     Bautista
Escuela de Paombongbajo la Advocacion
de la Purisima Concepcion
Himamaylan Catholic School
Holy Child of Prague
Igbaras Parochial School
Iligan Parochial School
Immaculate Virgin's College
Lubao Parochial School
Madalag Parochial School
Malolos Catholic School
Paco Catholic School
Parochial School of St. John Nepomuceno
Parochial School of Holy Child
Parochial School of St. John
Philippine Central Institute
Pugo School Corporation
Purisima College
Rosary College


Lipa, Batangas
Manila
Bauan, Batangas
Zamboanga
Zamboanga
Manila
Rizal
Ilagan, Isabela
Jordan, Iloilo
Bulacan
Occ. Negros
Bacoor, Cavite
Iloilo
Lanao
Ibaan, Batangas
Lubao, Pampanga
Capiz
Bulacan
Manila
Sumag, Occ. Negros
Palanguia, Iloilo
Gigaquit, Surigao
Manila
Mt. Province
Tago, Surigao
Angeles, Pampanga


3-18-20
1-15-16
1- 8-20
7-25-17
7-25-17
1-22-17


2- 2-18
2-17-20
1- 3-18
9-17-19
-31-19
9-13-18
3-19-17
7-25-17
3-19-20
2-10-19
6-19-19
9-17-19
1-15-16
3-26-18
12-11-17
2-24-20
12-22-16
3-29-15
2-16-16
2-11-19






Sacred Heart School
San Augustin College of Gigaquit
San Fernando Catholic School
San Fernando College
San Jose Parochial School
San Joaquin Catholic School
Santa Ana Catholic School
St. Agnes' School
St. Alphonsus Catholic School
St. Andrew's School
St. Arnold's School
St. Bernard's School
St. John's School
St. John's School
c  St. Mary's School
cE St. Michael's Parochial School
St. Theresa's School
St. Thomas College
St. Vincent's School
Sto. Nifio de Arevalo School
Sto. Nifio College
Sto. Nifio School
Tanay Catholic School
Washington School


Bato, Albay
Surigao
Union
Lucena, Tayabas
Pototan, Iloilo
Iloilo
Hagonoy, Bulacan
Cervantes, Mt. Prov.
Opon, Cebu
Parafiaque, Rizal
Licuan, Abra
Villavieja, Abra
Dingle, Iloilo
Dolores, Abra
Lipar, Abra
Iloilo
Tandag, Surigao
Cabuntog, Surigao
Mt. Province
Iloilo
Dapa, Surigao
Cebu, Cebu
Rizal
Lacub, Abra


11-16-20
2-24-20
2-10-19
1-23-19
3-19-17
3-21-19
11-15-20
7- 8-20
12-19-16
9-21-17
12-19-16
12-19-15
12-29-19
11- 6-16
11- 6-16
3-19-17
10-10-18
2-16-16
3-17-16
3-19-17
2-16-16
12-29-19
3-15-20
11- 6-16






SUPPLEMENT
PRIVATE SCHOOLS GRANTED GOVERNMENT RECOGNITION
BETWEEN JANUARY 1 AND MAY 5, 1921


Date of Recognition forName              Location  _~~- — ma   jInter-  High
NPrimary  mediate I School  A. B
_ ~ ~~~~~~~~~~~~~~~~~Sho A.B


Iloilo Institute
Northern Luzon College
EasternTayabas College
-  Chinese Community School Association
Colegio de Sta. Teresa de Jesus
J Escuela Catolica de Sta. Ana
Catholic School of Virgin Mary
Immaculate Concepcion Academy
Luna Catholic School
San Martin's Academy
St. John College
Camarines Norte Institute
Sta. Isabel Catholic School
Santos Private School


Iloilo, Iloilo
San Fernando, Union
Lopez, Tayabas
Manila
Bauan, Batangas
Manila
Balaoan, La Union
Boac, Marinduque
Luna, La Union
Taal, Batangas
Tanauan, Batangas
Indan, Camarines
Malolos, Bulacan
San Fernando, Pamp.


3-15-21
3-23-21
1- 4-21
1- 8-21
3-10-21
3-15-21
3-15-21
3-15-21
3-15-21
3-15-21
3-23-21
3-23-21
4-29.21


4-29-21
3-15-21
3-23-21


4-29-21.......................






PRIVATE SCHOOLS GRANTED RECOGNITION FOR INCOMPLETE
AND FOR SPECIAL COURSES
A. B. (COLLEGE)
Second Year
Instituto de Manila............................ Manila
Associate in Arts and Bachelor of Arts
Sta. Catalina College........................... Manila
HIGH SCHOOL
First and Second Years
Eastern Tayabas College................ Lopez, Tayabas
Northern Luzon College........... San Ferrando, Union
COMMERCIAL COURSE
Instituto de Manila............................ Manila
INTERMEDIATE
Sixth Grade
Tubao Catholic School................... Tubao, Union
Fifth Grade
Sagrada Familia College............... Baliwag, Bulacan
PRIVATE SCHOOLS GRANTED RECOGNITION FOR INCOMPLETE
AND FOR SPECIAL COURSES UP TO
DECEMBER 31, 1920
INTERMEDIATE
Fifth Grade
St. Andrew's School................... Parafiaque, Rizal
[135]




Appendix


HIGH SCHOOL
First Year
Holy Ghost College...................... Tayum, Abra
Ilog Private Academy................ Occidental Negros
Jaro Industrial School........................... Iloilo
Light of Tomorrow..................... Malabon, Rizal
San Enrique Private Academy.. La Carlota, Occ. Negros
St. Agnes' College....................... Lipa, Batangas
St. Paul's College.............. Dumaguete, Or. Negros
Sta. Isabel College.................... Naga, Camarines
Taal Institute............................... Batangas
First and Second Years
Barotac Viejo Private Academy........... Pototan, Iloilo
Catholic Central School................. Tabaco, Albay
Centro Escolar de Ilog.............. Occidental Negros
Colegio del Sagrado Corazon de Jesus....... Iloilo, Iloilo
Guimbal Institute............................... Iloilo
Holy Ghost College........................... Manila
Isabela Private Academy............. Occidental Negros
Leon Institute.................................. Iloilo
San Jose Catholic Academy............ Sariaya, Tayabas
San Jose College........................... Jaro, Iloilo
First, Second and Third Years
Kalibo  Institute................................  Capiz
Camiling Secondary............................ Tarlac
Carcar Institute................................. Cebu
Colegio de la Inmaculada Concepcion......... Cebu, Cebu
Lucban Institute.............................. Tayabas
A. B.
First Year
Burgos Institute.............................. Manila
[136]






Appendix


Instituto de Manila........................... Manila
SCHOOLS GRANTED RECOGNITION FOR SPECIAL COURSES
NIGHT SCHOOLS
First Year
Liceo de Manila..............................    Manila
First, Second and Third Years
Burgos Institute..............................   Manila
Complete Secondary Course
Associate Institute............................ Manila
Far Eastern College........................... Manila
Instituto de Manila........................... Manila
National Academy............................ Manila
Music Course
Assumption College..............................   Iloilo
Commercial Course
Cosmopolitan Business College................. Manila


[137]




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THE UNIVERSITY OF MICHIGAN
DATE DUE




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U V RSITy  O VI   CH.   U I I
3 9015 01637 3410.1 4g~1 L —,1


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