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diff --git a/old/52681-8.txt b/old/52681-8.txt deleted file mode 100644 index b4954e3..0000000 --- a/old/52681-8.txt +++ /dev/null @@ -1,12107 +0,0 @@ -The Project Gutenberg EBook of The Philippine Islands, 1493-1898; Volume -XLVI, 1721-1739, by Various - -This eBook is for the use of anyone anywhere in the United States and most -other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms of -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: The Philippine Islands, 1493-1898; Volume XLVI, 1721-1739 - Explorations by early navigators, descriptions of the - islands and their peoples, their history and records of - the catholic missions, as related in contemporaneous books - and manuscripts, showing the political, economic, commercial - and religious conditions of those islands from their - earliest relations with European nations to the close of - the nineteenth century - -Author: Various - -Editor: Emma Helen Blair - -Translator: James Alexander Robertson - -Release Date: July 30, 2016 [EBook #52681] - -Language: English - -Character set encoding: ISO-8859-1 - -*** START OF THIS PROJECT GUTENBERG EBOOK PHILIPPINE ISLANDS, 1493-1898, VOL 46 *** - - - - -Produced by Jeroen Hellingman and the Online Distributed -Proofreading Team at http://www.pgdp.net/ for Project -Gutenberg - - - - - - - - - The Philippine Islands, 1493-1898 - - Explorations by early navigators, descriptions of the islands and - their peoples, their history and records of the catholic missions, - as related in contemporaneous books and manuscripts, showing the - political, economic, commercial and religious conditions of those - islands from their earliest relations with European nations to the - close of the nineteenth century, - - Volume XLVI, 1721-1739 - - - - Edited and annotated by Emma Helen Blair and James Alexander Robertson - with historical introduction and additional notes by Edward Gaylord - Bourne. - - - - The Arthur H. Clark Company - Cleveland, Ohio - MCMVII - - - - - - - -CONTENTS OF VOLUME XLVI - - - Preface 13 - - Document of 1721-1739 - - Events in Filipinas, 1721-1739. Compiled from various - authors, fully credited in text 31 - - Bibliographical Data 63 - - Appendix: Education in the Philippines - - Primary instruction. In various parts, as follows: I. First - governmental attempts. Vicente Barrantes; Madrid, 1869. - [Condensed from his La instrucción primaria en Filipinas.] - II. Organized effort of legislation. Daniel Grifol y Aliaga; - Manila, 1894. [From preface to his La instrucción primaria en - Filipinas.] III. Royal decree establishing plan of primary - instruction in Filipinas. José de la Concha; December 20, - 1863. [From Grifol y Aliaga's La instrucción primaria en - Filipinas; as are all the following parts.] IV. Regulations - for the normal school. José de la Concha; December 20, 1863. - V. Regulations for schools and teachers of primary instruction. - José de la Concha; December 20, 1863. VI. Interior regulations - of schools of primary instruction. José de la Concha; December - 20, 1863. VII. Decree approving regulations of municipal girls' - school.----Echague; February 15, 1864. VIII. Regulations for - the municipal girls' school. Manila Ayuntamiento; February 15, - 1864. IX. Circular giving rules for the good discharge of school - supervision.----Gándara; August 30, 1867. X. Decree approving - regulations for women's normal school.----Malcampo; June 19, - 1875. XI. Regulations for women's normal school.----Malcampo; - June 19, 1875. XII. Royal decree creating women's normal - school. María Cristina and Francisco Romero Robledo; March 11, - 1892. XIII. Royal order approving regulations for women's - normal school. Francisco Romero Robledo; March 31, 1892. - XIV. Regulations for women's normal school. Francisco Romero - Robledo; March 31, 1892. XV. Decree elevating men's normal - school to the grade of superior. Hermenegildo Jacas; November - 1, 1893; and A. Avilés and Manuel Blanco Valderrama, November - 10, 1893. XVI. Regulations of superior normal school for men - teachers. Manuel Blanco Valderrama, November 10, 1893. - XVII. School legislation, 1863-1894 67 - - Dominican educational institutions, 1896-1897. [Unsigned - and undated.] 261 - - Report of religious schools, 1897. [Unsigned and undated.] 265 - - Educational institutions of the Recollects. [Unsigned and - undated; 1897?] 268 - - The friar viewpoint. In two parts. I. Education. Eduardo - Navarro, O.S.A.; Madrid, 1897. [From his Estudio de algunos - asuntos de actualidad.] II. Eladio Zamora, O.S.A.; Valladolid, - 1901. [From his Las corporaciones religiosas en Filipinas.] 272 - - Education since American occupation. Editorial, and compiled - from various sources 364 - - - - - - - -ILLUSTRATIONS - - - Plan of Cebú Cathedral; drawn by Juan de Siscarra, engineer, - 1719; photographic facsimile of original MS. map in Archivo - general de Indias, Sevilla Frontispiece - Autograph signature of Joseph Torrubia, O.S.F.; from original - manuscript in Archivo general de Indias, Sevilla 35 - Title-page of Dissertacion historico-politita, by Joseph - Torrubia (Madrid, 1753); photographic facsimile from copy in - library of Harvard University 41 - Map showing new route from Manila to Acapulco, presented to - Governor Fernando Valdés Tamón by the pilot, Enrique Hermán, - 1730; photographic facsimile of original MS. map in Archivo - general de Indias, Sevilla 49 - Plan of infantry barracks in Manila; drawn by the military - engineer, Thomas de Castro y Andrade, 1733; photographic - facsimile from original manuscript in Archivo general de - Indias, Sevilla 53 - - - - - - - -PREFACE - - -Most of this volume consists of the educational appendix which -is continued from the preceding volume. The only regular document -presented shows the general history of the islands for the years -1721-1739 both politically and religiously. The greater interest -in the volume centers about the appendix. For here we see the first -systematic attempts at a universal education in the Philippines, the -first real though rude awakening of the inert mass of a people to the -facts of broader life by the government establishment of primary and -normal schools. As might be expected the paternal element is chiefly -discernible in the laws and regulations made by the government. The -complexities of the educational question, a problem that Spain would -have been many years in solving, are well shown by the two documents -which give the friar side of the matter. - -A brief summary of the principal events from 1721 to 1739 contains -several matters of interest. The murder of Bustamante by a mob -arouses much indignation at Madrid, but the attempts to ascertain and -punish the guilty ones prove ineffectual, and the affair drops into -oblivion. The islands are regularly harassed by the Moro pirates; -punitive expeditions are sent against them, but these are often too -late or too slow to accomplish any results. The coast villages are -fortified, much of this being done by the priests in charge of the -Indians. In 1733 the royal storehouses at Manila are destroyed by fire, -causing great loss to the treasury. Two years later, a Dutch fleet -demands satisfaction for the previous capture of a Dutch ship by a -Spanish coastguard, but retires when the Spaniards pay the value of -the prize. A controversy arises (1736) between the Recollects and -Jesuits over certain missions in northern Mindanao, in which the -Jesuits gain the upper hand. In 1737, one of the auditors makes an -official visitation of several provinces in Luzón, and reforms many -abuses therein. During 1738-39, a controversy rages in Manila over -the complaint made by the mestizos of Santa Cruz regarding unjust -exactions imposed on them by the Jesuits; the decision of the Audiencia -(sustained by the home government) is against that order. - -The remainder of this volume is occupied by the educational appendix, -which is the continuance and conclusion of the review of education -begun in VOL. XLV. The first document, which comprises the greater -part of the appendix, treats of primary and normal instruction in the -Philippines, after the government really took such education under its -protection by special legislation. The subject is prefaced by extracts -and synopses from Barrantes which show the earliest legislation, -beginning with 1839 and culminating in the decree of December 20, -1863. Although the appointment of a commission is ordered in the former -year to draft regulations for schools, such appointment is delayed -until 1855, and a report is handed in only in 1861, the work of the -commission being stimulated perhaps by the fact that the governor -appoints an official in 1860 to draft regulations along the same -line. The chief point of debate in the commission is the teaching of -Spanish, the vice-rector of the university of Santo Tomás declaring -against such teaching but being overruled. The decree of December 20, -1863 is the greatest result of the work of the commission. The normal -school created by the decree is formally opened January 23, 1865, -although in operation since May 17, 1864. Irregularity of attendance -and vacations prove the greatest obstacles. Barrantes, who defends -the friars, concludes that the backwardness of primary education is -due rather to the laws of the Indies than to any class such as the -religious corporations; that before 1865 primary education was only a -shadow; and that the Filipinos have not yet sufficiently far advanced -to be granted the electoral right that they ask. The remainder of the -document is from Grifol y Aliaga's book on primary instruction. An -extract from the preface of that author shows that with the decree of -1863, new life is put into education, and that all the many decrees -and orders issued later by the government are harmonious in effect and -purpose; although they were in large part inoperative. Next follows -the royal decree of December 20, 1863, establishing a plan of primary -instruction in the islands. Its first part consists of the exposition -addressed to the queen by the minister José de la Concha, stating the -need of greater efficiency in the teaching system for the natives, in -order that they may develop spiritually and intellectually. The aim is -to diffuse the Spanish language. It provides for a normal school under -the immediate supervision of the priests. Following the exposition -is the decree proper, which decrees schools for each sex in each -village, and gives various details of such schools. The regulations -for the normal school of teachers for primary instruction end Aliaga's -book. They consist of twenty-eight articles which state the object of -the school; and the rules governing the scholars in their manifold -relations. Next come the regulations, dated December 20, 1863, for -schools and teachers of primary instruction for native Filipinos, which -consist of thirty-five articles. By these regulations, separate schools -are established in all the villages for boys and girls; attendance is -made compulsory for children between certain ages; instruction is to -be in Spanish, and the knowledge of that language especially striven -for; tuition is free to the poor, and equipment for all; religious and -ethical teaching is in charge of the parish priests. Rules are given -in regard to the teachers, and assistants, the textbooks, vacations, -the establishment of Sunday schools for adults, and the supervision, -which is put into the hands of laymen--that duty having thitherto -been performed by the parish priests, in so far as it was performed -at all. The interior regulations, consisting of fourteen articles, -for native primary schools, follow, as the preceding, dated December -20, 1863. They include rules as to the size of buildings, equipment, -duties of teachers, manner of keeping records, sending of monthly -reports, pupils and conditions of their admittance, attendance, system -of merits and demerits, examinations, etc. Religious exercises are -found to fill a considerable portion of the day. A government decree -of February 15, 1864, approving the regulations for a municipal girls' -school in Manila, is followed by those regulations of the same date, -which consist of twenty-six articles. The school is to be in charge -of the sisters of charity. Religious and ethical training is given -great prominence. The courses of study, comprising the elementary -branches, and needle-work, is outlined. There are both required and -optional studies. Girls are admitted at the age of five, and admission -is in charge of a member of the city ayuntamiento. Rules are given -governing the daily and term routine of the school in its manifold -relations. Examinations are both public and private. Supervision is in -charge of three women appointed by the governor of the islands. This -is followed by a circular of the superior civil government, dated -August 30, 1867, discussing, and giving rules concerning, school -supervision--an important document, showing well the Spanish love -of philosophizing. Commenting on the importance of the supervisory -function, the circular states the duties of supervisors, for on them -"depends the development and conservation of the improvements which -are being introduced." Since the supervision is partly in the hands -of the ecclesiastical government, the outcome can only be the best. A -rather lengthy quotation is made from a book on supervision, in which -the duties and qualifications of supervisors are outlined. Great stress -is laid on temperateness of action. The most delicate power is the -correction and suspension of teachers. Suspension must only be for -ethical and religious lack, and neglect of duties. The parish priests -in their duties as supervisors must see that the heads of families -recognize their responsibility in regard to sending their children -to school. Special privileges are to be given to those attending -school and learning the Spanish language--in which all instruction -is to be given. Primary instruction in the islands is in a backward -state, because of the few buildings and teachers, and the want of -uniformity among the children. Statistics of March 1, 1866 show the -number of villages in provinces or districts, the population, school -attendance, schools possible, and buildings. The government pledges -its support of the efforts put forth by the parish priests and the -provincial supervisors. The former are to hold annual examinations, -and are to have the children review their work when they confess and -take communion. The provincial supervision of the alcaldes is to be -exercised with the aid of a board composed of the bishop, parish -priest, and the administrator of the public finances. Reforms are -needed in teaching and supervision, and the efforts of the parish -priest must not be opposed. Boards not yet appointed must be appointed -at once, and monthly reports submitted. The government decree of -June 19, 1875, approving ad interim the regulations for the women's -normal school for primary teachers in Nueva Cáceres, is followed by -the regulations. These number fifty-two articles in all. The object -of the school is to train good moral and religious women teachers and -to make this school a model for other schools. The practice school -attached to it is an integral part of the public school system, wherein -an education is given free to poor girls. Those attending the normal -school may or may not be candidates for a teacher's certificate. The -program of studies shows elementary branches, and demands instruction -in Spanish and includes needle-work. The course lasts three years, -though an additional year may be allowed to graduates; and the -schedule of studies is to be sent annually to the governor for his -approval. The time spent in the practice school is not to exceed four -months in each year. Teachers' certificates are to be given to those -completing the course, and such graduates are to be given schools of -the proper grades, the method of marking being given. The school is -organized under charge of the sisters of charity, and the school of -Santa Isabel is to be used. The staff and their duties are enumerated, -among whom it is to be noted is a secular priest to administer to -the ethical and religious needs of the pupils. Pupils shall be both -day and resident, the requirements for admission being stated. Women -teachers may be admitted to the institution, if not over the age of -twenty-three. Instruction is free, and provided for from the local -funds. In proportion as the public schools are placed in charge of -normal graduates, the number of resident pupils supported from the -local funds is to be decreased to twenty-five, from whom vacancies -are to be filled. Resident pupils supported by local funds are to -teach ten years in the schools of Nueva Cáceres, under penalty of -making restitution of their expenses if they do not carry out their -contract. General public examinations are to be held at the end of -the term, when rewards are to be distributed. Various other data -regarding the running of the school in its different relations are -given. The moral and religious supervision belongs to the bishop of -Nueva Cáceres; secular supervision is in charge of the alcalde-mayor, -the bishop, and the administrator of public finances, and one member -of this board is to have immediate supervision for three months. A -royal decree dated March 11, 1892 creates in Manila a normal school -for women teachers under charge of Augustinian nuns. It is needed -as is proved by that of Nueva Cáceres. The study of Spanish is -compulsory. Expenses are to be met from the regular budget for the -islands. Among other data included in this decree, it is to be noted -that the certificate for elementary teaching is given for three years' -study and that for superior for four; and that a practice school, -whose expenses are to be met by the municipality, is to be annexed -to the normal school. This is followed by a royal order of May 19, -1892 approving the regulations for the above normal school, which -is followed in turn by the regulations bearing the same date, and -consisting of one hundred and fifty-four articles. This is a document -of considerable interest, for it goes into much detail concerning -the school in its relations to government, teachers, pupils, and -public. It is divided into various sections designated as títulos, -which are in turn divided into chapters. Título i states in the first -chapter the object of the school, and the subjects taught, which are -both required and optional. The expense of equipment is to be approved -by the general government. Chapter ii relates to the teaching force, -and enumerates their duties and names salaries. The total expenses are -to be seven thousand nine hundred pesos annually. Chapter iii gives -in detail the duties of the directress, which are mainly executive; -and those of the instructresses. Chapters iv to vii treat of the -duties of the secretary, the librarian, the assistants, and the -necessary help. Chapter viii deals with the board of instructresses, -which is composed of the regular teachers, and outlines its -functions. Chapter ix treats of the disciplinary council, which -must consist of five members at least, and is convoked by the -directress. Título ii deals with the economic management--chapter -i treating of the annual budget, and chapter ii of the collection, -distribution, and payment of accounts. Título iii has as its main -subject the teaching: of which chapter i deals with the opening of -the school, and the term in general; chapter ii, of the order of -classes and methods of teaching, etc.; and chapter iii, with the -material equipment for teaching. Título iv discusses the scholars: -chapter i, treating of their necessary qualifications, entrance -examinations, payment of entrance fees, and age of entrance; chapter -ii, concerning matriculation, in which there is much red tape; -chapter iii, of the obligations of the pupils, mainly in deportment; -chapter iv, of examinations--an important subject--which are divided -into ordinary and extraordinary, according to the time taken, and are -oral, written, and practical; chapter v, of rewards; chapter vi, of -certificates and decisions, and conditions under which they are given; -and chapter vii, of discipline and punishments. Título v, which is, -like all this document, laden with red tape, outlines the conditions -of the examination for degrees. The practice school annexed to the -normal school has its expenses met by the municipality, and is a -public school. For the present the normal school shall have only day -pupils, but if necessary later, they may enrol resident pupils. The -nuns in charge of the school have liberty to follow the institutes -of their order. This document is followed by a governmental decree -of November 1, 1893, elevating to the grade of superior the normal -school for men teachers in Manila, and approving provisionally the new -regulations of this school. This exposition by the reverend father -director shows that this school, created as an elementary normal -school by the decree of December 20, 1863, has been fulfilling its -function since its creation, and has made progress in the process of -better understanding between the Filipinos and Spanish authorities, -has diffused the Spanish language wider than ever, and encouraged -the arts and industries. It has had a difficult path, because of the -condition of its students who are far from homogeneous in preparation -and ability. It has been necessary to lessen the age limit at which men -may enter, because, as the average Filipino leaves school at the age -of twelve, he readily forgets what he has learned, and consequently -when he enters at the age of sixteen into the normal school, he has -to take a year in special preparation. The proposal to elevate the -school to the rank of superior can be done without any extra expense, -as it will be in charge of the same force as at present. The Manila -normal school compares with the best in Spain. A petition by one -A. Avilés, asking for the extension, and the decree proper, both -dated November 10, 1893 follow. Certificates from this school are to -have the same value and rights as certificates granted in Spain. The -regulations for the extension above-mentioned dated also November -10, 1893, follow. They consist of thirty articles, a number of which -are similar or analogous to those of the regulations of December 20, -1863, establishing the elementary school. These regulations discuss -the manifold relations of the school in regard to pupils, teachers, -supplies, examinations, etc. The selections from Grifol y Aliaga are -closed by a list of all the decrees, circulars, orders, etc., in regard -to primary and normal education in the Philippines from December 20, -1863 to July 20, 1894--in all one hundred and seventy-one. This is of -distinct value, as the course of legislation can be followed easily, -and one may note the new ideas that leaders were attempting to work -out in this period of Spanish unrest. - -A series of short documents regarding the religious schools -follows. The first is a summary of the Dominican institutions for -1896-1897. The university of Santo Tomás has a total enrolment in all -courses of 3,059, and a total of 36 degrees are conferred. The college -of San Juan de Letran has a total enrolment of 5,995, which includes -professors, collegiates, day pupils, and servants; and has conferred -in all 177 degrees. The college of San Alberto Magno in Dagupan, has -an enrolment of 947, counting teachers. The school of Santa Catalina -de Sená shows an enrolment of 223, including the teachers, who are -nuns. A total enrolment of 83 is seen in the school of Nuestra Señora -del Rosario of Lingayén; while the school of the same name in Vigan -has 79. The school of Santa Ymelda founded in 1892, completes the -list, with an enrolment of 110. A report for the religious schools -for 1897 gives various statistics of the following institutions: -La Concordia, Santa Isabel, Santa Rosa, and Looban, the military -hospital, the hospital of St. John of God, the municipal school -[of secular foundation], and the hospice of San José, all in charge -of the sisters of charity in Manila; and certain of the provincial -schools. The third document in this series gives an account of the -educational institutions of the Recollects, probably for the year -1897. These are the beaterio of Santa Rita in San Sebastian, in the -suburbs of Manila; school of San José of Bacolod, Negros, opened in -1897, and under the auspices of the university of Santo Tomás; the -seminary school of Vigan, of which the Recollects had charge during -the years 1882-1895; school of Santa Rosa, of which the Recollects -were in charge in 1891. - -The friar side of the educational question of the Philippines is well -set forth in two selections. The first is a chapter by Eduardo Navarro, -O.S.A., who spent many years in the islands, and who is, perhaps, -one of the best representative men of his order, and moreover, of -scholarly tastes. He introduces his subject in a somewhat philosophical -manner. Education and religion he declares to be synonymous terms when -taken in their real signification. It is the duty of the government -to choose the best educational method. The earliest laws passed by -the Spanish government in regard to the education of the American -Indians are extended later to the Philippines, but they prove most -unsatisfactory and unsuited to the conditions of those islands. They -provide for the teaching of Spanish to the aborigines, but in an -inadequate manner. The theme of the present chapter is to prove that -the friars are not responsible for the backward state of education -in the islands. On the other hand they early pass laws that are more -advanced than those passed by the government. Their laws have always -been consistent and have had but one aim. They have not endeavored -to retard the learning of Spanish, but they rather favored it. They -have done their best with the useless laws of the government. They -have founded and taught schools, paid the teachers, and have made -the textbooks, notwithstanding their immense toil. They have also -introduced many of the arts and crafts. The friars have gone farther -than the laws for they provided for girls' schools before the famous -decree of 1863. The passage of those regulations has robbed the parish -priest unjustly of much of his supervisory power, which has been -conferred except in so far as morality and religion are concerned, -on the civil authorities. It belongs by right to the friars, who -only use that power as it should be used. The parish priest knows -the people thoroughly, and as no laymen do. The Filipino cannot be -identified with the Spaniards notwithstanding all efforts of the -Spanish government. Navarro enforces his arguments by quotations -from Escosura, whom he criticises harshly for his expressions. While -modern ideas from abroad have made better sea communication, internal -communication has become worse. Good roads are especially needed and -the small barrios ought to be merged together whenever possible. That -the friars do not oppose education is shown by the many schools that -they maintain in Manila and the provinces. They should be allowed to -establish normal schools under their own direction. The parish priest -can best overcome the evil introduced by the free masons. The studies -chosen for the Filipinos must be fitted to their capacity. Our author -suggests the personnel of the Superior Board of Public Instruction, -in which he places a majority of ecclesiastics, and this Board should -revise the school laws. The majority of the Filipino students return -to their homes with plenty of vices but little learning, although -looked up to greatly by their fellow townsmen. This horde brings -disaster and ruin upon the people. The rector of the university -should have more power over the life and morals of the students, -for only thus can the Filipino students become really useful to Spain. - -The second selection is a chapter written by Fr. Eladio Zamora, -also an Augustinian. Almost the last friar writer on the matter, -since he writes after American occupation, his remarks may be -assumed to be the present friar attitude. He begins with a quotation -from the preface of Grifol y Aliaga to the effect that until 1863 -there had been no real legislation concerning education, for the -many decrees, etc., were isolated. It is rather the friars, says -Zamora, who are the first educators, teaching themselves or paying -teachers from their own funds. After 1863, the friars continue to -encourage education as supervisors. They build schools, and visit -the distant barrios whenever possible. On Sundays it is their custom -to inspect the copybooks, etc. The distance of barrios and villages -from one another makes teaching difficult. Many of the priests become -suspected as having a bad influence, for many criminals resort to the -barrios. The government orders the fusion of barrios into villages, -but the order is not obeyed. In 1863, the government takes control -of the schools founded by the friars. Under the new regime, so long -as the parish priest has supervisory action, the schools flourish, -but when that action ceases, so does progress in the schools, and -attendance becomes only nominal and a record on paper. The intention of -the government to have all teaching in Spanish fails of its purpose, -for the scholars can not understand it. The famous Maura decree of -1893 gives the local supervision to local municipalities, a law that -soon gives rise to serious trouble. Many unjustly blame the parish -priest for the ignorance of Spanish, but he has no time to teach -Spanish amid the multiplicity of his duties. Besides, it is easier for -the few Spaniards to learn the languages of the natives than for the -Filipinos to learn Spanish. The friars have not shunned the teaching -of Spanish, as is proved by a citation from Zúñiga. If the Tagálog -actors are allowed to use their native language in the theater, -because they do not know Spanish, is it consistent to demand that -all sermons and teaching be in Spanish? In spite of the early laws -requiring Spanish to be taught to the Filipinos, it is impossible -for Spanish to supplant all the numerous dialects. Zamora reproduces -portions of an open letter by W. E. Retana to Minister Becerra, in -which Retana decries the intellect of the Filipino, and declares that -it is absurd to think of teaching him in Spanish, but that the best -way of teaching it would be to settle 500,000 Spanish families in -the islands. Zamora gives a résumé of the history of the university -of Santo Tomás and the college of San Juan de Letran. The religious -corporations have kept abreast of the times in the manner in which -they have fostered education from the earliest period, and many -schools are due to them, some being founded by the tertiary order -of the Dominicans. Zamora criticises the capacity of the Filipinos, -asserting that they are teachable and quick in imitation, although -they never attain excellence in anything, but that they are utterly -devoid of originality. They have greater capacity than the American -Indian, and make fine clerks and the like, but they are lazy, and do -not strive to rise beyond a certain point. They learn vices but not -virtues. The Augustinians are the last of the religious orders to -take up superior education, by establishing an institute at Iloilo, -because a secular institution was planned for that place by Minister -Becerra in 1887-1888. Zamora emphasizes the importance of arts and -crafts for the Filipinos. - -The appendix to our volume is brought to a close with a very -brief statement in regard to American education in the Philippines -since 1898. A bibliographical list of works treating of education -will enable the student to follow the course of American work. The -statement is concluded by the abstract of a philosophical address by -Dr. T. H. Pardo de Tavera before the American and Filipino teachers -in Manila in May 1906, in which he points out the beneficent results -of Anglo-Saxon teaching. - - -The Editors - -November, 1906. - - - - - - - -DOCUMENT OF 1721-1739 - - -Events in Filipinas, 1721-1739. Compiled from various sources. - - - Source: This document consists of citations and synopses from - various authors fully credited in the text. - - Translation: The translations and synopses are made by Emma - Helen Blair. - - - - - - - -EVENTS IN FILIPINAS, 1721-1739 - - -The Marqués de Torre-Campo "brought with him commission to take the -residencia of Bustamante; [1] and as it found him already dead, many -were the charges that resulted against him--which it would not be -difficult to prove, since the minds of the people were so inflamed -against him, as we have seen. Some of his friends, it appeared, were -accomplices in his delinquencies; some denied the charges, and, as -these could not be proved against them, it was necessary to declare -them innocent; others excused themselves by his violent proceedings, -and by their fear that he would kill them if they did not obey -him. Don Esteban Iñigo, who was charged, among other things, with -the exportation of rice, which caused a great famine in the islands, -replied that he had undertaken this trade with the governor because -he could not resist the latter, and feared that if he did not do so he -would lose the rice and all his property. Other persons alleged other -[reasons for their] exemption [from legal process], always blaming -the deceased--who, as he had no one to defend him, came out of this -residencia the most wicked man that can be imagined." [2] (Zúñiga, -Hist. de Philipinas, p. 469.) - - - -The Council of the Indias gave answer to the royal Audiencia [of -Manila] that they had received the [papers in the] investigation of -the death of the governor, and were giving the matter due attention; -and at the same time came another order from the king to the Marqués -de Torre-Campo, in which the latter was commanded to take cognizance -of this affair and punish the culprits. The governor, who, it appears, -had little inclination to plunge into this labyrinth, a second time -consulted Father Totanes [3] and the Jesuits--who told him that, -just as he had before stayed the execution of the first order, he -ought to do the same with this one, until his Majesty, advised of the -governor's reply [to the first order], which had not yet been received, -should make another decision. Father Totanes in his advisory statement -exaggerated the ruin of the fortunes of the citizens of Manila, the -arrears [in the incomes] of the charitable funds, the scarcity of -rice, and the lack of those who might give alms (on account of which, -he said, many died of hunger), the cause of all these evils being -the mariscal. The father expatiated on his acts of violence, and the -consternation of the city, with which he strove to exculpate the action -of the Manila people, who had no other recourse, in order to escape -from such a throng of calamities, than to depose the governor from his -office. "But to what tribunal," he said, "were they to resort in order -to deprive him of his office? He had suppressed the royal Audiencia, -and held the archbishop and the ecclesiastics prisoners; and the city -[council] was composed of an alcalde-in-ordinary who was a nephew of -the governor, and two regidors who were his henchmen. Not having any -one to resort to, they tried to arrest the governor, in order to free -themselves from so many calamities; he resisted, turning his weapons -against the citizens, who wounded him mortally in defense of their own -lives; but this should be regarded as the misfortune of the mariscal -rather than the fault of the citizens." This statement, which veritably -is a seditious one, they presented to the king, in order to show him -the erroneous opinions of the religious of Philipinas; but it was a -calumny, for Father Totanes was not the oracle of the islands, and -most of the regulars thought as did the Jesuit fathers--who, while -condemning in their advisory report the act of the Manila people, -said only that the latter were worthy of the royal clemency. With -this came to a halt all the severity with which at first this process -was undertaken, and, the minds of people gradually becoming cool, -the prosecution entirely ceased, and all these who were inculpated -remained unpunished; the archbishop alone, he who had taken least -part in these commotions and disturbances, was chastised [4]--a worthy -prelate, who in imitation of Christ carried on his own shoulders the -sin of his people. (Zúñiga, Hist. de Philipinas, pp. 514-517.) - - - -[As soon as the Spaniards abandoned the fort of Lábo in Paragua, -the Moro pirates renewed their incursions. When Zamboanga was -reestablished, they attempted to capture it, but were repulsed -with loss. In 1721-23 expeditions were sent out against the Moros, -but they failed to accomplish anything. [5] The sultan of Joló sent -an ambassador to Manila in 1725, to form a treaty of peace with the -Spaniards; this was accomplished in the following year at Joló, the -Spanish envoy being Miguel Arajón, the alcalde-mayor of the Parián at -Manila. By this treaty, among other provisions, the island of Basilan -was restored to Spain. Nevertheless, soon afterward the perfidious -Moros made several raids against Indian villages, captured many -vessels and burned them, and committed many acts of cruelty,--the -worst probably being the case of a vessel from Cebú, whose crew were -all killed by the pirates, who then tortured to death the Spanish -captain. Later, letters were received from Radiamura (the son of -Maulana) and other friendly chiefs in Mindanao, asking for prompt -action by the Spaniards against the Moro pirates, who, they claimed, -were threatening them with attack because of their friendship to the -Spaniards. Governor Torre Campo organized a punitive expedition for -this purpose, but the royal treasury was so depleted that the costs -had to be met by donations from the citizens of Manila and Cavite. The -armada was placed under command of Juan Angel de Leaño, with directions -to surrender the vessels and men to General Juan de Mesa when they -should reach Iloilo; and the governor gave the commanders definite -instructions, and powers for forming a treaty with the "kings" of Joló -and Mindanao. "The result of this expedition is not definitely stated, -except that it was successful; the fort of La Sabanilla at Tuboc was -taken, and a great number of the rabble [canalla] were slain, and among -them some princes and datos (the remembrance of which still continues -among them, to the honor of our arms); and a treaty for the cessation -of hostilities was drawn up, which the Moros, well punished, asked -for." (Concepción, Hist. de Philipinas, x, pp. 134-157, 184-198.)] - - - -[On July 23, 1726, the galleon "Santo Christo de Burgos" was driven -by a storm on the rocks at Ticao, a long, narrow island adjoining -San Bernardino Strait, and so badly wrecked that it could not be -repaired. The auditor Julian de Velasco was on board the vessel, on his -way to Mexico; as the official of highest rank on the ship, he held -a conference with the officers, pilots, seamen, and other persons of -experience, and it was decided (after several vain efforts had been -made to save part of the cargo) to burn the ship and its contents, -great part of which were ruined by the water. This was a great loss -to the citizens of Manila, as all their investments for this year were -thus destroyed. (Concepción, Hist. de Philipinas, x, pp. 157-167.)] - - - -[Torrubia enumerates the armed naval expeditions sent against the -Moro pirates during 1721-34, as follows: (1) An armada commanded by -Antonio de Roxas sailed from Manila on July 10, 1721; it seems to -have accomplished little, but cost the treasury much. (2) Another -was commanded by Andrés Garcia; he fought with a Moro fleet--date -not given, but probably in 1722--at Negros Island, and won a notable -victory. (3) In 1723 a fleet set out under command of Juan de la Mesa -y Aponte, warden of Fort Santiago at Manila; they went to Mindanao and -captured from the Moros the fort at La Sabanilla, "slaying an immense -number of that rabble, and among them several princes and datos." (4) -In February, 1731, four galleys were sent from Manila under command -of Ignacio Irriberri; at Zamboanga they collected the vessels already -there--two fragatas, four despatch-boats or champans, one taratana, one -falua, eight caracoas of Bisayans and two others of Lutaos--and went -to attack Joló, at which they found six forts defended by cannon. Here -they had a fierce battle with the Moros, of whom many were slain, -including two datos; then they ravaged the adjacent island of Talobo, -destroying its salt-works ("which are the entire livelihood of that -people"); and laid waste the district of the dato Salicaya, who, -with many of his people, was slain. In the same year Captain Pedro -Zacharias Villareal, with some vessels of the same fleet, attacked the -island of Capual, near Joló, and burned three villages and many boats, -and ravaged the fields, destroying their cattle and the salt-works -there. (5) In November, 1731, Zacharias was sent by Valdés Tamon with -a squadron from Manila to Zamboanga; at that very time, the sultan of -Mindanao, Maulana Diafar Sadibsa, was asking aid from the Spaniards -against his tributary Malinog, who had rebelled against him and had -secured the support of more than thirty of the principal villages on -the Rio Grande of Mindanao. This rebellion was caused by Malinog's -refusal to obey Maulana's demand that he restore to the Spaniards the -captives and spoil which Malinog, in conjunction with the Joloans, -had carried away in 1722-23 from Negros and Panay. It was learned that -Malinog was negotiating with the Dutch for succor, which they were -inclined to grant him. At a council of war (in which the Jesuits were -prominent) held in Zamboanga, it was decided to send Zacharias with -a fleet to Tamontaca, to aid Maulana and punish Malinog. The latter's -fort--which, like that in Joló, was constructed by a Dutch engineer--at -the entrance to his river, was captured by the united forces and large -amounts of military supplies were destroyed. Two leguas further up the -river, they attacked Malinog's principal town, defended by six forts; -many of the Moros (including their general, Tambul) were slain, three -of their villages were burned, and their lands devastated. Returning -to Zamboanga, the Spaniards harried the coasts of Joló and Basilan, -so thoroughly that, later, "in order to terrify the Moros, it is only -necessary to say, 'Here comes Zacharias.'" (6) In January, 1733, a -fleet under Juan Antonio Jove went to aid Maulana; but Malinog made -a sudden attack on Tamontaca, which he destroyed with fire and sword, -and slew Maulana, whereupon the Spaniards, disheartened, returned to -Manila. (7) Maulana's successor, Radiamura, asked aid from Manila, -which was granted; the citizens subscribed more than nine thousand -pesos in silver, and a fleet of forty-eight vessels was equipped. Under -command of Francisco de Cardenas Pacheco and Captain (soon afterward -made sargento-mayor) Zacharias, this fleet left Zamboanga on February -18, 1734, and went to Tamontaca. At Tuboc they attacked the sultan -of Tawi-Tawi, but the Bisayan auxiliaries of the Spaniards fled, -panic-stricken, and the Moro allies of the sultan swarmed in upon -the Spaniards, compelling them to retreat. They then went against -Malinog at Sulangan; at sight of the Spanish fleet, he set fire to -his village and forts, and fled up the river to Libungang--a place -which was strongly fortified by both nature and art. A fierce assault -was made on this stronghold, but the Moros could not be dislodged; -they killed many Spaniards with their unceasing discharge of balls and -small weapons, and finally, by poisoning the water-supply, compelled -the Spaniards to raise the siege. Then the latter went to Sulungan, -and remained there until that place was well fortified, and the -passage of the river securely closed to Malinog, who was thus shut in -from his allies the Joloans and Camucones. On April 20, Radiamura was -solemnly crowned as king by the Spaniards; and he agreed to allow the -entrance of Christian missionaries, the building of churches, and the -establishment of Spanish forts and garrisons, in his territories; also -to acknowledge his vassalage to Spain by furnishing a quantity of wax, -cacao, and other products of the country. Afterward, Zacharias made a -raid on Basilan, devastated the lands, and seized much and rich booty; -"so great was the spoil of the 'enchanted island' that, when the men -had laden our armada and the captured vessels [which numbered over -three hundred], they had to burn many articles because they could not -carry them away." (Torrubia, Dissertacion, pp. 68-90.) Cf. Concepción's -and Montero y Vidal's accounts of these expeditions.] - - - -[The Marqués de Torre Campo, after eight years of clement and upright -government, was succeeded by Fernando de Valdés y Tamón, a knight of -the Order of Santiago, who took possession of his office on August 14, -1729. As an experienced and able soldier, he gave his first attention -to the fortifications and military equipment of Manila, which had -been sadly neglected. He tried to purchase 1,500 guns with bayonets, -but the Dutch refused to sell him these firearms. In May, 1730, the -pirates of Joló sent out a large expedition, with 3,000 men, against -the islands of Palawan and Dumaran, where they plundered the villages -and carried away many captives. They besieged the fort at Taytay -(the principal town in that part of Palawan) during twenty days, -but were obliged to retire with considerable loss, including some of -their datos. As it was evident that the islands could have no peace -or safety until severe punishment was inflicted on these pirates, an -expedition with over 600 men was sent from Manila in February, 1731, -under the command of General Ignacio de Iriberri. This force attacked -the town of Joló, which was well defended with forts and artillery; -and after a fierce contest the Spaniards captured the place, and burned -the houses and boats of the Moros. They also ravaged the islands of -Talobo and Capual, near Joló, and destroyed the salt-works there, -from which the pirates obtained much wealth; and returned to Manila -in the month of June. A prominent chief of Mindanao, named Malinog, -had revolted against Maulana Diafar, sultan of Tamontaca, securing the -aid of many datos on the Rio Grande, and negotiating with the Dutch for -their aid; in November, 1731, a small squadron was sent from Manila, -in answer to Maulana's petition for aid against the rebels; with the -aid of the Spaniards the rebels were routed, their forts destroyed, and -their villages and plantations ravaged and burned. Malinog, however, -kept up the contest, so that another Spanish expedition was sent -(January, 1733) against him; but while his town was besieged by the -Tamontacans and the Spaniards he slipped away with 300 pirogues and -invaded Tamontaca, where Maulana was slain by his foes. [6] His son -Amuril asked Governor Valdés y Tamón for aid against Malinog, which -was granted; and in February 1734 an expedition left Zamboanga under -command of General Francisco Cárdenas Pacheco, who placed a detachment -of the armada under Pedro Zacarías Villarreal. Their campaign against -the Moros was bravely fought, but was only partially successful, on -account of the fierceness and overwhelming numbers of the Moros. The -latter committed numerous depredations wherever and whenever they -could find opportunity, and the Manila government took measures for the -erection of lookout towers and fortifications at the coast villages, -and for sending coastguard galleys and other vessels to the points -most likely to be menaced by the pirates, so as to be ready to meet -or follow up any Moro vessels that might attack the Indian villages -or Spanish forts. In 1735, 2,000 Joloans and Mindanaos attacked the -fort at Taytay, but they were finally repulsed with great loss. In -this conflict, as often on like occasions, the native soldiers in the -garrison were encouraged and incited by the friars in whose spiritual -charge they were, to resist the fierce foe who attacked them. [7] -In 1735, Mahamad Ali-Mudin was raised to the sultanate of Joló, in -virtue of the abdication of his father Maulana. The latter plotted to -obtain possession of the fort at Zamboanga by treason, but the scheme -was unsuccessful; the news of this so angered Maulana (who was then -ill) that he hastened his own death. The new sultan of Joló professed -(1736) friendship to the Spaniards, and even joined them in a campaign -against the Tiron pirates; but in secret he encouraged the latter, -and sent them warning of the movements against them. (Montero y Vidal, -Hist. de Filipinas, i, pp. 438-452; his account is largely taken from -Concepción's Hist. de Philipinas, x, pp. 198-238, 337-375.)] - -[On June 18, 1733, the royal magazines at Manila were destroyed by -fire, with all their contents, which included the supplies for the -two vessels which were soon to go to Acapulco. The royal treasury -had not the funds to make good this loss, and the galleons must sail -at a certain time, in order to secure favorable winds; the governor -therefore appealed to the citizens and merchants for help to meet the -expenses of equipping the vessels. They responded with a donation of -30,000 pesos, which the governor duly reported to the king, asking -that in view of the zeal and loyalty thus displayed by the citizens -their interest might be cared for in the pending dispute regarding -the Manila-Acapulco commerce. The losses sustained in the above fire -were estimated by the royal officials at 66,807 pesos. (Concepción, -Hist. de Philipinas, x, pp. 226-230.)] - - - -The governor, not finding any corrective for the injuries which the -Moros were causing, held a conference of the principal citizens of -Manila. It was resolved therein that, so far as the funds in the -royal treasury would permit, some small armadas should be despatched -against the Moros; and that the coast-dwellers should be gathered -[into larger villages] at certain places, at the rate of five hundred -tributes to each one, in order that they might be able to resist the -pirates and build some little forts, which would inspire respect in -the enemy. [8] This precaution had already been taken by some of the -religious in charge of doctrinas--who, not finding any other remedy, -had built some fortifications around their churches, in order to -guard these and that the Indians might take refuge there when the -Moros came. Others had built some small forts on lofty places, in -order to protect the villages from the affronts of those robbers; -and at night the fathers would go to visit these posts, and watch lest -the sentinels fall asleep, performing at the same time the duties of -parish priest and military officer. As a consequence of this order -[by the government], there was no coast village which did not build -some fortification for its defense, but no aid was given to them from -the royal treasury. But the religious ministers, out of their own -stipends, paid the overseers and artisans; and by dint of entreaties, -persuasions, and threats obliged the people to give the materials and -the day-laborers [peones], expending much money and patient endeavor -for the sake of building these little forts. When the alcaldes-mayor -saw these fortifications, now completed, they began to wish to subject -them to their own authority; and they secured that in every one should -be stationed a warden subject to the alcalde's orders, and that a -certain number of men for the service of the fort should be furnished -to the warden by apportionment [from the respective villages]. The -warden regularly sent these men to work on his own grain-fields, or -compelled them to redeem the [compulsory] service with money. This -they had to do, usually leaving the fort abandoned--which is, for -this reason, very burdensome to the people; and here comes to be -verified what Señor Solorzano says, that all which is decreed in -favor of the Indians is converted into poison for them. (Zúñiga, -Hist. de Philipinas, pp. 526-528.) - - - -[In October, 1733, a Spanish coastguard vessel captured a Dutch ship -near the southern coast of Mindanao, and seized its despatches and -instructions, "among these, the turban and crown which they were -carrying as a present for Malinog." When this event was learned at -Batavia, great indignation was aroused among the Dutch, and they -sent three warships, which anchored in Manila Bay (June, 1735) and -demanded satisfaction; the Dutch would not allow any vessel to enter or -leave the bay, and threatened to seize the patache "San Christoval," -which was expected to arrive from Acapulco. Warning was immediately -sent to the commander of the latter, at the Embocadero; but the ship -was already wrecked on the shoals of Calantás. The silver on board, -745,000 pesos belonging to the merchants and 773,025 to the royal -situado, was transported by boat to Sorsogón, and the men removed the -cargo to land and erected fortifications for its defense in case of -necessity; the hull was then destroyed by fire, to prevent its being -used by enemies. The Manila government, seeing that it had no funds for -defense against the Dutch, and that the Acapulco galleon imprisoned in -the bay might lose the favorable winds for its departure, finally came -to a settlement with the Dutch, paying 6,500 pesos as satisfaction for -the captured Dutch vessel and its contents; the Dutch ships thereupon -retired. (Concepción, Hist. de Philipinas, x, pp. 375-410.)] - - - -[In 1736, a controversy arose between the Recollects and Jesuits in -northern Mindanao. The Indians of Cagayan, and the Recollect minister -in charge there, Fray Hipolito de San Agustín, maintained a close -and friendly communication with the native chiefs of Lake Lanao, who -finally asked the Recollects (1736) to send missionaries to Larapan, -a Malanao village, in order to instruct and baptize their people. The -Jesuits were jealous of the Recollects, according to Concepción, -and incited a heathen chief named Dalabahan in the mountains of the -Cagayan district to attack the Malanaos, thinking that the latter -would blame their Cagayan friends for the hostilities; but the latter -were able to exonerate themselves from this suspicion, and remained -on amicable terms with the Malanaos. The demand of these for Recollect -missionaries had to go to Manila; the Jesuits, hearing of it, opposed -the request, alleging that the Lanao territory belonged to them. The -governor allowed the Jesuit claim, and the Malanaos appealed to the -king himself; but "this remonstrance had no result, these unfortunate -people being left in their barbarism--from which resulted to us most -serious damages, as will be seen in due time." (Concepción, Hist. de -Philipinas, xi, pp. 54-66.)] - -[In January, 1737, the new archbishop, Fray Juan Angel Rodriguez, took -possession of his see; he belonged to the Order of Mercy, and was a -native of Medina del Campo, Spain. "He began to govern like an angel" -(Concepción; in allusion to his name). "He lessened the number of days -for church processions, in order to give opportunity for the business -of the courts, and for the necessary work of the people; he prohibited -the processions at night, on account of the troubles which are wont to -occur in them; he regularly attended the choir, and introduced the use -of the Gregorian chant; he taught the sub-chanters plain-song, which -they did not know," etc. (Zúñiga, Hist. de Philipinas, pp. 535-536.)] - - - -In the year thirty-seven, Governor Tamon issued a commission and -powers to the licentiate Don Joseph Ignacio de Arzadun y Revolledo, in -order that he might, in accordance with the royal laws, which decree -that the provinces shall be visited every three years, fulfil that -duty in those of Pampanga, Pangasinan, and Ylocos. There he was to -inspect the fortresses, and the arms, ammunition, gunpowder, balls, -and other military supplies, also their condition and circumstances; -and to review the troops in the garrisons. He must investigate the mode -and form in which the wages due them were paid, and the fictitious -enrolments of men in the garrisons. He must also make lists of the -warrants which the alcaldes-mayor might have issued; and if he found -that these had not been confirmed by the general government, he must -annul them. He must abrogate the enjoyment of exemptions, proceeding -against those who should be guilty, in such manner as he should -find most convenient; he might allow claims, and render definitive -judgment in those of less value and amount than twenty pesos, placing -the others in a condition to be judicially decided. He received full -commission for the exercise and office of the said visitation, being -appointed deputy (and a warrant for his title thereto being issued) -in the offices of governor and captain-general in the provinces which -were entrusted to him, for whatever emergencies might arise or which -he might encounter, with superintendence over the other deputies who -might be in those provinces. It is true, this is the royal provision; -but it also is a fact that the governors profit by their opportunities, -when any auditor resists their unjust maxims, and the dread of this -often constrains the auditors to unbecoming acts of compliance; -and they live as parasites, dependents on that quarter, in order to -secure a shameful liberty and an inactive sloth. - -Señor Arzadun set out on his commission, which he fulfilled with -integrity; he was an unassuming and affable man. Without causing -injuries to individuals, he reformed many abuses; and by mild measures -he added two reals to each whole tribute. This peaceable result ruffled -some persons, and led to various disputes with the ecclesiastical -judge, provisor, and vicar-general, which ended in favor of the said -auditor. Nor did he fail to have noisy controversies with some other -persons; but all this ended as peacefully as possible. - -Another controversy, no less disagreeable, occurred at that time -between the fathers of the Society [of Jesus] and the mestizos of -Santa Cruz. The latter complained, in a petition presented to the -royal Audiencia, that with occasion of undertaking to build a bridge -across a lagoon which extends from their village to that of Quiapo -the fathers had compelled them to sign an obligation for two hundred -and fifty pesos in favor of the superintendent of the work, for its -cost and materials; and, for the payment of this, assessments had -been levied in their village among the mestizos, and various persons -had been arrested for not making their payments for this sum, part -of which was not yet collected. On examination of this complaint, -it was ordered that the auditor who was on duty for that week should -proceed to the investigation of these statements; and the completion -of such bridge was placed in his charge--for which he was to employ -the means and measures that would be mildest, these being entrusted -to his good judgment. In virtue of this order, the licentiate Don -Pedro Calderon Henriquez, auditor of this royal Audiencia, made the -investigation and examined the witnesses, which resulted in verifying -the complaint made. It appeared from the judicial inquiry that the -land of that village belonged to the Society; and the auditor drew -up a formal statement, saying that the inhabitants of that village, -who possessed no landed property, were paying ground rents that were -exorbitant. He declared that the money for the cost of that bridge -ought not to have been levied among the Sangleys and mestizos, even -though they belonged to that village; and that consequently the owner -of the land ought to pay it--citing laws i and v of título xvi, book -iv of the Recopilación. [Here follows a relation of the various legal -proceedings in this controversy; after hearing all the evidence in the -case the decision of the court was against the Jesuits. It was shown -that part of the land in question did not belong to them, and they were -ordered not to disturb the tenants of it in their possession, and not -to collect rents from them. They proved their title to other lands, -but were warned that they must no longer exact, as they had been doing, -three and one-half pesos as ground-rent for the sites occupied by -the huts which the colonists erected within the grain-fields so that -they might more conveniently cultivate the lands. "By this sentence -the Jesuits lost some three thousand pesos a year for the [rents of -the] ground-plots of the houses; each married man had paid them three -pesos, and each unmarried man and widow a peso and a half--and this, -besides, for houses and lands which belonged to those people." The -Jesuits pleaded ecclesiastical immunity, and claimed that they had a -right to the rents in question. A long and clamorous dispute arose, -in which manifestoes were issued on both sides; it appears to have -lasted from March 28, 1738, to July 1, 1739. The Jesuits appealed to -the king, but Auditor Calderon's sentence was sustained. (Concepción, -Hist. de Philipinas, xi, pp. 79-89.)] - - - - - - - -BIBLIOGRAPHICAL DATA - - -The matter in this volume is obtained from the following sources: - -1. Events in Filipinas, 1721-1739.--From various sources, fully -credited in the text. - -2. Primary instruction.--In its various parts, as follows: I--from -Vicente Barrantes's La instrucción primaria en Filipinas (Madrid, -1869), condensed from pp. 97, 98, 147-151, and 166-168 (from a copy -belonging to the Library of Congress); II--from Daniel Grifol y -Aliaga's La instrucción primaria en Filipinas (Manila, 1894), extract -from preface (from a copy belonging to the Library of Congress); -III-XVII--from the above book, pp. 1-7, 11-16, 117-132, 148-157, -132-136, 41-52, 61-100, and 425-445, 401-405. - -3. Dominican educational institutions, 1896-1897.--From an unsigned -and undated MS. belonging to Rev. T. C. Middleton, O.S.A. - -4. Report of religious schools, 1897.--Same as no. 3. - -5. Educational institutions of the Recollects.--Same as no. 3. - -6. The friar viewpoint.--In two parts. I--from Estudio de algunos -asuntos de actualidad (Valladolid, 1897), by Eduardo Navarro, O.S.A., -chap. vii, pp. 123-165; II--from Las corporaciones religiosas en -Filipinas (Valladolid, 1901), by Eladio Zamora, O.S.A., chap. v, -pp. 235-273, from a copy belonging to Rev. T. C. Middleton, O.S.A. - -7. Education since American occupation.--Editorial, and compiled from -various sources, fully credited in text. - - - - - - - -APPENDIX: EDUCATION IN THE PHILIPPINES - - -Primary instruction. In various parts as follows. - -I. First governmental attempts. Vicente Barrantes; 1869. II. Organized -effort of legislation. Daniel Grifol y Aliaga; 1894. III. Royal -decree establishing plan of primary instruction in Filipinas. José -de la Concha; December 20, 1863. IV. Regulations for the normal -school. Ut supra. V. Regulations for schools and teachers of primary -instruction. Ut supra. VI. Interior regulations of schools of primary -instruction. Ut supra. VII. Decree approving regulations of municipal -girls' school.----Echague; 1864. VIII. Regulations for the municipal -girls' school. Manila Ayuntamiento; 1864. IX. Circular giving rules for -the good discharge of school supervision.----Gándara; 1867. X. Decree -approving regulations for women's normal school.----Malcampo; -1875. XI. Regulations for women's normal school. Ut supra. XII. Royal -decree creating women's normal school. María Cristina and Francisco -Romero Robledo; 1892. XIII. Royal order approving regulations for -women's normal school. Francisco Romero Robledo; 1892. XIV. Regulations -for women's normal school. Ut supra. XV. Decree elevating men's -normal school to the grade of superior. Hermenegildo Jacas; and -A. Avilés and Manuel Blanco Valderrama; 1893. XVI. Regulations of -superior normal school for men teachers. Manuel Blanco Valderrama; -1893. XVII. School legislation, 1863-1894. - -Dominican educational institutions, 1896-1897. [Unsigned and undated.] - -Report of religious schools, 1897. [Unsigned and undated.] - -Educational institutions of the Recollects. [Unsigned and undated; -1897?] - -The friar viewpoint. In two parts. I. Education. Eduardo Navarro, -O.S.A.; 1897. II. Eladio Zamora, O.S.A.; 1901. - -Education since American occupation. 1906. - - - Sources: The above documents are obtained as follows: The first - document is obtained in its various parts from the following: - I--from Vicente Barrantes's La instrucción primaria en Filipinas - (Madrid, 1869), condensed from pp. 97, 98, 147-151, and 166-168 - (from a copy belonging to the Library of Congress); II--from - Daniel Grifol y Aliaga's La instrucción primaria en Filipinas - (Manila, 1894), extract from preface (from a copy belonging to the - Library of Congress); III-XVII--from the above book, pp. 1-7, - 11-16, 117-132, 148-157, 132-136, 41-52, 61-100, 425-445, - and 401-405. The second, third, and fourth are obtained from - MSS. belonging to Rev. T. C. Middleton, O.S.A., of Villanova - College. The fifth is obtained from the following sources: - I--from Estudio de algunos asuntos de actualidad (Valladolid, - 1897), by Eduardo Navarro, O.S.A., chapter vii, pp. 123-165; - II--from Las corporaciones religiosas en Filipinas (Valladolid, - 1901), by Eladio Zamora, O.S.A., chapter v, pp. 235-273 (from a - copy belonging to Rev. T. C. Middleton, O.S.A.). The last document - is editorial and a compilation from sources fully indicated in - the text. - - Translations: These translations and compilations are made by - James Alexander Robertson. - - - - - - - -PRIMARY INSTRUCTION - -FIRST GOVERNMENTAL ATTEMPTS - - -A royal order of November 3, 1839 [9] prescribed that a committee be -specially appointed to draft a set of regulations for the schools -of the Philippines. [10] The creation of this commission or board -was delayed until 1855, being appointed by Governor Manuel Crespo, -February 7, of that year. The re-admission into the archipelago of the -Jesuits on March 21, 1852, had given a new impulse to the teaching of -Spanish in the schools, that organization always having been greatly -inclined to the teaching of that language. [11] The instructions -given to the commission appointed by Crespo, were as follows: - -"1. To draft regulations establishing and making uniform the teaching -in the schools; with expression of what is to be taught in schools -of both sexes, paying especial attention in their measures to the -encouragement of the Castilian language. - -"2. To determine the number of men and women teachers who are to be -appointed, this need to be regulated by the number of tributes of -each village. - -"3. To report on the advisability of establishing a school for teachers -in this city, without neglecting at the same time to state whatever -is of service for it, and appears advisable for the end and object -to which the expediency of this matter is directed. - -"The commission was also recommended 'to draft a plan and project -for the establishment of a normal school in the city of Manila, from -which teachers instructed and suitable for teaching in the provinces -might graduate.'" - -The report of this commission, March 7, 1861, shows but few meetings -and but little accomplished, since its creation, until the year -1860. In the last months of that year and the first of 1861 their -deliberations began to take form and were completed. Already on -August 10, 1860, Governor Solano had commissioned an official of -the secretary's office to draft a project for reform along similar -lines to the one which the commission was to draft. He completed that -draft on the twenty-first of the same month, and his results may have -spurred on the commission to finish its work. The fundamental points -given to the above-mentioned official are as follows: - -"1. Establishment in Manila of a normal school, as a seminary for -teachers. - -"2. That the pupils of such school, who are candidates for teachers, -proceed from the various provinces in the proportion of one to each -50,000 or 60,000 inhabitants, their expenses to be paid from the -local funds. - -"3. That in the normal teaching, the studies with application to -industry and the arts predominate. - -"4. That the certificate shall not be issued to any pupil at the end -of his course, unless he can write and speak Castilian fluently. - -"5. Regulation of schools in the villages, all of them to be supplied -with well-endowed pupils from the normal school. - -"6. Prohibition to teach to all who cannot prove their ability by -the proper certificate and good deportment. - -"7. That the supervision in teaching belong to the provincial chiefs; -and in regard to the moral and religious to the parish priests. - -"8. That the normal school have a practice school for boys, under -the charge of the pupils." - -Doubtless the commission was influenced by the work of the -above-mentioned official. The chief point of debate in the meetings -held by the commission was that of the teaching of the Spanish -language. One of the most influential and active members of the -commission was Fray Francisco Gainza, then vice-rector of the -university of Santo Tomás. He voted against the teaching of Spanish in -the schools on the grounds that a unified language might open the door -to Protestantism in the islands, but he was overruled by the votes -of all the rest, even Fray Domingo Treserra, a Dominican. Governor -Lemery, who took charge of the islands in the early part of 1861, -also charged the Jesuit José Fernandez Cuevas to draw up a project -for educational reform. - -The next step and the greatest one yet attained in the matter of -primary education was the decree of December 20, 1863, [12] with -its attendant regulations (q.v., post). The normal school provided -for by this decree was formally opened January 23, 1865, although it -had been in operation since May 17, 1864. As might be expected it was -found that there were more scholars from the island of Luzón, who took -advantage of this normal school, than from the Visayas and Mindanao, -on account of the distance. On this account Barrantes advocates -the founding of another school in Cebú. Teachers from the normal -schools were placed in charge of their schools with great ceremony, -in accordance with an order of the government, July 18, 1868. The most -serious obstacles against which the Board of Education had to struggle -were irregularity of attendance and the matter of vacations, as it -was necessary to designate a distinct period in each province, and it -was utterly impossible to follow the regulations. Also the management -and supervision fails in great measure because it is diverted from -the direct oversight into the hands of secondary officials. - -In 1836 there was but one school of primary instruction in Manila, -which was attended by 80 pupils. In 1867, there were 25 schools, -with an attendance of 1,940 children, a number which advanced by 1868 -to 30 schools with 3,389 children. The results in the provinces were -also remarkable for the same period. In 1867, thirty-eight provinces -showed 593 schools and in 1868, 684, with 25 more in course of -construction. (Pp. 147-151.) - -Barrantes's conclusions (pp. 166-168) are interesting. Among them -are the following: - -"We believe that we have demonstrated that the backwardness of primary -instruction in Filipinas is purely relative, and cannot be imputed -to the country or to any class, and much less to the ecclesiastical -corporations, but to the spirit and letter of the laws of Indias -and the royal decrees, which did not succeed in giving legal life in -that colony to a service which did not exist, or was not at that time -understood, in the mother-country. - -"We have demonstrated that before 1865, primary instruction, properly -so-called, was a vain shadow in the archipelago, since all the duties, -all the administrative responsibilities of the department weighed -upon public officials incompatible in purity with those duties and -responsibilities; upon public officials, who, not being administrative, -could and ought to drive out that imposition; upon public officials -to whom no element or aid was given, while they were loaded with a -leonine contract of an absurd and inconceivable character. And we -have demonstrated this with the proof that the true responsibilities, -in spite of the express text of the law, have not been exacted, -because it was impossible to exact them or even the administrative -public officials subject to them. - -"We have demonstrated that this confusion of principles could and -ought to engender a struggle between classes in the eighteenth century, -prejudicial at the bottom to primary instruction, whenever, in order to -unburden itself mutually of unjust responsibilities, the administrative -element threw the responsibilities upon the ecclesiastical element, -accusing it of being hostile to the teaching of Castilian; and this -element not being able, in its turn, to investigate the accusation, -acted in such wise that it appeared to accept it." - -There are not schools in almost every village, and the identification -of the Filipinos with the Spaniards has not progressed so far as has -been declared, especially in the matter of intelligence; and "it -is not certain that the condition of the institutions of teaching -authorizes one to believe the Filipinos capable of making use of -political rights so grave and so dangerous as the electoral right, -in the form that they ask." [13] - - - - - - - -ORGANIZED EFFORT OF LEGISLATION - -[In his preface to his book La instrucción primaria en Filipinas -(Manila, 1894) Daniel Grifol y Aliaga, who occupied an official post -in the department of public instruction in the General Division of -Civil Administration, and was secretary of the administrative board -on school questions in the Philippine Islands, speaks as follows.] - -Until the end of the year 1863, [14] when the memorable royal decree, -which established a plan of primary education in Filipinas, arranged -for the creation of schools of primary instruction in all the villages -of the islands, and the creation of a normal school in Manila whence -should graduate educated and religious teachers, who should take charge -of those institutions, was dictated, it can be said that there had -been no legislation in regard to primary instruction in these islands; -for, although it is certain that orders directed for the purpose -of obtaining the instruction of the natives, and very especially, -the teaching of the beautiful Spanish language, are not lacking, -some of those orders being contained in the Leyes de Indias and in -the edicts of good government [Bandos de Buen Gobierno], it is a fact -that those orders are isolated regulations, without connection, and -the product of the good desire which has always animated the monarchs -of España and their worthy representatives in the archipelago, for -the advance and prosperity of the archipelago, but without resting -on a fixed foundation, for lack of elements so that such foundation -might exist. [15] - -Before the above-mentioned epoch the reverend and devout [16] parish -priests came to fill in great part, and voluntarily, the noble ends -of propagating primary instruction through these remote regions, -with the aid of the most advanced of their scholars themselves, -who devoted themselves to the teaching of their fellow citizens, -receiving scarcely any remuneration for their work and trouble, and -without being regarded as teachers or having any certificate which -accredited them as such. - -The above-mentioned royal decree of December 20, 1863, and the -regulations of the same date, established and unfolded a true plan for -primary instruction, which has served as a basis for the innumerable -number of orders relative to the said department, which have been -dictated from day to day, both by the government of the mother country -and by the former superior civil government, by the general government, -and by the General Division of Civil Administration of these islands, -in order to attain the degree of perfection which this most important -department of public administration--the foundation of the culture -and the welfare of the villages--obtains in Filipinas today. - -That same accumulation of orders, [17] which have produced the rapid -advancement of public instruction in this archipelago, has been the -motive for a certain apparent confusion, which, in reality, does not -exist, for there is observed in those orders an admirable harmony, -which is explained if one bear in mind that they have all been dictated -for one and the same end, with one desire, and for the same purpose: -namely, that of obtaining the greatest advancement of education in -this far-distant Spanish province, and that of benefiting the noble -class of teachers. - -The confusion to which we refer, which, we repeat, is in its essential -no more than apparent, must disappear from that moment in which -all the orders in regard to the matter are methodically compiled, -arranging them so that they might give as a resultant that harmonious -whole of which we spoke before. - -So we understood it, when we had to occupy ourselves in its detailed -study, when we took charge of the department of public instruction -in the General Division of Civil Administration [Dirección de -Administración civil]; and for the purpose of being able to fill the -office which had been committed to us to the best of our ability, -we undertook the work of compiling, arranging, and annotating all -the orders relative to primary instruction in these islands. When -we had made considerable progress in our task, it occurred to us -that, by publishing the compilation which we were making for our own -private use, we might, perhaps, be doing a good service to the teaching -profession, to the local inspectors of primary instruction, and to all -persons who are engaged in this department, by reason of their duty.... - -This book will also serve to make patent the very great interest -with which the government of his Majesty and the worthy authorities -of the archipelago have viewed this important department, [18] -dictating continuously orders inspired by the most genuine sentiments -of patriotism, directed through obtaining the greatest degree of -instruction and culture for the natives of this rich country, and -above all, so that all of them might speak the harmonious Castilian -language, in order that that language may be one more bond of union -between these islands and the mother country. - - - - - - - -ROYAL DECREE ESTABLISHING A PLAN OF PRIMARY INSTRUCTION IN FILIPINAS - - -EXPOSITION - -Madam: - -The constant desire and permanent rule of conduct of the august -predecessors of your Majesty have ever been to introduce into the -territories under your glorious crown across seas, the light of -evangelical truth, and with it the principles of a civilization -suitable for their respective necessities. The governments and their -delegated authorities, with the powerful aid of the missionaries, -and of the clergy in general, both secular and regular, have tried -to accommodate their policy in regard to the Philippine Archipelago -to these principles. But the extent of so vast a territory, the -character and customs of a portion of its population, and the lack of -an organized system of primary instruction, have been the reason why -the knowledge of the Castilian language, and in consequence of the -ignorance of that language, the propagation of the most elementary -ideas of education remain in a remarkable condition of imperfection -and backwardness. It is unnecessary to explain the evils that such -a condition occasions to the natives in the casualties of social -life, in their relations to the public authority, in the exercise of -those relations which are confided partly to the said natives, in -the onward march and progress, in fine, of that country so fertile -in the sources of wealth. It is reserved for your Majesty to bring -to this condition of affairs the remedy suitable for it, which for -some time the superior authorities of Filipinas have been demanding, -and in regard to whose urgent application the royal commissary, -appointed to study the administration of said islands, has lately -called the attention of the government. For this object is directed -the subjoined project of a decree and the regulations which accompany -it. They have been formed by the aid of the documents submitted by -said functionaries. They agree in spirit, in tendency, and even in -the prime basis of the solutions which they propose. Said project -setting forth from the necessity of broadening as much as possible -the teaching of the holy Catholic faith, of the language of the -fatherland, and of the elementary knowledge of life, of creating -capable teachers for that purpose, the lack of whom is the principal -cause of the above situation, and that the basis of all education is -the solid diffusion of our holy religion, establishes by means of its -ministers a normal school under the care of the fathers of the Society -of Jesus, whose pupils will have the right and express obligation -of filling the position of teachers in the schools for the natives -with pay, advantages, and rights during the exercise of that duty, -and later after its honorable discharge, and who shall be capable -of attracting the youth of the country to this now humble class [of -employes]. It provides the means for joining teachers of both sexes -until they graduate as teachers from that institution, and until a -normal school for women teachers respectively is organized. It creates -in all the villages of the archipelago schools for elementary primary -instruction of boys and girls, with the obligation of attendance on -the part of such, and with Sunday classes for adults. [19] It confers -on the parish priests the immediate inspection of said schools, -with powers suitable to make that inspection effective, and the -exclusive direction of the teaching of the Christian doctrine and -ethics is vested in the prelates. And as a complement to the system -which it establishes, it demands for the future, although after the -expiration of a suitable time, the knowledge of the Spanish language -as a necessary requisite for the exercise of public charges and duties, -and for the enjoyment of certain privileges inherent thereto. - -The application of all progress in a country presupposes pecuniary -sacrifices, and although not excessive, some are contained in the -establishment of the projected plan. Nevertheless, if the expense which -is produced is divided among the different villages of the archipelago, -and charged to their local funds, it is to be expected that it will -neither be felt very sensibly nor will the general budget of the -island be obliged for the moment to contribute an advance, certainly -difficult today, when the calamities which have happened recently in -one part of the Filipino territory have caused so considerable and -extraordinary an expense to bear down upon it. - -The minister whose signature is affixed, taking as his fundamental the -above reasons, the Council of State having been consulted, and with -the concurrence of that of the minister, has the honor of submitting -for your Majesty's approval the subjoined project of a decree. Madrid, -December 20, 1863. Madam, at the royal feet of your Majesty, - - -José de la Concha - - - - -ROYAL DECREE - -In view of the reasons which have been explained to me by my minister -of the colonies, after having consulted with the Council of State -and with the concurrence of the Council of the ministers, I therefore -decree the following: - -Article 1. A normal school for teachers of primary instruction -is established in the city of Manila, in charge of and under the -direction of the fathers of the Society of Jesus. - -Said school shall have the organization prescribed by its regulations -and the expenses caused therein shall be defrayed by the central -treasury of ways and means. [20] - -Art. 2. Spanish scholars, natives of the archipelago or of Europa, -shall be admitted into said school under the conditions prescribed by -the regulations. After the termination of the studies prescribed by -the said regulations, such scholars shall obtain the title of teacher. - -The pupils of the normal school, to the number and in the class -designated by the regulations, shall receive a free education; and -those who take advantage of such provision shall be obliged to exercise -the duties of teacher in the native schools of the archipelago, for -the space of ten years following their graduation from the institution. - -Art. 3. In each one of the villages of those provinces, there shall -be at least one school of primary instruction for males, and another -for females, in which education shall be given to the native children -and Chinese of both sexes. - -The regulations shall determine the proportion of the increase in -the number of schools for each village in proportion to its population. - -In all the schools there shall be a Sunday class for adults. - -Art. 4. The instruction given in said schools shall be free to the -poor. Attendance on the part of the children shall be compulsory. - -Art. 5. The schools for males shall consist of three classes; to wit: -entrada [i.e., entrance]; ascenso [i.e., promotion, or intermediary]; -and termino [i.e., final], of the second class, and termino of the -first class. They shall be supplied with teachers graduating from the -normal school in accordance with the qualification which they shall -have obtained at the conclusion of their studies, their promotions -depending upon their seniority and merit combined. - -The schools of termino of the first class, namely, those of Manila -and its district, shall be supplied with teachers by competitive -examination among the teachers, with the certificate from the normal -school, with experience as teachers. - -Art. 6. Classification of the schools, in accordance with the preceding -article, shall be made by the superior civil governor, [21] after -consultation with the superior commission of primary instruction, -and after the report of the chief of the province. Once the respective -classification is fixed it can be changed only in the same manner. - -Art. 7. The teachers shall enjoy the salary and other privileges -prescribed by the regulations. [22] Said salary, as well as the -foundation of the school, acquisition, and conservation of school -supplies and equipment, and the rent of the building where there shall -be no public building, shall constitute an obligatory expense on the -respective local budget. - -Art. 8. In the villages where the superior civil governor so decrees, -as its small population so allows, the teachers shall fulfil the duties -of secretaries [23] to the gobernadorcillos, enjoying for such duties -[concepto] an additional pay proportioned to the local resources. - -Art. 9. The teachers appointed from the normal school cannot be -discharged except for legitimate cause and by resolution of the -superior civil governor, after a governmental measure drawn up -with the formality set forth in article 6, and after hearing the -interested party. - -Art. 10. Examinations shall be held in the normal school at periodic -times, and in the manner determined by the regulations, in order -to choose a person with the title of assistant teacher. Those who -obtain such certificates shall manage the schools for the natives -in the absence of teachers, and shall in all cases exercise the -duties belonging to their class in the schools which are to have such -assistants according to the regulations. Said assistants shall have -the salary and perquisites prescribed by the regulations, the first -being an obligatory expense on the local budget. - -Art. 11. The mistresses of schools for native girls need the -corresponding certificate for the exercise of their duties. Until -a normal school for women teachers is established, that certificate -shall be issued in the form prescribed with the fitness determined by -the regulations. The salary and perquisites which they are to receive -shall be fixed by the same regulations, the first being an obligatory -expense on the local budget, as are the other expenses expressed in -article 7 regarding the schools for males. - -Art. 12. Teachers and assistants shall be exempt from the giving of -personal services so long as they exercise their duties, and after -ceasing to exercise them, if they have exercised them for fifteen -years. After five years of duty, the teachers, and after ten, the -assistants, shall enjoy distinction as principales. [24] - -Art. 13. The teachers of both sexes and the assistants shall have -the right, in case of disability for the discharge of their duties, -of pension under the conditions prescribed by the regulations. - -Art. 14. Teachers and assistants with certificates, who shall have -exercised their duties suitably for ten and fifteen years respectively, -shall be preferred in the provision of posts of the class of clerk, -established by the decree of July 15 last, without the necessity -of furnishing proofs of fitness, as well as in the provision of -employments not subject to the abovesaid royal decree which are to -be appointed by the superior civil governor, [25] and do not demand -conditions of special fitness in which the above are lacking. - -Art. 15. The superior inspection of primary education shall be -exercised by the superior civil governor of the islands, with the aid -of a commission which shall be established in the capital under the -name of "Superior Commission of Primary Instruction." Said commission -shall be composed of the superior governor as president, of the right -reverend archbishop of Manila, and of seven members of recognized -ability appointed by the first named. [26] The chiefs of the provinces -shall be provincial inspectors, and shall exercise their duties with -the aid of a commission composed of the chief, of the diocesan prelate, -and in the latter's absence, of the parish priest of the chief city, -and of the alcalde-mayor, [27] or administrator of revenues. [28] - -The parish priests shall be the local inspectors ex-officio and shall -direct the teaching of the Christian doctrine and morals under the -direction of the right reverend prelates. - -The regulations shall designate the powers of the commissions and -above-cited inspectors. - -Art. 16. After a school has been established in any village for -fifteen years, no natives who cannot talk, read and write the -Castilian language shall form a part of the principalía unless they -enjoy that distinction by right of inheritance. After the school -has been established for thirty years, only those who possess the -above-mentioned condition shall enjoy exemption from the personal -service tax, except in case of sickness. - -Art. 17. Five years after the publication of this decree, no one who -does not possess the above-mentioned qualification, proved before -the chief of the province, can be appointed to salaried posts in the -Philippine Archipelago. - -Art. 18. The superior civil governor, the chiefs of the provinces, -and the local authorities, shall have special care in promoting the -fulfilment of the requirements of this decree, adopting or proposing, -according to circumstances, the necessary measures for their complete -fulfilment. - -Art. 19. Decrees [cedulas] of petition and request shall be sent to the -right reverend archbishop and the reverend bishops of the Philippine -Archipelago, in order that they may arouse the zeal of the parish -priests for the exact fulfilment of the duties vested in them by -this decree, in what relates to the supervision of the teaching of -the natives, and very specially to that of the holy Catholic faith -and the Castilian language. - -Art. 20. Special regulations shall detail minutely the organization -of the normal school and of the schools of primary instruction for -the natives. - -Given at the palace, December 20, 1863. It is rubricated in the royal -hand. The minister of the colonies, - - -José de la Concha - - - - - - - -REGULATIONS FOR THE NORMAL SCHOOL FOR TEACHERS OF PRIMARY INSTRUCTION -FOR THE NATIVES OF THE FILIPINAS ISLANDS [29] - - -Of the object of the normal school - -Article 1. The object of the normal school is to serve as a seminary -for religious, obedient, and instructed teachers, for the management -of schools of primary instruction for the natives throughout the -whole archipelago. - -Art. 2. The scholars shall be resident, and subject to one and the -same rule and discipline. For the present the number of day pupils -fixed by the superior civil governor may be admitted, provided that -their antecedents give hope that they can pursue their studies with -advantage, and that their deportment corresponds to the good name of -the institution. - -Art. 3. In the same locality of the normal school, although with -the fitting independence and separation, there shall be a school of -primary instruction for non-resident boys, whose classes shall be -managed, under the supervision of a teacher of the normal school, -by the pupils of the same. - - - - -Of the branches and duration of the studies - -Art. 4. Education in the normal school shall comprise the following -branches: - - 1. Religion, morals, and sacred history. - 2. Theory and practice of reading. - 3. Theory and practice of writing. - 4. An extensive knowledge of the Castilian language with exercises - in analysis, composition, and orthography. - 5. Arithmetic, to ratio and proportion, elevation to powers, and - extraction of roots, inclusive, together with the decimal metric - system with its equivalent of local weights and measures. - 6. Principles of Spanish geography and history. - 7. Idem of Geometry. - 8. Common acquaintance with physical and natural sciences. - 9. Ideas of practical agriculture with reference to the cultivation - of the products of the country. -10. Rules of courtesy. -11. Lessons in vocal and organ music. -12. Elements of pedagogy. - -Art. 5. During the sessions of the normal school, the teachers shall -speak only the Castilian language, and the scholars shall hold their -classes and other literary acts in the same language. They shall be -strictly prohibited from expressing themselves in any other language, -even in their daily recreations and common intercourse within the -precincts of the institution. - -Art. 6. The studies mentioned in article 4 shall run for three years, -and during the six months of the last term [curso], the scholars shall -have practical exercise in teaching, by teaching in the classes of -the primary school annexed to the normal school, which is established -by article 3. - -Scholars shall not pass from one course to another without proving -their efficiency in the general examinations, which shall be held at -the end of each year. - -During the first four years of the installation of the school the -studies shall be completed in two years. - -Art. 7. The scholars of the normal school who shall have completed -the courses of their studies and shall have obtained by their -good deportment, application and knowledge, the mark of excellent -[sobresaliente] in the final examinations for the three consecutive -years shall receive a teacher's certificate, in which shall be -expressed their creditable mark, and they shall be empowered to -teach schools of ascenso. Those who shall not have obtained the -mark of excellent, but that of good [bueno], or fair [regular] in -the above-mentioned examinations, shall also receive a teacher's -certificate with their corresponding mark expressed therein and they -shall be able to teach schools of entrada. Finally, those who shall -have failed in said examinations, if after they shall have repeated the -exercise, shall have merited approval, shall only receive certificates -as assistant teachers. - -Art. 8. If any one of the scholars of the normal school shall desire -to continue his studies for another year, in order to perfect himself -therein, he may do so, on condition of paying from his own funds -his annual board, if he shall be a resident student, and if, in the -judgment of the director of the institution, no inconvenience arises -from his remaining in it. - - - - -Of the scholars of the normal school - -Art. 9. The resident scholars of the normal school shall be divided -into regular [de número] and supernumerary [30] resident pupils. Both -those who aspire to the said classes and to the class of day scholars, -so long as there shall be any of the latter, must have the following -qualifications: - -1. To be natives of the Spanish dominions. - -2. To be fully sixteen years old, that requisite to be attested by -certificate of baptism or any other equivalent public document. - -3. To suffer from no contagious disease, and to enjoy sufficient -health to fulfil the tasks suitable for the duties of teachers. - -4. To have observed good deportment which shall be proved by -certification of the chief of the province and the parish priest of -the village of his birth or habitation. - -5. To talk Castilian; to know the Christian doctrine and how to read -and write well: proof of which shall be made in an examination held -before the director and teacher of the school. - -Art. 10. The regular resident scholars shall receive their education -free, and shall pay nothing for their support, treatment, school -equipment, and aid from the teaching force. [31] - - -Art. 11. The regular resident scholars shall be obliged to fulfil their -duties for ten years as teachers in the schools of primary instruction -for the natives, to which they shall be assigned by the superior civil -government. In case of not fulfilling that obligation they shall be -indebted to the state for the expenses incurred in their education and -teaching. The same thing shall happen if they leave the normal school -before the conclusion of their studies without legitimate cause and by -their own will or that of their parents, or are expelled from it for -lack of application, or bad conduct. The model for calculating the -expenses caused by said scholars during a given period shall be the -board paid during the same period by a resident supernumerary scholar. - -Art. 12. Places as regular resident scholars shall be supplied -by the superior civil government to natives of the provinces of -the archipelago, in proportion to the respective census of the -population. As the number of aspirants for the places of supernumerary -resident scholars continues to increase, the class of regular resident -scholars will continue to decrease, the reduction beginning with those -belonging to the provinces nearest the capital. Said class shall be -suppressed when it happens that there are among the supernumerary -[resident] scholars enough teachers with whom to supply the schools -of the archipelago. In any event, the regular [resident] scholar, -who shall have entered the school, shall have the right to keep his -place, and such place shall only be suppressed when his course shall -have been ended. - -Art. 13. The supernumerary resident scholars shall pay the institution -eight pesos per month for their board, and their rank in the school -and other things will be equal to that of the regular scholars. - -Art. 14. Only those young men shall be admitted as day scholars -who, besides possessing the requirements demanded from the resident -scholars, shall live in Manila or in its neighborhood, under the charge -of their parents or in charge of a guardian and under such conditions -that it can be assumed that they will find in their domestic hearth -examples of virtue and morality. Such class of scholars shall receive -school equipment free, and if they are poor, their textbooks. - - - - -Of the director, teachers, and dependents of the normal school - -Art. 15. The normal school shall be directed and governed by the -fathers of the Society of Jesus. At the head of the same there shall -be a director to whose authority shall be subordinate the teachers, -scholars, and inferior employes, and such director shall have the duty -of directing the education and teaching, presiding at the literary -ceremonies, visiting the rooms, watching over order and domestic -discipline, correcting those who infringe the rules, and expelling -pupils in the cases and under the conditions expressed in the interior -regulations of the school, and he shall inform the suitable authority -of the extraordinary measures and determinations of a serious nature -which he believes it necessary to take. - -Art. 16. Under the director's authority there shall be at least four -teachers, one of whom must be at the same time spiritual prefect of -the school, charged with directing the consciences of the scholars, -with presiding at religious ceremonies, and with distributing the food -of the divine word. Under his peculiar charge also shall be lessons -in sacred history, morals, and religion. Another of the teachers -shall fill the special post of prefect of customs, and his principal -occupation will be to accompany the scholars and to have care of -them in the ceremonies of the inner life of the institution. The -other two teachers shall be occupied principally in the teaching of -other matters. - -Besides the director and teachers, the school shall have the brother -coadjutors who shall be considered necessary. There shall also be -one porter, and the other indispensable subordinates. - -Art. 17. The salaries to be received by directors, professors, -coadjutors, and subordinates, as well as the allowance for expenses of -materials, shall be fixed by the superior civil governor by agreement -with the right reverend archbishop of Manila, information of which -shall be given to the government for its approval. - - - - -Of examinations - -Art. 18. At the end of each month in each one of the classes of the -normal school, there shall be a private examination in all the subjects -studied during that period. A like exercise shall be held at the end -of the first semester each year, in regard to the branches studied -during that time. At the end of the course, a general examination -shall be held. This exercise shall be public and in the presence of -the authorities and persons of distinction in the capital, and shall -be terminated with the announcement and distribution of prizes. - - - - -Of holidays and vacations - -Art. 19. The holidays of the normal school shall be Sundays, -feast days, Ash Wednesday, the day set aside for the commemoration -of the faithful dead, [32] and also the saint's days and birthday -anniversaries of their Majesties and the prince of Asturias, and the -saint's day of the superior civil governor. - -The shorter vacations shall extend from Christmas eve to Twelfth-night, -during the three carnival days, [33] and from Holy Wednesday until -Easter. During said vacations, the resident scholars shall remain in -the institution. - -The longer vacations shall last one and one-half months, and shall be -during the time of the greatest heat. The resident scholars may pass -to the bosom of their families for the period of the longer vacations. - -The scholars may go once a month to the house of their parents or -guardians. - - - - -Of rewards and punishments - -Art. 20. The degree of excellence of the scholars shall be recompensed -by honorable marks, which shall be kept in the book of the institution; -and by annual prizes, whose solemn distribution shall take place at -the termination of the public examinations. - -Art. 21. Punishments shall be: public censure; deprivation from -recreation and the walk; banishment and separation from the other -scholars; and if these are not sufficient, the definitive punishment -shall be expulsion from the school. Expulsion shall irremissibly take -place because of any contagious disease, for notable laziness and -lack of application, for serious lack of respect to the teachers, -and for bad conduct or depraved morals. - -Art. 22. As a reward shall also be the public reading of the marks -of good deportment, application and progress; and as punishment the -reading of the contrary marks. That shall be done monthly for that -purpose, assembling in one place all the scholars with their teachers, -in the presence of the director. - - - - -Of the interior regulations of the school - -Art. 23. An interior regulation for the school shall be made, which -shall specify the daily distribution of time on the part of the -scholars, the order of their studies, and the division of classes, -religious and literary exercises, conduct, food, and clothing, as well -as the duties of the scholars respecting the teachers, and those of -their parents and guardians in respect to the institution. - - - - -Of textbooks - -Art. 24. The director of the normal school shall propose at the -approval of the superior civil government, a list of books which -can be used as textbooks by the scholars, to which the masters shall -subject their explanation. Such list shall be revised according as -is advised by circumstances. - -The teachers shall give their lessons in the courses of which it -is advisable for this system to make use, under the authority of -the director. - - - - -Of special examinations to obtain certificates as assistant teacher - -Art. 25. Examinations shall be held in the normal school every -six months, to choose those who shall be given certificates as -assistants. Those who present themselves at said examinations shall -have the qualifications described in article 9, for those who aspire to -enter the school. They shall be conversant with the matters prescribed -in article 4; and their examinations shall be public and held before -the director and teachers of the normal school. - -Art. 26. There shall be no other mark in such examinations than those -of passed or failed. - - - - -Of the issuance of teachers' and assistant teachers' certificates - -Art. 27. The superior civil governor shall have the right to issue -certificates as teacher and assistant at the proposal of the director -of the normal school. - -Art. 28. Certificates as teachers shall contain the mark which shall -have been obtained and the class of schools for which such persons -are qualified. - -Madrid, December 20, 1863. Approved by her Majesty. [34] - - -Concha - - - - - - - -REGULATIONS FOR THE SCHOOLS AND TEACHERS OF PRIMARY INSTRUCTION FOR -THE NATIVES OF THE PHILIPPINE ARCHIPELAGO - - -Article 1. The teaching in the schools for natives shall be reduced -for the present to the elementary primary grade, and shall comprise: - -1. The Christian doctrine and principles of morality and sacred - history suitable for children. -2. Reading. [35] -3. Writing. -4. Practical teaching of the Castilian language, principles of - Castilian grammar, with extension of orthography. -5. Principles of arithmetic, which shall include the four rules for - integers, common fractions, decimals, and denominate numbers, with - principles of the decimal metric system, and its equivalents in - the usual weights and measures. -6. Principles of general geography and Spanish history. -7. Principles of practical agriculture, with application to the - products of the country. -8. Rules of courtesy. -9. Vocal music. - -The primary teaching of girls will include the matters expressed -by numbers 1, 2, 3, 4, 5, 8, and 9, of the present article, and the -needle-work suitable to their sex. - -Art. 2. Primary instruction is obligatory for all the natives. The -parents, guardians, or agents of the children shall send them to the -public schools from the age of seven to the age of twelve, unless -they prove that they are giving them sufficient instruction at home -or in private school. Those who do not observe this duty, if there -is a school in the village at such distance that the children can -attend it comfortably, will be warned and compelled to do so by the -authority with a fine of from one-half to two reals. [36] - -The parents or guardians of the children may also send them to school -from the age of six years and from that of twelve to fourteen. - -Art. 3. The teachers shall have special care that the scholars have -practical exercise in speaking the Castilian language. In proportion -as they become conversant with it, explanations shall be made to -them in that language, and they shall be forbidden to communicate -with one another during class in their own language. - -Art. 4. Primary instruction shall be free for children whose parents -are not known to be wealthy. That shall be proved by certification -of the gobernadorcillo of the village, visoed by the parish priest. - -Paper, copybooks, ink, and pens, will be free to all the children. - -The parents, and for lack of these, the children who shall be well -known to be wealthy, in the judgment of the gobernadorcillo of the -village, with the confirmation of the parish priest, shall pay -a moderate sum monthly, which shall be assigned by the governor -of each province after conferring with the parish priest and the -gobernadorcillo. - -Art. 5. The parish priest shall direct the teaching of Christian -doctrine and morality, and they shall be charged to give at least -once a week the fitting explanations in the locality of the school, -in the church, or any place which shall be assigned. - -Art. 6. Schools shall have two months of vacation per year, during the -time designated by the superior civil government, at the proposal of -the chief of the province. The vacations may be continuous or divided -into two or three periods. - - - - -Of textbooks - -Art. 7. The Christian doctrine shall be taught by the catechism which -is in use, and approved by ecclesiastical authorities. For reading, -the syllabary prescribed by the superior civil governor, the Catechism -of Astete, and the Catechism of Fleuri, shall be used. For writing, -the Muestras de carácter español [i.e., Samples of Spanish characters] -by Iturzaeta shall be used. [37] - -As a text for the other matters included in the teaching, according -to article 1, a book shall be compiled which shall contain them -all as clearly and concisely as possible, and in addition, ideas on -geometry and common knowledge of physical and natural sciences. Such -book shall also serve for the last exercises in reading. [38] - -Until the book mentioned in the preceding paragraph is compiled, -teaching in matters not enumerated in the first paragraph of the -present article shall be in the form prescribed by the superior -civil governor. - - - - -Of the schools - -Art. 8. In every village, if its population shall permit, there shall -be a school for boys and another for girls. [39] Those villages -which have a population of 5,000, shall have two schools for boys -and two others for girls. Those which have a population of 10,000, -shall have three schools, and so on, increasing at the rate of one -school for each sex for every 5,000 inhabitants, whenever an average -of more than 150 children shall have attended all the existing schools -during the last three months. [40] - -In the visitas, very distant from the villages, whose population -reaches 500 inhabitants, there shall also be a school for each sex, -and if there is more than one visita, and together they have that -number of souls, the schools shall be established in the most central. - -If the number of children of one school exceeds eighty there shall -be one assistant, and if it exceeds one hundred and fifty, two. - -Art. 9. Schools shall be located in the most central part of the -villages or barrios, and must be built well lighted and ventilated, -with dwelling rooms for the teacher and his family; but such dwelling -shall be independent [of the school] and have a special entrance. [41] - -Art. 10. The schools shall conform to the classes fixed by article -5 of the royal decree of this date. - - - - -Of the teachers - -Art. 11. The rank of teacher in the public schools of primary -instruction belongs to the pupils of the normal school who are -qualified with the suitable certificate, who shall be fully twenty -years old, and possess the other requirements expressed in article 20. - -Art. 12. Teachers shall enter the schools of entrada or ascenso, -in accordance with the right which their respective certificates -give them, according to the terms of article 7, of the regulations -of the normal school for male teachers, approved by her Majesty -on this date. After three years of teaching, the teachers may be -promoted to the next class, whether of ascenso or término of the -second class. When two or more teachers aspire to schools of higher -rank, if their respective certificates are equal, he who has taught -longer shall be preferred. If the certificates are not equal, he who -possesses a certificate for a school of ascenso shall be preferred -to him who has one for a school of entrada. - -Art. 13. In case of the absolute lack of candidates with the -necessary certificate, those who hold lower certificates may be -appointed teachers for a school of the upper class, but it shall be -ad interim, and they shall receive the pay belonging to the class of -their certificate, until they complete the time of exercise with good -mark, in which case they shall be appointed regularly. - -Art. 14. For the lack of teachers with a certificate, those who are -twenty years of age and have the other requirements prescribed in -article 12, and have a certificate as assistant, may govern schools, -and shall receive the pay of teachers of the third class. - -Art. 15. For the lack of candidates possessing certificate as -assistant, those who prove in the examination held before the -provincial commission of primary instruction sufficient capacity -and are of the abovesaid age, may govern ad interim the schools with -the title of substitute, and shall receive the pay mentioned in the -preceding article. - -Art. 16. The position of teachers of the término schools of the first -grade, namely, those of Manila and its district, shall be supplied in -the manner determined by article 5 of the royal decree of this date, -to wit, by competition among the teachers with certificate from the -normal school, and practice in teaching. The time of such practice -shall be at least one year. The competition shall be held with -preceding edict for the term of three months, before a commission -composed of the director, or, in his absence, of one of the teachers -of the normal school, one of the individuals of the Superior Board -of Primary Instruction, another of the provincial board, the senior -parish priest as local supervisor, and one member of the ayuntamiento. - -Art. 17. A graded list shall be formed of the assistants, in which, -without prejudice to the right which is conferred on them by article -14, they shall be promoted according to seniority, commencing with -the class of entrada, and continuing to those of ascenso, término of -the second grade, and término of the first grade. - -Art. 18. The appointment of teachers and assistants shall belong to -the superior civil governor. - -Art. 19. The issuing of certificates of regular teachers and assistants -shall be attended to by the superior civil governor, in the manner -prescribed by article 27 of the regulations of the normal school of -this date. - -The certificates of substitute teachers shall be issued by the same -authority, at the proposal of the respective provincial commission, -the examination papers of the party interested and the record of his -examination first having been sent. - -Art. 20. In order to be a teacher, assistant, or substitute, one -must, in addition to the qualifications respectively expressed in -the preceding articles: - -1. Be a native of the Spanish domains. -2. Prove his good religious and moral deportment. -3. Be of suitable age. - -The assistants may begin teaching in the capacity of such in the -schools at the age of seventeen. - -Art. 21. Positions as teachers or assistants cannot be exercised: - -1. By those who suffer from any disease, or have any defects which - incapacitate them for teaching. -2. By those who shall have been condemned to corporal punishments, [42] - or are incapacitated for exercising public duties. - -Art. 22. Teachers of entrada shall receive from eight to twelve pesos -per month; those of ascenso, from twelve to fifteen; those of término -of the second grade, from fifteen to twenty. - -The superior civil governor shall fix, by recommendation of the -provincial commission and report of the superior, the sum to be -received by the teacher between the greatest and least amount assigned, -keeping in mind as an average the material cost of living and the -number of pay children who attend the school. - -Teachers of término of the first grade, or those of the schools of -Manila, shall receive the pay prescribed in the municipal budget of -that city. That pay must be at least equal to that which is assigned -as a maximum to teachers of término of the second class. [43] - -Art. 23. Teachers shall enjoy in addition the following advantages: - -1. A dwelling apartment for themselves and family in the schoolhouse, - or reimbursement if they rent one. -2. The fees paid by well-to-do children. -3. The privileges and exemptions mentioned in articles 12 and 14 of - the royal decree of this date. [44] - -Art. 24. Teachers shall have, in accordance with article 13 of the same -royal decree, the right of pension and half pay after twenty years -of service, and four-fifths' pay after thirty-five years of service, -whenever in one or the other case they shall have reached the age of -sixty years, or be incapacitated for the performance of the duties -required by their profession. - -Art. 25. Assistants, when they perform the duties of such, shall -receive pay of four, six, or eight pesos per month, according as -the school is entrada, ascenso, or término of the second grade, or -the amount assigned in the municipal budget of Manila if the school -is término of the first rank. They shall receive, in addition, the -fourth part of the fees of well-to-do children; and shall enjoy the -exemptions expressed by articles 12 and 14 of the royal decree of -this date. They shall also have the right of pension in the same -proportion and in the same manner as that prescribed for teachers. [45] - - - - -Of women teachers - -Art. 26. Women teachers for girls shall be twenty-five years old at -least, and shall possess the other qualifications that are demanded -from the male teachers. - -Art. 27. For the provision of schools, women teachers with certificates -shall be preferred. That certificate, until the normal school for -women teachers is established, shall be issued by the superior civil -governor, on the recommendation of the commission established by -article 16, associated with a woman teacher with certificate and -examination in the matters which constitute the teaching of girls. - -For the lack of women teachers with certificate, those who show -sufficient ability before the respective provincial commission of -primary instruction, shall be appointed as substitutes. - -Art. 28. Women teachers shall receive monthly pay of eight pesos if -they have a certificate, and six if the contrary be true, and all -the fees of wealthy girls. They shall also have the right to live in -the school, and in case they do not live there, to a reimbursement -to pay their rent. - - - - -Of Sunday schools - -Art. 29. Teachers shall be obliged to take care of the Sunday class -which shall be established in each village for the teaching of -adults. Said class will be free with the sole exception of the wealthy. - -A special order of the superior civil governor, after a previous -conference with the Superior Board of Primary Instruction, shall -prescribe the duration and method of the above-mentioned classes. [46] - - - - -Of the supervision of the primary instruction among the natives - -Art. 30. Superior supervision will be in charge of the superior civil -government, with the aid of a commission composed of the diocesan -prelate and six and seven members of recognized qualifications, -appointed by the former. The director of the normal school shall be -a member ex-officio. [47] - -Art. 31. The chiefs of the provinces shall be provincial supervisors, -and shall exercise their office with the aid of a commission presided -over by the same and composed in addition of the diocesan prelate, -or, in his absence, of the parish priest of the chief city, and of the -alcalde-mayor, or administrator of finances. The respective reverend -and learned parish priests shall be the local supervisors of primary -instruction. [48] - -Art. 32. The duties of the local supervisors shall be: - -1. To visit the schools as frequently as possible, and see that the - regulations are observed. -2. To admonish those teachers who commit any fault, and suspend them - in case they commit any excess which, in their judgment, does not - permit them to continue in charge of the school, and to give - information thereof to the provincial supervisor. -3. To promote the attendance of the children at the schools. -4. To give in writing orders of admission into the schools, with - expression as to whether the teaching shall be free or paid. -5. To propose, through the medium of the provincial supervisor, - whatever they believe advisable for the progress or improvement - of primary instruction. -6. To exercise, in regard to the teaching of Christian doctrine and - morals, the direction expressed in article 4. - -Art. 33. The provincial supervisors shall exercise, with the aid of -the respective commission, their oversight over the schools of the -province, and shall have authority, the said commission having been -conferred with, to approve or disapprove the suspensions of teachers -imposed by the local supervisors, giving account in both cases to -the government, with remission of the record in the case. - -Supervisors shall send to the above-mentioned authority monthly -reports concerning the number of pupils of both sexes in each school -on the last day of the month, with mention of those who pay, with the -number of those who have entered and left, and the average attendance -at the school during the month, with what remarks are deemed advisable. - -Art. 34. The Superior Board of Primary Instruction shall consult the -superior government of the islands: - -1. In regard to the approval of textbooks. -2. On measures in regard to the dismissal of teachers, declarations - of the grades of schools, and assignment of pay to the instructors. -3. In everything else concerning the execution of this plan, and - especially concerning the doubts arising from the same. - - - - -Final resolution - -Art. 35. Instructions shall be compiled comprising the principal -ideas of pedagogy, and explaining minutely the duties of teachers, -and the details of school organization and the progress of -instruction. A printed copy of these instructions shall be given to -every schoolteacher of the natives, of both sexes, and they shall be -charged to learn them and observe them. - -Another copy shall also be sent to every provincial chief and parish -priest. - -Madrid. December 20, 1863. Approved by her Majesty, - - -Concha - - - - - - - -INTERIOR REGULATIONS OF THE SCHOOLS OF PRIMARY INSTRUCTION FOR THE -NATIVES OF THE PHILIPPINE ARCHIPELAGO - - -Of the interior arrangement of the schools - -Article 1. The edifice destined for a school must consist at least of -a room proportioned in size to the number of children, an antehall, -and a dwelling for the teacher and his family. - -The furniture shall be composed of the following chattels: One table -with drawers, one chair, one inkwell, and one bell for the teacher; -desks with one lid, and benches for the children, one inkwell for each -two children, one blackboard with an easel, one clock, and four chairs. - -In the front of the hall, a crucifix shall be placed under a canopy, -and under that the picture of the chief of the state. - -The schools for girls shall have the same fixtures, and in addition, -scissors, needles, thimbles, and sewing thread. - - - - -Of the teachers - -Art. 2. Teachers and assistants must be in the school half an hour -before classes begin, in order to prepare everything necessary for -the teaching. - -The teacher will daily look after the cleaning of the schoolrooms, -and all the furniture in them. - -He shall keep books entitled Libro de Matricula [i.e., Matriculation -book] and Registro diario de asistencia [i.e., Daily register -of attendance]. In the first he shall note: 1--the number of -matriculations; 2--the names and surnames of the children; 3--their -age; 4--the names and surnames of their parents; 5--the profession of -the latter; 6--whether they pay and what sum; 7--the date of their -entrance into the school; 8--the progress of their instruction; -9--the date when they leave school; 10--remarks on their character -and deportment. - -In the register of attendance he shall note daily the number of -children absent and present, all in accordance with models which -shall be drawn up. - -He shall also keep a book with the list of those present, in order -to note those children who are late at school morning and afternoon, -in accordance with the corresponding model. - -Art. 3. Before the fifth day of every month, the teacher shall send to -the provincial chief a list of those children present in the school on -the last day of the preceding month, in which shall be set down the -names of those who pay for their education, as well as of those who -have entered and left during the month, according to the respective -model, and a copy of the Registro diario de asistencia for the same -time. These documents must be visoed by the reverend or secular parish -priest, for which purpose the teacher shall present to him the books -referred to above. - - - - -Of the pupils - -Art. 4. Children of both sexes will be admitted to the schools from -the age of six to that of fourteen, but when they reach the latter -age they shall cease to attend them. - -Children shall attend school with clean faces, hands, and clothing, -and shall not be received without fulfilling that requirement. - -Art. 5. Children who suffer from any contagious disease shall not be -admitted. As soon as the teacher shall observe any disease in anyone -he shall advise his parents or guardians so that they may cease to -send him to school until he is completely cured. - -Art. 6. Every child who arrives at the school after the beginning -of the class, without satisfactorily explaining the reason for his -tardiness, shall be punished in proportion to the lateness of his -arrival. - -When any child is frequently absent from school, without his guardians -giving the reason therefor, the teacher shall call it to the attention -of such guardians, and if such child continues to be absent in the -same manner, the teacher shall inform the religious or parish priest -thereof. - -Art. 7. Pay children shall meet their fees for the entire month, -whatever be the day of their entrance and departure from the school. - - - - -Of school days and hours - -Art. 8. School days shall be all those of the year except the -following: 1--Sundays, and feast days marked in the calendar with -two or three crosses; 2--All-Souls' day; 3--from Christmas until the -day after Epiphany; 4--Ash Wednesday; 5--the six days of Holy Week; -6--the day of St. Joseph of Calasanz; [49] 7--the saint's day and -the birthday anniversaries of their Majesties, the king and queen, -and of his royal Highness, the prince of Asturias; 8--the feast day -of the village; 9--the saint's day of the superior civil governor -and of the bishop of the diocese. - -Art. 9. Classes shall begin every season at seven in the morning, -and shall conclude at ten; and in the afternoon they shall begin at -half-past two, and end at five. - -During the months of April, May, and June, there shall be no school -in the afternoon, but the morning classes will last one hour longer, -ending at eleven instead of ten. - - - - -Of the progress of education - -Art. 10. In the morning at the hour assigned by the parish priest -supervisor, the teachers, both for boys and girls, shall assemble -with their pupils in the church and shall hear mass, during which -they shall recite a part of the rosary. After the conclusion of mass, -boys and girls shall go out separately, formed in two rows headed by -their teachers and with the cross in front shall walk through various -streets, whenever they may do so, to their respective schools. At -seven, the children shall enter their class, salute the teacher, -form into two ranks, and the teacher shall inspect the cleanliness of -their bodies and clothing. Then they shall kneel down with their faces -toward the front of the hall, and shall make the sign of the cross -while repeating the prayers which the master shall say slowly. These -prayers, as well as those which shall be said at the end of class, -shall be those prescribed by the bishop of the diocese. The roll shall -be called; the class in writing shall last until eight o'clock; the -class in reading until nine; the grammar class until ten; prayers, -as at entrance, and salutation; departure from the school whence they -shall go to the church to leave the cross in the same manner as they -took it. In the afternoon, the children shall also assemble at the -church, and shall do the same as in the morning until reaching the -school. At half-past two they shall enter, salute, have inspection of -cleanliness, prayers, and roll call as in the morning; arithmetic class -until half-past three, lessons in doctrine, ethics, and sacred history -until half-past four; and what time is left they shall alternate day -by day with rules of deportment, principles of geography and history, -and principles of agriculture, until five. At the latter hour they -shall leave the school, taking the cross back to the church, whence -the children shall retire to their homes. - -Sunday afternoon shall be exclusively employed in a general review of -doctrine, ethics, and sacred history, lessons in vocal music, and in -reciting a portion of the rosary, until the hour when the salve and -the litanies are sung in the church, at which they shall be present -accompanied by their teachers. - -On Sundays and feast days marked with two or three crosses the children -shall go to hear mass headed by their teacher, and then shall go to -visit the regular or secular parish priest. Conferences in regard to -Christian doctrine and ethics shall be at the hour that the latter -prescribes. [50] - -Every three months, on the day prescribed by the parish priest, the -teacher shall take the children, who are ready for it, to confess -and receive communion. - - - - -Of rewards and punishments - -Art. 11. Ordinary rewards shall consist of vales [i.e., merits], -namely, a card or a bit of paper with the abovesaid word, and shall -serve to liberate the scholars from the punishment which they deserve -for slight faults. Extraordinary rewards shall consist of letters -of advice to the parents of those who excel in application and good -deportment; and a letter of recommendation of those who are excellent -to the regular or secular parish priest. - -Art. 12. Punishments will be in proportion to the degree of fault, -and shall consist: 1--to remain standing or kneeling for the maximum -time of one hour; 2--to do additional reading or writing; 3--to -remain in the school writing or studying one hour after the end of -the class; 4--in any other moderate and proportionate correction, -at the judgment of the parish-priest supervisor, in accordance with -the degree of the fault. - -In no case shall any punishment not comprehended in the preceding -article be imposed. The teacher who infringes this rule shall be -admonished twice by the parish-priest supervisor, and if he does not -correct himself shall be suspended from his employment. - - - - -Of examinations - -Art. 13. Every year, at the time of election of justices for the -villages, examinations shall be held in the schools. They shall -be presided over in the chief provincial cities by the provincial -commissions of primary instruction, and in the villages by the parish -priest together with the gobernadorcillo and two persons appointed -by the first. - -A reward according to rank, which shall consist of books, samples, -thimbles, scissors, or any other object analogous to the subject, -shall be given at the judgment of the examiners to the child who excels -in the exercises of the doctrine, reading, writing, arithmetic, and -grammar. For this object each school shall contribute twenty reals -per year. - -Art. 14. The orders of these regulations may be modified by the -superior civil governor, after the previous report of the superior -commissions of primary instruction. The regular and secular parish -priests shall inform that authority of their results and of the reforms -which are necessary, especially in what refers to the duration of -class hours and their distribution. - -Madrid, December 20, 1863. Approved by her Majesty, - - -Concha - - - - - - - -DECREE OF THE SUPERIOR CIVIL GOVERNMENT APPROVING THE REGULATIONS OF -THE MUNICIPAL GIRLS' SCHOOL OF MANILA - - -Manila, February 15, 1864. Having examined the regulations made for the -municipal girls' school created in this capital and in conformity with -the modifications advised by the Government Section of the Council of -Administration, said regulations are approved. Let it be communicated -and proclaimed. - - -Echagüe - - - - - - - -REGULATIONS FOR THE MUNICIPAL GIRLS' SCHOOL PROPOSED BY THE EXALTED -AYUNTAMIENTO OF MANILA - - -CHAPTER I - -Object and character of the municipal school [51] - -1. The object of this school in charge of the sisters of charity is -to give the girls of this capital the inestimable benefit of a fine -education and the elementary instruction, with all the solidity and -amplitude advisable. - -2. In their education is included the theoretical and practical -teaching of Christian religion and ethics, which our own self respect, -and our respect due to our fellows impose on us. - -3. Therefore, so far as possible, the scholars shall hear mass -and recite the rosary daily. They shall be obliged to confess and -receive communion as soon as their age permits it, monthly, or at -least every two months. They shall celebrate the act of communion -on the day, and at the hour and place which shall be designated by -the directress, after conferring with the superior. The feast of the -Immaculate Conception and that of the Presentation of the most holy -Virgin shall be celebrated in the school with all possible solemnity. - -4. Instruction shall embrace two kinds of subjects: the first the -necessary, to which all the girls must attend in their respective -classes; the others optional, to which they shall apply themselves -according to the wishes of their parents. - -5. The [required] subjects are: Christian doctrine, politeness, -reading, writing, Castilian grammar, arithmetic, the decimal metric -system, and the needle-work suitable for their sex, such as sewing, -darning, and cutting. On the other hand, the optional subjects are: -geography; general history; special history of España; elements of -natural history; embroidery in white, with silks, corded silk, beads, -and gold, and other like needle-work. - -6. To these subjects can be added any other subjects which experience -shall advise in the future, and which is not outside the sphere of -elementary knowledge. - - - - -CHAPTER II - -Pupils of the municipal school - -7. All the children who so solicit, within the number permitted by the -size of the building, and according to the order of their presentation, -whenever their moral condition does not make them unworthy the company -and intercourse of those who are well brought up, shall be admitted -without distinction, from the age of five years. - -8. Permission to admit girls shall be in charge of a member of the -exalted ayuntamiento, who, after having informed the corporation -thereof, shall send for that purpose to the directress of the -school a signed paper, in which will be noted the name and personal -qualifications of the girl. - -9. Teaching will be free for all pupils in all necessary and optional -subjects named in these regulations, without prejudice of which, in -case of enlarging the scope of teaching to other optional subjects, -which occasion expense, the quota which must be paid by the girls -who receive lessons in the said subjects shall be assigned. - -10. The directress of the school, conferring with the superior and -commission of supervision, created by article 26, is authorized -to dismiss any girl who deserves it, informing the member of the -ayuntamiento who is charged with the admission. Cases for expulsion -shall consist of: a contagious disease, special laziness, and lack -of application, stubbornness, and serious lack of respect toward the -teachers, bad deportment, and morals harmful to the other scholars. - -11. In case of a contagious disease, a medical examination at the wish -and expense of the parents shall precede the resolution to dismiss -the girl. For the cause of lack of application or stubbornness, -the scholar who incurs these faults shall not be dismissed except -after the attempt by reasonable means to correct her, and warnings, -once, twice, and thrice, to the parents of the party interested. But -when the deportment and irregular morals of any pupil concern the -innocence of the other girls, she shall be dismissed without delay, -with the advisable reservation. Nevertheless, both in such case and -in the preceding, all due consideration shall be observed toward the -girl and her parents. - -12. Girls who, without any legitimate cause approved by the directress -of the school, shall be absent from class thirty consecutive or -interspersed times, in the same year, shall not receive a reward in -their examinations. Sickness, necessary absence from this capital, -and the bad weather which makes the streets impassable shall be a -sufficient excuse. - -13. For the admission of boarders and half-boarders, the resolutions -drawn up in special regulations shall be observed. Until such -regulations are published the directress of the school may admit -half-boarders exactly in the manner in which pupils are received, -namely, as arranged by articles 7 and 8 of this same chapter. - - - - -CHAPTER III - -Classes and studies - -14. Teaching in all the necessary subjects embraced in the municipal -school is divided into three classes: lowest, intermediate, and upper. - -15. In the lowest class shall be taught Christian doctrine and the -beginnings of reading and sewing. - -16. In the intermediate class shall be taught Christian doctrine, -principles of sacred history, and the general history of España, -reading, writing, principles of Castilian grammar, with practice in -orthography, principles of arithmetic, and of the decimal metric -system, overcasting, drawing threads, backstitching, gathering, -and plaiting, darning, and sample work. - -17. The upper class shall be taught writing, Castilian grammar, -orthography, arithmetic, history of España, the decimal metric system, -plaiting, making button-holes, crocheting, and cutting. - - - - -CHAPTER IV - -Distribution of time for classes and studies - -18. All classes shall begin in the morning at eight o'clock, and in -the afternoon at two, and shall close at eleven in the morning and -at five in the afternoon. - -19. Girls of the lowest class shall employ the first hour of the -morning in sewing, the second in praying and Christian doctrine, -the third in reading; and the same in the afternoon. - -20. Children of the intermediate and upper class shall employ the -first hour of the morning in writing; the second, in praying, reading, -Christian doctrine, and arithmetic; the third, in needle-work. In -the afternoon of Mondays, Wednesdays, and Fridays, the first hour -shall be employed in grammar, general history, special history -of España, and exercises in orthography; the second, in reciting -the most holy rosary, and in hearing the explanation of Christian -doctrine and sacred history; the third, in needle-work. Tuesdays, -Thursdays, and Saturdays, in the morning, the same as on Mondays, -etc.; but in the afternoon of Tuesdays and Saturdays, the first hour, -in lessons in politeness, orthography, and the decimal metric system; -the second, in reciting the holy rosary, and in hearing on Tuesdays -the explanation of natural history, and on Saturdays that of the holy -gospel; the third in needle-work. - - - - -CHAPTER V - -Holidays and vacations - -21. There shall be a holiday for all the classes on the afternoon of -Thursdays in that week that shall have no feast day; and in the morning -and afternoon, the feast day in commemoration of the deceased faithful, -the saints' days, or anniversary of the birthdays of our sovereigns -(whom may God preserve), and the feast of St. Vincent of Paul. - -22. There shall be thirty days of general vacation after the -examinations which shall take place at the end of May, but the last -fortnight shall have only holidays in the afternoon. - - - - -CHAPTER VI - -Rewards and punishments - -23. There shall be a private examination in the classes at the end -of each month, and some reward shall be given. - -24. At the end of the course, after the public examinations, the -solemn distribution of prizes shall take place. These prizes shall -consist of silver, and gilded medals, and of rewards of merit and -religious subjects, and other like objects. - -25. The punishments which shall be imposed on the pupils shall consist -of detention and remaining on the knees for a moderate time, loss of -place of honor in the class, occupation of a seat separated from the -other girls, and tagged with a card declaring the fault. - - - - -CHAPTER VII - -Supervision and oversight - -26. A commission composed of three women appointed by his Excellency, -the superior civil governor, on recommendation of the ayuntamiento, -one of whom shall be relieved annually, shall be created for the -supervision of the school. The functions of this commission shall be -those only of supervision and oversight. In consequence of that they -must inform the superior authority of any fault which is noted with -the fitting remarks for its correction. - -Approved by his Excellency, the superior civil governor, Manila, -February 15, 1864. - - - - - - - -CIRCULAR OF THE SUPERIOR CIVIL GOVERNMENT GIVING RULES FOR THE GOOD -DISCHARGE OF SCHOOL SUPERVISION - - -The duties imposed by articles 30-33 of the regulations approved by her -Majesty, December 20, 1863, for the schools and teachers of primary -instruction in this archipelago, both on this superior government -and on the chiefs of the provinces and the reverend and learned -parish priests, charging them in their respective spheres with the -supervision of so important a service, cannot be easily fulfilled -without a preceding conference between this directive center and -its delegates in regard to the transcendental points of doctrine, -and of detail which the supervisions are called upon to resolve. - -The briefest enunciation of the supervisory functions is sufficient -to make its seriousness understood. The local functions especially, -which are exercised in their villages by the reverend and learned -parish priests, enclose the future of education. These are: - -1. To visit the schools as often as possible, and see that the -regulations are observed. - -2. To admonish the teachers who commit any fault, and suspend them in -case they incur any excess, which in their judgment does not allow -such teachers to longer continue in charge of the schools, advising -the provincial supervisor thereof. - -3. To promote attendance at the schools by the children. - -4. To give the orders of admission into the schools in writing with -expression as to whether the education is to be free or paid. - -5. To propose, through the medium of the provincial supervisor, -whatever is thought to be advisable for the encouragement or -improvement of primary instruction. - -6. To exercise the direction which is expressed in article 4, in -regard to the teaching of the Christian doctrine and ethics. - -On the fulfilment of these sovereign requirements depends the -development and conservation of the improvements which are being -introduced into the department. Without a supervision, exercised -with assiduity and intelligence, one cannot imagine, and never will -there exist without doubt, good schools or intelligent teachers. The -happy fact of her Majesty entrusting that supervision to the reverend -and learned parish priests, assures its good outcome and shows well -the foresight and practical spirit which shine forth throughout -the regulations. - -So deep is this conviction in me, that I do not hesitate to direct -myself under this date to their Excellencies, the most illustrious -prelates and the reverend father provincials of the religious orders, -petitioning them in harmony with the request; and charge that her -Majesty directs to them in article 19 of the organic royal decree -of December 20, 1863, that they incite the zeal of the parish -priests for the exact observance of their duties in what relates -to the supervision of instruction. Besides this you, as chief and -supervisor of that province, will please charge upon them the study of -chapter ii, título vi, of the regulations dictated for the Peninsula, -July 20, 1859, as a text or legal precedent; and as doctrine the wise -observations which the author of the Diccionario de educación y métodos -de enseñanza [i.e., Dictionary of education, and methods of teaching] -a very respectable authority in pedagogy, to whom the Peninsula owes in -great measure the progress of its primary instruction. "Supervision," -it says, "is one of the most efficacious means for the improvement of -schools, and the acceleration of its onward progress toward perfection, -but only when it is done with intelligence, faith, and perseverance, -and at the same time, benevolent severity. The more serious are its -consequences, the more difficult is the mission of the supervisor, -and the more rare the qualities with which he ought to be adorned. - -"It is necessary for him who shall exercise this duty to know how -to examine things in their most minute details. He must see them -at the same time in their make-up in order to judge of the harmony -or unity existing between the means and the ends to which they are -directed. Obliged to see and observe by himself whatever passes in -the schools, he must for that reason descend to the level of the -least intelligent teachers, and of the most dull and stupid scholars. - -"The self-love of some, the ignorance of others, and the indifference -and coldness of the majority of persons with whom he will have to do, -are obstacles which can only be destroyed by a zeal, a strength of -indefatigable will, and a constancy which, instead of becoming weak, -increases its power in proportion to the resistance which is offered -to it. - -"The supervisor must have studied the schools and the legislation of -this department very carefully, and further he must have a certain tact -and delicacy in his intercourse with men, which can only be acquired -by experience, and for lack of experience, by serious and profound -thought. Without that, it will be difficult, if not impossible, -to accomplish all the good that the supervision may produce, and -attract all the party of the commissions and of the intelligent and -influential persons, whom it is of great importance to interest in -favor of and for the profit of education." [52] - -So notable a synthesis of the honorable task charged upon the -supervisors, and of the rules of deportment which must be presented, -indicates at once the evolution which the requirements contained -in article 32 of the regulations of December 20, 1863, will have -to receive in practice. Nevertheless, this superior government will -explain them to you, point by point, so that you may all be able to -penetrate more and more into the delicate functions which you are -going to perform. - - - - -I - -Inspection of schools - -The ocular supervision, to which the first part of these rules refer, -is chiefly an act of policy and good internal system. The supervisor -shall observe whether the school is clean and well taken care of, -in order to inspire the children with ideas of order and personal -neatness, which may have so great an influence on their future -life; whether the interior regulations approved by her Majesty on -the same date, and cited so often, are scrupulously observed; and -whether the progress of the teaching is that prescribed by article -10. Such supervision must be frequent, at the least semi-annual, -when, in accordance with article 5 of the school regulations, they -give lessons in Christian doctrine and ethics to the children. - -On one of these inspections, combined with the communications -existing between the village and the chief city of the province or -district, the supervisor shall devote himself to the examinations of -the matriculation and record books referred to in article 2 of the -interior regulations, in order to viso in fitting time the monthly -report of entrances and departure, or the movement of the school, -which, in accordance with article 3, the teacher must send before the -fifth of each month to the provincial supervisor. This report is very -important, as it must serve as data for the compiling of the general -information of the province which must be published in the Gaceta de -Manila [i.e., Manila Gazette], [53] in accordance with the circulars -of this superior government on the twelfth of the current month. - -Lastly, if the supervisor is zealous, as is to be hoped, on the -occasion of all inspections, in investigating thoroughly the progress -of the children and the instruction of the teacher, he shall endeavor -not to exact from either scholars or teacher things beyond their -strength, and shall adjust his actions and words to the measure -of good sense. He shall bear in mind that the result of his visit -depends in that act on the impression which the supervisor produces -on the teacher and on the children. In no case ought he to appear -as a melancholy censor, or a too indulgent friend. His corrections -must be mild when they are directed to the chief of the institution, -in order that he may not become contemptuous in the eyes of his -scholarship. If he merits an energetic correction, it shall be given -with great reserve, bearing in mind that the second requirement of -the above-mentioned article 32, places in his hand energetic means -of action. In exchange, praises must be public, but not exaggerated, -or told in such a manner that the teacher or the scholars shall grow -arrogant. In a word, simplicity, prudence, and affability must rule -these actions, the most transcendental of the supervisors' function, -for they can render sterile in a moment the cares of the government, -the sacrifices of the villages, and the lofty interests of the present -and future, which the education of children represents for the country -and for the families. - - - - -II - -Correction and suspension of teachers - -This is the most delicate power which the regulations give to -the supervisors. From the last paragraph preceding is inferred the -frugality with which it ought to be used. Faults of religion, public -or private morals, or of zeal in the fulfilment of one's duties, -will be the only things which authorize supervisors to initiate the -governmental measure demanded by article 9 of the regulations for -the discharge of teachers and assistants who have graduated from the -normal school. - -The abandonment of the Castilian language in the explanations or in -the material ceremonies of the school, will also be considered as one -of the most serious faults of the teacher, according to circumstances, -in the tenor of law v, book i, título xiii, of Recopilación indiana, -animated and reformed by the imposition of heavy penalties in the -concluding requirements of chapters 25 and 26 of the Ordinances of -good government of February 26, 1768, articles 5 of the regulations -for normal school, and 3 for those of schools for primary instruction. - -As it would scarcely be right that the authority of correcting and -punishing be not accompanied by that of compensating, especially -since the reverend and learned parish priests are authorized by the -fifth clause of the above-cited article 32, to promote the progress -or improvement of education, they will also be empowered to propose -annually after the examinations justifiable recommendations for the -granting of a prudent number of medals of civil merit to the teachers -or assistants, who have most distinguished themselves. The supervisor, -consulting with the commission of the department, shall remit the -document with his report to this government, which, consulting in -due time the superior commission, will grant or refuse the recompense -within the maximum limit of two medals per province. - -When extraordinary and excellent services are proved, the more -honorable distinction may be obtained from the government of her -Majesty. This shall all be without prejudice to the promotions and -rewards of organic character, that is to say, those which are granted -to teachers by articles 11 and 12 of their own regulations. - - - - -III - -School attendance - -Education is compulsory. This concluding requirement of the -regulations exists in the laws of public instruction of almost -all nations. Nevertheless, in its application, the governments pay -attention to the social circumstances of the country. In our country -parents incur a fine who do not send their children to school, the -fine being from one-half to two reals, according to circumstances -(art. 2, of school regulations). - -Before having recourse to this coercive means, a zealous supervisor -has other means of greater efficacy. The parish priest, venerated -by his parishioners, ought to excite the consciences of the heads of -the family, and make them comprehend their responsibility before God -and men in depriving their children of education. If an instinctive -duty counsels them to give their children bread, the duty to give -them an education (the bread of the soul) is a sacred one, without -which Christian man cannot live. The mothers of the family ought to -be for the supervisor, under this point of view, the preferred object -of their supplication, warnings, and tender and salutary counsels. - -The goad of their own interests so powerful in the human heart ought -also to be excited for this noble end. The law has considered them -very carefully and it is fitting for the supervisor to unfold before -the eyes of the parents so that their simple intelligence may well -understand that not only ought they, but that it is profitable for -them to send their children to school, for after the schools have -been established for fifteen years in the village of their habitation -those who cannot speak, read, or write Castilian: - -Cannot be gobernadorcillos. - -Nor lieutenants of justice. - -Nor form part of the principalía; unless they enjoy that privilege -because of heredity--a right which will continue to rapidly disappear, -in proportion as the instruction develops, and as only those who -possess an education become principales. - -Lastly, after a school has been established in the village for thirty -years, those who unite [in themselves] said circumstance can enjoy -the enviable exemption of personal services. - -Another more pressing thing must also be recalled to the attention -of the parents daily and hourly if possible. Five years after the -publication of the regulations, no one who cannot prove that he can -talk, read, and write Castilian, can be appointed to any remunerative -post in this archipelago. - -So important requirements of articles 16 and 17 of the organic -royal decree of December 20, 1863, recommended by article 18 to this -superior government and the authorities of its dependency shall be -fulfilled with all exactness. From December 20 of the last year, -1868, no one who cannot prove in the terms expressed in article 17 -that he can talk, read, and write Castilian, shall be appointed in -the archipelago, not even for the most insignificant and material -posts of the offices of state or of the villages (such as agents, -fagot-gatherers, tax assessors, collectors, etc., etc.). - -If these inducements, or those which their religious and social zeal -inspire in the parish priests, do not produce the desired result, -then is the time when the supervisors must have recourse to the -gobernadorcillos for the imposition of the fines authorized by article -2 of school regulations. - - - - -IV - -Admission into the schools - -Both clear and simple are the prescribed regulations in regard to -this point. The supervisors perfectly understand the duties which -are delegated to them and the best method of fulfilling them. - -Without ever losing sight of the fact that education is free for -poor children, they shall also bear in mind that this same principle -of charity, which the state proclaims and which is imposed as an -obligation, counsels them not to allow the admission of children under -the term "poor" whose parents can and ought to bear some sacrifice. It -is important for the gobernadorcillos to understand that if at any -time they unduly issue certificates of poverty according to the tenor -of article 4 of the regulations, the parish priests shall refuse to -approve them, and the consequent permission for the child to enter -the school. And in case this abuse is again committed they will inform -the provincial supervisor. - - - - -V - -Propositions for improvements - -The just initiative conceded in this matter to supervisors by the -regulations, must not be used without moderation, since innovations -in public instruction are of great consequence. One single error -is enough to lose a generation. Fortunately, as has already been -said, the fact that the functions of supervisors are entrusted to -the reverend and learned parish priests is a guarantee for the state -and the heads of families, that, in religion and ethics, the cardinal -basis of all solid instruction, reforms of principle or method shall -not be introduced arbitrarily. In regard to the equipment, of which -the experience and development of the respective institutions continue -to advise the supervisors, it is to be hoped that they will harmonize -with the general profit, which does not always build upon the best, -but on what is good and possible. - -A fertile field is offered by the lamentable condition of primary -letters; by the scarcity of buildings for schools and teachers; by -the grievous disproportion among the children who can and who cannot -read; and between those who go and those who do not go to school, -etc. Some data collected by this superior government, in consequence -of the circular of March 1, 1866, show the following picture which is -recommended by its very nature to the study of supervisors, although -its accuracy must be a matter of doubt on all points. - -Report of primary education of these islands with relation to the -data of approximate accuracy which were sent to this superior civil -government by the chiefs of the provinces and districts herein -expressed, in observance of the circular of March 1, 1866. - - -Provinces or Number of Number School Number of Buildings for -districts villages of souls attendance schools - possible - Boys Girls Boys Girls Schools Teachers - -Abra 8 23,140 876 569 10 10 -Albay 30 210,954 4,385 3,079 22 -Antique 19 88,243 1,930 1,663 21 21 16 -Bataán 12 45,177 1,005 704 16 16 10 -Batanes (Isla) 7 8,639 632 336 6 6 2 -Batangas 20 279,930 3,340 80 85 33 1 -Benguet 27 11,587 29 1 1 -Bontoc 7,000 -Bohol 31 192,734 15,736 17,948 31 31 31 -Bulacan 23 241,698 6,485 2,162 47 55 17 -Burias 2 1,800 78 102 2 2 2 2 -Cagayan 19 63,059 4,093 5,451 22 22 14 -Camarines Sur 33 95,630 1,176 6 36 -Camarines Norte 9 26,499 480 9 9 8 -Capiz 31 191,818 5,072 4,436 35 28 -Cavite 6 65,225 2,045 713 16 16 16 1 -Cebú 45 314,517 6,734 4,414 45 -Calamianes 5 13,851 718 298 6 6 6 -Cottabato 7 3,913 128 70 3 3 -Corregidor (Isla) 1 550 39 43 -Davao 2 937 107 81 1 -Ilocos Sur 23 163,758 4,603 1,993 20 22 23 -Ilocos Norte 15 135,868 2,440 1,056 30 30 20 -Iloilo 39 375,500 7,960 6,193 67 64 39 -Infanta 3 7,250 558 3 2 -Isla de Negros 41 144,594 1,829 1,776 30 24 29 -Isabela de Basilan 1 439 1 1 -Isabela de Luzón 10 29,674 3,199 2,820 16 16 9 -Laguna 28 129,064 4,689 1,438 -Lepanto 48 8,851 4 4 -Leite 40 154,530 5,107 3,156 89 40 -Manila 29 275,218 1,940 903 25 13 -Marianas (Islas) 8 6,308 511 440 10 6 6 -Masbate y Ticao 9 11,716 425 425 56 56 9 -Mindoro 17 45,630 2,426 6 -Misamis 22 67,285 5,684 5,684 20 20 19 -Marong 12 49,859 934 558 12 12 9 -Nueva Ecija 18 80,463 2,561 1,408 36 34 16 8 -Nueva Vizcaya 6 12,091 1,481 1,764 6 6 6 -Pampanga 28 188,694 1,580 517 52 52 21 -Pangasinan 29 171,503 13,228 11,685 40 40 23 -Porac 1 6,950 60 35 2 2 1 -Principe 3 2,080 239 174 6 6 -Romblón 5 21,992 2,594 2,319 6 5 -Samar 35 138,799 2,585 36 36 35 -Surigao 30 29,158 2,522 1,686 30 30 30 -Tayabas 17 94,509 3,211 624 14 -Unión 12 91,089 6,333 5,525 26 26 12 -Zambales 21 72,506 1,080 832 21 21 20 -Zamboanga 3 8,982 231 100 2 1 - --- ------- ------- ------ --- --- --- -- - Total 900 430,316 136,108 91,608 840 783 650 61 - - -To study and remove the causes of that lamentable statistics; to -cause all the children who ought to attend the schools; to promote -the development of neglected institutions and the rebuilding of -those destroyed; to establish schools in villages which have none; -to persuade the justices to protect them, and the heads of families -to visit them: beautiful and never-failing task for a supervisor of -primary instruction! A thousand times more beautiful and more fertile, -if a father of souls exercises it with his ardent charitable spirit, -with his wide experience in the moral needs of the villages! - -The fathers are also petitioned and requested to earnestly study and -prepare for the installation of the Sunday schools, or the schools -for adults established by article 29 of the regulations. In regard to -that article, by the tenor of the same, this government shall confer -with the superior commission of primary instruction, when the local -supervisors, having been established and working in the proper manner, -the danger of such innovation complicating their labors, disappears. - - - - -VI - -In respect to the direction of moral and Christian teaching which that -requirement fittingly gives to the reverend and learned parish priests -subordinate to their respective prelates, this superior government -limits itself to assuring them of its most decided support, and the -support of the provincial supervisors of primary instruction. Thus -educated there is no doubt that the new generations will respond -to what is demanded of them by so wise a law, which is destined to -unite purity of religious sentiments which form the heart of youth -with the duties of patriotism, dignity, and intelligence, which form -the civilized man. - -I ought, lastly, to say a word on the transcendental act of the -examinations, only in order to have the parish priests note that -article 13 of the interior regulations did not take account of the -royal order of August 28, 1862, which made biennial the period of -the session of the ayuntamientos. They must then pay strict heed to -the article in regard to holding examinations annually. It will be -advisable for them to submit a short review to the children when they -go to them every three months for confession and communion. - -The provincial supervision entrusted to the alcaldes by article 15 -of the organic royal decree, shall be exercised with the aid of a -commission composed of the diocesan prelate, or in his absence, by the -parish priest of the chief city, and the administrator of the public -finances. Where the chief of the province is not the alcalde-mayor, -he shall also form a part of the commission, but in the generality of -cases, as is well known, he presides over it. Although the above-cited -article 15 refers to regulations for schools and teachers for the -organization of the provincial center, article 31 of this last -order has been limited to a repetition of that precept, almost in -the same terms, leaving the dictation of measures which regulate -their supervisory action to the judgment of this government. This -would be a most important task if the organization of the provincial -governments in the archipelago corresponded to the necessities of -public administration in all its branches. It would be, I repeat, -a most important task, if this superior government could lay aside -the difficulties which it would create for itself for the future, by -dictating principles of which it is the first to doubt the application, -and even recognizing, as it does, the most exquisite care in all the -chiefs of the province. To this consideration of a practical nature -answers perhaps the indicated vacuity of the regulations for schools. - -On the other side, the organization initiated December 20, 1863, by -its character of ad interim in so far as it refers to the directive -centers of the provinces, seems now to feel the need of reform which -afflicts those centers, when among other things it names repeatedly -the provincial chiefs. - -This superior government ought, then, to limit itself for the present -to inciting their zeal, so that they may energetically aid it in -the noble work undertaken by it, namely, to establish the primary -instruction in these islands upon a solid foundation, without demanding -from them an initiative incompatible with their occupations. It is -enough that they do not render sterile the occupation of the parish -priests. Enough on their part is the pure and simple observance of -the royal decrees of December 20, 1863. The immediate installation -of the provincial commissions, which has not been attended to at -this date, will also permit the chiefs to delegate to the reverend -parish priest of the chief city the functions which they cannot -accomplish by their own efforts. Only they shall be very careful to -send monthly statements to this superior government, in accordance -with the circular of the twelfth of the current month, explained by -the communication to the alcalde of Tayabas on the twenty-second -of the same month; for this data will serve me in the exercise of -the superior supervision with which the regulations have entrusted -me. Nevertheless, it is to be hoped that the provincial chiefs will -make compatible with their many attentions those things which are -so grateful to an intelligent man that they engrave their indelible -memory on the heart of new generations. - -Although I am also told that the condition of the country and the -humble organization which primary instruction has at present, advise -us not to expect from the supervision all the fruit which it is called -upon to produce, when, placed under the immediate direction of an -initiative and responsive center, it may exercise in regard to the -matters of the department the oversight which belongs to it by right, -this consideration, although a powerful one, does not prevent me; and -it is impossible, in a mediocre organization of public instruction, -to renounce the establishment of general supervisors, considered -in all countries as the key of the pedagogical edifice. The royal -order of June 6, 1866, supplementary to the regulations of the civil -professions of the colonies, opens the door or combinations which -permit, without great sacrifices to the state, or to the villages, the -appointment annually or for the period which her Majesty designs, of a -public functionary of recognized ability to visit the provinces in the -character of supervisor general and to promote, hasten, and give unity -and scientific direction to the development which the institutions of -primary instruction are acquiring. In this sense a respectful report -will be sent to the government of her Majesty in a short time. - -May God preserve your Excellency many years. Manila, August 30, 1867. - - -Gándara [54] - - - - - - - -DECREE OF THE GENERAL GOVERNMENT APPROVING, WITH THE CHARACTER OF ad -interim, THE REGULATIONS FOR THE NORMAL SCHOOL FOR WOMEN TEACHERS OF -PRIMARY EDUCATION IN THE DIOCESE OF NUEVA-CACERES - - -Manila, June 19, 1875. In consequence of the provision of article -20 of the decree of this general government dated the ninth of the -current month and at the recommendation of the General Division of -Civil Administration, I have ordered the approval ad interim of the -subjoined regulations for the normal school for women teachers in -the diocese of Nueva-Cáceres. - -Let it be communicated, published, and brought to the notice of the -government of his Majesty for his approval. - - -Malcampo - - - - - - - -REGULATIONS ad interim FOR THE NORMAL SCHOOL FOR WOMEN TEACHERS OF -PRIMARY EDUCATION IN THE DIOCESE OF NUEVA-CACERES - - -CHAPTER I - -Object of the school - -Article 1. The normal school for women teachers in the diocese of -Nueva-Cáceres has as its object: [55] - -1. To turn out religious, moral, and intelligent women teachers -for the schools of primary education in all the grades which are -established in the villages comprised in the provinces and districts -of the diocese of Nueva-Cáceres. - -2. To offer, in the school of Santa Isabel, already destined as -a girls' practice school of the normal school for women teachers, -a model for all other public and private schools. - -3. To serve those scholars who aspire to teaching, so that they -may see and carry out for themselves in the said practice school, -the application of the systems, methods, and processes of teaching. - -Art. 2. The normal school for women teachers of the diocese of -Nueva-Cáceres shall also serve to give to those young women, who do -not wish to be teachers, the knowledge comprised in the program of -the same. - -Art. 3. The practice school shall form an integral part of the normal -school for women teachers, and shall, at the same time, serve as -a municipal public school for poor children of the capital of the -province and the surrounding villages. - - - - -CHAPTER II - -Subjects taught and duration of studies - -Art. 4. The teaching of the normal school for women teachers in -Nueva-Cáceres shall be divided: - - 1. In teaching for candidates to the teaching profession. - 2. In teaching for the scholars who are not candidates for teachers. - 3. In teaching for girls. - -Art. 5. The teaching for those included in paragraph 1 of the preceding -article shall include: - - 1. Religion, ethics, and sacred history. - 2. Theory and practice in reading. - 3. Theory and practice in writing. - 4. Knowledge of the Castilian language, with exercises in analysis, - composition, and orthography. - 5. Arithmetic, with the metric system of weights and measures and - their local equivalents. - 6. Principles of geography, and history of España and Filipinas. - 7. Principles of hygiene and domestic economy. - 8. General principles of education and methods of teaching, and - their practical application in the girls' model school. - 9. Work of all kinds suitable for women, especially those of the - most general utility and application to domestic life, such as - sewing, weaving, embroidery, the cutting of garments, and ironing. -10. Useful knowledge. - -Art. 6. Teaching for girls shall include the same courses with the -exception of the general principles of education, and methods and -processes of teaching, such processes extending to the elementary -and superior grades. - -Art. 7. In the lessons, exercises, and teaching practice, as well as -during the hours of recreation, and in the common intercourse among the -scholars within the school, only the Castilian language shall be used. - -Art. 8. The studies mentioned in article 5 shall be pursued for three -years, in accordance with the schedule which shall be made out by -the instructresses of the school. That schedule, after having been -reported to the board of supervision and oversight, shall be sent -annually for the approval of the general government. - -The course shall begin July 1, and end May fifteenth. - -Art. 9. Every lesson given to the pupils of the normal school -shall necessarily consist of an explanation by the teacher, and of -intelligent recitation and practical application by the scholars. - -Art. 10. The schedule of the school, and the distribution of time and -work during the same, shall determine the necessary practice of those -aspiring to become teachers in the girls' school, both as supervisors -of order and class, and as assistants or teachers, but always under -the direction of the head teacher. - -The said schedule of the normal school shall determine the time which -the pupils are to devote to the practice school, but such time shall -never be less than four months for each term. - -Art. 11. The scholars who are candidates for teachers may not pass -from one grade to another without having proved their sufficiency -in the general examination which shall be held at the end of every -scholastic year. - -Art. 12. When studies have been finished in the manner dictated by -the schedule of the school, the scholars shall stand an examination in -order to obtain the corresponding certificate, and for those exercises -the fitting regulations shall be made. - -Art. 13. If any one of the scholars who are candidates for teachers -wishes to continue one year longer in the school in order to perfect -and increase the knowledge which she has acquired, she may do so, -but under condition of paying the annual board from her possessions, -if she should be a boarder, and if it is not unadvisable in the -opinion of the directress that she remain in the institution. - -Art. 14. The scholars of the normal school who shall have completed -the courses of their studies, and who shall have obtained for their -good deportment, application, and knowledge, the mark of excellent -in the final examinations of the three consecutive years, shall -receive teachers' certificates, with expression in the certificate -of their honorable mark. Such persons shall be empowered to take -charge of ascenso schools. Those who shall not have obtained the -mark of excellent, but that of good or fair in the above-mentioned -examinations, shall also receive teachers' certificates, with the -corresponding mark mentioned therein; and such persons may take charge -of entrada schools. If those who shall not have passed in the said -examinations, after the exercise has been repeated, shall deserve a -passing mark, they shall receive assistant teachers' certificates. - - - - -CHAPTER III - -Of the staff of the school - -Art. 15. The normal school for women teachers in Nueva-Cáceres shall -be organized under the direction of the sisters of charity, and shall -make use of the elements of the staff and equipment of the school of -Santa Isabel. - -Art. 16. The staff of the normal school shall consist of the following: - -1. A directress, who shall have charge of the teachers, scholars, -and inferior employes of the institution. In her charge shall be -the economic part, the direction, order, and discipline of the same, -and the allowances which correspond to it, according to the schedule -and regulations of the school. - -The directress shall preside over the literary ceremonies of the school -whenever the provincial chief, the reverend bishop of Nueva-Cáceres, or -the board of supervision and oversight, does not attend them. She shall -visit the classes and the practice school, in order to investigate the -explanations of the teachers and the progress of the scholars. She -shall correct those faults which she observes, and recommend to the -board of supervision and oversight the expulsion of those pupils -in the cases and conditions which are expressed in the interior -regulations of the school, informing the above-mentioned board of -the extraordinary measures which she believes it necessary to take. - -2. A head teacher in the practice school, in charge of the -communication of the teaching to the girls, responsible for their -instruction, and for order and discipline in her department. - -She must employ herself in the direction and management of the teaching -of systems, methods, and processes determined upon in the board of -instructresses, always with the approval and under the presidency -and immediate authority of the directress. - -The head teacher shall also have the duty of carrying out the orders -of the schedule in reference to the practice of those scholars who -are candidates for teachers, and shall explain the studies determined -by paragraphs 2 and 3 of article 5. - -3. Three teachers for the theoretical and practical teaching of -the studies included in the school schedule, except those which the -directress, the regent of the practice school, and the professor of -religion and ethics have under their charge. - -4. Two assistant teachers for the practice school, one for the upper -section, and the other for the elementary section. - -5. One virtuous and learned secular who shall be charged by the -reverend diocesan bishop with the teaching of religion, ethics, -and sacred history. - -6. A sister to act as portress and the women servants or subordinates -who are considered indispensable. - -Art. 17. The interior regulations shall assign to each one of the -teachers the duties which they shall have in charge for the moral -and religious education of the scholars, whom they shall accompany, -and watch during study hours, recreation hours, and during the other -occupations prescribed by the same interior regulations. - - - - -CHAPTER IV - -Of scholars and their admission - -Art. 18. Scholars in the normal school shall be resident and day -pupils, and shall be divided into the following classes: - -1. Scholars who are candidates for teachers, and who are supported -from the local funds. - -2. Scholars who are candidates for teachers, and who are supported -by their parents or benefactors. - -3. Scholars who are not candidates for teachers, and who are supported -by their parents or benefactors for the purpose of acquiring the -education and teaching of the normal school, in order to apply them -to the family and to the uses of domestic life. - -4. Girls who attend the practice school. - -Art. 19. The scholars included in paragraph 1 shall always be boarders. - -Those included in paragraphs 2 and 3 may be boarders or day pupils, -whenever they possess the qualifications which are prescribed in -these regulations. - -Art. 20. In order that any resident scholar sustained by the public -funds may be admitted, the following requirements are necessary: - -1. She must be a native of the diocese of Nueva-Cáceres. - -2. She must be fully seventeen years old, [56] and not past -twenty-three. Those requirements shall be proved by her baptismal -register, or by any other equivalent public document - -3. She shall not have any contagious disease, or any chronic disease -or any physical defect which makes her ridiculous whether because of -lack of respect or because it incapacitates her for teaching. - -4. She shall prove good moral deportment by means of a certification, -issued by the gobernadorcillo, principalía, and parish priest, of the -native village or habitation of the party interested, and investigated -by the provincial chief. - -5. She shall talk Castilian, know the Christian doctrine, how to read -and write, the four rules of arithmetic for integers, and have some -slight smattering of Castilian grammar, in order that she may pursue -to good effect the lessons of the school schedule. - -6. She shall be chosen by the provincial chief at the recommendation -of the gobernadorcillo, of the parish priest, and of the principalía -of the village in whose charge shall be the expense of her support -in the school. - -7. She shall be tested by an examination of the matters comprised -in paragraph 5 of this article before the school tribunal formed by -the instructresses of the same and necessarily presided over for this -purpose by the reverend diocesan. The result of that examination shall -be given to the president of the board of supervision and oversight, -so that he may inform the provincial chief who has control of the -village, for economic reasons. - -Art. 21. The same requirements shall be exacted from resident scholars -whose support is not taken care of from the local funds, except those -included in paragraph 6 of the preceding article. These resident -scholars shall pay to the institution a monthly board of six pesos, -and shall receive the same teaching and the same treatment as those -supported by the local funds. - -Art. 22. Only those young women shall be admitted as day pupils who, -besides possessing the qualifications demanded of the resident pupils, -shall live in Nueva-Cáceres or in its environs, under the authority -of their parents, or under the care of a person of the family, -in such circumstances that it may be assumed that she will find at -the domestic hearth the necessary examples of virtue and morality, -so that her deportment may not be harmful to the other scholars. - -Art. 23. If the villages let three months pass without proposing to -the chief of the province the young woman who ought to enter the -normal school as a resident pupil supported from the local funds, -it will be understood that they renounce this right, and the vacancy, -after such announcement, shall be filled by the board of supervision -and oversight. It must be kept in mind that the young woman chosen -must possess all the qualifications prescribed in article 20, and, -all things being equal, she who is a native of the province, to which -the village belongs, will be preferred. - -Art. 24. The women teachers already established, who desire to -improve their education, or who shall be obliged to do so, after a -preceding investigation and by accord of the suitable authority, may -be admitted as resident pupils in the normal school, under condition -of paying the board of six pesos per month. In order to be admitted as -resident pupils they must possess the qualification of being single -and of not exceeding the age of twenty-three. In any other case, or -the size of the institution not permitting, they shall be received -as day pupils, shall receive their instruction free and must submit -to the requirements of article 22. - -Art. 25. As soon as all the villages of the diocese of Nueva-Cáceres -have a public school for girls directed by a woman teacher from the -normal school, the number of resident pupils supported from local -funds shall be reduced to twenty-five. With this number the vacancies, -occurring through the death of the teachers in charge, or for other -causes, shall be filled. - -Art. 26. The resident pupils sustained from the local funds shall -be obliged to fulfil their duties for ten years in the girls' public -school of their own village, or of any other school which the general -government assigns to them in the diocese of Nueva-Cáceres. They can -only become exempt from this obligation by returning to the local -funds, after the fitting measure has been taken, the sums spent -on their support, education, and instruction. The same thing will -be true when they leave the normal school before finishing their -studies, without legitimate cause, and by their own wish or that of -their parents, or are expelled from it for lack of application, or -bad deportment. The standard for calculating expenses caused during -the given period shall be the board which the village has satisfied -for this purpose, plus 6 per cent annually, as interest on the sums -advanced. - - - - -CHAPTER V - -Of the directress of the school and the teachers of the same - -Art. 27. The directress shall have charge of the interior government -and administration of the institution. She shall have special care and -shall be responsible for the instructresses, scholars, and subordinates -performing with exactness their respective obligations. She shall -watch over the conduct of the scholars, both resident and day. She -shall cause the fulfilment of the study schedule, shall impose the -punishments which are authorized by the regulations, shall have charge -of the effects of the house, shall keep the books, shall render the -accounts, shall form the monthly and annual budgets, and shall carry -on the correspondence with the board of supervision and oversight -and with the parents or guardians of the scholars. - -Art. 28. One of the teachers shall act as substitute during the -sickness and absence of the directress, being approved beforehand -by the general government. Another teacher shall exercise the duties -of secretary. - -Art. 29. The school teachers shall observe the class hours, the -practical exercises, the conference, and the duties imposed on them -by the regulations. - - - - -CHAPTER VI - -Of examinations - -Art. 30. At the end of each month, in each one of the classes of -the normal school, there shall be a private examination in all the -matters studied during that period. A like exercise shall be held at -the end of the first semester, in regard to the matters studied during -it. General examinations shall be held at the end of the course. This -exercise shall always be public and presided over by the board of -supervision and oversight. Persons of distinction and the parents -and guardians of the scholars shall be invited to it. At the end of -the general examination the distribution of rewards shall take place. - -Art. 31. The examinations of all classes prescribed in these -regulations, as well as of those which shall be prescribed in the -future, and in which the board of supervision and oversight intervenes, -shall always be held in the building of the normal school. - - - - -CHAPTER VII - -Of holidays and vacations - -Art. 32. Holidays in the normal school shall be Sundays, feast days, -Ash Wednesday, day for the commemoration of the faithful dead, and -also the saints' days, and birthday anniversaries of their Majesties -and the princess of Asturias, the saint's day of the governor general -and that of the diocesan bishop. - -The short vacations shall extend from Christmas eve to Twelfth-night, -the three carnival days, and from Holy Wednesday until Easter. During -the said vacations the resident scholars shall remain in the -institution. - -The long vacations shall last one and one-half months, and shall be -during the time of the greatest heat. The resident scholars may pass -the long vacations in the bosom of their families. - - - - -CHAPTER VIII - -Of rewards and punishments - -Art. 33. The directress shall keep a register with as many columns as -there are subjects taught, as contained in the school schedule. In -it, she shall note the degree of progress of the pupils, and shall -make the necessary remarks regarding their character, ability, -application, and deportment. This register shall be presented to the -board of supervision and oversight at the end of each month. That -board shall examine it, and in view of that examination, shall take -the advisable measures. - -Art. 34. The deportment, application, and progress of the scholars, -shall be rewarded with marks of honor, which shall be placed on their -certificate of studies and in the school book; and further, with the -annual prizes, whose solemn distribution shall take place after the -termination of the examinations at the end of the course. - -Art. 35. The punishments which shall be imposed on the scholars -shall be: - -1. Secret admonition. -2. Loss of recreation and the walk. -3. Censure in the presence of the scholars. -4. Seclusion and separation from the other scholars. -5. Strict suspension from course. -6. Loss of course. -7. Expulsion from the institution. - -The punishments included under nos. 1, 2, 3, and 4, shall be imposed -by the directress. - -Those included under nos. 5 and 6 [shall be imposed] by the board of -teachers presided over by the board of supervision and oversight. - -That included under no. 7 shall be imposed by the general government -on recommendation of the board of teachers, and after a report of the -reverend diocesan bishop and of the board of supervision and oversight. - -Art. 36. The rewards obtained and the punishments suffered by the -scholars shall be noted in the school registers, and mention will be -made of them in the certificates which are issued. - - - - -CHAPTER IX - -Of textbooks - -Art. 37. The board of supervision and oversight shall recommend, with -the approval of the general government, a list of the books which may -be used as textbooks by the scholars, and to which the teachers shall -subordinate their explanations. This list shall be revised according -as conditions warrant it. - - - - -CHAPTER X - -Of the issuing of certificates - -Art. 38. The General Division of Civil Administration has the power -of issuing, in the name of the governor general and in the tenor of -the order of article 8, of the decree of September 9, 1874, teachers' -certificates at the recommendation of the board of supervision and -oversight. [57] - -Art. 39. The teachers' certificates shall contain the marks which -they shall have obtained and the class of the school for which the -certificates entitles them. - - - - -CHAPTER XI - -Of the interior regulations of the school - -Art. 40. In the daily distribution of time on the part of the scholars, -the order of the studies, the division of the classes, the religious -and literary exercises, the intercourse [trato], food, and clothing, -as well as the duties of the scholars toward their teachers, and the -duties of the parents and guardians in regard to the institution, -the teachers and scholars shall obey the interior regulations of the -school of Santa Isabel, which were enacted by the diocesan prelate -and approved by the superior government in the year 1868, until the -interior regulations of the normal school for women teachers shall -be drawn up by the board of inspection and oversight, and approved -by the general government. - - - - -CHAPTER XII - -Of the supervision and oversight of the school - -Art. 41. Besides the superior supervision which belongs to the -general government, and to the superior board of public instruction -in regard to the normal school for women teachers in Nueva-Cáceres, -the reverend diocesan prelate shall exercise the moral and religious -supervision which belong to him in accordance with the laws, and -the literary supervision, and that of the internal organization, -to which the fervent and evangelical zeal with which he has promoted -the creation of the institution gives him a right. In this regard, -he shall recommend whatever occurs to him for the prosperity and -improvement of the same. - -Art. 42. For the constant and active oversight and supervision of the -school, there shall also be a board composed of the alcalde-mayor of -the province of Camarines Sur, [58] as president, of the reverend -diocesan bishop, or in his absence of the ecclesiastical governor, -and of the administrator of public finances. - -Art. 43. For the relations of the board of supervision and oversight -with the reverend diocesan bishop, article 1 of the circular of the -superior government, dated May 17, 1864, shall be observed. [59] - -Art. 44. The board shall observe and cause to be observed with all -exactness whatever is prescribed in these regulations, as well as in -the regulations which are to be drawn up for the interior management -of the school, in the matter of examinations for obtaining a teacher's -certificate, and in the schedules of teaching. - -Art. 45. The board shall visit the normal school for women teachers in -a body at least once each three months; shall examine the affairs of -the same; shall ask or cause the instructors to ask questions of the -scholars in regard to the teachings of the schedule, shall note and -make the remarks which it judges advisable for taking or recommending, -according to circumstances, the measures which it judges fitting for -the prosperity and better organization of the institution. - -Art. 46. The board shall designate its member who shall be charged, -in his turn, with the exercise of immediate and efficient oversight -of the school for each month. - -Art. 47. The board, or the member of it who shall be so chosen, shall -execute, and cause to be executed, the measures of the same; shall -oversee the observance of the regulations; shall visit the school -frequently; shall assist in the professorships and at the practice -school; and in examinations shall have the authority determined by -the regulations. - -Art. 48. The board shall inform the general government concerning the -condition of the school every three months, and at the end of each -course shall make a detailed report in regard to the results obtained -and the methods which it is advisable to adopt, so that they may be -more satisfactory. - - - - -CHAPTER XIII - -Of the bookkeeping of the school - -Art. 49. The staff and equipment expenses of the normal school shall -be met: - -1. By the sums assigned at present in the provincial budgets for the -staff expenses of the sisters of charity charged with the teaching -in the school of Santa Isabel, and with those which are included for -the increase of two teachers. - -2. With the sums which shall be assigned in the municipal budgets -for the support of the scholars and the equipment of the institution. - -3. With the sums which are at present included in the municipal -budgets of Nueva-Cáceres for the practice school since it is a girls' -public school. - -Art. 50. The board of supervision and oversight shall report annually -the budgets of receipts and expenses of the school. That report shall -be made by the directress, and shall be sent to the General Division -of Civil Administration without prejudice to the obligation of the -chiefs of the province to include in the municipal and provincial -receipts and expenses the sums which belong to this object. - -Art. 51. For the collection and distribution of funds as well as for -the rendering and approval of accounts, the order prescribed by the -laws in force and the special orders dictated by the General Division -of Civil Administration shall be followed. - - - - -Transitory regulations - -Art. 52. The board of supervision and oversight shall draw up a -project of regulations for the examinations to which those who are -candidates for teachers' certificates must submit themselves, as well -as for the placing and promotion of the same. - -Art. 53. Until the staff of the school is complete, the directress -shall confer with the reverend diocesan prelate for the application -in so far as may be possible, of article 16 of these regulations. - -Manila, June 19, 1875. Approved. - - -Malcampo - - - - - - - -ROYAL DECREE CREATING IN MANILA A NORMAL SCHOOL FOR WOMEN TEACHERS -IN CHARGE OF THE AUGUSTINIAN NUNS OF THE ASSUMPTION ESTABLISHED IN -THE ROYAL SCHOOL OF SANTA ISABEL OF MADRID - - -EXPOSITION - -Madam: - -Primary instruction in the Philippine Archipelago demands reforms -for its invigoration, and to assure, at the same time, the teaching -of the Castilian language and the greatest facility possible for the -religious education--the elements of culture which are the necessary -basis for superior studies which are indispensable for the youth of -that beautiful archipelago, without distinction of origin or of class. - -Until prudent and meditated reforms, harmonized with the respect, which -deep-rooted and traditional customs merit, succeed in establishing -a complete organism in the management of public instruction, the -undersigned minister esteems the creation of a superior normal school -for women teachers in the city of Manila as an imperative necessity, -since experience proves, by that formerly created in Nueva-Cáceres, -the undeniable advantages of a like nature in that country. - -Since the two principal objects of primary education in Filipinas is -to inculcate in the heart of studious youth love for religion and the -Castilian language, it is certainly beyond discussion that whatever -attempts in this sense to improve the qualities of intelligence and -of the religious character which distinguish the Filipino woman, -[60] must redound, in consequence, to the greater degree of culture -and of the well-being of that society, so intimately bound up with -the destinies of the most glorious Spanish traditions. - -For the attainment of this proposition, the undersigned believes that -the most efficient form for the ends of an education, suitable for -the habits and traditions, perfectly compatible with the greatest -progress of modern culture, is to confide the direction of the -superior normal school for women teachers in Manila to instructors -of well-known intelligence and excellent moral endowments, who give, -together with testimonies of knowledge, examples of virtue and zeal in -which that youth may be inspired. Therefore, there is nothing more in -harmony with this aspiration than to give the direction of the Manila -school to the congregation of the Augustinian nuns of the Assumption, -who are established in this capital. Their efficiency is proved by -the long and brilliant period of teaching to which they have devoted -themselves in the school of Santa Isabel in Madrid. - -Consequently, then, with personal fitness, adorned with the -certificates which are requisite for teaching and of true ability -for the same, the superior normal school for women teachers in Manila -can be founded upon secure foundations of the most brilliant future, -which assure and prove the noble aspirations of a culture which so -much distinguishes that country, for whose destiny and prosperity the -government of your Majesty is trying to the best of its ability to -continue to establish as many beneficial institutions as necessity -inspires. - -The undersigned minister, relying on the preceding considerations, -has the honor to submit the subjoined project of a decree for your -Majesty's approval. - -Madrid, March 11, 1892. Madam, at the royal feet of your Majesty, - - -Francisco Romero Robledo - - - - -ROYAL DECREE - -At the recommendation of the minister of the colony, in the name of my -august son, King Don Alfonso XIII, and as queen regent of the kingdom, - -I decree the following: - -Article 1. In order to attend to the necessities of primary education -in the Philippine Archipelago, and with the object of turning out -fitting women teachers, to whom to entrust the development, progress, -and successful direction of the same, a superior normal school for -women teachers is created which shall be established in Manila. - -Art. 2. The direction and personal oversight of said centre of -education shall be in charge of the congregation of the Augustinian -nuns of the Assumption, established in the royal school of Santa -Isabel of this capital. - -Art. 3. The sums for the staff and equipment of the above-named school -shall be assigned in the general budgets of expenses and receipts -of Filipinas for the present year, and shall be distributed in the -following manner: 7,900 pesos for the teaching force and management, -and 4,500 pesos for equipment. - -Art. 4. For the management of teaching in this school, there shall be -five regular instructresses, two assistants--one of the department of -letters, the other of sciences--one music and singing instructress, -and another for hall gymnastics, and one professor of religion and -ethics who shall also be the chaplain of the institution. - -Art. 5. To obtain the post of regular instructress in the school -created by this decree, the holding of a teacher's certificate of -superior primary instruction shall be an indispensable condition. Such -academical studies shall have been carried on in the national normal -schools. - -Art. 6. The directress and regular instructresses shall be appointed -by royal order by the minister of the colonies, from the aspirants -who solicit said posts from the above-mentioned congregation of the -Augustinian nuns of the Assumption. - -Art. 7. The teachers' certificate which shall be given in this school -shall comprise two grades--elementary and superior. - -The teaching corresponding to the first shall be in three courses. The -second shall include one course more [than the first]. - -Art. 8. In the three years included in the elementary grade, studies -shall consist of the Castilian language, expressive reading and -caligraphy, religion and ethics, arithmetic and geometry, history, -geography in general, and, in especial, that of España and Filipinas; -principles of physics, chemistry, physiology, and natural history, -principles of law in application to the common exercises of life, -pedagogy, scholastic organization and legislation, special pedagogy -applied to deaf mutes and the blind, principles of literature and the -fine arts, general hygiene and domestic economy, French, English, -drawing, and singing, gymnastics, needle-work, and practice in -teaching. For the upper grade, the same studies shall be pursued, -enlarged as may be advisable. - -Art. 9. The division and extent to which the previous branches shall -be studied, as well as the number of elections of each one, shall be -prescribed in the regulations. - -Art. 10. The conditions which shall be demanded from the scholars -for entrance into this school, shall also be prescribed in the said -regulations. - -Art. 11. The courses shall commence on the first day of June of each -year and close March 31 following. - -Art. 12. To the normal school shall be annexed the corresponding school -for girls supported by the municipality where candidates for teachers' -certificates may acquire the practical knowledge indispensable to -those who devote themselves to this profession. - -Art. 13. All the orders which prevent the fulfilment of the contents -of this decree shall be null and void; and the minister of the -colonies shall be authorized to settle any doubts which may arise -in the application of the same, as well as to dictate the measures -which their observance demands. - -Given in the palace, March eleventh, one thousand eight hundred -and ninety-two. - - -Maria Cristina - -The minister of the colonies: - -Francisco Romero y Robledo - - - - - - - -ROYAL ORDER 241 OF THE MINISTRY OF THE COLONIES APPROVING THE -REGULATIONS FOR THE SUPERIOR NORMAL SCHOOL FOR WOMEN TEACHERS IN MANILA - - -Your Excellency: - -In accordance with the order of article 13 of the royal decree, of the -eleventh of the present month, by virtue of which a superior normal -school for women teachers is created in Manila, and for the purpose -of facilitating the institution of said school, and of regulating -the exercise of its functions from the beginning: - -His Majesty, the king (whom may God preserve) and in his name, the -Queen Regent of the kingdom, has considered it advisable to approve -the subjoined regulations by which the abovesaid teaching centre is -to be ruled. - -I inform your Excellency of this by royal order for your information, -and for the following ends, it being at the same time the will of -his Majesty that this resolution, as well as the regulations to which -the same alludes, be published entire in the Gaceta of Madrid, and in -that of Manila, in accordance with the rulings of the royal decree of -October 5, 1888. May God preserve your Excellency many years. Madrid, -March 31, 1892. - - -Romero - - -[Addressed: "Governor general of the Filipinas Islands."] - -Cagayán de Misamis, May 19, 1892. Let it be fulfilled, published, -and sent to the General Division of Civil Administration, for the -purposes abovesaid. - - -Despujol - - - - - - - -REGULATIONS OF THE SUPERIOR NORMAL SCHOOL FOR WOMEN TEACHERS IN MANILA - - -TÍTULO FIRST - -OF THE OBJECT OF THE NORMAL SCHOOL - - -CHAPTER I - -Article 1. The normal school created by royal decree of the eleventh -of the present month has as its object: - -1. The turning out of suitable women teachers, who shall have -charge afterward of the schools of primary instruction for girls, -so that these will well and faithfully meet the necessities of the -present time. - -2. To serve as a model so that the scholars who attend it may acquire -an exact knowledge of the methods, which must be employed with -good results in directing and developing the intellectual, moral, -and physical qualities of the girls who will later be entrusted to -their direction and care; and in so far as possible also consider its -establishment for good results in teaching according to the systems -by which they may rule those girls who shall be entrusted to them at -the end of their course. - - - - -Of the subjects to be taught - -Art. 2. The subjects which must be the object of study for the -pupils who attend this school shall be those described in article -8 of the above-cited royal decree, comprising the three courses for -the elementary grade, and one additional course for the superior. - -The subjects which shall be taught in the normal school of Manila -are as follows: - - 1. Religion and ethics (this course will include the explanation of - the catechism and sacred history). - 2. Castilian grammar. - 3. Expressive reading. - 4. Arithmetic. - 5. Caligraphy. - 6. General geography and the geography of España and Filipinas. - 7. History of España and Filipinas. - 8. Hygiene and domestic economy. - 9. Needle-work. -10. Geometry. -11. Room gymnastics. -12. Pedagogy. -13. Natural sciences. -14. Music and singing. -15. Practice in teaching. -16. Principles of literature. -17. Designing, with application to needle-work. -18. Principles of law and its application to the common exercise of - life. -19. French. -20. English. -21. Pedagogy for deaf mutes and the blind. -22. Fine arts. - - - - -Elementary grade - -The first and second year shall include studies from 1 to 11 inclusive, -and the same instructress may unite the pupils of both years in -one class. - -The third year shall be an enlargement of the same studies, adding -the studies from no. 12 to no. 15 inclusive. - - - - -Superior grade - -For the superior grade of the fourth year, all the subjects of the -preceding years shall be studied in an enlarged form, adding the -studies of nos. 16 and 17, and substituting geometry for drawing. - -From no. 18 to no. 22 the studies shall be optional, the study of all -or any of them being at the desire of the pupil, after the conclusion -of the studies of the fourth year. - -Art. 3. Lessons shall be alternate, weekly or bi-weekly, according -to the importance of the subjects with relation to the course. - -Each election shall last in general one hour, more time being given -to the lessons in needle-work, which shall be daily, and in the other -lessons to that which is believed to be for the advantage of the pupil. - - - - -Of school equipment - -Art. 4. Since the effort must be made to try to give to the teaching in -this institution the greatest possible practical character, it shall -be furnished with sufficient scientific equipment. Accordingly then, -it must have: - -1. The equipment for teaching suitable for each subject whose budget -formed beforehand by the directress, shall be submitted to the -approval of the governor general, in order that the sum assigned for -this purpose may be annually expended on it. - -2. Since the economic condition of some of the pupils of this center -will not permit them to acquire a certain class of books, which -it would be necessary for them to know, the governor general shall -assign the said center a copy of the books, which have application to -the school of which these regulations treat, and the ministry of the -colonies shall send them for the encouragement of the public libraries. - -The books shall be submitted to the approval of the directress, and -her permission shall be necessary so that the pupils can make use -of them. She shall also make the necessary rules in order for their -consultation, whenever she considers it advisable. - - - - -CHAPTER II - -Of the teaching force - -Art. 5. The school shall have the teaching force prescribed in article -4 of the royal decree of the eleventh of the present month. - -Art. 6. One of the regular instructresses shall exercise the duties -of directress. Her appointment shall belong to the minister of the -colony on recommendation of the reverend mother superior general of -the congregation of the Augustinian nuns of the Assumption. - -Art. 7. The duties of secretary and librarian shall be filled by the -instructresses appointed by the directress. - -Art. 8. The appointment of assistant instructresses shall be made by -the directress. - -Art. 9. The appointment of an assistant professor of religion and -ethics, who shall also be chaplain of the institution, shall be made -by the directress, with the consent of the diocesan. - -Art. 10. The teaching force of the school will receive remuneration -in the following manner: - - - Pesos - - Instructor-directress, with an annual salary of 1,000 - Five regular instructresses [profesoras numerarias], - with a salary of 700 pesos each 3,500 - One instructress of music and singing with an annual - salary of 475 - One instructress of room gymnastics 400 - Two assistant instructresses, one for the section of - sciences, and the other for the section of letters, - with an annual salary of 475 pesos each 950 - One assistant instructor of religion and ethics, - who shall also be the chaplain of the institution, - with an annual salary of 475 - ----- - Total 6,800 - - -Administrative force - - One secretary 250 - One assistant clerk for secretary 200 - One portress 200 - Three serving women at 150 pesos each 450 - ----- - Total 1,100 - - - - -CHAPTER III - -Of the directress - -Art. 11. The duties of the directress of the school are as follows: - -1. To observe and cause the laws, decrees, regulations, and other -superior orders to be observed. - -2. To adopt the measures advisable for the conservation of scholastic -order and discipline. - -3. To see that the instruction is given in the proper manner, for -which purpose she shall frequently visit the different rooms and take -care that the material aids which each subject demands are not lacking. - -4. To call and preside over the board of instructresses and the -disciplinary council, and to execute their decisions or send those -decisions for superior approval if they require it. - -5. To appoint the instructresses and the subordinates whose pay does -not exceed five hundred pesos, after informing the governor general -of said appointments. - -6. To send the requests of the instructresses, employes, pupils, -and dependants, to the governor general with her report; with the -understanding that the course of instruction will not be granted to -those who do not submit their conduct [to her], in order that there -may be no complaint against her. - -7. To represent the school in judicial matters in which the school -may be a party, or to delegate someone else to represent it. - -8. To recommend the measures which she believes conducive to the growth -and improvement of the school, and which are not among her duties. - -9. To see to it, with the greatest of zeal, that the instructresses -observe all the duties which are prescribed for them in the regulations -which are to be drawn up by the cloister for the interior management -of the school. - -10. To preside over all the meetings held by the cloister and to -direct their discussions. - -11. To direct the teaching, in accordance with the schedules presented -by the instructresses and approved by the governor general. - -12. The administration of the economic part of the institution, -receiving the sums which are assigned for its support, and distributing -them in accordance with the approved budget, whose preliminary project -must be drawn up in due time. - -13. The formation of the schedule of teaching hours, and the -designation of the place where it is to be carried on, after -conferring with the instructresses, so that the result may be more -satisfactory. She shall send to the general government a copy of the -schedule made out for each course. - -14. To inform the governor general opportunely of the pupils who have -entered for each course, and to draw up the Memoria anuario [i.e., -Annual report]. She shall send copies of these reports to the governor -general and the minister of the colonies. - -15. To form tribunals for the term examinations [61] and revalida. [62] - -16. She shall confer directly with the governor general and must act -through the medium of the latter when she shall have communication -with the supreme government. - -17. When vacancies occur in the teaching force of the school, the -directress shall take the necessary measures so that the teaching may -not suffer the least loss, and shall immediately inform the ministry -of the colonies, so that they may be advised as soon as possible. - -18. The directress of the school shall take the necessary measures so -that the pupils may not be deprived of the frequency of the sacraments, -of the holy sacrifice of the mass, and of other religious acts. - - - - -Of the instructresses - -Art. 12. The instructresses shall be under the immediate orders of -the directress in whatever concerns school matters. - -Art. 13. They shall lend their aid to whatever the directress of the -institution demands, endeavoring constantly to attain the greatest -aggrandizement and splendor of the same. - -Art. 14. In the absence or sickness of the directress, the senior -instructress shall fulfil her duties, and if there should be two -or more instructresses appointed at the same time, she who shall be -designated by the governor general. - -Art. 15. That instructress who shall fulfil the duties of directress -for any of the above-mentioned causes, shall not receive any -remuneration therefor, and only in case of vacancy shall she receive -the difference in pay. - -Art. 16. Each one of the instructresses shall give a list to the -secretary of the pupils who in her judgment may be admitted to the -ordinary examinations, according to the number of failures, in the -first fortnight of the month of March. - -Art. 17. Regular instructresses may use as a distinctive mark in -all the acts which concern the institution the professional medal -suspended from the neck by a cord made of the colors scarlet, sky-blue, -and turquoise blue. - -Art. 18. The medals mentioned in the preceding article shall be--that -of the directress, of gilded silver, and those of the instructresses, -white of that metal. - - - - -CHAPTER IV - -Of the secretary - - -Art. 19. The obligations of the secretary shall be: - -1. To inform the directress of matters which occur in the government -and administration of the school. - -2. To draw up papers, and record the reports and communications which -are offered, according to the instructions of the directress. - -3. To make the entries of entrance examinations, and term examinations -of the pupils. - -4. To petition and despatch the necessary resolutions for the -attestation of the documents presented by the pupils. - -5. To superintend matters of receipts and disbursements. - -6. To fulfil the duties of pay-mistress of the institution; to collect -and distribute fees for inscription [63] and academical fees. - -7. To take charge of the archives, and of the classification of the -documents under her charge. - -8. To issue with the proper authorization and in accordance with the -documents which are in her care, the certificates demanded by those -interested or by those who legally represent them. - -9. To record the minutes of the board of instructresses, and of the -disciplinary council. - -10. To keep all books and registers necessary for the successful -progress of the institution. - -11. To open a register in which shall be recorded both the -merits acquired by each one of the scholars and the faults of any -consideration which the same ones may commit during the course of -their studies, and according to those data their study certificates -shall be made out. - -12. To record and sign all the certificates ordered by the directress -and on which the latter shall place her O.K. - -Art. 20. The secretary shall receive as a remuneration for her services -one per cent of the receipts of the institution, and for certificates, -the fees assigned in these regulations, in addition to the one per -cent of the academical fees as a compensation for the loss of money -and of the responsibility which she has in the collection thereof. - -Art. 21. The secretary shall always be responsible for the correct -drawing up of papers, and for the accuracy of the documents which -she issues. - -Art. 22. The regular instructress appointed by the directress shall -act as substitute for the secretary during the absence and sickness -of the latter and during vacancies. - - - - -CHAPTER V - -Of the librarian - - -Art. 23. The duties of the librarian shall be: - -1. To make an inventory of the works existing in the library, to -classify the volumes, and stamp them with the seal of the institution. - -2. To name, after conferring with the directress the hours during -which this subordinate department will be open, and to watch after -the good preservation of the books which are committed to her care. - - - - -CHAPTER VI - -Of the assistants - - -Art. 24. The assistant instructresses shall have the following duties -in the institution: - -1. To act as substitutes for the regular instructresses in their -absence and sickness in their respective section. - -2. To take care of the classes and whatever belongs to the duties of -any regular instructress, in case of a vacancy, until that vacancy -is filled in accordance with the royal decree of the eleventh of the -present month. - -3. To aid the secretary in the extraordinary labors, and those suitable -for that office when she asks it. In this task the two assistants in -the sciences and letters shall alternate in each course. - - - - -CHAPTER VII - -Of the subordinates - - -Art. 25. The portress shall have charge of the principal door of -the building, and both she and the servants shall execute whatever -the directress orders them in regard to the order, arrangement, -and cleanliness of the institution, and its furnishings. - -Art. 26. The help cannot leave the edifice so long at it is open to -the public without express orders from the directress. - -Art. 27. The help of the school are prohibited under penalty of -discharge to receive any tip from the pupils for the services which -they give in fulfilment of their obligations. - - - - -CHAPTER VIII - -Of the board of instructresses - - -Art. 28. The board of instructresses shall be composed of the regular -teachers of the institution. - -Art. 29. The directress shall consult the board of instructresses: - -1. In the compiling of the annual and monthly budgets of the school. - -2. In the making of the list of studies mentioned in these regulations. - -3. In any other matters, both concerning the teaching force and the -government and management of the school, in which she believes it -advisable to hear their opinion. - -Art. 30. She shall also convoke them: - -1. For the annual opening of the studies. - -2. When any matter is held in the school which in the opinion of the -directress merits the presence of all the instructresses. - -3. At least twice during each term [curso], so that the instructresses -may propose whatever their experience declares to them as conducive -to the perfection of teaching. - -Art. 31. Affairs shall be settled by a plurality of votes and in case -of tie the president shall decide. - -Art. 32. The secretary shall record the minutes, which, after -approval by the corporation, shall be copied in a book, the president -authorizing the copy with her rubric, and the secretary with her -surname. - -In the margin of each minute, the names of those members who were -present at the session shall be noted. - -Art. 33. It is the secretary's duty to record the reports -and communications in fulfilment of the decisions of the -board. Nevertheless, the corporation may, when it deems it advisable, -charge any other of its members with the recording of any document -of this class. - - - - -CHAPTER IX - -Of disciplinary Councils - - -Art. 34. The Council shall be composed of at least five members. - -Art. 35. The school secretary shall be secretary of the disciplinary -Council. - -Art. 36. The directress shall convoke the disciplinary Council whenever -anything occurs which the Council ought to know. - -Art. 37. The decision of the disciplinary Council shall be verbal -and summary, and they shall always endeavor to decide definitively -on the same day on which the matter is submitted to their hearing. - -The order of procedure shall be: Hearing of the deed; deciding -whether it is suitable for them to try; the examining of antecedents -and witnesses in order to bring out the truth clearly; to hear the -accused who shall be cited in the proper manner; and the rendering -of the verdict. - -If the accused fails to appear of her own wish, the Council shall -settle the matter, judging the fault as an aggravating circumstance. - -After the minutes have been recorded and signed by the secretary all -the members shall affix their rubrics to them. - -Art. 38. The Council shall not impose other penalties than those -enumerated in these regulations, but they may punish the same pupil -with several of them. - -Art. 39. The verdict shall be published when and as the Council -determines; but immediate advice of the penalties imposed shall be -given to each pupil, to her father, guardian, or care-taker. - - - - -TÍTULO II - -OF THE ECONOMIC MANAGEMENT - - -CHAPTER I - -Of the annual budgets - - -Art. 40. The directress of the school, in conference with the board of -instructresses, shall annually compile the annual budgets of receipts -and expenditures, both ordinary and extraordinary. - -Art. 41. In the ordinary budget of receipts shall be included the -amount of the fees for matriculation, degrees, and certificates. - -The extraordinary budget shall be composed of the funds which it is -calculated will be received in the school in any other way. - -Art. 42. In the ordinary budget of expenses, the following shall be -included under its proper heading: - -1. The salaries which shall be received by the directress, -instructresses, employes, and help of the institution. - -2. The amounts which are calculated to be necessary for the rent, -preservation of the edifice, and its equipment. - -3. Expenses of the secretary. - -4. Expenses demanded by the teaching and conservation of scientific -equipment. - -5. One item for unforeseen expenses, which shall not exceed four per -cent of the amount of the ordinary expenses of the institution. - -Art. 43. In the extraordinary budget shall be figured the expenses -which are believed to be necessary for the improvement of the edifice, -for the purchase of school equipment or furniture, or for any other -object not included in the preceding article. - -Art. 44. The directress shall send the budgets to the general governor -with a memorandum, if she believes it necessary. - - - - -CHAPTER II - -Collection, distribution, and payment of accounts - - -Art. 45. The school shall be guided in matters of collection, -distribution of funds, and payment of accounts, by the general rule -of accounts. - - - - -TÍTULO III - -OF TEACHING - - -CHAPTER I - -Of the opening and duration of the term [curso] - - -Art. 46. The ordinary examinations of studies shall be held in the -school from the first to the thirtieth of April, and the extraordinary -examinations from the first to the thirtieth of June. The first day -of July of each year shall be celebrated in the school by the opening -of classes. All the instructresses and assistant teachers shall be -present at the ceremony, and the authorities and corporations of the -village and those persons who are deemed advisable, in order to give -it more solemnity and pomp, shall be invited to it. - -Art. 47. The opening ceremonies shall be presided over by the -directress, whenever the governor general does not attend. - -Art. 48. The ceremony having begun, the secretary of the school shall -read a short and simple résumé of the condition of the institution -during the preceding year, expressing therein the changes which have -occurred in the staff of instructresses, the number of scholars -matriculated and examined, the progress made by the teaching, -improvements made in the building, increase in scientific equipment, -the economic situation, and all the other bits of information which can -contribute to give a complete idea of the progress of the institution. - -This document shall be printed and afterward inserted in the official -newspaper of Manila, publishing therein as an appendix the tables -which will serve to prove what was explained in the memorial. - -This memorial, together with the inaugural address, which shall be -read by the directress, or one of the instructresses, shall be made -into a single volume, and copies of it shall be sent to the ministry -of the colony, the general government, and scientific and literary -corporations. - -Art. 49. After the conclusion of the reading, prizes shall be -distributed, and the ceremony shall close by the president saying: -"His Majesty, the king (whom may God preserve), and, in his name, -the queen regent of the kingdom, declares the academic term of such -and such a year open in the superior normal school for women teachers -in Manila." - -Art. 50. Lessons shall begin on the day following the opening of -studies, and shall terminate on March 31. - -Art. 51. Lessons shall not be suspended during the course, except on -Sundays, whole feast days, saints' days, and birthday anniversaries -of the king, queen, and prince of Asturia, on the day for the -commemoration of the dead, from December 23 until January 2, the -three days of the carnival, Ash Wednesday, holy Wednesday, Thursday, -Friday, and Saturday, and Easter and Pentecost. - - - - -CHAPTER II - -Of the order of classes and methods of teaching - - -Art. 52. Five days before beginning lessons, a representative -table shall be affixed in that place in the edifice assigned for -announcements expressive of the studies which are taught in the school, -the instructresses in charge of them, the textbooks for their study, -and the rooms, days, and hours in which the lessons are to be given. - -Art. 53. Explanations in all classes shall be in Castilian. - -Art. 54. Instructresses shall follow in their teaching the schedules -approved by the superior government, in accordance with section 11, -of article 11, and shall try to excite emulation among the scholars -by contests which shall prove their progress. - -Art. 55. The scholars seriously lacking in class in the respect due -the instructress shall be expelled from the class by that act and -judged by the disciplinary Council. - -Art. 56. The instructress shall note daily for the abovesaid purposes, -failures of attendance in the scholars, and shall hand in a list of -names whenever she thinks it advisable. - -She shall also note the manner in which they have answered in the -lessons, and to the questions which she has asked them; as well as -the acts of restlessness, and the pranks which they have committed. - -Art. 57. At the end of each month the instructresses shall hand -to the secretary a list of the pupils in their classes, with a note -regarding the failure of attendance, lesson, and deportment, which they -have incurred, and the qualifications of their memory, intelligence, -application, and conduct, so that the persons in charge of them may -understand their behavior. - -Art. 58. At the end of each month, the instructresses shall also hand -in a list of those pupils who have most distinguished themselves in -their progress and conduct. - -Art. 59. The instructresses shall endeavor to conclude the course of -any studies at least twenty days before the conclusion of the term, -in order to devote the remaining lessons to a general review which -may prepare the scholars for the examination. - - - - -CHAPTER III - -Of material equipments for instruction - - -Art. 60. There shall be a sufficient number of rooms in the school, -light, well arranged and ventilated, and large enough so that the -pupils whom it is calculated will attend may be accommodated. - -The seats shall be arranged conveniently and the chair of the -instructress shall be elevated so that she may see all her pupils -and be distinctly heard. - -There shall be a blackboard or oilskin [64] near the chair of the -instructress for writing and drawing the figures demanded in the -teaching. - -Rooms for drawing shall be arranged in the manner suitable for these -studies. - -Art. 61. In addition there shall be: - -1. An image of our Lord Jesus Christ, and a picture of his Majesty, -the king, in all the classes. - -2. The globes, maps, and other objects which are required for the -knowledge of geography. - -3. The synoptical pictures which are required to facilitate the study -of history. - -4. A cabinet for physics with the apparatus and instruments -indispensable for teaching this study profitably. - -5. A classified mineralogical collection. - -6. Another zoological collection, in which shall be found the principal -species, and if not, then plates which represent them. - -7. A botanical garden and its herbarium systematically arranged. - -8. A collection of all the solids and instruments deemed necessary -for the teaching. - -Art. 62. The directress shall see that collections in the cabinets of -natural history are formed as completely as possible from the natural -products of the archipelago. - -Art. 63. Each instructress shall have under her charge the conservation -of the material equipment owned by the school for the teaching of -her course of study. - - - - -TÍTULO IV - -OF THE SCHOLARS - - -CHAPTER I - -Of the qualifications which the scholars must possess in order to be -admitted to matriculation - - -Art. 64. In order that the studies of the normal school may produce -academical effects, they must be carried on with strict submission -to what is prescribed in these regulations. - -Art. 65. In order to enter the superior normal school for women -teachers, one must pass an examination of the branches of Christian -doctrine and sacred history, Castilian grammar, arithmetic, geometry, -geography, history of España and Filipinas, hygiene, and needle-work. - -Art. 66. The exercises of which the examination for entrance shall -consist shall be three in number, in the following form: - - - - -Written exercises - -1. The writing of a letter or dissertation upon a theme of Christian -doctrine, and sacred history, hygiene, or the history of España or -of Filipinas. - -2. Solution of an arithmetical problem. - -3. Execution of a simple geometrical drawing. - - - - -Oral exercise - -1. Explanatory reading of a complete sentence. - -2. Grammatical analysis of a sentence. - -3. Answer of a question in geography, and another in each one of the -subjects of Christian doctrine, sacred history, hygiene, and history -of España or of Filipinas. If any one shall have submitted a theme -on any one of these four matters for the dissertation of the written -exercise, that subject shall be excluded from the oral exercise. - - -Practical exercise - -Execution of needle-work, under the supervision of the tribunal. - -Art. 67. Judges of the entrance examination shall be three -instructresses regularly appointed by the directress. - -The proofs of this examination shall be the same marks as those for -obtaining a course [ganar curso]. - -The pupils shall pay two and one-half pesos for academical fees, -which shall be distributed at the close of examination among the -instructresses who are judges of the tribunals. - -Art. 68. In order to be admitted to matriculation, one must have -passed the age of fourteen; petition therefor must be made to the -directress of the school; and the petition must be accompanied by -the baptismal certificate of the petitioner, by the certificate of -good conduct issued by the parish priest of her district, a medical -certificate stating that she has proved that she does not suffer -from any contagious disease or physical defect which incapacitates -her for the duties of teaching, the authorization of her father, -tutor, guardian, or husband (if the candidate should be married), -and the corresponding personal cedula. - - - - -CHAPTER II - -Concerning matriculation - - -Art. 69. On the sixteenth of May annually, the matriculation of the -school shall be announced in the official gazette of Manila. - -Art. 70. The announcement shall state: - -1. The time when the school shall be open for those who have -matriculated. - -2. The necessary qualifications for admission to the school, and the -manner in which these qualifications shall be proved. - -3. The fees which must be paid by the pupils. - -Art. 71. The matriculation which shall be open from June 1, shall be -divided into ordinary or extraordinary, according as it is effected -in the months of June or July. In the last five days of this term, -the secretary's office shall be open from eight in the morning until -four in the afternoon, and on the day which closes the matriculation -period, until eight o'clock at night. - -Art. 72. Matriculation, whether ordinary or extraordinary, shall be -made by means of cedulas of inscription [65] made in accordance with -the model approved by the general government. - -The price of each cedula shall be 1.25 pesos, which shall be paid -without distinction by the pupils in the secretary's office of the -institution. - -Art. 73. Those who desire to enter the school, or come from another -institution, shall have a written petition in the form prescribed in -the preceding article. - -The passing of the entrance examinations and the date thereof in the -school shall be entered in the registration of the first study in -which the pupil is matriculated. - -Art. 74. The pupils, who shall not have matriculated for any reason -in the month of June, may do it in the month of July, by paying -double fees. - -The extension of this last period of time is absolutely prohibited, -and the tribunals of examination shall not allow that scholar to be -examined whose matriculation is not in accord with this provision. - -Art. 75. On July 1 of each year, all the fees paid by those who have -matriculated in the term which closes on the day before shall expire, -and in virtue of that those pupils who shall not have been examined -at that date, as well as those who shall have been suspended, shall -require a new matriculation for the following term. - -Art. 76. The fees for matriculation shall be paid in two instalments -in papeles de pagos al estado, [66] half at the time of matriculation, -and the other half in the month of February. Those halves of paper -shall be united with the personal document of the pupil. - -Art. 77. All the registers of matriculation of each term shall be -closed on July 31, and, on the following day, the directress shall -inform the general government of the result of the inscriptions in -all the branches of study. - -Art. 78. Any scholar who shall have matriculated in the school may -go to any other official school for the purpose of continuing her -studies. Those who so desire shall send a petition to the director, -and she shall grant it whenever it is not for the purpose of escaping -some punishment. - -The transfer of those who have matriculated from one institution -to another shall only be conceded from the beginning of the term -until January 31. If the necessity for such transfer is not proved, -the superior government shall be consulted. It shall be accomplished -by means of a special inscription for such cases, made out according -to a model which shall be sent ex-officio and registered, together -with the extract and the study sheet [67] of the one interested, -to the institution to which the transfer shall have been asked. Said -cedula shall be free, and shall confer right to continue the course -and be admitted to examination. - -Art. 79. Those who are transferred to other institutions shall -pay beforehand the academical fees, in accordance with the special -inscriptions made for that purpose. - -The upper part of the right hand section of these inscriptions -shall remain in the documents of the student as a proof of her -transference. The lower part [of the right hand section] shall be -delivered to her, while the other sections which shall constitute -the new matriculation of the pupil, shall be sent ex-officio in a -registered package to the directress of the other institution. In -the primitive inscription, said transference shall be noted by the -secretary rendering useless at the same time and diagonally the -examination coupons with a stamp [cajetín], reading "transferred." - -Art. 80. The pupils transferred shall present themselves in the new -institution within a fitting period. - -The inscriptions sent by post shall be united with the others of the -same study with the number of order corresponding to them. - -Art. 81. The fees for matriculation in the school shall be paid in -two instalments: the first when the inscription of the respective -studies is proved; and the second in the month of February. - -These fees shall amount to 7.50 pesos for all the studies corresponding -to each term. - -Art. 82. In order to prove the inscription of matriculation the -secretary of the school shall follow the following rules: - -1. The inscriptions shall be divided into as many groups as there are -studies corresponding to each term, enumerating them in correlative -order in those groups [i.e., from 1, up]. - -She shall authorize them with her signature and the seal of the -institution, and shall note in addition the name of the study, the -number of order in the upper part, leaving for the month of September -its repetition in the other sections. - -2. A printed paper in accordance with a model shall be supplied to the -pupils in the lodge of the portress of the school, with the object of -setting forth the group of studies in which they are to matriculate, -taking care that after their names they write very distinctly their -two surnames, both paternal and maternal. - -3. Such paper shall be handed to the secretary of the school, and -at the same time the papel de pagos al estado. The one interested -shall receive the coupon attached to the same, and the matriculation -shall thus be legal, even if the respective inscription shall not be -received until the following day. - -4. According as the matriculation of each group is made, the list of -the pupils shall be made in accordance with the correlative order of -its numeration, so that on the second of July, at the commencement of -all the classes, the instructors may have said list at their disposal. - -This list shall be completed with another list of those pupils who have -matriculated in the month of July, and further with those transferred -from other institutions, so that the list of the instructor may always -be in accord with the book of matriculations in which shall be noted -if possible the following: - -First, those who are to receive honor; second, those of ordinary -matriculation; then, those of extraordinary matriculation; and lastly, -those transferred from other centers of teaching; all with one single -correlative numeration, so that the last number may always correspond -to the total number of inscriptions. - -5. After the matriculation has closed, charge shall be taken of the -corresponding books, and it shall be ordered that the secretary devote -herself during the months of July and August to finishing the details -of each inscription, repeating the name of the pupil and that of the -group as often as it is noted in the printed form, and noting on the -other side the extracts of his study sheet, all with great neatness -and distinctness. - -The directress shall communicate to the general government the result -of the inscriptions on the first of August in the form prescribed. - - - - -CHAPTER III - -Obligations of the pupils - - -Art. 83. From the day in which the pupil is entered in the register -she shall be subject to the scholastic authority within and without -the institution. - -Art. 84. Pupils shall be obliged to be punctual in attendance at -the class during the whole term. If they shall cease to be punctual -for some time without there being any cause therefor which appears -legitimate to the instructress, the latter may exclude them from -the ordinary examinations, and when they present themselves for the -extraordinary examinations in June they cannot aspire to more than -a passing mark. - -Art. 85. All the pupils shall be obliged to obey and respect the -directress and instructresses, both within and without the institution, -and to heed the admonitions of the help, charged with the conservation -of scholastic order and discipline. - -Art. 86. In the register of matriculation of each pupil shall be noted -the rewards which she obtains and the punishments which she suffers, -by virtue of the decision of the disciplinary Council as well as -those imposed by the directress and instructresses, if it be they -who resolve to punish her. In both cases the fault, for which the -penalty shall have been imposed, shall be mentioned. - -Art. 87. The pupils shall be prohibited from addressing their superiors -orally or in writing in a body. Those who infringe this rule shall -be judged guilty of insubordination. - -Art. 88. Pupils shall attend school decently dressed. The directress -is authorized to forbid any jewel which takes away from the decorum -which ought to rule in an institution of teaching. - - - - -CHAPTER IV - -Of the examinations - - -Art. 89. The ordinary examinations of the studies shall be held in -the school and at set periods, and the pupils shall pay for this -purpose the academical fee of 2.50 pesos for each group. - -These fees shall be paid in hard cash in the secretary's office of -the school during the month of March, and the pupils shall receive -a receipt which shall authorize them without the need of any other -academic document, to take the examinations, both ordinary and -extraordinary, in the respective group. - -Half of the amount of these academic fees shall be assigned to the -scientific equipment, and as pecuniary aids to superior and poor -pupils; and the other half shall be used for the formation of a common -fund, which shall be distributed in equal parts among all the regular -instructresses of the school. - -Art. 90. The instructresses shall hand to the secretary ten days -beforehand a list of the pupils who may be admitted to the ordinary -examinations, and another list of those who shall remain for the -extraordinary examinations. - -Art. 91. On the first of April, the register books shall be distributed -among the respective tribunals, the secretaries of the same taking -charge of them. After examining them, the examinations shall be begun, -commencing with the pupils with registers containing honorary marks, -and by those who obtained the mark of excellent for the last term, -without any suspension if they shall so petition in a request sent -to the directress of the school. - -The others shall follow the strict correlative order of the -inscriptions, the secretary of the tribunal seeing to it that the -pupils sign in the place indicated for that purpose, and after the -presentation of their personal cedula, [68] and the other requisitions -which the tribunal may consider necessary, if there shall be any -doubt concerning their personality. - -Art. 92. Examinations shall be announced sufficiently beforehand, as -well as the locality, day, and hour, in which they shall be held. On -each day, moreover, shall be announced the correlative numeration of -those persons who shall be examined on the following day. - -Those who shall not be present at the ordinary examinations shall -remain for the extraordinary examinations. - -Art. 93. Each study shall be the object of a special examination and -tribunals for term examinations, and competitions for ordinary rewards -shall be formed by the instructress of that course and two other -instructresses, also officials of the analogous branches designated -by the directress, whenever they are not related within the third -degree to the pupil. - -One of the judges may be replaced by the assistant instructresses. - -The term examinations shall consist of questions which shall be asked -for at least ten minutes by the judges on three lessons of the schedule -of the studies chosen at random. - -Art. 94. The ceremonies shall be held in the following manner: - -1. As many numbers as the lessons contained in the schedule of the -study shall be placed in an urn by the judges. - -2. The secretary of the tribunal shall draw three numbers in the -presence of the pupil, and the three lessons bearing that number shall -be the object of that exercise. The numbers which are drawn from the -urn shall be returned to it at the end of the exercise. - -3. In the studies of translation and analysis, two lessons shall -be chosen by lot, and at the end of the examination on them, the -secretary of the tribunal shall open the book which shall have served -as textbook for these exercises and shall assign to the pupil the -passage which she is to translate and analyze. - -4. There shall be a blackboard or a square of oilskin in all the -places where examinations are held, so that the pupils may write -or make the figures which the judges order them, or which they may -believe to be necessary in order to answer fully the questions asked -them. Moreover they shall have the apparatus and objects which may -be deemed necessary by the tribunal. - -Art. 95. At the close of the examinations of each day, the judges, -in secret session, and in view of the marks which they ought to have -taken during the exercises, shall rank the pupils examined. - -These marks shall be: excellent, notable, good, passed, and suspended. - -The secretary shall place a list in the lodge of the portress of the -school during the days of the examination on which shall appear the -marks which the pupils shall have obtained in the examinations. - -Art. 96. The marks obtained in the examinations shall be immediately -entered in the general register in alphabetical order which shall -be started with all those who have matriculated in the school, -on the first of September, according to the form approved by the -General Division of Public Instruction. In this way, before May 5, -they can send to the general government the lists of matriculation -as well as of ordinary examination, with their grades, in order that -the general summary may be published in the Gaceta on the fifteenth -day of the same month. - -Art. 97. Pupils suspended and those who do not present themselves at -the ordinary examinations shall be admitted into the extraordinary -examination without other official document than the said voucher -stating that they have paid the academical fees in March. - -If the first of July arrives without that having been attended to -they lose all their fees, and shall have to matriculate again for -the following course in accordance with the regulations. - -Art. 98. Having noted in the general register the grades of the -ordinary examination, they shall proceed, under the supervision -of the secretary of the school, to cut the second section of the -inscription of the pupils who have passed, in order to join it on -their respective documents. The same operation shall be repeated at -the end of the examinations in June, except in regard to the pupils -who have not passed, to whom the inscriptions refer. - -Art. 99. The marks given by the judges shall be decisive and no appeal -of any kind shall be received in regard to them. - -Art. 100. Those admitted to the extraordinary examinations shall be: - -1. The pupils included in the lists of the instructresses as admissible -to them. - -2. Those admissible to the ordinary examinations who did not appear. - -3. Those suspended. - -4. Those who desire to obtain a better mark than they obtained in -the ordinary examinations. - -Art. 101. All the rules relating to the ordinary examinations are -applicable to the examinations held in June. - - - - -CHAPTER V - -Of rewards - - -Art. 102. Every year rewards, which shall be ordinary and -extraordinary, shall be granted in the school. - -Ordinary rewards shall be of two kinds: those of the first kind shall -consist of matriculation of honor; [69] and those of the second in -the payment of matriculation and academical fees, books, medals, etc. - -Art. 103. Two ordinary rewards shall be granted, one in each course, -if the pupils do not exceed fifty in number. If they exceed that -number by another fifty or the fraction of fifty pupils, an equal -number of honorable mentions may be conceded to them. - -Art. 104. The pupils who obtain rewards of the first class shall be -entitled to ask the directress for matriculation of honor completely -free in the following term and in the same school, whenever such -persons do not have unfavorable marks or antecedents in their -academical deportment. - -Art. 105. The pupils who shall have obtained the mark of excellent -in all the examinations of the same term, may become candidates for -admission to the competitive exercises for rewards of the first class. - -In order to be admitted to the exercises for rewards of the second -class, it shall be required that the candidates prove a lack of -resources and shall have obtained three marks of excellent in the -same term. - -Art. 106. Competitive exercises for ordinary rewards shall be held -three days after the termination of those for term examinations of -the studies, the judges for such exercises being the instructresses -who shall have formed the tribunal, during the examination of the -branch which was the object of the competition. - -Art. 107. In the extraordinary examinations a certificate of honor -and grace as teacher of primary elementary teaching, and another as -superior shall be conceded. - -Art. 108. The competitive exercises for these rewards shall be begun -on the twentieth day of June, at twelve o'clock in the morning, before -a tribunal composed of five instructresses, under the presidency of -the directress. - -Art. 109. Those scholars who shall have obtained the mark of excellent -in all the exercises may become candidates for the degree of elementary -and superior revalida for extraordinary reward. - -Art. 110. The cloister of instructresses shall prescribe the -subjects in which the exercises for the rewards, both ordinary and -extraordinary, shall be the object. - -Art. 111. The tribunal shall adjudge the reward to the pupil who -shall have handed in the best exercises; and the fact that she who -does not receive a favorable mark has competed for a reward shall be -noted as a special merit in her study certificate. - -Art. 112. The judges shall not speak a word to the one taking the -exercise. - -Art. 113. The expenses occasioned by the judging of awards shall be -paid from the amount arising from the inscriptions and academical -fees, three-fifths being assigned for the pay of matriculation and -the other two-fifths for the purchase of books and supplies. - - - - -CHAPTER VI - -Certificates and decisions - - -Art. 114. The certificates of the academical studies of the pupils may -refer to the branches of one single term, or those of two or more, -and also to those of the whole course [carrera] with or without the -corresponding title. The certificates solicited by the pupils, in -accordance with the form printed for that purpose, shall be issued by -the secretary, on the payment in hard cash of one peso and twenty-five -centavos, if the certificate shall embrace the studies of one group; -and two and one-half pesos, if it shall embrace more or those of all -the course [carrera], the state seal which the regulations in force -prescribe being on account of the secretary. - -Art. 115. Certificates made out with the object of a continuance -of the studies or the receiving of an academical degree in another -institution shall be sent ex-officio and registered, the suitable -coupon only being delivered to such person. - -Art. 116. Certificates stating that the exercises for revalida, or -rather that the respective titles have been issued, shall also be given -upon the petition of those interested, for the payment of 1.25 pesos. - -Art. 117. Those pupils who shall have obtained three or four honorable -mentions, and no conditions [nota de suspensa], shall be given all -the certificates that they need, without other fees than the amount -for the state seal. - -Art. 118. Half of the amount of the fees of the documents which are -issued by the secretary of the school shall be assigned for printing, -state seals, registration of mail, and other like expenses, and the -other half shall be divided among the secretary and the employes of -the secretary's office, whenever these amounts do not exceed a fourth -part of their respective pay. - -If they exceed such sum, the remainder shall be employed in improving -the archives and other dependencies attached to the secretary's office. - - - - -CHAPTER VII - -Of faults against academic discipline and means of checking them - - -Art. 119. Slight faults are: - -1. Inattention in regard to the [admonitions of the] help of the -institution. - -2. Injuries and offenses of slight moment to other pupils. - -3. Faults of deportment in the schoolroom. - -4. Indecorous words and unquiet acts and pranks. - -Grave faults against academic discipline are: - -1. Blasphemy, irreligious actions, and immodest actions and words. - -2. Passive resistance to superior orders. - -3. Insubordination against the directress and instructresses of -the school. - -4. Grave offenses or insults which wound the other pupils. - -5. Any other action which causes grave disturbance in the academical -order and discipline. - -6. The second occurrence of slight faults, and resistance in suffering -the punishment which shall have been imposed for them. - -Art. 120. The checking of slight faults belongs to the directress -and instructresses, but the hearing of grave faults belongs to the -disciplinary Council. - -Art. 121. Punishments prescribed for slight faults are: - -1. Private censure by the directress of the school. - -2. Idem, public before her companions. - -3. Seclusion in the institution for the space of several days, which -may not exceed one week, but attendance at class and permission for -the pupil to go home for the night. - -4. Increase of failure of attendance up to the number of five. - -Art. 122. Grave faults shall be punished by the following penalties: - -1. Public admonition, ex-cathedra, by the directress or instructress, -according as may be prescribed by the disciplinary Council. - -2. Loss of the [studies of the] term. - -3. Expulsion from the institution. - -4. Disqualification to continue her course. - -Art. 123. Punishments 2, 3, and 4, shall be imposed by personal -action, which shall be declared by the cloister in full session, the -one interested being heard for that purpose; but the confirmation of -the governor general shall be indispensable. - -Art. 124. The pupil who shall not present herself to undergo the -penalties expressed in number 1 of the preceding article shall lose -the term. - -The penalty of expulsion shall carry with it the loss of the term. The -pupil expelled shall not be allowed to enter the school without the -express permission of the directress. - -Art. 125. If a punishable act shall be committed in the school by those -who are subject by the laws to the judicial action, the directress, -collecting the data and advisable information, shall inform the court -so that it may proceed in accordance with law. - -Art. 126. If the pupils, anticipating, or prolonging, their vacation, -or for the reason of scholastic disturbances, cease to attend their -classes, they shall not be admitted to the term examinations until -the extraordinary examinations of June. That fact shall be noted by -the instructresses and handed to the directress of the school. - - - - -TÍTULO V - -REVALIDA EXAMINATIONS [i.e., examinations for a degree] - - -Art. 127. Pupils may receive the degree of a teacher's certificate -of primary, elementary, or superior teaching, to which they may be -admissible, according to the studies which they have pursued during -any time of the year, if it is not in the month of May, the time when -the instructresses in all branches shall have their vacations. - -Art. 128. Those who are candidates for a degree shall present a -petition to the directress accompanied by documents sufficient to prove -that they have taken the course and passed in the necessary studies -in due time and form. The petition shall be handed to the secretary -so that she may give information of what appears in the books, and -ask the decision if the pupil comes from another institution. - -Art. 129. The paper having been drawn up, the directress shall grant -admission to the exercises or shall refuse the petition. In case of -doubt she shall consult with the cloister of the school. - -Art. 130. The paper having been approved, the pupil shall pay six -pesos for the fees of inscription, and having done that, the secretary -shall appoint the day and hour for the first exercise. - -Art. 131. Exercises for academical degrees shall be made by means of -inscriptions similar to those of matriculation, regulated according -to the form approved by the government. In them shall be comprised -the extract of the studies and the antecedents of the course of the -one interested. - -These inscriptions shall give a right to the repetition of each one -of the exercises of the degree in the case of suspension, but having -been repeated in one such exercise, the inscription remains null and -void, and another one is needed for a new examination. - -Art. 132. The exercises mentioned in the preceding article shall -not be held in distinct institutions, but each pupil shall begin and -end them in one and the same institution. Among the candidates for -the degree at any time, those who shall have the best marks in their -study certificate shall be preferred, for the order of the exercises. - -Art. 133. The exercises for degrees shall be four in number--one -written, one oral, and two practical--and shall last for the time -deemed advisable by the tribunal. - -Art. 134. The tribunal for each exercise shall be comprised of three -instructresses, those of the branches examined, taking turns in -composing it. - -Art. 135. The written part for the candidates for the certificate -of teachers of elementary primary instruction shall consist in the -writing of a capital alphabet and another small alphabet on the ruled -paper which is supplied to them; in the writing by dictation of one or -more sentences, which shall occupy at least a fourth of the paper of -the size of the stamped paper; in the solution of three arithmetical -problems chosen by lot from among twenty prepared beforehand; and -in the development of one pedagogical theme from three chosen by lot -from an urn containing thirty, for this last part taking as a minimum -half a sheet of paper the size of the stamped paper. - -Four hours shall be allowed for these exercises. - -Art. 136. The written part of the exercise of confirmation for the -candidates to the teacher's certificate of primary superior education -shall consist in the solution of three arithmetical problems chosen -by lot from among twenty previously prepared, and the development of -a pedagogical theme from three drawn by lot from an urn containing -twenty, of the matter suitable for this grade, taking as a minimum -one sheet of paper of the size of the stamped paper. - -Five hours shall be prescribed for these exercises. - -Art. 137. When there are several candidates they shall take the -written exercises at the same time, but shall be conveniently located -and watched so that they may not aid one another. - -Art. 138. Paper with the seal of the institution and rubricated by -the president of the tribunal, shall be furnished to those examined -for all the written exercises. - -Art. 139. The oral exercises for those pupils who are candidates for -the elementary teacher's certificate shall consist in answering nine -questions on the three branches which shall be chosen by lot from -among all the others constituting the general group of the studies -of the elementary teacher; and for the candidates to the superior -teacher's certificate, in the same exercise, and in like manner for -all the branches studied in the four terms. - -Art. 140. After the termination of the written and oral exercises the -practical exercise in needle-work will begin. This last having ended, -the tribunal in the practice school shall be constituted, in the -elementary or superior section, according to the class of the pupil -in point. Each one of them shall draw a paper from an urn in which -there shall be as many as there are branches of study included in the -corresponding grade; that is to say, those studies of the elementary -for the pupils of that class, and all the studies for the superior, -except that of music and singing, which shall not form a part of -this exercise. - -The subject having been chosen by lot, the one examined shall draw a -new ticket from another urn from thirty prepared for that purpose. The -number of that ticket shall indicate the point which she is to explain -on the development of girls, the elementary spending ten minutes on -the explanation and the superior fifteen. - -Art. 141. Immediately after the termination of an exercise, the -exercise shall be passed upon by secret vote, for which purpose the -president shall distribute to each one of the judges three tickets, -one of which shall contain an S (sobresaliente [i.e., excellent]), -the second one A (aprobada [i.e., passed]), and another one shall be -blank (suspensa [i.e., conditioned]). - -Art. 142. If each one of the judges deposits a distinct letter in the -urn the president shall declare the graduate to have passed; in other -cases she shall be qualified according to the vote of the majority. - -Art. 143. In order to be admitted to the second exercise, one must -have passed in the first; in order to be admitted to the third she -must necessarily have passed in the second; and in order to be admitted -to the fourth one must have passed the three preceding. - -Art. 144. Pupils conditioned in the exercises for confirmation shall -not present themselves for new exercises until two months from the -date of their condition. - -Art. 145. The exercises to which the preceding article refers can be -repeated indefinitely, whenever the above-mentioned time intervenes -between each two times. - -Art. 146. When a pupil repeats the exercises in which she shall -have been conditioned, at least one of the judges who shall have -participated in the condition shall form part of the tribunal. - -Art. 147. For fees of teacher's certificate of superior primary -instruction, candidates shall pay in papeles de pagos al estado the -sum of forty pesos, besides presenting the fitting stamp which must -be affixed to each certificate, and paying in cash two pesos for -expenses of issuing the document. - -The above-mentioned sum of forty pesos shall be reduced to thirty-five -when it is a question of a teacher's certificate of elementary -primary instruction, and to seventeen and one-half for the change -from elementary teacher's certificate to that of superior. - -Half of the amount collected for the purpose of issuing the circulars -shall be assigned for printing and other like purposes, and the other -half shall be distributed among the secretary and the employes of -that office. - -Art. 148. The governor general, finding the documents regular, -shall issue the certificates with the mark of passed or excellent, -which shall bear in plain sight the coupon part of the respective -inscriptions which the directress of the school sends him for that -purpose, on which he shall note the approval of the exercises and -the payment of the fees which the regulations in course prescribe, -accompanying it also with a registered copy of the baptismal -certificate of the graduate. - - - - -Of the practice school - -Art. 149. A school of primary teaching, supported by the municipality, -shall be joined to the normal school, and, if possible, shall occupy -the same building with it, in which the pupils who are candidates -for teachers can learn what a school for girls is and practice in it, -following the most adequate method and procedure for the teaching of -each subject, so that during their course they may obtain the good -results which must be promised. - -Art. 150. The practice school shall be divided into two sections, -which shall be called the elementary and the superior grades. There -shall be one teacher in charge of it with a superior certificate, -and she shall be called "regent." - -Art. 151. The regent shall have one assistant, for whom it shall be -sufficient to possess a teacher's certificate of elementary primary -instruction, since she shall be in charge of the section peculiar to -the certificate which is demanded of her. - -Art. 152. The practice school shall not lose its character as a public -school for the girls of the village, and shall be supplied in the -manner prescribed for others of its class. - -Art. 153. The superior normal school for women teachers in Manila shall -have at present only day pupils, until the necessities of instruction -in the archipelago counsel the admission of resident pupils exactly -or in similar form as the normal school for men teachers. - -Art. 154. The Augustinian nuns of the Assumption may establish at -their account, if they deem it advisable, the admission of resident -pupils in the same institution of the school, whenever that is not -to the prejudice of the day pupils, or indeed in any other edifice -contiguous to or distinct from the school. - -Art. 155. All the orders which prevent the fulfilment of the contents -of these regulations are abrogated, and the minister of the colonies -is authorized to decide the doubts which may arise from the application -of the same. - - - - -Additional article - -The directress and instructresses of the congregation of Augustinian -nuns of the Assumption shall have complete liberty for the observance -of the statutes of their order. - -Madrid, March 31, 1892. Approved by his Majesty. - - -Romero - - - - - - - -DECREE OF THE GENERAL GOVERNMENT ELEVATING TO THE GRADE OF SUPERIOR THE -NORMAL SCHOOL FOR MEN TEACHERS IN MANILA, AND APPROVING PROVISIONALLY -THE NEW REGULATIONS OF THIS SCHOOL - - -Normal school of teachers: Your Excellency: - - -The normal school for men teachers in Manila, established by virtue -of the royal organic decree of December 20, 1863, for the purpose -of being used as a seminary for men teachers fit to take charge -of schools of primary instruction for the natives throughout the -Philippine Archipelago, has been fulfilling, since its foundation, -the difficult task committed to it by the government of his Majesty, -filling the great space which was experienced in these remote provinces -from the primitive times of the conquest. With the adoption of a -system combining pedagogical instruction and education, at the same -time that it has diffused, so far as has been possible, the use of the -Castilian language, knowledge of evangelical truths, and the practice -of Christian morals, it has propagated the germ of true civilization in -all the islands, consolidating, with the most elementary principles of -education, the civil life of the villages in their diverse relations -in regard to the social organization, and especially with the diverse -institutions which unite this archipelago with the mother country. - -The immediate truths of that foundation are the greater facility -of communication between the natives and the civil, military, -ecclesiastical, governmental, judicial, and administrative authorities, -and the greater development in the arts and industry, in agriculture -and commerce, and in the participation of the natives in the profession -of letters and of sciences, and in the exercise of authority and -other subordinate charges in the different state offices. Such results -have been preceded by an initial period of most laborious formation, -for, although the normal school had to be ruled from the beginning -by organic regulations adapted to the needs of the region and to the -special circumstances of the time and of the individuals for whom it -was founded, it had to limit its sphere of action to the most reduced -horizons, in accordance with the remarkable state of imperfection -and backwardness of the scholars entrusted to it, and of the little -time allowable for their fitting instruction and education in the -profession of teacher. The perfection of the normal teaching and -of its regulation was left, therefore, for the provision of later -supplementary orders. For, having seen the moral impossibility of its -complete application, according to the ideal demanded of a perfect -plan of pedagogical teaching, it had to be molded according to the -pressing needs of the villages and to the lack of a staff fit to take -charge from the beginning of all the schools of primary instruction -in the archipelago. - -The absolute lack of suitable men teachers, with actual experience -in teaching, was the reason for the studies in the normal school -being reduced in the earlier years to supplying hastily the first -intellectual and moral needs of the villages. Those having been -satisfied, the studies required in article 4 of the regulations for the -acquisition of a teacher's certificate of elementary instruction were -completed in three years. But although the resident and day pupils had -to be fully sixteen years old for admission into the normal school, -it resulted that, since the majority of them came from provinces -where they generally cease to attend school after the age of twelve, -the few ideas which they had learned in those schools were already -obliterated from their minds, especially the use and knowledge of -Castilian. Consequently, in order that the pupils might study the -branches suitable for the teaching profession with understanding of -the authors of the textbook, and the explanations of the instructors, -it was indispensable to cause said studies to be preceded by a -preparatory year, in order that the legal qualifications of ability -to pursue their career might be obtained. - -At the beginning, the textbooks had to be chosen from among the -shortest and most abridged, in consideration of the lack of development -of the intellectual faculties of the pupils. That produced in due -time the advantage that the new teachers, explaining to the children -of their schools the same authors by whom they had been formed, -afterwards came themselves better prepared to frequent the classes of -the normal school. Furthermore, having left aside the qualification -of the young candidates being sixteen years old, in order to enter the -preparatory class, the halls of this normal school were from that time -filled by the most advanced pupils of the elementary primary schools -of the villages, without any notable interruption in the progress of -their studies from childhood until the completion of their course. - -To this spontaneous and natural modification of the regulations, -was due the calling to the teaching profession of the most suitable -and advanced pupils whom the normal school now possesses; and if to -them be added the best students of the practice school who increased -annually the number of the preparatory class, the result is that said -selection must greatly redound to the very great advantage of the -teaching force. It proceeded then to mitigate the harmful exclusiveness -of article 11 of the regulations for the schools and teachers of -primary instruction for the natives of this archipelago, permitting -the exercise as teachers to the scholars graduating from this normal -school of Manila, who had acquired the teacher's certificate before -reaching the age of twenty. - -Indeed, that the most opportune time for exercising the duties of -teacher with advantage and without loss of intellect is immediately -after receiving the certificate, is evidenced by the fact that the -matters recently learned remain yet fresh in the memory and in the -mind of the young teachers; the will is then more active and ready to -communicate those matters to the children, and enthusiasm consolidates -in this case the vocation of the young teacher and moderates his mind -with the habit of work, so that he will persevere in his profession -for the rest of his life. - -Granting the fondness of the native for instruction, and having seen -the increase in this last third of the century of public instruction -in Filipinas, thanks to the multitude and variety of official and -private teaching centers, it is more and more indispensable every day -that the primary teaching of the archipelago be propagated, perfected, -and consolidated, giving the greater extension and the preferred place -to the pedagogical studies of the normal school for men teachers, by -adding to the course of teachers of elementary primary instruction -that of superior primary instruction. The intellectual progress of -Filipinas, and its hopes for the future, demand a greater development -in the instruction and education of the children; and consequently, -that the young men, who nobly aspire to become teachers, may obtain -the certificate and prerogative of teacher of superior primary -instruction. That such are the desires of the government of his -Majesty, are evident by the recent creation of a superior normal -school for women teachers in Manila, and the constant desire of -enlarging the literary studies throughout the Spanish domains. - -The necessity of also extending the teaching of this normal school for -men teachers in Manila has been so widely recognized, that for some -years past the supplementary courses for obtaining the certificate of -superior teacher of primary instruction have in fact been studies in -said center. It is so much more easy to introduce said improvement, -since it can be realized with the same teaching staff, without any -greater expense than the actual budget, and even an increase in the -years of study can be realized. For, during the first three years, -the pupils would study the branches corresponding to the teachers' -course of elementary primary instruction, in order to obtain, after -passing the examinations of the third year, the certificate by virtue -of the examination for degrees only those who shall have obtained in -said examination the grades of excellent and passed, besides the fourth -year being entitled to obtain the certificate of superior teacher, the -studies of the normal school of Manila comparing throughout with those -which are pursued in the superior normal schools of the Peninsula. - -To the professional exercise of the duties of teacher of superior -primary instruction, belong privileges, prerogatives, and emoluments, -distinct from those which are enjoyed by teachers of a lower rank. In -such case the término competitions of the first and second class -would have to belong exclusively to the teachers of superior primary -instruction, and in the contests for the ascenso schools they must -be preferred to the elementary. - -Said competition must take place before a competent tribunal, and -must be subjected to the official schedule of the various branches, -whose study prepares one for the certificate of superior teacher -indispensable for such competitions. - -The case foreseen by article 12 of the regulations, namely, of the -existence among the supernumerary pupils of a sufficient number -of teachers to supply the schools of the archipelago, having been -realized, the suppression of the regular [de numero] resident pupils -is now proceeding in this normal school. - -In accordance, then, with the previous exposition, he who affixes -his signature has the honor to recommend to the lofty consideration -and approval of your Excellency, so that you may deign to bring, if -you judge it suitable, to the notice of his Excellency the minister -of the colonies, the subjoined modification of the regulations of -the normal school for male teachers of primary instruction for the -natives of the Filipinas Islands approved by her Majesty, December 20, -1863. May God preserve your Excellency many years. Manila, November 1, -1893. Your Excellency, - - -Hermenegildo Jacas - - - - -General Division of Civil Administration: Your Excellency: - - -So powerful and conclusive are the arguments which the right -reverend father director of the normal school for men teachers -in Manila adduces, in order to petition your Excellency that said -institution enlarge the scope of the studies of its teaching, and -have, therefore, in the future, the character of superior, which -the director who affixes his signature, honoring himself in making -them his own, recommends to your Excellency that taking them under -consideration, and in harmony with them, you deign to authorize the -subjoined project for a decree. Will your Excellency decide. Manila, -November 10, 1893. Your Excellency, - - -A. Avilés - - - - -Decree - -General government of Filipinas: Civil Administration. - -Manila, November 10, 1893. - -This general government in the exercise of its powers and in conformity -with the recommendation of the General Division of Civil Administration -on this date, declares the following: - -Article 1. In order to heed the necessities felt more sensibly -each day for broadening and perfecting the pedagogical studies for -the purpose of forming suitable teachers to whom to entrust the -development and progress of primary instruction in the archipelago, -the normal school for men teachers of this capital is declared a -"superior normal school." - -Art. 2. Teachers' certificates which shall be conferred in the future -by this institution shall include two grades--elementary and superior. - -Art. 3. The studies corresponding to the first grade shall be divided -into three courses, and in the form established by the regulations, -by which said institution must be ruled, in its article 4. - -Art. 4. For the superior degree the same subjects shall be studied -with the extension of those which are prescribed in the last section -of article 4 of the abovesaid regulations. - -Art. 5. The teachers' certificates, obtained in the superior normal -school, shall bear equal rights and privileges with those obtained -in like institutions in the Peninsula. - -Art. 6. The same instructors as those at present in the normal school -shall be those charged to teach the subjects belonging to the fourth -year. - -Art. 7. The regulations drawn up by the director of the superior normal -school for men teachers who shall begin to rule with such character, at -the beginning of the next term of 1893-94 are provisionally approved. - -Let it be communicated, proclaimed, and information thereof given to -the ministry of the colonies for its approval. - - -Blanco - - - - - - - -REGULATIONS OF THE SUPERIOR NORMAL SCHOOL FOR MEN TEACHERS - - -Of the object of the superior normal school - -Article 1. The object of the superior normal school for men teachers -in Manila is to serve as a seminary for teachers who may take charge -of the schools of primary instruction in the archipelago. - -Art. 2. The pupils shall be resident and subject to one and the same -rule and discipline. For the present the previous entrance examination -shall allow the entrance of day pupils provided that their number does -not exceed sixty the first year, and if their antecedents give hope -that they can pursue their studies to advantage and that their conduct -will be such that it corresponds to the good name of the institution. - -Art. 3. [This article is equivalent to Art. 3 of the regulations of -December 20, 1863 for the normal school; see ante, p. 86.] - - - - -Of the studies and their duration - -Art. 4. The teaching in the normal school shall include two -grades--elementary and superior. The adequate teaching for -the acquisition of certificate of teacher of elementary primary -instruction shall be distributed over three terms, and one term -more shall complete the teaching required for the superior teacher's -certificate. The scholars who are candidates for the certificate of -teachers of elementary primary teaching must have studied and passed -in the following branches: - -Christian doctrine explained, in three courses. - -Elements of sacred history, comprising two courses. - -Castilian language, with exercises of composition and analysis, -according to the four parts of the grammar, three courses. - -Theory and practice in reading, two courses. - -Theory and practice in writing, two courses. - -Arithmetic, two courses. - -Principles of geometry and surveying, one course. - -Principles of geography and history for España and Filipinas, -one course. - -Principles of agriculture, one course. - -Elements of pedagogy, one course. - -Rules of etiquette, one course. - -Elements of lineal and figure drawing, three courses. - -Lessons in vocal and instrumental music, three courses. - -Gymnastics, three courses. - -The courses in catechism, sacred history, reading, writing, Castilian -language, arithmetic, and geometry shall have lessons daily; every -other day, geography, history, surveying, and pedagogy; bi-weekly -the course in etiquette. - -There shall be daily lessons in the academies of music, gymnastics, -and drawing. - -In order to obtain a teacher's certificate of elementary primary -instruction, besides having passed in the branches belonging to -the three above-mentioned courses, a revalida examination shall be -demanded after having passed the examinations of the last course. - -In order to obtain a superior teacher's certificate, one is required: -1--to have obtained the mark of excellent in the revalida examinations -for the teacher's certificate of elementary primary instruction; -2--to have taken the increased course in pedagogy, and in addition the -legislation in force in regard to primary instruction in Filipinas; -3--principles of religion and ethics, universal history, algebra, -industry, commerce, and the ordinary phenomena of nature. - -Art. 5. [Equivalent to Art. 5 of the regulations of 1863; see ante, -p. 87.] - -Art. 6. During the last six months of the third course, the pupils -shall have practical experience in teaching, by teaching in the classes -of the practice school annexed to the normal school established by -article 3. - -Pupils may not pass from one course to another without proving their -fitness in the general examination which shall be held at the end of -each year. - -An extraordinary examination shall be given to the pupils of the -third course, who have not for any reason passed in the ordinary -examination at the end of the course. - -Art. 7. The teachers of superior primary instruction may select by -competition the término schools of the first and second class; and in -the contests which are held they shall be preferred in the management, -as regular appointees, of the ascenso schools. - -Art. 8. The pupils of the normal school, who shall have completed -their studies in the elementary course for teachers, having passed -their final examinations in proof of their courses, before receiving -the teachers' certificates of elementary primary instruction, shall -be obliged to stand another examination which shall be called the -revalida examination; and in their certificates shall be noted the -honorable marks which they shall have merited in said examination. - -Teachers who shall have obtained the mark of excellent in the revalida -examination, shall be empowered to continue their studies, and to -become candidates for the superior teacher's certificate, and can -also take regular charge of ascenso schools. - -Those who shall not have obtained the mark of excellent in the revalida -examination, but that of good or fair, shall also receive teachers' -certificates, with the corresponding note, and shall be empowered to -take charge of entrada schools. Those who shall have failed in said -examinations, if, after the exercise has been repeated, they merit -approval, shall receive certificates as teachers of entrada. - - - - -Of the pupils of the normal school - -Art. 9. Both the resident pupils of the normal school, and the day -pupils shall have the following qualifications for admission: 1--they -must be natives of the Spanish domains; 2--be fully thirteen years old, -this requirement to be proved by baptismal certificate or any other -equivalent public document; 3--not suffer any contagious disease, -and enjoy sufficient health to discharge the duties peculiar to -the charge of teacher; 4--have observed good deportment and prove -same by certification of the parish priest of the village of their -birth and residence; 5--speak Castilian, know the Christian doctrine, -read and write well, know something of Castilian grammar, as far as -the regular verbs, inclusive, and the four fundamental operations of -arithmetic. All of this shall be exacted in a previous examination -held before a tribunal designated by the director. - -Art. 10. Only those young men who have the qualifications demanded -of the resident pupils, namely, that they live in Manila, or its -environs, under the care of their parents, or the charge of a guardian, -shall be admitted as day pupils, and in such conditions that one can -assume that they have examples of virtue and morality at the domestic -hearth. School supplies shall be given to this class of pupils free -of charge, if they are poor. - - - - -Of the director, teachers, and dependents of the normal school - -Art. 11. [The same as Art. 15, of the regulations of December 20, -1863. See ante, pp. 91, 92.] - -Art. 12. Under the authority of the director there shall be at least -six teachers, besides one instructor in drawing, one for vocal music, -and one for gymnastics; three assistants, and the number of servants -and dependents necessary for the school. One of the teachers shall be -at the same time the spiritual instructor of the school, and shall have -charge of the direction of the pupils and of presiding over religious -ceremonies. Under his peculiar charge shall also be the lessons in -sacred history, ethics, and religion. Another of the teachers shall -discharge the special duties of prefect of morals, whose principal -occupation shall be to accompany the pupils and watch over them in -the interior matters of the life of the institution. The other four -teachers shall be occupied chiefly in the teaching of other matters. - -The classes in vocal music, drawing, and gymnastics, shall be daily -and last one hour. A superior término teacher of the first grade -shall be appointed for the practice school which is joined to the -superior normal school, and he shall guide it under the supervision -of the director. - -Art. 13. The salary to be received by the director, instructors, -assistants, and dependents, as well as the expenses for equipment and -the rent of a building, shall be assigned annually in the budgets of -the local funds of the islands, in the proper chapter and article. - - - - -Of examinations - -Art. 14. There shall be a review of all matters studied during that -period at the end of each month in each of the classes of the normal -school. Every three months there shall be private examinations of -all the matters studied during that time, with qualifications and -promulgation of the marks obtained by each pupil. A general examination -shall be held at the end of the term. This exercise shall be public -and shall be held in the presence of the authorities and persons of -distinction of the capital, and shall close with the proclamation -and distribution of rewards. - - - - -Of holidays and vacations - -Art. 15. The holidays for the normal school shall be Sundays, -Thursdays, feast days, Ash Wednesday, the day commemorated to the -faithful dead, and also the saints' days and anniversary birthdays -of their Majesties and the prince of Asturias, and the saint's day -of the governor general of the archipelago. - -The short vacations shall extend from Christmas eve to January 2, -and the three carnival days. During said vacations the resident pupils -shall remain in the institution. - -The long vacations shall last from the close of the examinations at -the end of the term in the second fortnight of the month of March -until the first day of June. Resident pupils shall pass the period -of the long vacations with their families. - - - - -Concerning rewards and punishments - -Art. 16. The merit of pupils shall be recompensed with honorable -marks which shall be entered in the book of the institution, and -with annual prizes, whose solemn distribution shall take place at -the close of the public examinations. - -Art. 17. Punishments shall consist of public censure, deprivation -of recess, and separation from the other pupils, and if this is not -sufficient, definitive expulsion from the school. Expulsion shall -take place irremissibly for the cause of contagious disease, for -remarkable laziness, lack of application, and for serious lack of -respect toward the teachers, and for bad deportment or depraved morals. - -Art. 18. The public reading of the marks of good deportment, -application, and progress, shall also serve as reward; and as -punishment shall also serve the reading of the contrary marks. This -shall be done every three months, assembling for that purpose all -the pupils in one place, with their teachers, under the presidency -of the director. - - - - -Of the interior regulations of the school - -Art. 19. [This article is the same as Art. 23 of the regulations of -1863; see ante, p. 94.] - - - - -Of textbooks - -Art. 20. [This article, consisting of two paragraphs, is equivalent -to Art. 24 of the regulations of 1863, except that it reads "general -government" where the latter reads "superior civil government."] - - - - -Concerning special examinations for obtaining assistants' certificates - -Art. 21. Examinations shall be held four times each year in the normal -school for the obtaining of assistants' certificates. Those who present -themselves for the said examinations shall have the qualifications -established in art. 9, for those who desire to enter the school. They -shall be conversant with some of the matters established in art. 4, -in regard to the subjects suitable for the acquisition of teachers' -certificates of elementary primary instruction, according to the -schedule approved by the superior government. Such examinations shall -be public, and shall be held before the directors and teachers of -the normal school. - -Art. 22. [The same as Art. 26 of the regulations of 1863. See ante, -p. 95.] - - - - -Of the issuing of teachers' and assistants' certificates - -Art. 23. The General Division of Civil Administration has the right -of issuing certificates as superior elementary and assistant teachers, -at the recommendation of the director of the normal school. - -Art. 24. [The same as Art. 28 of the regulations of 1863. See ante, -p. 95.] - - - - -Of the competitive examinations to obtain a regular appointment in -the término schools of first and second grades. - -Art. 25. The vacant término schools of the first and second grades -shall be supplied by competitive examinations. Such competitive -examinations shall be held whenever the General Division of Civil -Administration considers it necessary. - -Competitive examinations shall be announced three months beforehand, -and all those who shall have obtained a teacher's certificate for -superior primary instruction shall be entitled to participate in them. - -Art. 26. The examinations shall take place before a tribunal composed -of five judges, appointed by the director from among the instructors -of the normal school, and shall be ruled by an official schedule drawn -up by the same persons, and approved by the superior government. In -that schedule shall be contained the matters of the studies peculiar -to the teaching profession. - -Art. 27. The examination exercises shall be oral and written. - -The oral exercises shall consist: - -1. In the reply to questions chosen by lot in regard to religion -and ethics, pedagogy, Castilian grammar, arithmetic, principles of -geography, history of España and the world, principles of algebra and -geometry, principles of physics and natural history, and principles of -agriculture. Questions in each one of these matters shall be prepared -for this purpose in distinct lists, and numbered tickets shall be -placed in an urn. The competitor shall draw three tickets, and after -reading the questions on religion and ethics for those same numbers, -shall reply to at least one of them. Then he shall draw three other -tickets for the examination in pedagogy; and so on, for the examination -in the other studies. In the drawing of the questions for each subject, -there shall always be twenty-five tickets. The questions which are -answered shall be replaced by others. - -2. In the explanation concerning the capacity of children, in a point -relative to any of the subjects above named, the competitor shall -read in a textbook of the schools the bit that shall be indicated by -one of the examining judges, and shall proceed with the book closed -to the explanation of what he has read. - -3. In reading from a printed book and a manuscript. - -4. In writing on the oilskin the sentence dictated by one of the -judges, and then giving the grammatical and logical analysis of -the same. - -Written exercises shall consist: - -1. In writing a page of capital letters according to the system of -Iturzaeta on the ruled paper given for that purpose, for which each -competitor shall cut the pen which he shall use immediately before -the exercise. - -2. In writing at the same dictation a composition in Castilian, -which shall not be less than one page long, on a subject assigned by -the tribunal. - -3. In solving in writing the arithmetical problems which shall -previously have been agreed on by the judges. - -Paper bearing the stamp of the normal school, and the rubric of the -president of the tribunal, and a writing desk, shall be furnished to -the competitors for all their exercises. - -The first exercise shall last an hour and a half, from the time when -everything necessary for the same is ready. One hour shall be granted -for the second, and for the third the period deemed advisable by -the director. - -In the marking of the first exercise, attention shall be paid only to -the caligraphy, and in the third to the solution of the problems. In -the second the writing, spelling, and especially the construction -shall be marked. - -All the competitors shall perform at one and the same time each one of -the written exercises under the eyes of the members of the tribunal, -and placed so that they cannot aid one another. The competitors shall -not be allowed to consult any book or writing for the second and third -exercises. After the time assigned for each one of the exercises, -the competitor shall sign his paper and hand it to the president or -his substitute. - -Art. 28. In case of tie in the exercises between two or more -competitors, consideration shall be given to the marks of the -certificate, to the years of experience, and to the greater merit -contracted in the practice of teaching. - -Art. 29. The schools obtained by competition shall be governed -permanently by the teachers who obtained them, and such teachers shall -be entitled to the emoluments prescribed in the budgets corresponding -to their rank. - -Art. 30. The competitors who shall not, however, have passed those -examinations, shall be preferred to those of their own class who, -although they have the same marks in their certificates, shall not -have obtained approbation in such exercises. - -Manila, November 10, 1893. Approved. - - -Blanco - - - - - - - -SCHOOL LEGISLATION, 1863-1894 - -Plan of primary instruction in Filipinas. See ante, pp. 76-86. - - -Normal Schools - -December 20, 1863. Regulations for the normal school for men -teachers. See ante, pp. 86-95. - -July 22, 1864. Royal order, declaring a ticket for the passage of -the Jesuit fathers assigned to the normal school of Manila. - -November 24, 1864. Decree of the superior civil government, in which -are dictated some precautionary measures for the installation of the -normal school. The number of regular resident pupils is fixed with -expression of those who belong to each province of the archipelago -in proportion to the respective census of the village, and that of -supernumerary resident pupils. Admissions of petitions of candidates -for this class of appointments and matriculation for day pupils is -declared open. - -November 29, 1864. Circular of the superior civil government, directed -to the chiefs of the provinces and of the districts, dictating rules -for the provision of the places of regular resident pupils in the -normal school for men teachers in Manila. - -January 19, 1865. Royal order, approving the allowances for Jesuit -fathers and brothers of the normal school, and for equipment of -the same. - -May 30, 1865. Royal order no. 175, of the ministry of the colonies, -approving all the measures adopted by the superior civil government for -the inauguration of the normal school for men teachers, and expressing -the pleasure with which her Majesty saw the zeal manifested in the -installation of said institution. - -July 17, 1865. Decree of the superior civil government, ordering that -the corporals and sergeants of the army who so desire be admitted -into the normal school for men teachers. - -March 13, 1866. Decree of the superior civil government, dictating -rules for the establishment of a school of primary instruction for -boys in the normal school for men teachers. - -June 25, 1866. Royal order, no. 293, of the ministry of the colonies, -naming the sum of ten pesos per month as the board for resident pupils -of the normal school for men teachers, and reducing the regular places -to forty. - -December 24, 1866. Decree of the superior civil government, ruling -that the vacancies of regular resident pupils of the normal school -for men teachers be filled by the pupils who attend the school of -primary instruction, established within the normal school, and by -others who may solicit them. - -March 22, 1869. Decree of the superior civil government, arranging -that the term in the normal school for men teachers begin in June -and end in March, the examinations being held in the latter month. - -December 2, 1870. Order of the supreme government, modifying article 4 -of the regulations of the normal school for men teachers, of December -20, 1863; and arranging that the fees for matriculation in the normal -school be reduced to six escudos per study. - -November 23, 1871. Project of regulations for a normal school for -women teachers in Filipinas. - -January 11, 1872. Royal order, ruling that the girls' school of -Nueva-Cáceres be erected into a normal school and seminary for women -teachers. - -June 14, 1872. Decree of the superior civil government, reducing -the places for regular resident pupils of the normal school for men -teachers in Manila to thirty. - -May 26, 1873. Order of the executive authority, authorizing the one -hundred villages of the diocese of Nueva-Cáceres to each send a young -woman to the girls' school in said city, so that such young women -may afterward direct the schools in their respective villages. - -May 4, 1874. Decree of the superior civil government, ordering that -no petition be sent to it for entrance into the normal school for -men teachers without the requisites prescribed in article 9 of the -organic regulations for said school, and that the petitions be sent -through the medium of the provincial chiefs. - -May 21, 1874. Decree of the superior civil government, reducing the -number of places for regular resident pupils of the normal school -for men teachers in Manila to twenty. - -July 28, 1874. Decree of the general government, reducing the number -of places for resident pupils of the normal school for men teachers -in Manila to fifteen. - -August 17, 1874. Decree of the general government, ordering that -those pupils of the normal school for men teachers who have twenty -voluntary failures of attendance, or thirty involuntary, be stricken -from the list. - -June 9, 1875. Decree of the general government, constituting in the -normal school for women teachers of primary education the school of -Santa Isabel of the city and diocese of Nueva-Cáceres. - -June 19, 1875. Decree of the general government, approving, -with the character of ad interim, the regulations for the normal -school for women teachers of primary education in the diocese of -Nueva-Cáceres. See this decree, as well as the regulations for the -school, ante, pp. 142-160. - -June 30, 1875. Circular of the government, directed to the governors -of the provinces of the diocese of Nueva-Cáceres because of the -inauguration of the normal school for women teachers in that city. - -April 2, 1878. Decree of the general government, approving the -examinations held in September and December, 1877, in the normal -school for women teachers in Nueva-Cáceres, and ordering that a -teacher's certificate be sent to those pupils examined. - -June 22, 1880. Royal order of the ministry of the colonies, creating -the chair of the elements employed in the normal school for men -teachers in Manila, and ordering that a permanent sum of money be -assigned in the budget for this consideration. - -September 27, 1880. Royal order, no. 875, of the ministry of the -colonies, approving the definitive institution of the normal school -for women teachers in Nueva-Cáceres and the regulations of the same, -which were approved in the character of ad interim, by superior decree, -June 19, 1875. - -September 27, 1880. Royal order, no. 880, of the ministry of the -colonies, ordering that twenty-five copies of the regulations approved -by royal order, number 875, of the same date for the normal school -for women teachers in Nueva-Cáceres, be sent to it. - -March 11, 1892. Royal decree, creating in Manila a normal school for -women teachers in charge of the Augustinian nuns of the Assumption -established in the royal school of Santa Isabel in Madrid. See -this royal decree, as well as the royal order following, and the -regulations, ante, pp. 160-210. - -May 15, 1893. Announcement of the superior normal school for women -teachers, published in the Gaceta, giving information of the opening -for matriculation in that institution, the requirements for obtaining -it, the fees to be paid for it, and the material for the entrance -examination. - -November 3, 1893. Decree of the general government, creating the post -of professor of the practice school established in the normal school -for men teachers in Manila. - -November 10, 1893. Decree of the general government, elevating to -the grade of superior the normal school for men teachers in Manila, -and approving provisionally the new regulations of that school. See -this decree, with following regulations, ante, pp. 210-228. - -December 1, 1893. Decree of the general government, extending to the -superior normal school for women teachers the powers which the General -Division of Civil Administration has over that for men teachers. - -December 15, 1893. Decree of the general government, dictating orders -supplementary to the superior decree of November 10, 1893, and to the -regulations of the superior normal school for men teachers approved -on the same date. - -January 30, 1894. Royal order, no. 135, of the ministry of the -colonies, authorizing the continuance in the institution of the regular -resident pupils of the normal school for men teachers in Manila until -the completion of their course. - -January 30, 1894. Royal order, no. 136, of the ministry of the -colonies, ordering that the rent of the house occupied by the normal -school for men teachers in Manila be paid from the budget of the -local funds. - -February 23, 1894. Decree of the general government, creating a -pedagogical academy in the superior normal school for men teachers -in Manila. - -April 18, 1894. Royal order, no. 280, of the ministry of the colonies, -approving the superior decree which elevated to the rank of superior -the normal school for men teachers in Manila; the new regulations for -the same; the supplementary orders dictated by the superior decree of -December 15, 1893; and the appointment of a professor of the practice -school established in it. - -April 30, 1894. Announcement of the superior normal school for men -teachers published in the Gaceta, naming date and conditions for -the entrance examinations into that institution, as well as for the -examinations of assistants, and for the extraordinary examinations -for the term of 1893-94. - -June 15, 1894. Decree of the general government, modifying article -4 of the superior decree of November 10, 1893, which declared the -normal school for men teachers in Manila to be a superior school; -and article 2 of the decree of December 15, of the same year. - -July 20, 1894. Decree of the general government, approving the organic -regulations of the pedagogical academy of the superior formal school -for men teachers in Manila; with citation of regulations. - -August 17, 1894. Decree of the general government, declaring -that the pupils of the normal school who have not passed in their -examinations for confirmation which they have to take in order to -obtain the teacher's certificate of elementary primary instruction, -have sufficient aptitude to receive an assistant teacher's certificate. - - - - -Schools of primary instruction - -December 20, 1863. Regulations for the schools and teachers of primary -instruction for the natives of the Philippine Archipelago. See these -regulations, as well as the interior regulations of the same date, -and the decree of the superior civil government of February 15, 1864, -approving the regulations for the municipal girls' school of Manila, -with citation of regulations, ante, pp. 96-125. - -March 15, 1864. Decree of the superior civil government, appointing -the members of the Superior Board of Primary Instruction. - -May 17, 1864. Circular of the superior civil government, addressed -to the provincial and district chiefs, giving rules for the better -establishment of the plan for primary instruction established by royal -decree of December 20, 1863, and the regulations of the same date. - -June 20, 1864. Royal order, prescribing the model for the staff and -equipment of the municipal school for girls in Manila. - -October 19, 1864. Decree of the superior civil government, authorizing -the Conference of St. Stanislas Kostka [70] of the Society of -St. Vincent of Paul, to establish a school for primary instruction -for boys in the suburbs of San Sebastian of Manila. - -December 2, 1864. Decree of the superior civil government, in regard -to the special organization and powers of the provincial commission -of primary instruction in Manila. - -March 1, 1865. Circular of the superior civil government, ordering the -provincial and district chiefs to send two reports of the villages -of the territory under their charge, in which schools for boys and -girls could be established, determining their respective category in -accordance with the accompanying models. - -January 6, 1866. Royal order, approving the expense of 250 escudos, -charged to the local funds for defraying the expenses of the prizes -of the girls of the municipal school who show most progress in their -examination. - -March 1, 1866. Decision of the superior civil government, ordering the -director of the normal school for men teachers in Manila to assign -an examination for assistant teachers for the first days in June of -that year. - -March 23, 1866. Decree of the superior civil government, fixing at -one escudo per month the quota which must be paid by the children -of wealthy families who attend the school of primary instruction -established in the normal school for men teachers in Manila. - -January 20, 1867. Decree of the superior civil government, prescribing -the rank of boys' schools according to the number of inhabitants in -each village. - -February 15, 1867. Circular of the superior civil government, to the -provincial and district chiefs, in regard to the dwelling house for -the men teachers, construction and repair of buildings for schools, -and purchase of furniture and equipment for the same. - -February 16, 1867. Decree of the superior civil government, ordering -that the local funds pay the men teachers one peso per year for each -boy who attends the writing class, for school supplies and equipment. - -June 22, 1867. Decree of the superior civil government, prescribing -when it shall proceed to establish in the villages schools for girls; -and in regard to the appointment of women teachers to take charge -of them. - -August 12, 1867. Circular of the superior civil government, to the -provincial and district chiefs, determining that they shall send -monthly reports of the number of boys attending the schools. - -August 30, 1867. Circular of the superior civil government, giving -rules for the good discharge of school supervision. See this circular, -ante, pp. 125-142. - -October 30, 1867. Circular of the superior civil government, ordering -the provincial chiefs to have the gobernadorcillos proclaim and, -moreover, affix to the street corners and in the courts, an edict -whose purpose is to stimulate school attendance and the teaching of -Castilian; with citation of edict. - -November 5, 1867. Royal order, creating a girls' school under the -advocacy of Santa Isabel in Nueva-Cáceres, in charge of the sisters of -charity, under the supervision of the reverend bishop of the diocese. - -November 12, 1867. Decree of the superior civil government, ordering -that those who pass in the examinations for substitute women teachers -and do not obtain a place for lack of vacancies, be authorized to -occupy the first vacancy which occurs. - -January 4, 1868. Circular of the superior civil government, -recommending the provincial chiefs to send monthly reports of school -attendance, and charging them to arouse the zeal of the provincial -and the local commissions of primary instruction, so that Castilian -may be taught in the schools. - -March 14, 1868. Decree of the superior civil government, revising -article 26 of the school regulations, so that married women of any -age and single women after they have reached the age of twenty years -may be appointed teachers. - -March 14, 1868. Decree of the superior civil government, ordering -that publication of works in the dialects of the country, with the -exception of prayer and devotional books and others similar to them, -be only permitted when they are printed in two texts, namely, in the -dialects and in Castilian, and that such books shall never be assigned -for use in the schools. - -April 26, 1868. Circular decree of the superior civil government, in -regard to the examinations of substitute men teachers; and approval -of the regulations of the same, with citation of regulations. - -July 18, 1868. Circular of the superior civil government, ordering -the publication in the Gaceta of a statistical report [ensayo] of the -schools; and charging the provincial chiefs to send monthly reports -showing the number of children present in the same, and stating that -Castilian is taught in the same. - -August 4, 1868. Statutes for the college-school of Santa Isabel in -the city of Nueva-Cáceres. - -Título I. Creation, object, and dependency of the college school. - -Título II. Of the school of primary instruction for day-school girls; -their admission, studies, school hours, and holidays. - -Título III. Of the college and of the resident scholars. Object of the -college, conditions for admission therein, clothing, board, and food. - -Título IV. Interior life of the scholars. - -Título V. Studies; distribution of time. - -Título VI. Of the frequency of sacraments, attendance, spiritual -exercises, holidays, vacations, and absences. - -September 2, 1868. Decree of the secretary of the superior civil -government, publishing by order of his Excellency in the Gaceta a -pastoral of his Excellency, the bishop of Nueva-Cáceres, in which -the latter urges the parish priests of his diocese to observe very -earnestly the duties imposed upon them by the legislation in force -for the education of children and the progress of schools. - -September 4, 1868. Circular of the superior civil government, to the -provincial and district chiefs, charging them that the respective -documents accompany recommendations for the issuing of certificates -to teachers, and show the pay, between the fixed maximum and minimum -in each case, which ought to be granted them. - -September 4, 1868. Decree of the superior government, ordering that -petitions for money in order to satisfy the rent of the house for -men teachers, school equipment, etc., be sent to the sub-intendancy -of ways and means. - -September 22, 1868. Circular of the superior civil government, to -the provincial and district chiefs, recommending to them the exact -fulfilment of the circular and regulation for substitute men teachers -of April 26 of the same year; that they compel the children of wealthy -families to go to school and pay the teacher the prescribed fee; -that they contrive to have edifices built for the schools in the -villages where there are teachers; and that they inform the latter -of their obligation to supply necessary free equipment for writing -to the pupils, granting to the substitute as to the normal teachers, -one peso annually for said expenses, so that they may be able to -exact from them this obligation. - -September 30, 1868. Decree of the superior civil government, ordering -that substitute teachers be furnished with their corresponding -certificates. - -October 24, 1868. Decree of the superior civil government, ordering -that in case of insolvency, the same methods be employed for the -collection of the quotas to be paid by the wealthy pupils to the -teachers, that are used for the realization of the public imposts. - -October 27, 1868. Decree of the superior civil government, ordering -that pupils may attend schools of primary instruction until the age -of eighteen, voluntary attendance being from the age of fourteen. - -August 5, 1869. Decree of the superior civil government, conferring -a commission upon the member of the Superior Board of Primary -Instruction, Don José Patricio Clemente, so that he may enter upon -an extraordinary visit of supervision of all the public and private -institutions of primary education of the province of Manila. - -July 16, 1870. Circular of the superior civil government, ordering that -when the teachers ask leave to attend to their own affairs or because -of a proved illness, they present paid substitutes for themselves. - -July 20, 1870. Decree of the superior civil government, ordering -that for the lack of assistants with circular, substitute assistants -may be appointed for the schools that have more than eighty pupils, -by the provincial and district chiefs, at the recommendation of the -local supervisors, after conferring with the respective teachers. They -shall be given eight escudos per month without right to any other fee. - -September 13, 1870. Decree of the superior civil government, ordering -that the women teachers shall be paid one peso per year from the -local funds for each girl that attends the class in writing, for -school equipment. - -November 5, 1870. Circular of the superior civil government, -recommending the provincial chiefs to request the necessary money for -the payment of the teachers from the time that they begin their duties, -their salaries, rental for their dwelling house and other emoluments. - -December 2, 1870. Order, no. 1179, of the ministry of the colonies, -approving the commission conferred by the superior civil government of -these islands on Don José Patricio Clemente, for a tour of inspection -of the schools of primary teaching in the province of Manila. - -December 5, 1870. Order of the supreme government, decreeing the -appointment of a board ad interim of public instruction, and decree of -"cúmplase" [71] of the superior civil government, dated February 23, -1871, in which the above board is appointed. - -December 7, 1870. Decree of the superior civil government, authorizing -the establishment of a free school of primary instruction for girls, in -charge of the sisters of charity in the school of Purísima Concepción -[i.e., the most pure conception] installed in the site called La -Concordia. - -December 17, 1870. Decree of the superior civil government, prescribing -that men and women teachers are entitled to receive their salary from -the day on which they prove by means of the local supervisors that -they have presented themselves and taken charge of the school which -they have obtained. - -February 23, 1871. Decree of the superior civil government, dissolving -the Superior Board of Primary Instruction and ordering that all the -antecedent decrees in its possession be surrendered to the ad interim -Board of Public Instruction. - -March 2, 1871. Decree of the superior civil government, ordering -that the ad interim Board of Public Instruction of these islands, -apply so far as may be possible, the regulations approved January 26, -1867, for the island of Cuba; with citation of regulation. - -March 4, 1871. Decree of the superior civil government, ordering -the publication of the plan of studies dictated for the island of -Cuba, July 15, 1863, with commands to observe it, so far as might be -possible and applicable. Title of the above-cited plan referring to -primary education. - -April 27, 1871. Royal order of the ministry of the colonies, -prescribing the sums which must be paid for the installation of the -girls' school of Santa Isabel established in Nueva-Cáceres. - -May 7, 1871. Decree of the superior civil government, in regard to -the creation of schools and procedures which must be followed by the -documents which are drawn up for this purpose; the formation of reports -of the existing schools; the establishment of classes for adults and -allowances for the teachers for this extraordinary work; the teaching -of the Castilian language; supervision of the schools; examinations -of the same and rewards for the teachers and pupils who distinguish -themselves in them; the pay of the teachers; construction of schools -and dwellings for them; material and equipment which the schools -must have; compulsory attendance at them; the teaching of Castilian; -charge that teaching be free to the poor; exact pay for the teachers. - -June 12, 1871. Decree of the superior civil government, ordering that -the men and women teacher substitutes be given their corresponding -certificates. - -July 1, 1871. Decree of the superior civil government, prescribing -the textbooks which are to be used in the public schools of primary -instruction. - -July 19, 1871. Decree of the superior civil government, explaining -article 14, of the seventh of May, of this year, relative to the pay -of monthly quota by the presence at the school of the wealthy children. - -August 26, 1871. Decree of the superior civil government, determining -that the rights prescribed in articles 13, 14, and 15, of the seventh -of May, of this year, alone be granted, and extended to the teachers -graduating from the normal school, and to the substitutes examined -with certificates. - -September 26, 1871. Decree of the superior civil government, -recommending to the provincial commissions of primary instruction, -strictness in the examinations of substitute teachers, and that -the mark which each one shall merit be placed in the minutes of -examination. - -October 9, 1871. Decree of the superior civil government, ordering -that no petition be admitted asking for permission to print and -annotate the text in these islands of works of different nature, -whether literary or devoted to public instruction, unless such is -directed by the proprietors or authors themselves or by those who -are fully authorized by such. - -October 12, 1871. Royal order of the ministry of the colonies, asking -the superior civil government of these islands for the names of the -teachers who distinguished themselves by their zeal for the good of -teaching, their intelligence and power to work, in order to inform -the Ministry of Public Works [Fomento], so that, if it deems it -advisable, it may reward them as those of the Peninsula, by sending -them collections of books for the formation of popular libraries. - -January 13, 1872. [72] Circular of the superior civil government, -arousing the zeal of provincial and local authorities, and the -parochial clergy so that they may urge forward the propagation -and progress of primary teaching and the construction of ways of -communication. - -February 14, 1872. Decree of the superior civil government, ordering -that the president of the provincial commission of primary instruction -in Manila be present at all the meetings held by the commission, -with power to delegate for other urgent occupation his authority to -the most important member of the ayuntamiento; that two members of the -ayuntamiento be present as members [of the board]; that the secretary -of the civil government of the province be a member ex-officio of -said commission; that announcements be published for the convocation -to a meeting; and that such meeting may be held by the president, -three members, and the secretary. - -September 30, 1872. Decree of the superior civil government, granting -to the provincial and district chiefs, right of participation in -the taking of possession and leaving by the teachers of primary -instruction. - -February 21, 1873. Decree of the superior civil government, in regard -to the salaries of teachers, men and women, and their assistants. - -March 12, 1873. Circular of the superior civil government, recommending -that the Castilian language be taught in the schools of primary -instruction. - -May 27, 1873. Circular of the superior civil government, ordering -that the provincial commissions of primary instruction propose the -most advisable measures so that teaching may be obligatory for all -and gratuitous for the poor. - -May 30, 1873. Circular of the superior civil government, ordering -the provincial chiefs to send a report made in accordance with the -subjoined model, in which shall be given the number of villages and -schools in each province, the men and women teachers who taught in -them, and the number of children who attended and those who studied -Castilian. - -June 10, 1873. Circular of the superior civil government, charging the -provincial chiefs with the exact observance of the superior decree of -February 21 of the same year, in regard to the salaries of teachers -and assistants. - -July 26, 1873. Decree of the superior civil government, ordering the -governors of the archipelago to send a detailed note of the names, -qualifications, and circumstances, of the regularly-appointed teachers, -who shall distinguish themselves most in each province, in order that -he may recommend them to the government of his Majesty, so that if he -considers it well he may reward them with popular libraries according -to the royal order of October 12, 1871. - -October 10, 1873. Decree of the superior civil government, charging -the provincial supervisors of primary instruction to acquire a Quadro -sinóptico de las islas Filipinas [i.e., Synoptical chart of the -Filipinas Islands] by Don Leon Salcedo, for teaching in the schools. - -September 9, 1874. Decree of the general government, prescribing -that appointments, issuing of certificates, licenses, promotions, -and other things belonging to those functionaries, as well as in -general all the affairs of government and progress, belong to the -General Division of Civil Administration. - -September 24, 1874. Decree of the general government, ordering that -the vice-presidency of the ad interim Board of Public Instruction be -held by the director general of civil administration. - -March 31, 1875. Decree of the general government, ordering the -provincial chiefs to construct schools and dwelling-houses for the -teachers. - -October 29, 1875. Royal order, no. 648, of the ministry of the -colonies, copying the royal decree of the same date, in which among -other extremes, referring to secondary education and to superior -education, the powers entrusted to the ad interim Board of Public -Instruction be declared ended. - -January 15, 1876. Decree of the general government, declaring at an -end the powers entrusted to the ad interim Board of Public Instruction. - -January 15, 1876. Decree of the general government, ordering among -other extremes bearing on secondary and superior education, that -the matters referring to public and private instruction be managed -and despatched by the general government in its functions of civil -administration, and that the Superior Board of Primary Instruction -be called Superior Board of Public Instruction of Filipinas, with -the organization which is prescribed. - -May 17, 1876. Royal order, no. 388, of the ministry of the colonies, -ordering that the zeal of persons conversant with the various dialects -of the archipelago be stimulated, so that a grammar may be compiled -in each dialect for the teaching of the Castilian language in the -schools of primary letters, for the purpose of obtaining the diffusion -of said language; and that, with like object, the reforms which it is -advisable to introduce in legislation in regard to primary instruction, -be proposed. - -June 7, 1876. Royal order, no. 324, of the ministry of the colonies, -ordering among other extremes referring to secondary and superior -education, that the Superior Board of Primary Instruction be -reestablished in the manner prescribed in article 15 of the royal -decree of December 20, 1863. - -July 22, 1876. Circular of the general government, giving rules for -the observance of royal order, no. 388, of May 17, of the same year. - -August 16, 1876. Decree of the general government, reëstablishing the -Superior Board of Primary Instruction, and designating the persons -who were to compose it. - -June 5, 1877. Royal order of the ministry of the colonies, approving -the preceding decree. - -September 10, 1878. Circular of the General Division of Civil -Administration to the provincial chiefs, ordering them to furnish -localities for the schools, either by renting or constructing -buildings; that the teachers be paid their salaries and fees promptly; -that a proof report, in accordance with the subjoined form, be sent -of the situation of each province, to the department of primary -instruction; and that the petitions of the teachers, asking for some -favor or demanding their salary, be sent to said center with the -fitting information. - -November 6, 1878. Royal order, decreeing that instructors of primary -education in the colonies be paid half their salary during the time -that they are on leave in the Peninsula for sickness, and the other -half to those who act as substitutes for them. - -May 20, 1879. Royal order of the ministry of the colonies, in which is -shown the pleasure with which his Majesty heard that a boys' school -had been started in Nueva-Cáceres, at the expense of the reverend -bishop of the diocese. - -July 14, 1880. Royal order, no. 625, of the ministry of the colonies, -in regard to places for the taking of possession by the teachers, -transfers, cessation of duties, and licenses that the same may enjoy. - -July 14, 1880. Royal order, no. 668, of the ministry of the colonies, -ordering that the provincial chiefs proceed to the construction -of edifices for schools, with dwelling-houses for the teachers, by -making use of the personal services [of the natives]; charging the -gobernadorcillos of the villages with the keeping and conservation -of the equipment; paying the expenses with the amount of a fourth -part of the fee paid to the teachers by well-to-do children; ordering -that the teachers be paid monthly a sum equal to the fourth part of -their salary for school equipment; imposing on them the obligation -to keep an inventory book of the apparatus and equipment of their -respective schools, as well as other books of matriculation and daily -attendance; ordering that the General Division of Civil Administration -make annually at auction the purchase of the necessary school supplies; -and dictating other important measures for the purchase, distribution, -and conservation of school equipment and supplies. - -September 1, 1880. Circular of the General Division of Civil -Administration, animating the provincial chiefs to contrive to have -Castilian taught in the schools by all the means in their power. - -October 5, 1881. Circular of the secretary of the royal Audiencia of -Manila, communicating the decision of the entire tribunal of September -23, of the same year, by which it is ordered that the judges of -first instance may avail themselves for written recognizances of the -[services of] men teachers with certificates who have graduated from -the normal school. - -December 27, 1881. Decree of the General Division of Civil -Administration, ordering that the boys' schools of Manila and its -suburbs have a competitive contest. - -March 10, 1882. Circular of the secretary of the royal Audiencia, -transcribing a letter of the supreme tribunal, in which it was -communicated that the government assembly of the same had approved -the decision of the entire tribunal of the abovesaid Audiencia, of -September 23, 1881, in reference to the fact that written recognizances -be made by men teachers graduating from the normal school established -in the villages. - -March 24, 1882. Circular of the General Division of Civil -Administration, prescribing the salaries to be received by substitute -teachers without certificates. - -September 12, 1883. Decree of the general government, in regard -to compulsory teaching of the Castilian language in the schools; -punishments of the teachers who do not keep it; annual inspection of -the governors of the schools, giving account of the result in each one -of them; examinations in the same, and the rewards and recompenses -for the scholars and teachers who distinguish themselves in them; -provision of the ascenso schools and término schools of second -class for aid and correction to the parents of children from seven -to twelve years old who do not attend the schools. Declaration that -those employes who cannot talk, read, and write Castilian, cannot -receive their prescribed pay. The provincial chiefs are ordered to -send a proof report of the primary instruction in their respective -territories and a secret memorandum in regard to the same matter. An -assembly shall be called for a gathering, in which the authors of -the best grammars written in the dialects of the country for the -teaching of Castilian shall be rewarded; it is recommended to the -General Division of Civil Administration that it study and recommend -the increase which it is advisable to give to the pay of the teachers, -and the creation of a special body of paid provincial supervisors. - -September 25, 1883. Circular of the General Division of Civil -Administration, sending to the provincial chiefs the form to which the -proof report of primary instruction in their respective territories, -which they were to make by virtue of the order in the first transitory -prescription of the preceding decree, must conform. - -September 25, 1883. Decree of the General Division of Civil -Administration, convoking an assembly for rewarding the [authors of -the] best Castilian grammars written in the principal dialects of the -country for the schools, and fixing the conditions of said assembly. - -October 6, 1885. Decree of the general government, granting to the -original Hispano-Tagálog grammar, of the right reverend father Fray -Toribio Minguella, [73] the privileges established in rule 6 of the -preceding decree; holding a new assembly for the reward of Castilian -grammars written in the Visayan, Cebuyan, Ilocan, Vicol, Pangasinan, -or Pampango; and marking the conditions of this new assembly. - -February 17, 1886. Circular of the General Division of Civil -Administration, recommending to the provincial supervisors of primary -instruction to immediately copy for the local reverend or learned -supervisors the orders received from said center in regard to teachers. - -June 30, 1887. Decree of the general government, encouraging the -provincial chiefs and the reverend parish priests, to contrive by all -means to have the Castilian language taught in the schools, imposing on -them the obligation of personally making the tour of annual inspection, -at least to the schools, and another tour by the secretaries of the -[local] governments, giving account afterwards of the progress in said -teaching and recommending at the same time recompenses or punishment -which the teachers deserve on account of their interest or neglect. - -July 11, 1887. Circular of the General Division of Civil -Administration, charging the provincial chiefs with the exact -observance of the orders dictated in regard to primary instruction -for the purpose of having Castilian spoken in all the villages; -they shall employ rigor in the examinations of substitute teachers, -and be careful that the assistant substitutes who are appointed be -persons suitable for teaching. - -January 13, 1888. Decree of the general government, declaring a -competition in the boys' término school of the first class among -teachers with certificates from the normal school, who shall have had -one year's practice in teaching and giving rules for the holding of -said competitions; with programs for the oral examination in said -competitions. - -July 31, 1888. Circular of the general government, addressed to the -provincial chiefs ordering that they make an extraordinary inspection -of the school, after which they shall remit to the said general -government the various data which are expressed, so that an exact -idea of the condition of those schools may be formed. - -January 16, 1889. Decree of the general government, ordering that the -allowances which they receive in hard cash for school equipment be -not paid to the men and women teachers; and creating a board for the -purchase of said equipment, and prescribing rules for the provision -of the above-mentioned supplies to the schools. - -January 16, 1889. Decree of the general government, ordering that the -sums which are given in coin for the rewards of the pupils, cease to -be given to the teachers, and that the administrative board of school -supplies created by the preceding decree, purchase in the public -market for said object, primers of agriculture, and then grammars, -geographies and other useful books. - -January 29, 1889. Royal order, no. 75, of the ministry of the colonies, -enjoining the most punctual observance of the orders dictated for -obtaining the diffusion of the Castilian language among the natives -of these islands, and ordering that the ministry be informed of the -results of the visits, which the provincial chiefs are obliged to -make to all the schools of the territory under their command, in -order to be able to judge rightly the progress which is obtained, -and to grant the due recompense to the teachers. - -February 4, 1889. Decree of the general government, making regulations -for the schools of primary instruction in the archipelago. Division of -the various schools into sections and subjects which are to be taught -in each one of them; copy books; textbooks; compulsory attendance at -the schools; class hours; classes in religion; books of matriculation; -and daily register of attendance. - -February 4, 1889. Decree of the general government, approving the -schedule to which the examination of regularly-appointed women teachers -must conform. - -February 5, 1889. Decree of the general government, prescribing -rules for the construction and conservation of supplies for the -schools, making use for this of the services of the personal tax, -and the gratuitous cutting of timber in the public mountains, and -recommending the reverend parish priests to watch over the schools -and see that this decree is fulfilled. - -February 9, 1889. Circular of the General Division of Civil -Administration, prescribing the stamp tax which must be paid for the -certificates of men and women teachers, and assistants, and for the -credentials of the same. - -March 5, 1889. Decree of the general government, prohibiting boys -and girls in the schools from going out to receive the authorities; -ordering that whenever any authority who may inspect the schools comes -to the village, all the scholars of the same schools assemble therein -with their respective teachers; and that the provincial governors -impose a fine of ten pesos on the gobernadorcillos and teachers who -infringe this decree. - -March 30, 1889. Decree of the General Division of Civil Administration, -communicating the decision of the superior government, in which it is -ordered that the teachers be paid their salaries, house-rent, etc., -in the same villages of their residence, by the gobernadorcillos, with -the sums collected by imposts of the local treasury, and prescribing -rules for effecting said payment. - -December 14, 1889. Circular of the general government, ordering -the observance of what is prescribed by articles 31 to 34 of the -regulations of schools in 1863; that the teachers keep a register of -matriculation and another of daily school attendance in accordance -with the subjoined forms, and an inventory book giving values of the -equipment and supplies in their schools; another of the books given -to the children as prizes, and a blank book, in which to copy the -orders dictated in regard to primary instruction; that the admission of -children to the schools be preceded by a written order of the religious -or learned parish priest; that the teaching be divided into the section -determined by the superior decree of February 4, of this year; that -the class hours be from seven to ten in the morning and from half -past two to five in the afternoon; that the provincial supervisors -send monthly proof reports of the schools; that the teachers may sell -the textbooks which are sent them at the price fixed by the board; -that they may make petitions for the supplies that they need every -three months; that instruction be compulsory for children from six -to twelve years old, while those from four to six and from twelve to -eighteen may attend voluntarily; and that private schools be subject -to the orders in force for titular schools. - -June 30, 1890. Decree of the General Division of Civil Administration, -recommending the observance of the circular of the general government, -of December 14, 1889, and publishing it again in the Gaceta. - -July 3, 1890. Circular of the General Division of Civil Administration, -ordering that the copies written by the children in the schools be -dated and signed by the same and conserved by the teachers. - -January 16, 1891. Royal order, no. 58, of the ministry of the colonies, -relating to the provincial and municipal budgets of these islands for -said year, in which is ordered, among other extremes, the constitution -of an administrative board of school supplies. - -May 1, 1891. Decree of the general government, designating the persons, -who being electors, were to form part of the administrative board of -school material. - -March 2, 1892. Royal order, no. 116, of the ministry of the colonies, -approving the monthly allowance granted to the secretary and clerks -of the administrative board of school supplies. - -July 29, 1892. Decree of the general government, increasing the -salaries of men and women teachers and assistants which were to be -assigned in the projects of the budgets of 1893; and ordering the -form of the provision of those places and the creation of territorial -examining commissions of teachers in Vigan, Nueva-Cáceres, Cebú, -and Jaro. - -August 3, 1892. Decree of the general government, giving information -that the ministry of the colonies had authorized by telegraph the -increase of the salary of the teachers proposed by said government. - -August 8, 1892. Decree of the general government, giving information -that the ministry of the colonies had given telegraphic authorization -to increase the sum for school supplies to 100,000 pesos. - -August 11, 1892. Decree of the general government, granting annual -allowances to men and women teachers with good marks, and more than -fifteen years of service. - -October 19, 1892. Decree of the general government, ordering the -constitution of territorial examining commissions of teachers in -Vigan, Nueva-Cáceres, Cebú, and Jaro, prescribing the persons who are -to form them; as well as the creation of examining commissions, also -of substitute and assistant teachers in the normal schools in Manila -and Nueva-Cáceres; said commissions giving rules for examinations of -substitute and assistant teachers; and ordering that the provincial -commissions of primary instruction cease their duties of examining -them. - -December 8, 1892. Royal order of the ministry of the colonies, -approving the creation of a girls' school in Yap (Carolinas). - -February 27, 1893. Decree of the general government, prescribing the -distribution and classification of the schools of primary instruction -of the archipelago, and giving rules for their provision; with a -table of distribution and classification of the schools. - -February 27, 1893. Decree of the general government, approving the -schedules for the examinations of men and women teachers, substitutes, -and assistants of primary instruction; with schedules cited. - -March 29, 1893. Decree of the general government, declaring the book -entitled El pez de madera [i.e., The Wooden Fish], [74] as a textbook -in reading for the public schools of the archipelago. - -May 1, 1893. Decree of the General Division of Civil Administration, -granting free examinations for obtaining certificates as elementary -women teachers in the superior normal school for women teachers in -Manila, who shall be submitted to the schedules of that institution, -and only during the first two years following its installation, -namely, in the courses for the years 1893-94 and 1894-95. - -July 28, 1893. Decree of the General Division of Civil Administration, -allowing competition between various boys' schools of the rank of -término of the first and second class and término schools, and contest -for boys' and girls' ascenso and entrada schools. - -August 21, 1893. Decree of the General Division of Civil -Administration, allowing competition in the boys' school of Bacalor -(Pampanga). - -August 23, 1893. Decree of the General Division of Civil -Administration, continuing for a fortnight the period for the admission -of petitions in the contest for teachers, decreed July 28 of the said -year for the provision of ascenso and entrada schools. - -August 31, 1893. Decree of the General Division of Civil -Administration, continuing the time for the admission of petitions -of men and women teachers who wish to take part in the competitions -announced by the decree of July 28, and August 21, of the same year. - -September 5, 1893. Schedules for the competitions at the girls' -término schools. - -September 29, 1893. Decree of the general government, in regard to -the pay of salaries to teachers' assistants. - -November 1, 1893. Decree of the general government, declaring a -pamphlet entitled Sistema métrico decimal de pesas y medidas [i.e., -Decimal Metrical System of Weights and Measures] [75] a textbook for -the public schools of the archipelago. - -November 24, 1893. Decree of the general government, allowing those -who are more than sixteen years of age and less than twenty and have a -teacher's certificate to manage schools in the character of ad interim. - -May 14, 1894. Decree of the general government, declaring the book -entitled Cartilla higiénica [i.e., Hygienic Primer] [76] a textbook -of compulsory reading for the public schools of the archipelago. - -July 20, 1894. Decree of the general government ordering two previous -payments to be made for traveling expenses to men and women teachers -and assistants who may be appointed to the charge of schools located in -provinces distant from those in which they reside, and who petition it. - -[Grifol y Aliaga's book concludes with two appendices. The first -appendix contains several official documents concerning legislation -in education, the titles of which are as follows:] - -May 17, 1864. Circular of the superior civil government, to -the provincial and district chiefs, giving rules for the better -establishment of the plan of primary instruction established by royal -decree of December 20, 1863, and regulations of the same date. - -November 29, 1864. Circular of the superior civil government, -directed to the provincial and district chiefs, dictating rules for -the provision of the places of regular resident pupils of the normal -school for men teachers in Manila. - -May 20, 1865. Royal order, number 175, of the ministry of the colonies, -approving all the measures adopted by the superior civil government -for the inauguration of the normal school for men teachers, and -expressing the pleasure with which her Majesty saw the zeal shown in -the installation of said institution. - -[The second appendix consists of an enumeration of the textbooks -for the superior normal school for men teachers in Manila; for the -normal school for women teachers in Manila; and for the schools of -primary instruction.] - - - - - - - -DOMINICAN EDUCATIONAL INSTITUTIONS, -1896-1897 - -STATISTICS OF THE STUDENTS WHO STUDIED IN THE COLLEGES OF THE DOMINICAN -FATHERS IN THE YEAR 1896-1897 - - -College and University of Santo Tomás - -The college was founded by the corporation of the Dominicans in 1612, -and its foundation approved by King Felipe IV, in December, 1623, -[77] as appears from the Recopilación de las Indias (ley liii, -título xxii, libro i). It was declared a university by brief of his -Holiness, Innocent X, in 1645, and King Carlos II received it under -his protection and royal patronage in 1680. Finally, King Carlos III, -by a decree of March 7, 1785, conferred on it the title of Royal, -giving it the titles and honors of the universities of the Spanish -monarchy. The collegiates with beca (free) numbered thirty-six in 1896. - -Pupils matriculated in 1896 in the different courses - - - Courses Degrees - conferred - - Course in Theology 15 2 - ,, ,, Canons 7 3 - ,, ,, Jurisprudence 1,298 17 - ,, ,, the Profession of Notary 244 4 - ,, ,, Medicine 857 8 - ,, ,, Pharmacy 169 2 - ,, ,, Philosophy and Letters 160 - ,, ,, Sciences 54 - Practitioners of Medicine 205 - ,, ,, Pharmacy 38 - Midwives 12 - ----- ---- - Total 3,059 [36] - - - - -College of San Juan de Letrán [78] - -This college was founded under the title of San Pedro y San Pablo -in the year 1640, for the purpose of giving primary instruction to -the poor and orphaned children of Spanish parents. The most reverend -master-general, Fray Tomás Turco, confirmed its erection in 1644. The -provincial chapter of 1652 accepted it as a house of the province -at the request of the governor-general with the approbation of the -archbishop of Manila. In the year 1683, it was called the college of -San Juan de Letrán, and it has been so called to our day. [79] - - -Course for 1896-1897 - - Rector and father professors 13 - Brother masters of primary instruction 4 - Resident [internos] collegiates 220 - Half Resident ,, 50 - Filipino assistants (servants) 8 - --- - [Total] 295 - - -Class of day pupils - - Matriculated in general studies for the bachelor's degree 5,363 - Matriculated for practical studies (specialists) 337 - ----- - Total 5,700 - - -Titles conferred - - Bachelor of Arts 149 - Professors of secondary instruction 4 - Skilled agriculturalists and appraisers of lands 2 - ,, merchants 17 - ,, mechanics 5 - - - - -College of San Alberto Magno - -This college was founded by the Dominican corporation in the year -1891, in the village of Dagupan, in the province of Pangasinan. The -building was from the first constructed for the purpose for which it -was destined. - - -Course of 1896-1897 - - - Rector and teachers 8 - Brother master of primary instruction 1 - Resident pupils 96 - Matriculated 842 - --- - Total 947 - - - - -School of Santa Catalina de Sena [80] - -This school is directed by the Dominican sisters and was founded in -1698. In the year 1896 it had: - - - Nuns who acted as teachers 16 - Lay sisters 15 - Girls in residence 140 - Servants and florists 52 - --- - Total 223 - - - - -School of Nuestra Señora del Rosario, of Lingayén -(Pangasinan) - -(Founded by the corporation, in 1890) - - - Nuns who act as teachers 7 - Resident pupils 53 - Non-resident pupils 13 - Servants 10 - -- - Total 83 - - - - -School of Nuestra Señora del Rosario of Vigan -(Founded in 1893) - - - Nuns who act as teachers 7 - Pupils in residence 65 - Servants 7 - -- - [Total] 79 - - -School of Santa Ymelda of Tuguegarao (Cagayán) -(Founded in 1892) - - - Nuns 8 - Pupils in residence 77 - Non-resident pupils 10 - Half pensioners 4 - Servants 11 - --- - [Total] 110 - - - - - - - -REPORT OF RELIGIOUS SCHOOLS, 1897 - - -Relation of the houses and number of pupils [81] whom the sisters of -charity had in a school here in Filipinas in the year 1897. - -1. Here in Manila, they had all the schools which they have at -present, namely, the school of La Concordia, that of Santa Ysabel, -that of Santa Rosa, and that of Looban. - -2. In the school of La Concordia, there were 39 sisters and 300 pupils. - -In that of Santa Ysabel 14 sisters and 150 pupils. - -In Santa Rosa, 11 sisters and 200 pupils. - -In the school of Looban, 11 sisters and 170 collegiates. - -3. In addition, they had here in Manila the military hospital, the -hospital of St. John of God, the municipal school, and the hospice -of San José. - -In St. John of God, there were 27 sisters and 400 patients. - -In the military hospital, 24 sisters and 300 patients. - -In the hospice of San José, 14 sisters and 250 destitute people, -counting poor, patients, and orphan children. - -In the municipal school, there were 10 sisters and about 300 girls -attended it. At present they still have these charitable houses with -the exception of the military hospital and the municipal school. - -4. Besides these houses here in Manila, they had in the provinces, -the schools which they still have. - -In Jaro (Iloilo), the school of San José, in which were 12 sisters -and 150 scholars. - -In Cebu in the same capital, the school of the Immaculate Conception, -with 28 sisters and 200 scholars. They have also the hospital and -the house of relief. - -In Nueva Cáceres (Camarines), the school of Santa Ysabel, in which -were 13 sisters and 170 scholars. - -In Cavite they also had the hospital of St. John of God, and that of -Cañacao. In the former were 16 sisters and 170 patients, and in the -latter 16 sisters and 200 patients. - - - - -Relation of the number of pupils in the seminary schools here in -Filipinas in the year 1897. - -1. All the seminary schools were in charge of Paulist fathers, except -that of Vigan. In the seminary of this city of Manila there were -5 fathers and 3 brothers, while the pupils or seminarists numbered -about 40. In addition they had the house which they own at present, -in San Marcelino. There were 6 fathers and two brothers whose efforts -were devoted to propagating and extending worship, and directing as -well the sisters of charity. - -2. In the seminary school of Jaro, there were, in the said year, 9 -fathers and 2 brothers, and about 600 pupils of whom 200 were regular. - -3. In the seminary school of Cebú, there were also 9 fathers and -2 brothers resident, and the number of pupils was about 800, those -resident numbering about 300. - -4. In that of Nueva Cáceres there was the same number of fathers -and brothers as in the seminaries of Jaro and Cebú, while the pupils -numbered about 700. - -[Endorsed in English: "Congregation of St. Vi[n]cent of Paul."] - - - - - - - -EDUCATIONAL INSTITUTIONS OF THE RECOLLECTS - - -Beaterio de Santa Rita - -It is located on the ground plot of San Sebastian, in a district of -the same name, outside the walls of Manila, where the Augustinian -Recollect fathers have a convent whose foundation dates from the -year 1621, and a magnificent iron church dedicated in the year 1891, -in which is venerated the miraculous image of our Lady of Carmel. - -This beaterio, separated from the convent only by the portico which -gives entrance to the church, was founded about the year 1730, and -was due principally to our father Fray Andrés de San Fulgencio, who, -acceding to the reiterated urgings and petitions of some pious women, -who desired to live in retreat from the excitement of the world, built -them a house, and gave them the habit of manteletas, or Tertiaries -of the Augustinian order. - -The preferred occupations in which those pious women who have had -the good fortune to take our holy habit in this beaterio, have -busied themselves, have been, and are at present, beside their own -sanctification, the solid and Christian instruction and education of -a certain number of girls; the cleaning and renovating of our church -of San Sebastian; and the propagation of worship and devotion to our -Lady of Carmel, for whom they act as the perpetual attendants. - -They lead a very austere life, and one completely abstracted from the -world, scarcely ever leaving the beaterio unless to go to the church, -and it is a very remarkable circumstance that in the two hundred years -almost, which have elapsed since their foundation, no sister who has -taken the habit has abandoned it in order to return to the world. - -The inspection and direction of the beaterio belong to the father -prior of the convent of San Sebastian, who, with the consent of our -father provincial, dictates the suitable provisions for maintaining -in that holy house the spirit of piety with which it was founded. - - - - -School of San José of Bacolod, Negros - -In the intermediary chapter, celebrated in the convent of Manila, -October 31, 1895, the installation (in Bacolod, the capital of the -island of Negros) of a college of primary and secondary instruction, -was determined upon. That determination of the chapter was approved by -the most reverend apostolic father, commissary-general of the order, -December 18, of the same year 95. January 28, 1896, the very reverend -father provincial, Fray Andrés Ferrero, now his Excellency, the -bishop of Jaro, petitioned his Excellency the governor-general to have -the kindness to authorize him as founder of a school of primary and -secondary instruction in the province of Negros under the advocacy of -San José, in which they could establish all the courses, the study of -which was required in order to obtain the degree of bachelor of arts. - -The superior government acceded to the petition by a decree dated -February 21, of the same year, on condition of first receiving a -favorable report from the very reverend father rector of the royal -and pontifical university of Manila. In June of the same year they -proceeded to the opening of the school of Bacolod, which was placed -under the said university. The disasters that occurred in this -archipelago in consequence of the insurrection, have been the cause -of this school running for only two years. - - - - -Seminary school of Vigan - -The corporation of Augustinian Recollects had in its charge the -seminary of Vigan between the years 1882 and April, 1895. During that -time various courses were added, and, in July, 1892, the complete -plan of studies for secondary instruction was established in the said -seminary, and it was officially placed under the university of Manila. - - - - -School of Santa Rosa - -The foundation of this school having been authorized by a royal decree -of September 22, 1774, its direction and government (besides that -which by right belongs to the diocesan ecclesiastical authority) -was committed to the senior auditor, who was afterwards called -the president of the royal Audiencia. He was aided by a council of -four votes. Thus it continued until December 17, 1891, in which in -accordance with a royal order of October 6, of the same year, the -general government of these islands appointed as president of the -assembly the very reverend father provincial of the Recollects. From -that time all the intervention and authority which thitherto had been -held by the presidents of the royal Audiencia, were delegated to him. - -The individuals composing the Administration Board are appointed by -the archbishop of Manila, at the proposal of the father president. The -Board informs his reverend Excellency, of the most important decisions -which are made so that he may approve them. - - - - - - - -THE FRIAR VIEWPOINT - -I - -EDUCATION - -The truth in this matter. If the means are sufficient and efficacious, -the ends will be obtained. Uniformity in the method. - -There are matters of importance so transcendental in the progressive -evolution of peoples, and which determine in so efficacious a manner -the greater or less future and civilization of those peoples, that -they cannot be less than regarded by men who govern with the most -profound attention and persevering study, converting them into the -object of their studies, of their zeal, and of their energies. Perhaps -nothing occupies the foremost place with more reason and right than -education. The desire of happiness is as natural as it is legitimate -in man. That desire is so noble and elevated an aspiration, and man -feels that desire in the bottom of his soul with so irresistible a -force than one may say without any kind of exaggeration, that even -unconsciously he is dragged along by it. Hence, every new step that -he takes, every ray of light that he perceives, every unknown point -that he discovers in that road, induces one to believe that it is -one factor more for arrival at a safe port, one greater facility -which he acquires for the attainment of that end. And since that -end in man cannot be more than the highest end, hence it is that he -feels in an invincible manner the necessity of its possession, which -is that which constitutes the highest perfection of that privileged -creature [man]. Now, then, in order to attain possession of that end, -it is necessary to know it, and in order that it may have a practical -result, one must know the means which conduce to it, and perfect them -so that the result may be complete. Most marvelously is this trust -filled by the teaching which has as its direct object the education and -perfection of the faculties of man, which are the only means conducive -to the knowledge and possession of God--the supreme end, hence, the -highest happiness of man. Education is the object and noble finality -of teaching, the unfolding and perfection of the faculties of man, -both in the physical order, and in the intellectual, esthetic, and -moral; to develop the physical energies, producing the most perfect -health and robustness of the body, to extend the horizons of the -intelligence, the greater number of points of knowledge conducing -to the discovery of truth proportioning it; increasing and ennobling -man's sentiments for beauty, and directing the will along the road of -the good and the just, and removing it from their opposites, the evil -and unjust. It is the primordial object and noblest end of every man -who governs to endeavor to broaden, extend, and perfect instruction -among the peoples under the control of his government and direction. - -It is the most sacred duty of every gubernatorial authority to -excogitate and choose the most suitable, safe, and correct methods -of teaching for the attainment of so sacred an end. It cannot be even -doubted that the authors of our traditional legislation for the Indias -had other motives than the accuracy and rectitude in the creation of -the laws concerning instruction, or other primordial end in it than the -knowledge and adoration of God, the supreme end of man on earth; and as -a means, the knowledge of the divine mysteries, of the revealed truths, -in a word, of the Catholic religion, among the human beings of the New -World. Rapid without doubt was the progress which the Catholic faith -made in the immense territories of that unknown world, notwithstanding -the interminable series of difficulties which our fervent missionaries, -covetous to gain souls for God, were to meet in the evangelization of -so many races and so numerous peoples divided by so diverse languages, -which were so many other obstacles superable by their strong desire -and never-satisfied zeal. In order to conquer those difficulties, -and that that zeal might be more productive for the cause of religion, -and more advantageous for the believers, fifty-eight years after the -immortal Colón had discovered this world full of marvels, the first law -was dictated in regard to the creation of schools for the teaching of -Castilian, signed by Carlos V while governing at Valladolid, June 7, -and reproduced July 17, 1550. Such is law xviii, título i, book vi, -which reads as follows. - -"Having made particular examination in regard to whether, even in -the most perfect language of the Indians, the ministers of our holy -Catholic faith can explain themselves well and fittingly, we have -recognized that that is impossible without committing great discords -and imperfections; and although chairs are founded where the priests -who shall instruct the Indians may be taught, this is not a fitting -remedy because of the great diversity of languages; and having resolved -that it will be advantageous to introduce the Castilian language: we -command teachers to be given to the Indians, in order to teach those -who wish of their own accord to study it, in the way which will be -of least trouble and without expense to them. It has appeared that -this can be well done by the sacristans, as in the villages of these -kingdoms they teach reading, writing, and the Christian doctrine." - -But one can immediately understand that teachers who taught without -any charge, who might be sacristans, and Indians who wished to study -voluntarily, were not fitting factors to attain the most praiseworthy -end which the legislator proposed to himself; and in fact it could not -have given the desired result since eighty-four years afterwards, law -v, título xiii, book i, was issued by Felipe IV, without indicating the -means, in Madrid, March 2, 1634, and repeated two years afterward, on -November 4, which reads as follows: "We ask and request the archbishops -and the bishops to provide and order the curas and missionaries of -the Indians in their dioceses, by the use of the mildest means, -to arrange and direct that all the Indians be taught the Spanish -language, and in that language the Christian doctrine, so that they -may become more capable of understanding the mysteries of our holy -Catholic faith and so that other advantages may be gained for their -salvation, and follow in their government and method of life." The -fulfilment of both laws [was] recorded by the royal decree of March 20, -1686, [82] and those laws were at the same time extended to Filipinas, -since the desire of the legislator was the same in both parts, namely, -"to consult upon what is the most efficacious means for destroying the -idolatries incurred at present by the majority of the Indians as was -true at the beginning of their conversion, etc.," as is said in the -above-mentioned royal decree. From that decree one infers a wholesome -instruction for Filipinas; but it is no wonder that the Filipinos -have not learned Castilian, and that they abandon their primitive -superstitions with difficulty, when the Americans of greater capacity -than they, with greater means, with a powerful and constant stream of -Christian civilization, carried by numerous missionaries, and a greater -European emigration, after two centuries did not know the Castilian -speech, and the majority were sunk in their idolatries, a thing which -does not occur with the masses of the Filipinos, although they are -not a little superstitious, a quality exhibited in more or less degree -by numerous peoples of Europa after so many centuries of illumination. - -For the same end and filled with the same spirit was issued the royal -decree of April 16, 1770, which, like the preceding one, was also -extended to Filipinas, as were also other later ones, all of which were -animated by the most Christian zeal, so that the Indians might learn -better the mysteries and doctrinal points of the Catholic religion, -for the easier and surer salvation of their souls. Without danger -of taking from these laws any valuable data, in accordance with the -necessity which counsels it, let us reduce ourselves for the moment -to a review of the orders given directly for Filipinas which are -found in the celebrated ordinances, first in those given by Corcuera -in the year 1642, revised by Cruzat in 1696, and added to by their -successors. Among them is one, the 52d, of Governor-general Solis, -marquis of Obando, dated October 19, 1752. Among other things that -ordinance says: "Through my desires of aiding with the greatest -exactness the spiritual and temporal welfare of those vassals, -supplying them with all the means of acquiring and consolidating it, I -have resolved to order, as by the present I do order and command, said -governors, corregidors, alcaldes-mayor, and other justices of these -islands, that exactly and punctually, and without interpretation or -opinion, they give and cause to be given the most opportune measures, -so that in the villages of their districts they demand, establish, -and found, from this day forward, schools where the children of the -natives and other inhabitants of their districts may be educated and -taught (in primary letters in the Castilian or Spanish language), -seeing to it earnestly and carefully that they study, learn, and -receive education in that language and not in that of the country or -any other. They shall work for its greater increase, extension, and -intelligence, without consenting or allowing ... this determination -to be violated, or schools of any other language to be erected or -started, under penalty of five hundred [pesos?] applied in the manner -decreed by this superior government.... For that purpose, and so that -it may have the fullest effect, I revoke, annul, and declare of no -use and value ordinance 29, which declares that Spaniards shall not -be allowed to live in or remain in the villages of the Indians; for in -the future they must be admitted to such residence. The alcaldes-mayor -and justices shall see to it that such people live in a Christian -manner and according to the commands of God; and they shall arrest, -punish, and exile those who fail in this matter. This is to be -understood of the schools which are to be supported and maintained -at the cost of the villages themselves and of the funds which the -communal treasuries shall have assigned for those of the languages of -the country (for as abovesaid the latter must cease and shall cease -in proportion as the schools for teaching in the Castilian language -shall be built and established); and for the attainment of the duties -and posts of governors and other honorable military posts it shall -be a necessary qualification that those on whom they are conferred -be the most capable, experienced, and clever in being able to read, -talk, and write, in the above-mentioned Spanish language, and such -posts must be given to such persons and not to others," etc. - -In accordance with all that which is faithfully quoted in regard -to this particular, is ordinance 25 of the zealous Raón in 1768, -which reads as follows: "As it is very important that there be -good schoolteachers for the teaching of the Indians, and as it is -advisable for them to learn the Spanish language in order to know the -Christian doctrine better, and since the salary of one peso and one -cabán of rice, which it is the custom to give them from the communal -funds each month, is very little, it is ordered that the alcaldes, -with the intervention of the curas, or missionary ministers, make -a computation of the salary which can be given in each village (in -proportion to its tributes) to the schoolteacher, giving an account -thereof to the superior government for its approval.... For, with -the increase of salaries, better teachers can be had and the end of -law xviii, título i, book vi, as will be related hereafter, can be -better attained." This is fulfilled at greater length in ordinance -or article 93, reading as follows: "In accordance with section 52 -of the ancient ordinances, and 17 of those drawn up by governor Don -Pedro Manuel de Arandía, it is strictly and rigorously ordered the -alcaldes-mayor, and asked and petitioned from the father ministers, -that each one, in so far as concerns him, shall apply his zeal to the -end that in all the villages there should be one schoolmaster well -instructed in the Spanish language, and that he teach the Indians to -read and write in it, the Christian doctrine, and other prayers, as -is ordered by the king, our sovereign, in his royal decree of June 5, -1754, because of the most serious disadvantages which result by doing -the contrary to the religion and the state. For the attainment of so -important teaching, the salary of each teacher shall be paid punctually -from the communal funds, namely, one peso and one cabán of rice per -month. Permission is given to the above-mentioned alcaldes-mayor -so that, in the large villages and in proportion to the capacity of -said teachers, they may increase their salary by giving information -thereof to the superior government for its approval, as is stated -in section 25. The above-mentioned teachers shall be informed that, -if they do not teach the Indians, and instruct them in the Spanish -language, they will be condemned to make restitution of the pay which -they shall have received, and shall be deprived of holding any post in -these islands and punished at the will of said alcaldes. The latter, -especially in their visit to the villages of their provinces, shall -investigate with particular care the observance of the abovesaid, and -shall inform the superior government.... It is to be noted that for -any slight omission of the alcaldes in regard to this most important -point, they shall incur the indignation of the superior tribunals, -and shall be rigorously punished and fined in proportion to their lack -of zeal and fulfilment of this section; for experience has taught that -for particular ends and unjust laxity or neglect they have proceeded -hitherto with little zeal and with total want of observance of law -xviii, título i, book vi, which is corroborated and confirmed by -many royal decrees and by the abovesaid sections of the ordinances -preceding that law." - -Since we are decided to make an exact and complete adjustment of -accounts treating of this matter, we transcribe here, in order to -attain that, whatever has to do most especially with both ancient -and modern legislation, in order to remove at once the mask under -which the detractors of the religious orders have been masquerading, -blaming them openly for the backward state of the Filipino villages, -for their deficiency in education and especially for the ignorance of -Castilian, without other proof than the completely gratuitous assertion -that those religious orders have constantly opposed the development -of education and, in a resolute manner, the study of Castilian. [83] - -In order to prove this supposed opposition, they adduce as an argument -(which is negative, and, consequently, of no value) the fact that -although the teaching (and with it the Castilian speech) was ordered -from the beginning of the conquest with evident insistence and under -heavy penalties, the established laws have not given the abundant -results which were to be desired. Now, because those results have -not been obtained, are the missionaries to blame? The supposition -made in order to hurl this crimination upon the religious orders is -not serious nor can it be cited by persons who esteem themselves as -sensible and reasonable beings. - -Before that criminal supposition and that groundless crimination it is -fitting to ask: "Were those laws, given with the most just desire and -the most holy finality, as is that of christianizing those idolatrous -souls and guaranteeing them in the faith of Jesus Christ, suitable for -the production of the desired ends? Were the means, which were proposed -in those laws, conducive to the end which was being prosecuted? Nay, -more, granting the sufficiency of those laws and the propriety of those -means for the American districts, since those laws were given for them, -was it within the bonds of reason to adapt them with equal propriety -and sufficiency to Filipinas?" If it is impossible to grant the first, -it is evidently impossible to assent to the second as certain. - -It has been shown that law xviii was given in the year 1550, or -fifty-eight years after the discovery of the New World. One hundred -and forty-two years later that order was repeated by means of law v, -of 1634, the fulfilment of which was recorded in 1686, or one hundred -and ninety-four years after our arrival on the American coasts. Those -laws had been, if not barren, of little fruit, whenever the cause -for repeating that law was to banish the idolatries in which the -majority of the Indians are now sunk, as they were at the beginning of -the conversions. How can that development in instruction be acquired -"with Indians who would like to learn, when taught by teachers without -pay, and which, so that the teachers might not cost anything, could -be well done by the sacristans," who would immediately be Indians -like the pupils, doubtless stupid in learning and incapable of -teaching the Catholic doctrine in Castilian? Now then, if those laws -were inefficient in the American districts, a country more compact, -could they be more efficient in Filipinas, which is composed of many -islands; could those means exercise more influence on the intellects -of those islanders who are of less capacity than the Americans, and -the latter were directly invaded by a constant and powerful stream -of civilization, catechised and administered by a numerous pleiad of -missionaries when the islands of Urdaneta and Legazpi did not receive -more than the residues or crumbs, which, both of the former and the -latter, came by way of Acapulco--in America with an invader who carried -almost all before him, and who tended by his number to cause the pure -primitive race to disappear, exactly the contrary to what occurs in -the Filipino country, where the native race, in an imposing mass, -is above all absorption, this idea being sufficient only so that not -even with very many means more powerful than those hitherto placed -in practice can they attain the effects which the laws demand? - -Consequently, the laws were not adaptable to that country for which -they were not made, and not even was that country known when law -xviii was given. Neither have the means or factors which have been -put in play since, been in relation, even remote relation, with the -ends whose attainment is desired. - -On one hand, the great scarcity of missionaries scattered among so -numerous islands (each one occupying a most extensive territory, -with scarcely any communication [with one another], with a work both -arduous and multiple, in all the orders, especially in the learning of -so diverse and most difficult languages, and the adaptation of these -languages in regard to their characters, phonetics, pronunciation, -etc., to our characters, spelling, etc., a knowledge attained afterward -by prolonged and constant phonological and philological studies), -abandoned to their own resources and energies, since it is known -that for many dozens of leguas there was no other Spaniard than the -missionary, occupied preferably in the administration of sacraments -and evangelization and the conservation of so numerous fields of -Christendom; on the other hand the means which the laws granted them, -entirely null and void, as has been shown, as is also the result -obtained by the last royal decree of 1686, by which it is newly ordered -"that schools be established and teachers appointed for the Indians, in -order to teach the Castilian language to those who would voluntarily -wish to learn it, in the way that may be of less trouble to them -and without expense;" and with this clause of voluntary instruction, -without trouble and without expense, since the natives were scattered -in so many and so distant villages or reductions, and had no teachers, -not since they knew the Castilian language, but that they could not -even know it except by a rudimentary method in their own language: -was there any possibility even that that beautiful language whose -knowledge would have freed the missionary from so many sorrows, from -so painful labor, from so continual anxieties as the detractors of -those orders cannot even imagine, could be taught? Notwithstanding, -it will be proved by unassailable documents that those missionaries -with some useless laws, most of them deficient, have obtained what no -one else could have obtained. Those religious orders, then, have not -been the enemies, but the great friends, of instruction. They Have not -been opposed, nor only slight lovers of its development, but decided -well-wishers, and even enthusiasts in its greater development; and -in order to achieve that, the missionaries and parish priests have -done that which very few, perhaps no one, could have done: namely, -to create schools wherever they preached the gospel; to support them -by all means, and even pay them from their scant savings; to bring to -a head all classes of philological work; to compile methods, grammars, -innumerable dictionaries, books of doctrine, of doctrinal discourses, -and many others which besides illuminating the understanding, -strengthened the souls in the faith, in accordance with the spirit -of those laws. - -Furthermore, do the detractors of the religious believe that, -if the alcaldes, corregidors, and justices, threatened with very -severe penalties by those laws, were convinced of the fact that the -missionaries were opposed to the teaching in that part which was viable -or feasible, they would not have used their authority to punish, -correct, or prevent, that opposition? The ordinances above copied -are a copy of the laws given for America, as already mentioned, and -suffer in great measure from their peculiarity and lack of application, -especially in what regards the teaching of Castilian. - -It was in every point impossible that, with the elements possessed -by the alcaldes-mayor, corregidors, and governors, they could have -observed ordinance 52 of the marquis of Obando. That ordinance contains -orders that are positively impracticable and even contradictory. On one -side it is ordered "that schools be erected where the children of the -natives may be educated (in primary letters in the Castilian language) -seeing to it that in this language and not in that of the country, or -in any other, they study, be taught, and educated, and that schools -of another language be not erected or started under penalty of 500 -[pesos?] applied at the will of this superior government." This is -ordered absolutely and without any limitation in immense districts -where there is not a single school of Castilian, nor methods, nor -grammars, nor dictionaries, nor any other method of teaching that -language, nor teachers to teach it, nor scarcely any Indians who have -been able to learn it, as they have not had any great familiarity -with Spaniards who were prohibited by ordinance 29 from residing in -the villages of the Indians. This happened in the year 1752. That -prohibition was suppressed by the above-mentioned ordinance 52. By -the same ordinance was prescribed the quota which the communal -funds were to pay to the teachers, which makes one see immediately -the contradiction of the finality of the preceding order with that -stating "because as abovesaid, these languages must cease and shall -cease in proportion as schools for the Castilian language shall be -erected and established;" the only ones who were ordered to pay. - -It results, therefore, quite evidently, both from the context of the -latter ordinance and from ordinance 17 of Arandía, and 25 and 93 of -Raón, that in the Filipino provinces and districts there were no -means of establishing instruction in Castilian; and that the only -schools which were ordered to be paid from the communal funds were -those which should be established with that instruction. Consequently, -neither the alcaldes and other justices threatened with very severe -penalties, and "the anger of the superior tribunals" nor the teachers -"condemned to make restitution of the pay which they had received," -and punished according to the order of the alcaldes, could make in -their promises and villages those laws, given in the Peninsula and -in the official residence of the first authority of the islands, -viable or practicable. How many laws are there which are very -good and of elevated ends, but barren and unpractical, as they lack -practical meaning! However, in the midst of so many contradictions and -difficulties, in the midst of a work so toilsome and without rest, -in spite of the penury and scarcity which God alone can, and knows -how to, appreciate, in constant struggle with the elements and the -Moros, having to create it and conserve it all, it can be no less than -contemplated with pride by every good Spaniard that those heroic and -humble sons of España attended from the beginning of the conquest to -teaching with a zeal worthy of all praise. - -A precious testimony of this is that mentioned by the erudite father -Augustín María, O.S.A. in his Historia del Insigne convento de San -Pablo de Manila [i.e., History of the glorious convent of San Pablo in -Manila], which is preserved unedited in the archives of said convent, -when he says: "In the same year (1571) was founded this convent and -church of San Pablo, which is the chief one of this province, the -capitular house for novitiates, and of studies in grammar, arts, -theology, and canons for Indians and creoles, until the Jesuits -came and opened public schools." Passing by those teaching centers -created in Manila by the religious orders scarcely yet born in those -islands, omitting the introduction of printing, a powerful means for -progress, by those orders, some decades after their establishment in -the islands, and limiting ourselves only to the creation of schools -and the progress of primary instruction, we do not fear to affirm -that before our legislators occupied themselves in giving laws for -teaching in Filipinas, laws had been proclaimed in the assemblies of -the religious orders. Before the famous ordinances of Obando and of -Raón had been published, the printing houses of the said orders had -already printed works entitled: Práctica del Ministerio que siguen -los religiosos del orden de N. P. S. Agustín en Philippinas [i.e., -Practice of the ministry followed by the religious of the order of our -father St. Augustine in Philippinas]; and the Práctica de párrocos -dominicana [i.e., Practice of the Dominican parish priest]. Before -treating of one or the other it is a duty of historical justice -to discard the two above-cited laws given for the New World, the -first in 1550, fifteen years before the conquest of Filipinas, and -the second in 1634, and both recorded in the royal decree of 1686, -[84] given likewise for América and all extended to the archipelago -of Legazpi. Now then, much before those last dates, the Augustinian -order in its tenth provincial chapter, held May 9, 1596, in which the -reverend father, Fray Lorenzo de León, was elected provincial, among -the acts and resolutions which it established, which are capitular -laws, compulsory on all the religious of the province, was the -following: "It is enjoined upon all the ministers of Indians, that -just as the schoolboys are taught to read and write, they be taught -also to speak our Spanish language, because of the great culture -and profit which follow therefrom." That document was providentially -conserved in the secretary's office of the convent of San Pablo in -Manila, notwithstanding the devastation which that convent suffered -and the loss of precious documents during the English invasion. - -They did not cease to hope for the abundant fruits which resulted -from such wise rules as the above, and the schools were created and -continued to increase in a remarkable manner. In order that there -might be uniformity in the method of teaching, in the Augustinian -provincial chapter, held in Manila in August 1712, the practice of the -ministry prescribed in the [provincial] chapter of April 19, 1698, was -ordered to be observed in definite terms. That was directed even in the -chapter held May 17, 1716, in which it was ordered by minute 21 that -the provincial elect, reverend father Fray Tomás Ortiz "should make a -Práctica del Ministerio" [i.e., Practice of the Ministry] and after it -was made to send it through the provinces, "so that all the religious -might observe it;" he did that, signing the circular which accompanied -said Práctica, at Tondo, August 10, of the abovesaid year. From this -Práctica, we copy the following paragraph in regard to the schools: -"Number 79. Not only by a decree of his Majesty, but also by his own -obligation, the minister must use all diligence and care in promoting -and conserving the schools for children in the villages. And when he -encounters difficulty in this, it will be advisable, and many times -necessary, for him to make use of the alcaldes-mayor, so that they -may obtain by their influence what the ministers could not obtain -in this matter by their own efforts. And if the parents refuse to -send their children, the ministers shall also be able to inform the -alcaldes-mayor [i.e., sub-alcaldes] of it in order that the latter -may force them to do it. And above all, the minister ought to be very -happy in contriving to conserve the schools, and in suffering with -patience the great resistance which is found among the natives to -the schools. It will be well to care for them with some expenses for -their conservation, for they are very useful and necessary." Beyond -this valuable paragraph are prescribed the days for school and the -hours and exercises in which the children are to be employed. - -This same Práctica del Ministerio remarkably increased by its author, -the reverend father Fray Tomás Ortiz, was printed in "Manila, in -the convent of Nuestra Señora de los Angeles [i.e., Our Lady of the -Angels], in the year 1731," and we copy from it, for the eternal -and most valuable testimony in proof of our assertion, the principal -paragraph, which reads as follows: - -"158. The father ministers, in fulfilment of their duty, are obliged -to procure, by all means and methods possible, and, if necessary, -by means of royal justices, that all the villages, both capitals -and visitas, shall have schools, and that all the boys attend them -daily. If the natives of the visitas refuse or are unable to support -schools, the boys of those visitas shall be obliged to go to the -schools of the capitals, for in addition to the schools being so -necessary as are attested by ecclesiastical and secular laws, the -absence of schools occasions many spiritual and temporal losses, -as is taught by experience. Among others, one is the vast ignorance -suffered in much of what is necessary for confession in order that -they may become Christians and live like rational people. - -"In order to be able to conquer the difficulties which some generally -find in maintaining schools, it is necessary for the father ministers -to procure and solicit two things: one is that ministers be assigned -with salaries suitable for their support; the other is that the -children have primers or books for reading and paper for writing. When -these two things cannot be obtained by other means than at the cost -of the father ministers, they must not therefore excuse themselves -from giving what is necessary for the said two things. For, besides -the fact that they will be doing a great alms thereby, they will also -obtain great relief in the teaching of the boys, and will avoid many -spiritual and temporal losses of the villages, to which by their office -they are obliged. And if the end cannot be obtained without the means, -so also the schools cannot be obtained without any expense, or the -teaching of youth without the schools, or the spiritual welfare of -souls without the teaching, etc. For the same reasons respectively, -endeavor shall be made to maintain schools for little girls, which -shall be held in the houses of the teachers where they shall learn -to read and pray, for which great prudence is necessary." - -Another very notable paragraph, in which are prescribed the days for -school, attendance, method, subjects, etc., follows this paragraph -which is worthy of the highest praise. That paragraph imposes the -obligation on the children of great practical sense, that after "mass -is finished (which they were to hear every day) they shall kiss the -father's hand. By this diligence the latter can ascertain those who -do not attend, and force them to attend, etc." - -In order that one may see the rare unanimity existing among the -religious corporations in a matter as transcendental as is that of -education, it is very fitting to transcribe here some paragraphs of -the instructions which the reverend father, Fray Manuel del Río, -provincial at that time of the Dominicans, gave to his religious -under date of August 31, 1739, which were printed in Manila in the -same year, and which we have entitled Práctica del párroco dominicana -[i.e., Practice of the Dominican parish priest] as the valuable copy -which we possess has no title page. It reads as follows: - -"The king, our sovereign, orders that there be schools in all the -villages of the Indians in order to teach them reading, writing, and -the doctrine. In those schools the ministers must work zealously and -earnestly, as it is a thing which is of so great importance for the -education and spiritual gain of their souls. Schools shall also be -established in the visitas, especially if they are large or distant -from the capital, and in those visitas which are furnished with no -schoolteacher because they are small or near the capital, the lads -shall be obliged to attend the school at the capital. All the lads, -whether chief or timaoas, must attend the school, and they, and their -parents or relatives must be obliged to do so, so that they may not -be exempted from that attendance by any excuse or pretext, except -the singers, who will be taught to read and write in the school of -the cantors. For the more exact fulfilment of this, a list shall be -made of those who ought to attend the school, and a copy of it shall -be given to the said teacher. This shall be read frequently in the -school, noting those who fail in order to punish them. - -"In order to maintain said schools and the attendance of the lads -therein without the excuses which some generally offer of not having -primers, pens, or paper for writing, it is necessary for the minister -to solicit the one who has those things for sale in the village, for -those who can buy them. Those who find it impossible to do so shall -be furnished by the minister with those articles by way of alms, and -in that, besides the merit acquired by this virtue, he will gather -the fruit of the welfare and the gain of their souls. - -"Girls' schools shall also be formed by causing them to go to the -house of their teacher, so that they may learn to read and sew, and -also learn the doctrine. But they shall not be obliged to attend church -daily, as are the boys, but only on Saturday or any other day assigned -for the reciting of the rosary and the examination in the doctrine." - -It is to be noted that both provincials, as well as their successors, -imposed on their subjects the obligation to faithfully observe what -is prescribed in the Práctica and respective instructions, which -the ministers of the Lord fulfilled with especial solicitude and -constancy, since only in this way could they gather the most copious -fruits which we all admire. - -The unity of thought and action which the religious corporations had in -a matter so primordial as is teaching is also to be noted. Evidently -it is to be inferred from those beautiful periods that the religious -were trying to pay the teachers, having recourse even to the alcaldes -when that was necessary; and when that could not be obtained they -themselves paid the teacher the fruit of his labors as well as -supplying also the children with everything necessary for their -instruction, such as primers, books, papers, pens, etc. For that, no -quota was put in the budget, since, as is seen, that most essential -datum is not mentioned in the laws, ordinances, and royal decrees -above given. It is also to be noted that, in the rules above cited, -there is no mention of other than boys' schools, but none for girls, -while all were alike considered, both of those of the capital or -villages and those of the barrios, with an equal vigilance by our -missionaries, who from the first, established compulsory attendance as -absolutely indispensable, in contradiction to the old laws, in which -was noted the tendency to liberty or non-compulsion, as is inferred -from the royal decree of November 5, 1782, [85] given for Charcas -(Méjico) and extended to Filipinas confirmed by the law of June 11, -1815, which cites it in its two extremes. - -In this way those humble religious worked out the laws as much as -possible, although it cost them much, by rectifying what was not -viable and by supplying the deficiencies of those laws, especially -in the matters pertaining to the salaries of the teachers, and -payment for school supplies, which, on account of the scarcity of -funds from the treasury, the legislature was compelled to establish -as is established in this last royal decree above cited: "That, for -the salary of teachers, the products of foundations, where there -shall be any, be applied in the first place, and for the others, -the products of the property of the community, in accordance with the -terms of the laws." But since the foundations, in case there were any, -existed only in the capitals, which were at the same time the episcopal -residence, and the communal funds were in general exhausted, it was -the same thing as determining that the parish priests would continue -to pay the expenses from their poor living, or find some means which -would give that so desired and difficult result. This penury of the -treasury which was felt equally in España and in Filipinas obliged -his Majesty to extend to these islands the royal decree of October 20, -1817, which reads as follows: - -"The existing state of exhaustion of my royal treasury does not permit -that so great a sum be set aside for the endowment of these schools -as would be necessary for so important an object; but the convents -of all the religious orders scattered throughout my kingdoms may in -great measure supply this impossibility...." There was no need to put -this royal decree in force in the Filipinas, since, in the majority -of the convents or parish houses, schools for boys had already been -established in their lower part, and those for girls in the houses -of the women teachers, and other houses made for that purpose. It -is but right to note how much the missionary always labored for the -education of the woman whose better gifts he recognized always. He -created numerous schools for her instruction, and paid for them -from his living, quite contrary to the total inattention which the -administration paid to the schools and teachers for girls, until the -regulations of December 20, 1863 were formulated, the eighth article -of which orders that "there shall be a boys' school and another school -for girls in every village, whatever its number of souls." - -Article 2 of these regulations, [86] quite distinct from the path of -the ancient legislation, recognized, in accordance with the conduct -and laws of the religious orders, the necessity of establishing -compulsion in primary teaching; and firm in this principle, it -ordered that "the primary instruction should be compulsory for all -the natives, to the degree that the inattendance of the child might -be penalized by virtue of art. 2, with the fine of from one-half to -two reals." Neither is the legislation exclusive with relation to the -study of Castilian, as is seen by the context of its art. 3; it ordains -education gratis to the poor by art. 4; and the well-to-do shall pay -the teacher a moderate monthly fee, which shall be prescribed by the -governor of each province, after conferring with the parish priest -and gobernadorcillo. Paper, copybooks, ink, and pens shall be given -free to all the children by the teacher, who, at the proper time, -shall receive for this service one duro per month, for every child -who writes, in accordance with the ruling made by a decree of the -superior government, February 16, 1867. Very suitable measures were -to be taken, all in accord with the action of the parish priest, -in order not to give any occasion for fraud. That was a very well -taken resolution, for it stimulated the zeal of the teacher, who -received on this account a sum not to be despised, which, together -with the quota of the well-to-do children and the monthly pay which -he received, according to art. 22, consisting of 12, 15, and 20 pesos, -according as the school of which he was in charge was entrada, ascenso, -or término, he received a pay quite sufficient for his needs, enjoying -in addition, by art. 23, a free dwelling-house for himself and family, -and in due season the pension prescribed by art. 24. - -Article 32 determines the powers of the parish priest as local -supervisor, which, although they were conceded with a certain timidity, -were perhaps believed to be excessive or unnecessary, and it seems -its abolition was clearly agreed upon by art. 12 in declaring the -municipal captain "supervisor of the schools." This blow must be -judged as a very strong one in the lofty governmental spheres of -the islands, for the genuine representation of the parish priests in -the villages is one of the functions most natural to their charge, -both as teachers of the Catholic doctrine and ethics, and in the role -of traditional supporters of the schools, although in art. 102 was -established the following as an explanation to art. 12 of the decree: -"Without prejudice to the supervision which belongs in the instruction -to the parish priests according to the regulations of December 1863, -whose powers are not at all altered, the tribunal shall watch carefully -over primary instruction; shall demand the teaching of Castilian in the -schools; shall oblige the inhabitants to send their children to them; -and shall stimulate instruction by means of adequate examinations and -rewards. Said tribunal shall place in operation the most practical -means for the diffusion of the Spanish language among the inhabitants, -deciding upon those means in meetings with the parish priests and -the delegates of the principalía." - -At first view one observes the good desire which the author of said -article shelters when he says that the powers conceded to the parish -priest as supervisor of schools by art. 20 of the regulations of -the same shall not be changed in any point, without perceiving that -directly afterward it created another authority in opposition to -that of the parish priest, if not with all the powers of the latter, -because those which he possesses as teacher in ethics and the doctrine -do not admit of transmission, yet clearly of all the others, and in -them with prior rank. - -It is evident that, by the context of this article, the power of -"watching carefully over primary instruction" is conceded to the -captain, which is identical with the first part of art. 32 of the -school regulations conceded to the parish priest which reads as -follows: "To visit the schools as often as possible." This is the -first part of that article, and the second part "and to see that the -regulations are observed," whose art. 3 orders that "the teachers shall -have special care that the pupils have practical exercise in speaking -the Castilian language," is of identical meaning and effect with the -power conceded to the captain, which declares, "he shall demand that -Castilian be taught in the schools." This power is followed by those of -"he shall compel the inhabitants to send their children to the schools, -and shall stimulate instruction by means of adequate examinations -and rewards;" both powers similar to those which are conceded to the -parish priests by the third part of said art. 32, which declares, -"To promote the attendance of children at the schools." To supplement -this with the compulsory virtue, he is authorized by art. 2, explained -and ratified in No. 3 of the decree of the superior government of -August 30, 1867, to be able to admonish and compel parents, who are -slow in sending their children to the schools, by means of fines from -one-half to two reals, and that which is conceded to him, in accordance -with annual examinations, by art. 13, and art. 7 of the decree of the -superior government, of May 7, 1871, which declares: "The reverend -and learned parish priests, accompanied by the gobernadorcillos and -by the principalías of the villages, shall visit the schools monthly, -shall hold examinations every three months, etc." By this one can -see that the parish priest conserves the first place, even in this, -over the gobernadorcillo and principalía, by whom he is accompanied, -in order to give more luster to the ceremony. That happens in no act -or meeting of the present municipality, in which the parish priest has -no other functions than those of intervention and counsel, included in -that which is signified in the last paragraph of the above-mentioned -art. 102, which says when referring to the municipal captain: "He -shall put in force the most practical means for the diffusion of the -Spanish language among the inhabitants, agreeing upon those means in -meetings with the parish priests and delegates of the principalía;" -and although it is established that the creation of the Sunday -schools of which art. 29 of the regulations speaks, which are also -of the intervention of the parish priest, as are the boys' schools, -falls completely to his share, as the means, if not sole, yet the -one most efficacious and of practical application, it would result -as in all the other powers which have been enumerated as conceded to -the parish priest by the school regulations and to the captain by -decree and municipal regulations--it would result, we say--at each -step in an encounter and rivalry in which the parish priests would -come out second best, for the simple reason, repeated to satiety in -innumerable articles of the decree and municipal regulations, that -the action of the parish priest is nothing more than supervision and -counsel, [87] with the added abasement that "his presence shall not -be included in the number of those who shall concur in the validity -of the deliberations," as is prescribed by art. 49 of the decree -and 64 of the regulations. Sad then, is, and at once, graceless, the -function of the parish priest compared to the action of the captain -and of the board which is executive. - -It seems unnecessary to say that the action and powers of the parish -priest in his duties as local supervisor of schools result in the -theoretical legal sphere of action, completely null and void, and -that action carried to the practical field of action exposes it -to continual rivalries, numerous frictions, and even deep quarrels -between two authorities, who in that, as in everything which belongs -to the multiple affairs of the village, ought to be in perfect accord, -as is demanded jointly by the lofty interests of religion and of the -fatherland, of the spiritual welfare and of the material order and -peace of the villages. - -And as that duality, besides being shameful and lowering for the -parish priests, is inviolable, and since by another part art. 12 of -the decree and 102 of the regulations, both above cited, in the form -in which they have been compiled, do not fill any need or space, -as all that which is ordained therein is a repetition of what has -been already decreed, there is no reason for their existence, to the -evident common harm, and to the small shame of the parish priest, -who deserves eternal gratitude for his labors, for his solicitude, -and for the zeal which he has ever displayed, and in the midst of -the greatest sacrifices, for the instruction. - -Nearly three centuries, since 1565, when the first Augustinians, -the companions of Legazpi and Salcedo reached the Filipinas shores, -until 1863, the year in which regulations were first made for primary -instruction, outlined only hitherto in numerous laws and royal decrees -which it was impossible to fulfil, as is proved, for almost three -centuries, we say, of bold zeal bordering on the inconceivable, of -constant anxiety and watching, of unusual effort, which borders on -the heroic, and with remarkable expenses never paid back, ignored -by most people, and recognized and praised by very few: are these -not sufficient, not only so that the liberty to exercise the noblest -charge which Church and fatherland have confided to them for centuries -in the teaching of the schools, which is intimately associated with -the teaching in the pulpit, be conceded to the parish priests, but -that also by justice illumined by gratitude, the necessary law, moral -force, aid, and support, for the exercise, with perfect repose and -without any impediment, and more, without any asperity and struggle, -of that sacred duty so full of trouble and bitterness for him, so full -of results most beneficial for religion and fatherland, be conceded to -him? If, then, one desire to concede to the parish priest the position -which is in justice due him in education, if there is to be granted -to the missionary that which the most rudimentary gratitude urges, -it is of imperious necessity that that mortifying and abasing duality -be radically destroyed, for it renders useless all the energies of -the parish priest supervisor, and stifles his noble and disinterested -aid offered without tax for the service of the holy ideals of God and -fatherland. Perhaps the parish priest is deprived of this salutary -intervention because such intervention is believed unnecessary, -superfluous or prejudicial to the lofty interests of the fatherland -or of the well-being of the native? Today necessarily more than ever, -through the deep-colored dripping of the blood of the insurrection, -[88] one can see with the clearness of noonday that the intervention -of the parish priest ought to be established in all the orders, in -order that it might again take the lofty position which was overthrown -thirty years ago. Is it, perhaps, because the intervention of the -parish priests will be a barrier, or obstacle, even to the sustained -mark of true progress in education in general, or of Castilian in -particular? But this is perfectly utopian, and even an argument now of -bad taste. The religious orders enemies of true progress! Perhaps they -are not the ones who in their teaching have created everything today -existing in Filipinas? Are not the religious corporations those who -have always formed their ranks in the vanguard of science, and today -especially both in the Peninsula, and in the Magellian Archipelago, -do not numerous colleges nourish with special predilection on the -part of the public? As an incontestible proof of this truth, let one -concede without difficulty what shall afterwards be proposed as a -supplement of that existing today. - -The argument of Castilian is a mythical argument of more than long -standing, since it has been proved quite clearly during the preceding -centuries that there has been an absolute lack of material for teaching -it. The patronizing enthusiasts of the Castilian, who think it to be a -panacea, so that the Indian may learn everything and obtain the social -height of the peoples of another race and of other capacities, and who -are persuaded, or appear to be so, that "what is of importance above -all else is that the Indian learn Castilian in order to understand -and to identify himself with the Castila," are laboring under a -false belief. We sincerely believe that the native, if he once come -to understand the Castila in the genuine meaning of the word, will -never come to identify himself with them. Thus it was explained -by a distinguished man of talent, both illustrious and liberal, -Don Patricio de la Escosura, [89] the least monastic man in España -and the one most favorable to the friars in Filipinas of his epoch, -as he himself declared in most ample phrase; a man of government -and administration, who throwing aside as was proper the vulgar -opinion that the friars were opposed to the teaching of Castilian, -assigned in his famous Memoria on Filipinas "of the parish priests, -I say, little must be expected in this matter;" in order to affirm -as follows: "And by this I do not pretend, and much less, deny to -them their apostolic zeal, their desire for the common good, and the -importance of the services which they have lent to religion and the -mother country, and are lending and may lend in the future;" and adding -some years later in his prologue to the small work Recuerdos [i.e., -Remembrances] which could better be entitled Infundios [i.e., Fables] -of Señor Cañamaque: "Let the friars in the archipelago be suppressed, -and that country will soon be an entirely savage region of the globe, -where there will scarcely remain a vestige or perhaps a remembrance of -Spanish domination. That is a truth, for all those who know and judge -impartially concerning the archipelago, of axiomatic authority." And -that truth established, he immediately asked: "Why then is not that -force utilized, in whose existence and supreme efficacy all agree? Why -are not the friars charged as much as possible with the responsibility -of the immense authority which they in fact exercise by associating -them officially and in reasonable terms with the governmental -and administrative action in Filipinas?" Why? For a very simple -reason. Because governments, like ministers of the crown and royal -commissaries in Filipinas, like Señor Escosura, suffer prejudices and -embrace opinions so original and vulgar as that of the opposition of -the religious corporations to the teaching of Castilian, a universal -panacea as abovesaid, to knowing everything, and which will enable the -native to conquer every sort of obstacle; for this most clear talent, -and we say it truly, caused to be based on the ignorance of Castilian -"so much ignorance and so absurd superstitions at the end of three -centuries, and in spite of the efforts of the Spanish legislator to -civilize the Indians. So long as the Indian," he adds, "speaks his -primitive language, it is approximately impossible to withdraw him -completely from his prejudices, from his superstition, erroneous ideas, -and the puerilities belonging to the savage condition. So long as he -understands the Castilian with difficulty, ... how can he have clear -notions of his duties, and of his rights--he who cannot understand -the laws more than by the medium of some interpreter?..." - -What candor and how little understanding of the native, or what excess -of political or party idea! - -That illustrious statistician believed that the knowledge of -Castilian and the unity of the language could not be in any time a -favorable base for the insurrection, which was one of the contrary -arguments which he was opposing, for, he was asserting in general -that "neither the population through its number, nor the native -race through its nature and special conditions, are here capable -of independence at any time. This country is not a continent, but -an archipelago. Its diverse provinces are for the greater part, -distinct islands; ... and so long as there is a Spanish military -marine in these waters, supposing that any serious insurrection -should arise (which seems to me highly improbable) there is nothing -easier than to circumscribe it to the locality in which it should -be born, and consequently to stifle it in its cradle." A few lines -afterwards he says: "The Indians here, I repeat, can never become -independent. They feel that also for the present, although perhaps -they do not understand it; and furthermore by instinct they prefer -at all times Spaniards to foreigners, on whom they look moreover -with unfavorable caution." What an illusion, and what an enormous -disillusion! How great would be the deception of Señor Escosura if -he would come to life in his grave! Without troubling us with the -argument of the Castilian, or taking into account the circumstances -that he lays down in regard to the multiplicity of islands which -are extremely unfavorable for their defense, according to his way of -thinking, what would he say now if he lifted his head and observed that -the knowledge of Castilian has been considerably extended--perhaps -four times as much as when he went as royal commissary to Filipinas, -in order to write that Memoria; that, if not the lawyers, the men of -most letters and knowledge of Castilian, the intelligent, and those -of the most cultured native society, in which figures a numerous -pleiad composed of advocates, physicians, pharmacists, painters, -engravers, normal and elementary teachers, municipal captains, -past-captains, cuadrilleros, [90] and hundreds more of those who -understand one another and are in the way of identifying themselves -with the Castila, as Señor Escosura would say, are the leaders, are -those who captain and direct the enormous native multitudes who are -related to them in thought and action, and stimulate and spread that -bloody rebellion which is spreading through all the islands like an -immense spot of oil, in spite of the fact that they are so numerous -and are defended by a respectable squadron; of that insurrection, -which scarcely born and without arms, presents itself powerful, and -armed in the greater part of Luzón and certain other provinces, and -latent or masked in all the remaining provinces; of that insurrection -which without any preamble of liberties, and of little more than -two years of limited exercise of municipal autonomy, is beginning -to proclaim and demand independence, and passing to active life is -establishing a government and is exercising perfect dominion for more -than one-half year in an entire province a few leguas from Manila, -at the very foot of a strong fort and under the fire of its arsenal, -in spite of the numerous squadron which touches its coasts. What would -the author of that Memoria, abounding in liberties and so ample in his -criticism, say? He would say much of that which he then censured in his -opponents. He would ingenuously and solemnly assert in the face of the -bloody panorama of so enormous hetacombs that he had been deceived, -and he would even add that it is at least rash to sow the winds, -which become, as a logical sequel, fatal whirlwinds to finish us; -that the implanting of a certain class of reforms and liberties is a -rash work; and would adduce the reason which he gave in the above-cited -prologue when treating in regard to the difficulty of implanting with -result in those islands "certain literary and scientific professions;" -namely, "that given the physical and intellectual qualifications of -their race, it would be rash to expect that they would ever compare -with Europeans. The Indian learns much more readily than we do; but -he forgets with the same readiness, and retrogrades to his primitive -condition." It seems impossible how a man of so clear judgment and so -exact concepts in regard to persons could stumble so transcendently -as is found throughout in his Memoria. How powerful is the strength -of consistency. The political ideal, like the sectarian, annuls the -deepest and most righteous convictions. - -But let us turn backwards a piece to pick up an end not allowed to fall -to chance. We said that, as a proof that the religious orders have -neither now nor ever been opposed to the teaching, one would concede -without difficulty what we are going to set forth as a supplement of -what exists today. - -It is known by all, and is demonstrated quite clearly, that the -traditional laws for teaching, if admirably penetrated by the spirit, -profoundly Catholic, of their epoch, were very deficient, and in no -small measure impracticable in Filipinas, because they lack almost -all the means indispensable for the happy attainment which legislators -and missionaries ardently desired; equally notorious is it, and also -demonstrated, that the absolute lack of legal rules and regulations to -facilitate their obligation accentuated more strongly the deficiency -of those laws. We say legal, because the few regulations that there -were, and which were practiced, were those of which mention has -already been made in the Práctica del Ministerio of 1712, circulated -as was compulsory, by their provincial among the Augustinian parish -priests, revised in the provincial chapter of 1716, and amplified and -printed in 1731; and the Instrucciones morales y religiosas [i.e., -Moral and religious Instructions], [91] printed in 1739 for the use -of the Dominican fathers--a lamentable lack which disappeared with -the publication of the regulations of December 20, 1863. - -This law which was successively perfected by numerous decrees of the -superior government of the islands, especially by generals Izquierdo, -Gándara, and Weyler, who were filled with the praiseworthy desire for -the teaching; this law together with the opening of the Suez Canal, -which has produced a notable increase in the European population, -[92] and by this and by the facility of numerous communications and -most valuable commercial transactions, has been an abundant fount of -education and progress, which must be perfected and heightened so -that what ought to be an abundant and beneficial irrigation for so -valuable possessions may not be converted into a devastating torrent. - -But even after this which we might call a giant's step in the history -of the Filipinas, their progress and their relations with Europa, -within the islands even, very much still needs to be done. It is a -fact that the coasting trade steam vessels have acquired an increase -more considerable than could have been imagined twenty years ago, -while the sail-coasting trade has not been diminished for this reason, -but increased. But just as the maritime communications have acquired -great facility, communications by land have deteriorated not a little, -and the neighborhood roads of all the islands have been falling into -complete neglect since the day when the days of forced labor began -to be reduced, and this tax became redeemable [in money]. - -If the greater number of roads in good condition with their -corresponding log bridges over the creeks and the simple plank -over the narrow valleys are absolutely indispensable for commercial -transactions, for the advisable development of primary instruction, the -capital is the constant attendance of the children at the school. In -order that this may be attained, it is quite necessary to construct -those roads, for in their majority they have no existence, and where -they have fallen into neglect they must be made passable alike for -the dry season and for the rainy season, prohibiting and rigorously -fining the owners of the adjacent fields who cut the roads in order -to make fields or runnels of water for the same. This being done, -it is equally necessary that the small barrios and isolated groups of -dwellings be grouped together, thus forming large barrios; or those -already existing be united in such manner that they form districts -of seventy to eighty citizens as a minimum. - -Not a little labor and repeated orders will it cost to form these -groups, since it is known that the native feels as no one else -the homesickness for the forest, an effect perhaps of his humid -temperament, perhaps the reminiscence of his primitive condition; -and when this is done, to establish municipal schools for both sexes -in all the barrios which consist of more than one hundred citizens, -or uniting two for this purpose, which are distant more than three -kilometers from the central schools or from the village, which is -the distance demanded by the law for the compulsory attendance of the -children. These Schools, with the necessary conditions of ventilation, -capacity, and security, ought to be erected by the respective -municipalities, in accordance with the simple lithograph plans which -must be furnished gratis by the body of civil engineers which shall -be conserved, as was formerly done, in the archives of said tribunals, -in order that they might be used when the time came. The men and women -teachers who shall be normal [graduates] shall have the option of -petitioning these posts, and if they should not be supplied with them, -the former teacher may petition them under the condition of capacity, -which they shall prove by a preceding examination held before the -provincial board of primary instruction, in case that they shall not -already have stood a prior examination. Both of them shall be suitably -paid according to circumstances, and that quota shall be completed -with another small particular quota from each well-to-do child. - -It is of great convenience for the ends of fitness, and especially of -morality, that men or women teachers shall not be appointed either in -the villages or in the barrios of the villages, without a previous -report of the parish priests of their native towns, to the effect -that they do not fall short of the age of twelve years, and naming -the villages where they shall have been resident; and that the parish -priests have the power of suspending them, according to the tenor of -the second authorization of art. 32 of the school regulations and the -superior decree of August 30, 1867, informing the provincial supervisor -for the definitive sentence, if this last measure of rigor shall have -been used; naming or recommending, according to the cases of casual -or definitive suspension, the substitute with his respective pay. - -An unequivocal proof that the religious corporations not only are -not trying to escape the instruction, but that they are promoting it -with all their strength, is that they believe and sustain both in -Manila and in the provinces, numerous schools and refuges for both -sexes. And so that so praiseworthy desires, as the said corporations -are found to possess in this matter, may have a happy outcome, -and so that the provinces may reckon an abundant seminary of the -youth of both sexes, which in due time shall be converted into an -intelligent and capable staff of teachers, which shall have as its -base morality and unconditional love for España, who shall cause -those two sacred loves--love of virtue and love of fatherland--to -spring up in the hearts of their pupils, not only should the -above-mentioned corporations be empowered but also furnished all the -means of establishing normal schools for men and women teachers in the -principal provinces of the archipelago, under the direction and care -of those corporations, in order by this means to assure the Catholic -and social education, which carry with themselves a deep and abiding -love for España. - -No one, in better conditions than the religious orders, who by means -of the parish priests are at the front of the villages, can proceed -with more accuracy and knowledge of the cause in the selection of -the youth who shall people those schools, for no one, better than -the parish priests, has a more perfect knowledge of the moral and -intellectual conditions of those youth and of their inclinations and -ancestral inheritance from their forbears, the absolutely necessary -factors for obtaining the beneficent result which it is desired to -obtain, namely, the most complete moral, intellectual, and truly -conceived patriotic regeneration, profoundly disturbed by a not -small number of causes, which rapidly developing within the envenomed -surrounding of masonry, and powerfully pushed forward by that impious -sect, have produced grievous days for España and Filipinas, in which -the precious blood of their sons has been abundantly shed, causing -thereby enormous expenses to the Peninsula, and a half century of -retrogression for the islands, together with the infamous blot of -the highest ingratitude of its rebellious sons. Now more than ever -is this means of regeneration demanded. - -And we faithfully believe that that means of regeneration ought to -be placed in practice as soon as possible, the government removing -on its part every kind of obstacle, especially of documents and -information. That is the point on which these initiatives are -wrecked, or are indefinitely detained, as happened to the zealous and -untiring Señor Gainza in regard to his school of Santa Isabel--the -normal school for women teachers in Nueva Cáceres--who after having -struggled for a long time in the offices of the superior government, -of administration, instruction, and engineers, was compelled to -resolve his cherished project by presenting it personally to Queen -Doña Isabel, who fully and kindly acceded to his supplication, and -even thus with the valuable license of her Majesty communicated in -due form, that eminent prelate still met all sorts of difficulties, -from the provincial chief, which only disappeared with his departure -from the same. In order that these labors might have a homogeneous -result and those normal schools respond efficaciously to the concept -of the fatherland, it is not advisable that the instruction in them -be given by others than Spanish corporations, and consequently, by -Spanish religious, who are the ones who can really impress that love, -prohibiting, as a consequence of this standard, the teaching of the -schools already established, be they private or not, from being given -in any other language than the Spanish, or in ordinary conversation, -that any other language than the Castilian be used, without this at -all preventing other languages from being taught. - -For the better order, progress, and homogeneity, it is indispensable -that one bear in mind the capacity of the natives, in order to assign -the list of studies which they are to take. That must be proportioned -in all institutions to their nature, and those studies, as is evident, -must be suppressed, which either give an unadvisable or useless -result, because of being outside the intellectual sphere of the -native. Still more evident is the necessity of the instruction for -the natives obeying a uniform plan of method and social education, -in order to avoid ill feeling among the teaching communities, and -peculiarities and comparisons, which by themselves are always odious, -and which cause not a little mischief among the natives, who, if they -are not distinguished by their character and reasoning, yet are by -nature very observant, and lay great stress on all external details, -so that without troubling themselves in seeking the cause, they form -their opinion or standard; and from that time on they will not be -inclined toward those things which the masons and separatists are -pursuing with the greatest of rancor by finding in those same things -more obstacles for the attainment of their evil purposes. - -The list of studies, as well as the method of teaching and -of education will be the first and immediate end of the studies, -opinion, and formula which the Superior Board of Public Instruction -shall bear to its conclusion with singular interest. This board -shall form the consequent schedules and above-mentioned methods, -which it shall subject to the approbation of the general government -of the archipelago. - -The abovesaid superior board may be composed of the following -gentlemen: the archbishop of Manila; the intendant of the public -treasury; the president of the Audiencia; civil governor of Manila; -secretary of the superior government; one councilor of administration; -the provincials of the Augustinians, Franciscans, Dominicans, and -Recollects; the rectors of the university, of the normal school, -and of the seminary. To it shall be submitted the revision of the -present schedules, both for the normal schools and in so far as the -schedules of the studies of primary and secondary and higher education -need to be revised; and at the same time the method of teaching and -of education for both sexes, the execution of which, as I have just -said, will be accomplished under the character of its importance and -immediate necessity. - -The attention of every studious and observing man, who has lived in -residence in the Filipino provinces, is not a little struck by the -excessive number of young men, who having taken more or less courses -in Manila, but without concluding the course begun, or even taking -the degree of bachelor, after their parents have spent considerable -sums on them, return to their villages with very little or no virtue, -but with many vices. At first sight one notes in these young men an -irritating radical attitude and a freedom mixed with unendurable -arrogance and vanity. Their fellow countrymen, whom they disdain -because they possess, although in a superficial manner, the Castilian -speech full of phrases and sounds, which would make the most reserved -Viscayan laugh, and of high-sounding words which they use without -understanding their real significance, immediately look up to them as -so many Senecas. They are persuaded that they are perfect gentlemen, -for by dint of seeing them practiced they have learned a few social -formulas; they wear a cravat, and boots, and pantaloons of the -latest style. For the rest, they are completely devoid of fundamental -knowledge, and of the fundamentals of knowledge in the studies which -they have taken, and have acquired only a slight tint of the part, let -us say the bark of those studies, which they conclude by forgetting -in proportion as time passes and their passions increase. These -young men who forget what they have learned with so great facility, -do not, as a general rule, devote themselves to any work, for they -do not like work and cannot perform any; for the habits that they -have contracted are very different--habits of pastime, idleness, -and the waste of their paternal capital. In such condition are those -who, as a rule, furnish the contingent of the staff of those who are -employed without pay, of aspirants, and amanuenses with little pay -of the offices and municipalities, while the most intelligent and -skilful devote themselves to making writs for parties in litigation, -a very handy matter, and one never finished among the natives, not -even by force of many deceptions and the loss of great interests. - -And that our opinion is not formed from the smoke of straw, and -lightly, is proved by the numerous lists of matriculations which -accompany the conscientious and well written memorials by trustworthy -Dominican fathers, especially those which were published in the -years 1883 and 1887, because of the expositions of Amsterdam and -Filipinas, in Madrid. We cannot resist the temptation to transcribe -here a valuable paragraph, which wonderfully meets our purpose. It -is taken from the writing signed by the excellent Dominican, Father -Buitrago, for the last-mentioned exposition. It is as follows: "The -first thing which offers itself to the consideration of the reader, -is the multitude of the inscriptions of matriculation, and the small -proportionate number of approvals. On this point, the first thing that -offers is to investigate the causes of that disproportion, which is -a great surprise to those who are ignorant of the special conditions -under which secondary teaching in this country is found. Many of the -young men who matriculate for it, have scarcely any or no desire to -obtain a passing mark in their courses, their only object being to -learn the Castilian language, and to know, in order that they may -afterward occupy a more important position in their villages, some of -the customs of the Spaniards. Those who come to Manila with the decided -intention of terminating a literary career are relatively very few. In -this matter their families exact but little also. And then there is -added the method of living in this place, crowded together in their -greatest part in private houses under the nominal vigilance of their -landlords or landladies, as they call the owners of the houses in which -they are lodged. Consequently, not few in this capital are reared in -idleness and learn the vices of Europeans without taking on their good -qualities. The rector of the university can do nothing on this point, -for the rules allow students to matriculate two or three times or even -more often, in the same course, in spite of their not passing in it." - -Before such an inundation of wise men, whose scholastic modesty suffers -with a serene mind and with immovable resignation [resignación de -estuco] three and more failures in one study, there is no other -means, since the lash cannot be legally used, or the oak rod of -the oldtime dominie, than to put in practice a salutary strictness -in the examinations of the secondary education, and to revise the -regulations more strictly, in order thereby to free the provinces of -that inundation of learning which parches the fields for lack of arms -to work them, uses up the savings of the wealthy families, fills the -villages with vampires who suck the sweat of the poor or careless with -impunity, increases the lawsuits and ill feeling in the villages, -makes of the municipalities and offices a workshop of intrigue, -and gives a numerous contingent to the lodges and to separatism. - -And as the above-mentioned author of the said Memoria adds: "It is -apparent to us at times that (the rector) actively negotiated to -subject the lodging houses for students to one set of regulations, -in order to watch over their moral and literary conduct better; but -such efforts have had no result;" it is thoroughly necessary to create -a law, in which the rector shall be authorized to extend his zeal, -vigilance, and action to such houses, and also to subject all the -day students of Manila, without distinction of establishments, to the -university police of the rector and his agents, reëstablishing in this -regard the ancient university right. For that purpose, full powers -ought to be given to the rector, so that, now by himself in faults -of less degree, and now by the university Council in the greater, -he may impose academical fines, and even ask the aid of public force -in case of necessity, beginning by demanding from each young man who -wishes to matriculate, the certificate or report of good conduct given -by the parish priest of the village whence he comes. This requirement -is of exceptional advisability, not only for the general ends of the -instruction, but also for the more perfect selection of the persons -who, on devoting themselves to the noble employment of teaching, -shall form the understanding and the heart of future generations. - -Only in this manner can we succeed in getting the Filipino youth to -acquire the conditions and habits of morality and study, until they -reach the end of their capacity. Only in this manner can we succeed -in giving to the fatherland, grateful children, to Filipinas, honored -citizens, to society, useful members, to families, children who honor -the white hairs of their parents, and to the public posts a suitable -staff, without pretensions, and faithful in the performance of their -duties; and that they shall be consequently, fervent Catholics, -who shall never forget what the parish priest taught them when they -were children, in his simple doctrinal lessons, and who shall be heard -afterwards to repeat to their teachers, to bless the divine cross which -illumined their intellects and saved their souls, and to bless España, -which amid the folds of its yellow banner or crowning its standards, -brought the cross triumphant to those shores, and with it Christian -civilization and true progress. - - - - -II - -"Until the end of the year 1863 in which was dictated the memorable -royal decree, which established a plan of primary instruction in -Filipinas, and which arranged for the creation of schools of primary -instruction in all the villages of the islands, and the creation -of a normal school in Manila, whence should graduate well-educated -and religious teachers who should take the foremost places in those -institutions, it might be said that there had been no legislation in -regard to primary instruction in these islands. For, although it is -certain that precepts directed to the attainment of education by the -natives, and very particularly the teaching of the beautiful Spanish -language, are not lacking (some of those precepts being contained in -the Leyes de Indias, and in the edicts of good government), it is a -fact that those precepts are isolated arrangements without conclusions, -the product of the good desire which has always animated the Spanish -monarchs and their worthy representatives in the archipelago for the -advancement and prosperity of these islands, but without resting upon -a firm foundation for lack of the elements for its existence. - -"Before the above-mentioned epoch the reverend and learned parish -priests of the villages came to fill in great measure and voluntarily -the noble ends of propagating primary instruction throughout these -distant regions by the aid of their own pupils, the most advanced of -whom dedicated themselves to the teaching of their fellow citizens, -although they received but very little remuneration for their work -and care, and there was no consideration of teachers or titles which -accredited them as such." [93] - -In fact the religious corporations in Filipinas were those who busied -themselves with the interest which the matter deserved in primary -instruction, which was abandoned almost entirely by the authorities -until the year 1863, notwithstanding the repeated recommendations, -orders, and laws of our monarchs and of the Councils of Indias. The -religious were the first teachers of primary letters in Filipinas, -as they were afterwards in secondary instruction, in the superior -teaching with faculties, and in the principal arts and trades which -the Indians learned. By the advice of the religious, the villages -constructed the first schools. The religious directed the works; they -gave the instruction, until they had pupils who could be substituted -for them and leave them free for the spiritual administration of -the faithful; and they, the religious, paid the wages of those -improvised teachers, without official title or character as such, -but sufficiently instructed to teach the tiny people their first -letters, and to succeed in obtaining that seventy-five per cent of -the inhabitants [of the Filipino village] might learn how to read and -write correctly. Señor Hilarión, [94] archbishop of Manila, was able -to say to the most excellent Ayuntamiento of that city when provincial -of the calced Augustinians: "There are multitudes of villages, such -as Argao, Dalaguete, and Bolhoon, in Cebú, and many in the province -of Iloilo, in which it is difficult to find a single boy or girl who -does not know how to read or write, an advantage which many cities -of our España have not yet succeeded in obtaining." - -The pay that the religious could give to the teachers educated by -them was moderate, but in faith none of the detractors of the monastic -corporations of Filipinas had given as much, or even the half, for so -beneficial a work. The religious not only provided large, roomy, and -ventilated places for the primary instruction of the two sects, and -acted as teachers until the most advanced pupils could use something -of what was supplied them in teaching, but also provided the schools -with the suitable and necessary furnishings in which the industry -and genius of the parish-priest regular came to aid their pecuniary -appeals and the absolute lack of the materials for teaching. There -was no ink, paper, or pens. The first was not necessary for the new -papyrus, which was no other than the magnificent leaf of the banana, -and the pen was a small bit of bamboo cut in the manner of a pen. From -each leaf of the banana they could get twenty or thirty pages of a -larger size than those of Iturzaeta. On the other side of the leaf, -covered with fine down and smooth as that of velvet, the Indians -wrote their letters with the bamboo cut in the form of a pen or of -the ancient stylus. What was thus written was not very permanent, -nor was there any need that it should be, for the copy pages were -not kept as a justification of the expenses of writing allowed by -the teachers according to rule later, because of the distrustful or -cautious official administration. Since the material was plentiful -and free the children were allowed to write as many pages as they -wished. More, in fact, they would be seen seated and writing at all -hours of the day, not only in their houses, but also in the square, -in the street, on the roads, for in all parts they had ready at hand -bananas and bamboos, and a stone or any other kind of an object was -used as a desk. And, since the aptitude of the native Filipino is -so remarkable for imitation, and his patience so great, they did -not stop their writing until they imitated ours with the greatest -perfection. The religious also wrote the books and primers for their -reading, formerly in manuscript, then printed in their own dialect, -so that they might profit from the maxims and doctrine, and history -and religion, in proportion as they became proficient in reading. - -Notwithstanding, after 1863, when the government took charge of -education, and the normal school directed by the Jesuit fathers -provided the villages with normal teachers under official title and -pay, the religious ceased to continue to foment education in their -villages, yet not only as local supervisors, with which character they -were invested by the memorable decree of that date--the foundation of -all the circulars, decrees, and instructions which afterward fell upon -that historical document in a vast jumble--but also since the boys -and girls of the barrios distant from the villages twenty kilometers -and sometimes more, were not able on account of the distance to be -present at the official school, did the parish-priest religious, -attentive and vigilant, hasten in their anxiety to supply with their -pecuniary resources the official deficiencies in every barrio or -visita. They had schools built of light materials but solid and well -built, in which teachers, both male and female, appointed and paid -by the parish priests, gave primary instruction in reading, writing, -and arithmetic; and sewing and embroidery to the girls. Finally, -the parish priests also supplied them with paper, pens, ink, books, -thread, needles, and all the other materials needed in teaching. The -said schools were visited by the parish priests, if not periodically, -yet whenever the duties of their ministries would permit. All the boys -and girls of the nearby barrios attended those schools. Every Sunday -after mass, masters and mistresses, with their respective scholars -presented to their parish priests their copy books, sums, sewing, -and embroidery, which they had made during the week. In order to -comprehend the significance of all that has been set forth to this -point, one must bear in mind that the population in Filipinas is -found much scattered in groups of houses called barrios or visitas, -more or less densely populated, and separated by a greater or less -distance from one another. So true is this that of the fourteen -thousand inhabitants of the village of Ogton, verbi gratia, scarcely -four thousand lived within the radius of the village. This scattering -of the inhabitants throughout the jurisdiction of the villages, if it -were meet and convenient at the beginning of the conquest, in order -that the barrios or the visitas might become the nucleus of future -villages, yet had no reason for existence, during the last half of -the past century in the very densely populated provinces like that of -Iloilo and others. The inhabitants of the barrios distant from the -village, from authority, and from the parish priests, could not be -watched and attended to by the paternal solicitude of the latter, -so much, or so well as those of the village, who lived under his -immediate eye. Many of the priests themselves were suspected by -the authorities as breeders of evil doers and criminals, for in the -distant barrios people of evil life gathered, combined their thefts, -and concealed the thefts. They were the pests of the civil guard and -of the local authorities, and the constant preoccupation of the parish -priests who saw that they were not fulfilling their religious duties -as good Christians, and who, in order to administer the sacraments -to them, had to go on horseback, by chair [horimon] or by hammock, -whether it rained in torrents, or the equatorial sun melted their -brains. Many times, and in distinct seasons and occasions, the superior -authority of the islands ordered that the barrios be incorporated into -the villages. Not being able to succeed in that, they ordered the -small barrios to be fused into the greater, and roads to be opened -which would put them in communication with the mother village. Not -even this could they obtain because of the inborn passivity of the -Indians. The one most harmed by that order of things was the parish -priest who had the duty of watching over those scattered sheep, and -giving them the food of the spirit to the danger of his health, and -the exhaustion of his purse, by paying the wages of the teachers and -for the materials used in teaching for the schools of the barrios. [95] - -When the schools were already running with regularity, and the fruits -which were produced under the accurate direction and immediate -inspection of the parish priests were plentiful, the superior -government of the islands took possession of the department of -education, and in the above-mentioned decree of 1863, gave official -character to the schools instituted by the parish priests. It conceded -titles as teachers ad interim to those who were then in charge of the -schools appointed by the religious. It assigned them a moderate pay, -but one much greater than that received from the parish priests, -whose resources were certainly very meager, and with which they had -to attend to other duties which their ministry imposed on them. But -the government left in most complete abandonment the settlement of -the barrios composed generally of two-thirds of the total number of -souls. We have already related how and in what manner the parish -priests supplied the governmental omission. Teachers ad interim -were gradually substituted by the normal teachers as they graduated -from the normal school. Indeed in the last years of the past century -there were but few schools not ruled over by teachers of the normal -school. Did education gain much by the semi-academical title of the new -teachers? Did the language of the fatherland become more general? At -first, we must reply with all truth that while the normal teachers -remained under the immediate supervision of the parish priests, -authorized by the official rules to suspend them and fashion them -suitably, education made excellent progress. But when they were -emancipated from the supervision of the parish-priest religious by the -decree of sad memory countersigned by Señor Maura in 1893, creating -the municipalities to which passed the supervision and management -of the schools and the teachers, education went into a decline. [96] -The presence of the children became purely nominal in the triplicate -report which the masters and mistresses sent monthly to the government -of the province. That report had to be visoed by the parish priests, -but the governors received and approved them without that requisite, -disdaining and despising the signature of the parish priests. In that -the latter understood that the visto bueno [i.e., approval] was a -farce, which, taken seriously, lessened the reputation of and gained -ill will for them, without any profit to the teachers and municipal -captains. Consequently, it was all the same for the results whether -they signed the said reports, or did not sign them. But if was painful -to contemplate the empty benches in the school, from which those -regular and interminable rows of four hundred or five hundred boys, -and two other rows of as many or more girls, reduced afterwards to -two or three dozen at the most, no longer went to the church after the -afternoon class. That happened and we have seen it. It was one, and not -of the least serious, misfortunes that came upon the country because -of the unfortunate decree in regard to the Filipino municipalities. - -On the creation of the normal school the government proposed as its -principal object the rapid and quick diffusion of Castilian as the -bond of union between the mother country and the colony. The end -was good and praiseworthy, but a mistake was made in the means by -which it was to be obtained, for those means were neither sufficient -nor efficacious. Departing even from the false supposition that all -the normal teachers constantly directed their efforts to teaching -Castilian to the children, nothing serious and positive could be -obtained. In the schools the children read and wrote in Castilian, -learned the grammar by heart, and some teachers gave the explanation -in Castilian also. The teacher asked questions in Castilian, and -the scholars replied in certain dialogues, which they learned by -heart. [97] But what was the result? The children did not understand -one iota of the master's explanation. They answered in the dialogue -like parrots, and the few phrases which they learned in the harmonious -language of Cervantes, they forgot before they reached home, if not in -the very school itself, because they did not again hear them either -when playing with their comrades or in their homes, or in the school -itself. For the constant and daily presence in the school left much to -be desired, especially during the last decade of Spanish rule. Before -the creation of the municipalities to which Señor Maura gave the -local supervision of the schools, the parish priests visited them -frequently. Every afternoon when the boys and girls were dismissed -from school they went to the church in two lines, and the parish -priest observed and even counted the number of those who were present, -and when many of them were absent, they asked the teachers for their -report of the absent children, called on their parents, and with -flattery, admonitions, or threats, succeeded in getting the latter -to see that their children were punctual in attendance. Furthermore, -they clothed at their expense the poor boys and girls who excused -their non-attendance at school because they had no pantaloons, -or were without a skirt with which to cover the body. Later, with -the municipalities, neither the municipal captains nor anyone else -took care of the daily attendance of teachers and scholars in the -school. If primary instruction in Filipinas had gone on in this way -for considerable time it would have pitifully retrograded. - -We have already seen the intervention which the parish priests had -in primary education before the decree of 63, after that date, and -also after the never sufficiently-deplored decree in regard to the -municipalities, proposed for the royal signature by the then minister -of the colonies, Don Antonio Maura, in 1893. But, notwithstanding that, -there are many Spaniards who blame the parish-priest religious for the -ignorance of the Indians of Castilian. Why this charge, both gratuitous -and unjust? Some have argued that the parish priests should personally -teach Castilian to the native children. In order to understand the -absurdity of so great a pretension, one need only bear in mind that the -parish-priest regulars in Filipinas had in their charge the spiritual -administration of the villages, the number of souls in the smallest -of which was not less than six thousand, and for the greater part -reached ten thousand, fourteen thousand, and even twenty thousand, -and more. For that work only a few parish priests had a coadjutor, and -those among the Tagálogs, two or three Indian coadjutors, who aided -them in the administration of the sacrament to the well and sick. It -was also the duty of the parish priest to reply to consultations, -give advices, direct communications, exercise the duties of alcaldes, -justices of the peace, decisions, etc.; for in all that they had -to take action, as neither the municipal alcalde nor the justice -of peace of the village understood Castilian, and least of all, -understood the orders, reports, acts, and measures. And it is asked -us, if, after attending to so varied occupations, some peculiar to -their ministry, others imposed by charity and by necessity, the parish -priests would have time, willingness, or pleasure, in officiating as -masters of Castilian without pay; however, there is still more. The -parish priests were the local presidents of the boards of health -and of locusts, public works, industrial and urban contribution, -citizen and tributary poll, etc., etc., and we are asked, I repeat, -if with all these trifles and mummeries the parish priest would have -time even to rest, at the very least. - -Others carried their pretension even to meddling with sacred matters -of the temple and interfering with the parochial dwelling, demanding -from the parish priests that the theological moral preaching, and -the explanation of the Christian doctrine be in Castilian, as if it -were the duty of the parish priest to please four deluded people, and -not to instruct his parishioners who, not understanding Castilian, -would have obtained from the catechism and from the sermon that -which the negro did from the story. The same is true of the demand -that the religious should address their servants in our beautiful -language. Seeing that the Indian servants did the reverse of what their -Spanish masters ordered them, and seeing the desperation of the latter -for the said reason, why should the religious have to be subjected to -like impatience when they could avoid it by addressing their servants -in their own language? So general was the opinion that the religious -were opposed to the Indians learning Castilian that Governor-general -Despujols, in his visits to the Ilonga capital, apostrophized the -parish-priest religious harshly, who had gone in commission to salute -him. "You," he said to them, "are the ones who oppose the diffusion of -Castilian in the country." Such were the words of that Catalonian, who -claimed that a colony separated from the mother country by thousands -of miles, and almost abandoned for that reason until the opening -of the isthmus of Suez, should know and speak the Castilian, which -is not known or spoken as yet in Cataluña, or in other provinces of -España. It was very convenient for the Spaniards who went to Filipinas -on business or as employes, and even necessary for them to understand -the Indians, and they demanded that the latter learn Castilian. It -was also very convenient and comfortable for the religious, since -the learning of a dialect of the country cost them at least a year's -study and practice. But was it not easier and more just that forty or -fifty thousand Spaniards learn the language of the country since they -needed it to live and do business in it, than to make six or seven -millions of Indians, very few of whom needed to know it, learn Spanish? - -Father Zúñiga [98] already declared in his time: "It has been ordered -that books be not printed in the Tagálog language, that the Indians -learn the doctrine in the Castilian language, and that the fathers -preach to them in that language. The religious, in order to observe -that command preached to them in Spanish and in Tagálog, but to ask -them to confess some Indians who only knew the doctrine in a language -which they did not understand and that the parish priests should be -satisfied by preaching to their parishioners in a language of which -the latter were ignorant, was almost the same as asking them for that -which Diocletian asked from the Christians, and they would rather -die willingly before fulfilling it.... In order that one may see -the inconsistency of those who rule, it is sufficient to know their -method of procedure in regard to plays. These Indians, as I have said, -are very fond of plays, and the most influential people are those who -become actors. Since such people do not generally know the Castilian -language, they petition that they be allowed to play in their own -language, and there is not the slightest hesitation in allowing plays -in the Tagálog language in all the villages of this province, even -in that of Binondo, which is only separated from the city [of Manila]. - -"And it is asked that the parish priests preach in Spanish!" [99] - -In 1590, we find in the records of our province the following most -note-worthy minute of the provincial chapter: "Likewise, it shall be -charged upon all the ministers of the Indians that, just as the lads of -the school are taught to read and to write, they also shall learn to -talk our Spanish tongue because of the great culture and profit which -follow therefrom (Archives of St. Augustine in Manila)." This was the -rule made by the Augustinian fathers in 1590, and still there are some -who accuse the religious of having been opposed to the diffusion of -Castilian in Filipinas. - -The decree in which the religious were charged to teach Castilian in -the kingdoms of Indias is as follows: "By Don Felipe IV, in Madrid, -March 2, 1634; and November 4, 1636, law v. That the curas arrange to -teach the Indians the Castilian language and the Christian doctrine -in the same language. - -"We ask and charge the archbishops and bishops to provide and order -in their dioceses the curas and instructors of the Indians, by using -the gentlest means, to arrange and direct all the Indians to be taught -the Spanish language, and that they be taught the Christian doctrine -in that language, so that they may become more apt in the mysteries -of our Catholic faith, and profit for their salvation, and attain -other advantages in their government and mode of living."--Book i, -título xiii. - -"We could cite other dispositions [100] but these are sufficient to -cause the noble propositions of our governors-general and the first -apostles of Christianity in that country to be appreciated. Apart -from the fact that in former times the friar could not alone carry -the weight of the extraordinary labor, which is inferred from the -teaching of a language which can be contained in the head of but very -few Indians, the aspiration that our language supplant the many which -are spoken in Filipinas can be only completely illusory." - -We cannot resist the desire to reproduce here some paragraphs of -the Carta abierta [i.e., open letter] which was directed through the -columns of La Época by Señor Retana to Don Manuel Becerra, who was -then minister of the Colonies. [101] - -"I do not see, Señor Don Manuel, that a single Spaniard exists who -would not be delighted to know that peoples who live many leguas -from ours use the Spanish language as their own language. Why -should we not be proud when we are persuaded that in both Americas -live about forty millions of individuals who speak our beautiful -language? Consequently, I esteem as most meritorious that vehement -desire of yours to effect that there in Filipinas the Malays abandon -their monotonous and poor dialects, and choose as their language that -which we talk in Castilla. Very meritorious is it in fact among us to -sustain so fine a theory; and I say, among us, for if you were English -and set forth your laudable propositions in the House of Lords, or the -House of Commons, of diffusing the language of the mother-country among -the natives of unequal colonies, you may be assured, Señor Becerra, -that on all sides of the circle there would come marks and even cries -of disapproval. For it is a matter sufficiently well known in Great -Britain and in Holland; and in a certain manner in France also, it -is not maintained, not even in theory, that it is advisable for the -conquered races to know the language of the ruling race. The great -Macaulay, a liberal democrat, freethinker, a sincere and enthusiastic -man, published his desire that Christianity be propagated in India, -but he never spoke of a propagation of the English language in the -Hindoostan Empire. - -"Think, Señor Don Manuel, and grant me that if it were possible -to please all the Spaniards to have our language propagated in all -quarters of the world, there may be some persons who, thinking like -the English, may conceive that that propagation would be unadvisable, -from the viewpoint of politics. - -"But by deprecating such tiquis miquis [102] since I hold, so far -as I am concerned, that today our fellow countrymen who think in -the English fashion in this manner are exceptional, let us come -to the real root of the matter. It is an easy thing for you, Don -Manuel, to see that it is practicable in a brief space of time -to place the Castilian in the head of seven millions of Filipino -Indians. Permit me to make a citation which is of pearls. Not -many months ago the director of the royal college of the Escorial, -or, to be more explicit, Fray Francisco Valdés, a man of superior -talent who has lived in Filipinas for eighteen or twenty years, said: -'Our language cannot be substituted advantageously for the Tagálog, -so long as the social education of that people does not experience -profound and radical transformations.' And the same author adds: 'And -since the total transformation of the customs and manner of living of -a race is not the work of one year, much less of one century, hence, -our firm conviction that great as may be our strength and much as the -fondness of the Indian for Castilian may be exaggerated, the latter -will never be the common idiom of Filipinas.' - -"Do you think of tearing out the entrails of seven millions of -individuals by giving them other new ones in this manner all at -once? For the peculiar idiom is born in the peculiar country, and -develops with the individual, and there is no human strength, which -in many years can tear it out. At one step from us lie Cataluña -and Vascongadas, where no success is had in making the speech of -Cervantes common to individuals for whom the resonant drapery of our -rich language is very loose, and whom it suffocates. Much less could -it be so [in Filipinas]! - -"Those who make the greatest propaganda are not, indeed, the -masters. As many masters as there are in Cavite, there are in Bulacan, -for example, or more, and in Cavite the people talk fairly good -Castilian, while in Bulacan they scarcely talk any. Why? Because -in Cavite there are many Spaniards who live there, while in Bulacan -there are perhaps not fifty. For the rest another citation and the -conclusion. The famous student of Filipinas, now the bishop of Jaca, -Fray Francisco Valdés, says: 'There are many Indians who come to -know quite well the material of the Spanish word; but the internal -signification and the logical character of our beautiful language is -for them an undecipherable secret. Our meanings [giros] and phrases -are opposed to their peculiar fashion of conceiving and correlating -ideas. From this discrepancy in the association of ideas, they produce -literary products as nonsensical as the one below. This example is -chosen from among innumerable others of the same kind, as it is the -work of a master who passed among those of his class and was really -one of the best instructed. The matter is an invitation elegantly -printed and gotten up on the occasion of the mass called vara which -the gobernadorcillos usually cause to be celebrated with great pomp -on that day when they receive from the governor the vara or staff of -command. It is as follows: On the nineteenth day, in the morning, -and of the present full moon, the mass of my vara will be held in -this church under my charge, for God has gratuitously granted me this -honorable charge. I invite you, therefore, to my house, so that from -that moment the vacancy of my heart having been freed, it may become -full by your presence, until my last hour sounds on the clock of the -Eternal.'" Come now Don Manuel, what do you say to this? [103] - -"We might extend our remarks to much greater length [104] in -this important matter in order to prove that the 'Ordeno y mando' -[105] of those who govern always falls to pieces before insuperable -difficulties, and therefore to accuse the religious of being the -reason why Castilian is not popular in Filipinas when we have the most -eloquent data that in the villages ruled by secular priests of the -country, there is less Castilian spoken than in the parishes ruled over -by the friars, is an immense simplicity into which only the malevolent -can fall or those who do not know those races by experience.--Consult -Barrantes's La Instrucción primaria en Filipinas; and Father Valdés's -El Archipiélago Filipino." [106] - -If the Spanish government desired that the Castilian language be -rapidly diffused in Filipinas, the normal school or the teachers who -graduated from it were not the most efficient and suitable means, but -the establishment in the Filipino villages of five hundred thousand -Spanish families. The servants of those families, and familiarity and -converse with the native families would have done in a short time, -what never would have succeeded by means of the normal teachers, -and which the other educational schools in which the native dialects -would not be allowed to be spoken, would have taken centuries in -obtaining. It was observed that in the ports and in the capitals -where the Spanish element was numerous, almost all the Indians spoke -Castilian. Consequently, this same thing would have happened in the -villages in which fifty or one hundred Spanish families would have been -settled. Neither was it the mission of the parish-priest religious to -teach Castilian to the Indians, nor did they have time to dedicate -themselves to it. Neither would they have succeeded in that in a -long time, not even with all their prestige and competency. Nor did -they need as parish priests that the Indian should know Castilian, -although as Spaniards they desired it, and very greatly. For, very -strongly did it come to them that language, religion, and customs, -are strong chains which united mother countries to colonies. - -No one could be in a position to know the needs of the country, to -feel its forces and appreciate its progress as could the parish-priest -religious. Individual members of respectable communities consecrated -to the spiritual and material happiness of the Indians, passed, -but the spirit which guided their footsteps toward so noble an end, -without separating itself any distance from the preconceived plan, -always existed. When the opportunity to give greater amplitude to -education, and to open up new and vaster horizons to the studious -youth of the country, came, the parish priests were the ones who -recognized that need and satisfied it. By a royal decree of June 8, -1585, King Don Felipe II arranged for the foundation of the college -of San José, which was destined for the education and teaching of -the children of Spaniards resident in Filipinas. Lessons in Latin, -rhetoric, and philosophy, were given in that college by distinguished -Jesuit fathers. The restrictions placed as to the number and quality -of the pupils did not satisfy the need for more centers of learning, -which the Filipino youth urgently demanded within a little time. His -Excellency, the archbishop of Manila, Señor Benavides, a Dominican, -projected the foundation of the college of Santo Tomás, aided by -his Excellency, Don Fray Diego de Soria of the same order, bishop -of Nueva Segovia. [107] With the one thousand pesos fuertes donated -by Señor Benavides and the four thousand by Señor Soria, and the -acquisition of the libraries of both, the works were commenced in the -year 1610. In 1617, the college was in condition of being admitted as -a house by the province of the Dominican fathers in the islands. In -1620, having been provided with professors, it opened its halls to -the Filipino youth without distinction of race. King Don Felipe IV -took the college under his special protection by a royal decree of -November 27, 1623. Some years later, its royal protector obtained -from his Holiness, Pope Innocent X, the fitting bull given November -20, 1644, by which the said college was erected into a university, -and the latter decorated with the honorable titles of Royal and -Pontifical. By a royal decree of May 17, 1680, it was admitted -solemnly under the royal protection, and his Majesty, the king, was -declared its patron. By another royal decree of December 7, 1781, the -statutes approved by the government of the colony, October 20, 1786, -were formed. It continued and is at present in charge of its founders, -the learned and virtuous Dominican fathers. That royal college and -pontifical university has a rector religious, and all the professors -except those of medicine and pharmacy are also Dominicans. - -The studious youth who saw in the new center of teaching the glorious -future which invited them by the golden laurels of learning, came in -crowds to fill the cloisters of the new university, which, narrow and -reduced for containing within their halls so many young men desirous -of learning and instruction, begged the aid of another institution -which should share with the university in the task of the teacher. The -time urged, the necessity was pressing, there was no time to think of -the construction of a new edifice for circumstances did not permit -it. Then there was fitted up as a college the school of primary -instruction instituted by the illustrious Spaniard, Don Gerónimo -Guerrero, of glorious memory, whose name should pass to posterity so -that he may be blessed eternally by Spaniards and Filipinos, since he -dedicated his wealth, his labors, and his care to their instruction -and education, not only instructing them in the primary letters, -but also supporting them and clothing them with his own resources -and with the alms which other charitable persons who were desirous -of contributing in so deserving a work gave him. The efforts of that -remarkable Spaniard deserved the protection of the government of the -mother country and the support of the Council of Indias. The king -remunerated them by granting him an encomienda in Ilocos as an aid in -that blessed establishment, and God rewarded it by conceding him the -religious vocation which induced him to take the habit in the order -of the Dominican fathers. He ceded to the latter his schoolhouse, -his encomienda, and all his goods, with the sole condition that the -said fathers were to take charge of the gratuitous education and -teaching of the poor Spanish and native boys. The condition having -been accepted by the Dominican fathers the schoolhouse of the worthy -Spaniard and now virtuous religious was erected into a college under -the advocacy of San Juan de Letrán, July 18, 1640, by license from -the governor-general and from the archbishop. Since that college -was a school, it had also as its object the elemental instruction -and education of abandoned and poor children, in order to make of -them good citizens and excellent military men for the defense of the -plaza of Manila, and the colony. Erected into a college, the students -continued therein the study of philosophy, theology, and canons, -in order that those who showed aptitude and merited that dignity, -might be ordained as priests. Later, all the young men who cared to -devote themselves to the study of secondary education were admitted -as pensioned inmates. At the end of that course, and after they had -taken their degree, they went to the university of Santo Tomás to take -up the higher branches. The above-mentioned college was always very -useful and commendable. A blessed asylum in its origin, it has always -been until today the institution of secondary teaching in which the -Dominican fathers, subjecting themselves rigorously to the urgent, -although ancient plan of studies, have been able to mold themselves -to the peculiar capacity of the natives, directing with exquisite -prudence, their native qualities to the professional studies which -most harmonize with them. - -Thus, in proportion as the necessities for education were exacting, -the monastic orders, ever attentive to every movement which could be of -interest to the colony, continued to create centers of instruction: -the Jesuit fathers in the Ateneo and in the normal school in -Manila; the Dominicans in the university, Letrán, and Dagupan; the -Franciscans, in Camarines; the Augustinian Recollects, in Negros; -the calced Augustinians founded in Iloilo colleges of secondary -education directed by themselves, which promised to be the dawn of a -new era of civilization and culture, if the last Indian rebellion, -provoked by the obstinate governors and supported by the Americans -had not caused its ruin with a secular work, the wonder of the world, -with the colleges, with the Spanish domination, with the country, and -with all the existing things gained quietly yet at the cost of great -hardships, and of enormous sacrifices in self-denial and virtue. [108] - -The weak sex also were attended to according to their merits by the -religious orders. From before the middle of the eighteenth century -dates the institution of the school of Santa Rosa, or of Mother Paula, -as its foundress was called. She was a religious of the tertiary branch -of St. Dominic, who went from Cataluña to Manila to consecrate herself -to the welfare of her own class. Having arrived at Manila, she saw -that the greatest benefit which her flaming charity could produce was -the education and instruction of the young Indian women. In reality, -she labored with pious and burning zeal, until she obtained a house, -in which she made the foundation of the beaterio school in which the -young Indian women received a Christian education. In the holy fear -of God, they learned the doctrine and exercised themselves in the -labors peculiar to their sex, in order to later dedicate themselves -to God and to the moral education of their sex, or to become married, -in which estate they gave application and example of the excellent -maxims and sane principles which they learned from their glorious -foundress. Mother Paula endured many persecutions which she suffered -with resignation and patience. She gave her name to the beaterio, -which continued as an educational institution and as a retreat for -the girls who desired to embrace it temporarily. - -Before the beaterio of Santa Rosa, or of Mother Paula, was founded -that of Santa Catalina de Sena. The former was the complement of the -latter, which in its beginning only took charge of the education -of young Spanish women, It is said that its foundation was due to -a certain number of women of the tertiary branch of St. Dominic who -retired to a house in order to devote themselves to pious exercises, -and from which they went out only to hear mass. Others attribute -the foundation of that beaterio school in 1696 to the solicitude of -Mother Francisca del Espiritu Santo, and to the reverend father, -Fray Juan de Santo Domingo. The illustrious author, Fray Joaquin -Martinez de Zúñiga, recognizes as foundress of that beaterio in 1694, -Doña Antonia Esguerra, but from any of those three opinions which we -follow it will always result that the said beaterio school of Santa -Catalina de Sena was dedicated from its beginning to the education -and teaching given by women religious to the Spanish girls primarily, -and admitted afterwards into its classes Indian and mestizo girls. All -learned to read, write, reckon, and the work peculiar to their sex. - -The prodigious increase of the Filipino population and of the general -prosperity of the country, and even more the advanced extension made -by culture in all social classes made the above-mentioned beaterio -schools insufficient, and, just as other monastic orders came to the -aid of the Dominican fathers when the needs of the times demanded -it, so also, the sisters of charity came to the aid of the tertiary -mothers, and founded the schools of Luban and Concordia in Manila, -in Tuguegarao, Pangasinan, Camarines, Iloilo, Cebú, and Ilocos-Sur. - -The monastic orders, charged with the superior rule of almost all -the literary profession, directors of the scientific movement of the -country, could not have forgotten one class of the greatest utility at -any time of the scarcity of religious, although it never corresponded -as it ought to the desires of its professors, or to that which the -high spiritual interests of the Church and of the faithful demanded -and hoped from it. The bishops of the country all proceeding from -the monastic cloisters founded the conciliar seminaries directed by -religious of all the orders, in which the native clergy was educated, -instructed, and formed, as an aid to the regular clergy in the -beginning, and as parish priests and administrators after the missions -and ministries surrendered to the miters by the religious orders. - -All the above-mentioned centers of education gave a suitable increase -for the end for which they were created. All attained in a short -time so high a degree of splendor, that but seldom or never is seen -in cultured Europa. They counted their regular pupils by hundreds, -and their day pupils by thousands. The confidence of the families in -the solid instruction and morality of the religious professors, in -the method and facility in the explanation by expert professors who -knew the qualities and defects of the scholars, and even the language -of the country, and in the moral and religious regimen to which they -rigorously submitted both regular and day pupils contributed to so -happy a result. - -With respect to the condition of education in the last third of the -past century, some affirm that it was highly satisfactory, while others -have asserted that its backward state and abandonment were pitiful. If -we consider that the courses were made, if not by the rule of the -statutes approved by the general government of the colony, October -20, 1786, at least by a plan of almost as respectable an antiquity, -the secondary and university education had to result as deficient -for modern times. If we add the small capacity of the Indians for -the sciences, the chronological defects will show up more clearly -through the little gain of the scholars in spite of the enlightened -efforts of the eleven doctors, and eighteen licentiates of the royal -and pontifical university of Santo Tomás. - -As if led by the hand we have now come to touch upon one of the -Filipino problems discussed so often and with so great heat, and yet -without result to the satisfaction of all. We speak of the aptitude -and capacity of the Indians for the letters and sciences. - -Has the Filipino Indian that aptitude and sufficiency? - -Before entering fully upon the question, we ought to advise that we -have lived in several Visayan villages for the space of twenty-three -years; that we speak the language fluently; that, as a parish priest, -we have necessarily had among our duties to treat with Indians of -all social classes, from the most enlightened to the rudest; that we -have merited their confidence; that we have studied them and observed -them at their domestic fireside and in public life; that we know their -customs, their passions, their defects, and their good qualities. And -if all this, and much more which we could add, is not sufficient to -form an exact and definite judgment on the nature of the Indian, we -will say that we have consulted the experience of our predecessors, -and the parish-priest religious brothers of the habit, friends, and -associates who took part in the sacred ministry in villages of other -provinces, and we have found our opinions upon this particular in -accord with their more valuable opinions. We will say also, in order -that our opinion may not be censured as partial, that by the divine -grace we wear the habit of our glorious founder, St. Augustine, the -wisest and most universal of the holy fathers, the great figure of -the fourth century, the wonderful ancient author, the admiration of -the moderns, from whom we have inherited our love for study and the -sciences, which with prayer and contemplation constitute the foundation -and essence of our institute, as it was founded by a saint consecrated -all his life to letters and converted to the faith by means of a book: -Tolle lege; tolle, lege. [109] Lastly, we advise that the Order of -St. Augustine, to which I have the good fortune to belong, also built -a school in Iloilo, dedicated to secondary education, in which it -spent huge sums to make it the equal of the best schools of Europa. - -Now then, having set forth these preliminaries, we enter upon the -question. More than two centuries ago, the university and the colleges -of San José, and San Juan de Letrán, in Manila, opened their halls to -the Filipino youth. The Indians annually matriculated by thousands -in the various courses which were taught by erudite professors. How -many scientific notabilities have resulted from the natives up to the -present from the university cloisters? How many Indian theologues, -canons, philosophers, moralists [have graduated] from the conciliar -seminaries? Not even one by exception, which usually is found in -any general rule. At the most we have heard of some good advocate, -of some regular theologue, of some mediocre canon, of some advanced -pharmacist, or of some clever physician. But those whom we can consider -as exceptions to the rule, never reach the top rank of their equals -in other countries. This lack is not attributed to the professors, -for they were always picked men, and in the university of Manila, -the present bishop of Oviedo, Señor Vigil, his Excellency, the lately -deceased Cardinal Ceferino, the archbishop of Manila, Father Nozaleda, -the illustrious Father Orias, and very many other Dominican fathers -who were the honor of their order, of their country, and of all the -monastic orders, shone pre-eminently for their learning. We recognize -more sufficiency in the European mestizo and the Sangley or Chinese -mestizo, than in the pure-blooded Indian; and the mestizos of those -races are the ones who distinguish themselves, some notably, as -authors, advocates, physicians, canons, and among other literary -professions, in which not one single pure-blooded Indian has been -found. What does this signify, if not that the deficiency exists in -the race, and not in the professors or in the books. [110] - -When we have tried to demonstrate to them some abstract truth, -a mystery, a catholic dogma, some philosophical thesis, with the -greatest simplicity, clearness, and precision, we have observed -that the attention of the Indian, excited and sustained at the -beginning, gradually diminished, his eyes wandered, his distraction -was manifest. Giving another turn and another form to the exposition, -we have succeeded in awakening those sleepy or tired minds, but -always for only a few moments. By one example we obtain more than -by the most exact dissertations, and by the most clear explanations; -for their childish minds, their excessively acute sensibility needs -something palpable to bring some light to the darkness of their -understandings. We have observed that phenomenon also in the rude as -well as the instructed Indians who had learned to reason by logic, -and have cultivated the mind by study as far as their mental strengths -can go. It must be inferred then that the Filipino Indian is a grown-up -child. As a child he cannot go beyond the elemental in the sciences, -for his most limited understanding cannot mount in its flight to the -heights of the metaphysical. Examples, similes, and metaphors are the -indirect means to make him understand the intangible, the spiritual, -and the abstract. There can be no luminous philosophical dissertations, -or brilliant theories, or abstruse problems, but examples, many -examples to make him perceive the truth and the essence of things, -causing him to touch, feel, and perceive, with eyes, ears, touch, -and the other bodily senses. - -There have not been lacking those who have attributed the incapacity -and insufficiency of the Indians to intellectual laziness which -corresponds to the laziness peculiar to an equatorial country, -where the burning rays of fiery sun enervates the physical and -intellectual forces. We neither affirm nor deny this, since it might -well happen that the Indians possess, like children, in the beginning -in potentiality intellectual faculties in their germ equal and even -superior to those of the white race, but we incline to the belief -that the Indian of pure blood can never reach in scientific culture -to the level of the European. If he ever attains anything in the -field of science, it must be because another blood inoculates in -his own blood the divine breath of wisdom, and then he will be able -to advance somewhat when the cross whitens his olive-colored face, -has lowered his prominent cheek-bones, and elevated his flat nose a -trifle. Until that time comes, the Indian will always be a grown-up -child, as simple, as ignorant, and as credulous as a child, but with -all the passions, vices, and defects of the adult. - -"In regard to the nature and understanding of the Indians," says -Retana, "speaking in general, they are more clever than the American -Indians. [111] They readily learn any art, and with the same readiness -they imitate any work which is placed before them. They make fine -clerks and are employed in the accounting offices and other offices -in that duty. For, besides the fact that they write well, they are -excellent accountants, have capacity for directing a lawsuit, and very -sharp in getting the parties to the lawsuit all tangled up. There -are good stonemasons, and musicians among them. But in all these -things, they only reach a certain degree which they never surpass, -either because of laziness, or for the lack of intellect, which we must -suppose to be sufficiently limited. For they never invent anything, and -all is reduced to their skill of imitation. Those who give themselves -to the sciences never surpass a mediocrity in their comprehension. - -"He who has had to do with the Indians of Filipinas can do no less -than assent to this truth. We find them more clever than ourselves -in learning any mechanical work, but more stupid in whatever depends -upon the understanding or on the imagination. In so brief a time do -they learn the trade of artists, musicians, embroiderers, cobblers, -tailors, and whatever is reduced to the mechanical, that they exercise -it fairly well in little time. If they are not satisfied with it, -they readily give it up and learn another trade. There are Indians -who have gone through all those trades, and they have filled them all -well. But not one of them has ever surpassed mediocrity. There has -never been an artisan who has invented any improvement in the trade -which he learned. They are most ingenious in imitating what they -see, but they never invent anything. If those men had the talents of -Europeans, why is it possible that one cannot find in three hundred -years one who has added anything to what was taught him? - -"I can affirm of the Filipinos with whom I have lived for more than -sixteen years, that they are handy in every kind of mechanism which -is shown to them. They are capable of imitating the most curious -works, but they can invent nothing, for they lack imagination and -fancy, and are very obtuse in the abstract sciences because they -lack understanding. - - - -"Some try to attribute this to the subordination in which the Spaniards -hold them. I will ask such people why does not that subordination -and submission prevent them from making any mechanical work with -a sufficient perfection? The soldiers learn the military exercise -quicker than do the Spaniards; the children learn to read readily; -most of them write an excellent hand. The girls easily imitate the -laces and embroideries of Europa. Why do they not imitate equally well -our philosophers, our mathematicians, and our poets? Why do they not -make any advance in painting, in music, and in the other sciences -which require imagination and understanding? [112] More than half -of the seculars of the Manila archbishopric are Indians. There are -some who have become alcaldes-mayor, officers in the royal army, -and advocates in the royal Audiencia. Why have none of them gone -beyond a very moderate mediocrity in the sciences to which they have -dedicated themselves? Just as among Europeans individuals are found -for all kinds of abstract sciences, it must be confessed that in the -same manner nations are found who, because of the climate in which -they have lived for a long series of generations, have contracted a -certain tangency of understanding which disposes them very little to -receive metaphysical and spiritual ideas." [113] - -This gives us the key to the fatal results obtained in education -in Filipinas. Of the hundreds of students who matriculated annually -in the colleges, fifteen per cent did not succeed in obtaining the -degree of bachelor, and if those who gained a professional title -in the university scarcely reached ten per cent, and of them the -greater number were advocates without clients, and physicians -without patients, they, united with those who abandoned their -books and mutilated their career, were in the villages the greatest -calamity that befell the country. They all pompously called themselves -pilósopos for filósofos [i.e., philosophers], and they were no more -than ignorant and presuming fellows, pettifoggers, intriguers, and -lazy, haughty, and vain fellows, who neither could nor would work, -or aid their parents in work or trade, but could dress as those in -Manila, prink themselves out like women, censuring everything, even -the religious acts, in order that they might be esteemed sages. They -were, through their vices, a grievous weight to the parish priests; -by their laziness and viciousness, an insupportable burden to their -families; by their lewdness and intrigues the mine which furnished -suits to the lawyers, and for the disaffected and filibuster, as -they were almost all of them affiliated with freemasonry, a danger -to the government and to the nation. [114] All those evil students -learned all the evil of the capitals and laden with vices, evil ideas, -and morals, they were in the villages a scandal for the majority, -a snare for some, and mischievous for all. - -"Those deserters from the university," says Escosura, "half instructed -with incomplete notions of the sciences which, belonging to the -superior education, require to be studied by persons of consideration -and social prestige, and above all to be upright, in order that they -may not be dangerous to the public safety; those deserters from the -university form, I repeat, a class in Filipinas, and are, above all, -insatiable leeches who devour the substance of the Indians, so many -other founts of lawsuits and quarrels among their fellowcitizens." - -Perhaps I shall be asked at this point: "Why since you [religious] -see and know all this, why did your religious devote themselves to, -and encourage, education?" Because it is very difficult to separate -oneself from the influence of the time; for it is impossible to oppose -the conquering current of opinion, as the monastic orders of Filipinas -did not arrange means to free themselves from the pressure of the -government, and to reply to the unjust charge of having retrograded, -which those who did not know the country even on the map fulminated -against them; and lastly to avoid greater evils. The regular province -of the Augustinian fathers was the last to devote itself to superior -education among the Indians. When did it do that, and why? When Señor -Becerra was minister of the colonies in the years 1887 and 1888, -and that minister of sad memory planned an official institute in the -capital of Iloilo, the Augustinian fathers saw in the plan of the -minister a most grave danger for the country, and they went ahead -to ward it off. All we parish-priest regulars of Filipinas saw with -pain the advances which freemasonry was making in the country by means -of the abandoned advocates and physicians, unfit students, ambitious -caciques, wealthy fellows, ruined by their vices or by play--we know -the works of the spade against the foundation of Spanish domination -which were based on religion, prestige, and superiority of race. We -all recognized and experienced the apathy and indifference of the -authorities who were not ignorant of the frauds and plans of the -lodges; and there were even governors of the provinces who protected -them. And if to all that which we knew, recognized, and could not -remedy, we had consented that Señor Becerra establish in Iloilo an -institute of secondary education with professors who might have been -freemasons or atheists, the catastrophe would have been certain and -imminent, for such institute would be a seeding place for filibusters -and insurgents. In order to avoid that, the Augustinian order planned -and constructed at its own expense an edifice which it resolved to -dedicate as an institute. That could not be carried out, for the last -revolution of '98 came upon them before it was inaugurated. - -More beneficial for the country, more in accordance with the monastic -traditions, more in harmony with the recommendations of our glorious -founder, which were practiced by our virtuous ancestors, would have -been the opening of schools of arts and crafts. In reality, although -the Spanish government established a few of those schools in Manila, -Pampanga, and Iloilo, it was so unseasonable that it was unable to -gather the fruits which were promised in their founded hopes. Such -is the scarcity of Indian artists and artisans, that of the former -there are a few sculptors, engravers, and painters, etc., but of the -latter, we can assert that almost all the trades are in the hands -of the Chinese, and only carpentry, cabinet-making, architecture, -masonry, and some other trades, are exercised by Indians, to whom -the parish-priest religious taught them because they needed them for -their works and constructions. - -It is known that the ancient monks divided their time among prayer, -contemplation, study, and manual work. St. Anthony [115] and his -five thousand monks, as well as all those who afterward imitated the -monastic life or that of the desert, employed part of their day in -labor with their hands, weaving mats, making shoes, oars, boats, or -small skiffs, and other similar labors. Our father, St. Augustine, -desired his monks to also devote some hours of the day to manual -labor. Accordingly, our predecessors did it. It is true, that the -spirit of the respective epochs changed the character of the bodily -work, but the monastic corporations of Filipinas, which recognized -the incapacity of the Indian for science and deplored the pernicious -effects of science poorly digested by the natives, if they could not -do away with the action of the governments, the influence of opinion, -the pressure of the times, would have had to turn aside, by means -of their parish-priest religious, the tendency of the Indians to the -literary branches, and to have directed that tendency to those branches -of pure imitation, for which it is necessary to recognize, and we do -that gladly, that the Filipino Indian has exceptional abilities. At the -same time that the university was founded, and the colleges provided, -schools and workshops ought to have been established for the natives, -which would have obtained the preference in those narrow, dull, and -lazy minds, with greater benefits to the country and less harm to -all. All the monasteries founded by St. Basil the Great [116] had in -charge an elementary superior school, and another of arts and crafts -joined to it. That ought to be the model of the religious orders -in Filipinas, in spite of the governments of the mother country, -of the demands of opinion manifestly gone astray on this point, -and of the spirit of the epoch which could not have any influence in -that country, most especially by their constitution, nature, customs, -and government. Had the religious corporations, thoroughly permeated -with their Christian and civilizing mission, proceeded in that manner, -the contingent of sons with the three pointed design of the square -and apron, [117] who left the halls of the colleges and became the -petty leaders and chief revolutionists who betrayed the mother country -and were also the greatest enemies of those who had taught them the -little good that they knew, would not have been so numerous. - -The cholera, which made ravages in the Filipino Archipelago in 1882, -left in the saddest orphanage many children of both sexes and of all -the races. They, abandoned, and without resources, wandered through -the streets begging public charity. The Spanish women, moved by the -disconsolate spectacle, which so many ragged and hungry children -offered, formed a society, from which a committee was chosen, which -went to the governor-general to beg for food and shelter for those -abandoned children. The governor summoned the provincials of the -monastic order, as being the natural protectors of the destitute, and -creators of the centers of education and learning in the country. He -petitioned them for support and aid. The father provincial of the -Augustinians, representing his order, took under charge of the -province of Santísimo Nombre de Jesús, the support, education, and -teaching of the abandoned and orphaned children. The Augustinian -fathers assigned for that purpose local sites provisionally in the -avenue of San Marcelino, where they gathered the children who were -wandering through the city of Manila, and gave them shelter in the -temporary barracks. But since the latter had no hygienic conditions, -and were not large enough, they transferred the children to the -lower parts of the convent of Guadalupe, which were spacious and well -ventilated. There they opened workshops of sculpture and ceramics, -painting, and modeling, and there they remained until the year 1892, -when the schools, workshops, and children were transferred to the -building of the new plant constructed for that purpose in the village -of Malabon. That place united all the desirable conditions of solidity, -decoration, size, and even elegance, which could be desired. There the -Augustinian fathers taught the orphans, in addition to their primary -letters, painting, designing, sculpture, and modeling, printing, and -binding, and indeed the printing plant was bought by the voluntary -donation of some religious, through the economies practiced in -the missions by dint of privations and of a life of poverty and -mortification. We know one of those religious, respectable for his -exemplary virtue, who gave for that purpose all his savings, consisting -of two thousand pesos. We feel that his humility has prohibited us from -placing his name here, so that he may be blessed by all who should hear -of a charity and liberality peculiar to the sons of a St. Augustine, -who gave even his death-bed to the poor, and suitable also to those -of Santo Tomás de Villanueva, father of the poor. That asylum of the -orphans, and of the unfortunates abandoned by its founders who had to -flee from the ingratitude of the revolutionists, was burned by the -shells which the Americans threw to dislodge the Indian rebels who -had made forts of it, and being looted afterward by pillaging Chinese -who took away even the paving-stones of the lower floor, a cargo of -which was surprised by the North American police in the Pasig River, -and returned to the Augustinian fathers--the only indemnity which -they have received up to date. - -The Augustinian fathers also extended their charity to orphan -girls. For that purpose they caused sisters of their tertiary branch to -go from the Peninsula, who took charge of the education and instruction -of the children in the orphanage that was built in Mandaloya at the -expense of the said Augustinian fathers. More than three hundred -Indian mestizo and Spanish girls received a fine education there, so -much so that their work in embroidery, sewing, and the manufacture -of artificial flowers, took the prize in the expositions at Madrid -and Manila. - -So excellent and fine was the education that the orphan girls received -in Mandaloya, that it was necessary to accede to the repeated requests -of influential families who begged that the Augustinian tertiary -mothers receive as pensioners the daughters of many Peninsulars and -Spanish mestizos. - - - - - - - -EDUCATION SINCE AMERICAN OCCUPATION - - -It is the chief glory of American connection with the Philippines, -that no sooner was their easy conquest an assured fact, than attention -was directed toward the education of the peoples who thus came under -the control of the western democracy. In spite of the more than three -centuries of Spanish rule, although many measures had been dictated -by the government and by the religious orders, although the college of -San José, the Dominican university of Santo Tomás, the college of San -Juan de Letran, and various other institutions had flourished for the -greater or less part of Spanish domination, and especially, although -the active government measures, beginning with the memorable decree of -December 20, 1863, had induced a wider result in primary instruction, -the educational methods in force in the islands were antiquated, -often without result, and narrowing, and to a certain degree tended -to shackle rather than to free the mind. The best work was done by -the Jesuits who had adopted the most progressive methods used in the -islands during Spanish occupancy. The religious orders are not without -praise for having established, as early as they did, educational -institutions where some Filipinos could, to a certain extent, take -on the advantages of the occidental polish and education which Spain -had to offer. But it must be remembered that Spain itself has never, -since the early days when the great Salamanca University flourished -as one of the most advanced outposts of education in the world, been -renowned as a center of learning. Hence, it may be said, whatever the -cause for its deficiency, that Spain gave to the Philippines the best -that it had in the way of education; with the reservation that the -remoteness of the colony from the mother country gave opportunity for -neglect and carelessness on the part of both official and ecclesiastic, -and for the furthering of private or corporation ends, at the expense -of and detriment to the colony. Quite apparently, a country cannot give -to a colony what it does not itself possess. Had Spain possessed a more -modern and effective system of education, doubtless the same would -have been true in the Philippines. To determine the reason for the -backwardness of education in the islands, therefore, one must examine -the causes for its poor condition in Spain, and the two will be found -in great measure to be the same. The root of the matter will be found -in the close connection between Church and State--this connection -dating back in greatest measure to 1493, when the ecclesiastical -patronage of the Spanish monarch became a settled fact, and Church -and State were irrevocably bound together--and a misconception as to -where the educational function primarily resides--which we take to -be a function of government. - -We cannot, in the short compass allowed, enter into the discussion -of the factors involved, the most important of which is the question -of the friar orders and the transference of their power in greater -proportion even than in Spain, into the Philippines. Suffice it to say -here that those who would blame the friar orders exclusively for the -backward state of the Philippines in education as in other things, -go astray; and the same is equally true of those who would excuse -them altogether. The same remark holds true of the government. Both -the religious orders, or even more broadly, the entire ecclesiastical -government, and the civil government, are to be reproached for the -deplorable condition of Philippine education. - -It is the results of the pre-American education that allows the -following to be said: "The party which follows the intellectual -leadership of Leon Guerrero (director of El Renacimiento) is quietly -resisting what they call the 'Anglo-Saxonization' of their people -through the schools. These men are really Spanish at heart (the older, -mostly so in blood), and they have a Spanish-Latin feeling of hostility -to the very name of 'Anglo-Saxon.' They prefer Latin education and -educational methods, and Latin molds of civilization. Where they -go astray is in their assumption, entirely gratuitous, that they -really represent the Filipino people and Filipino ways of thought, -desires and aspirations which are to be 'squelched' by this new -campaign of instruction in English. Now, superficially, there are -little evidences to corroborate this view, as would be inevitable, -as the results of three centuries of tutelage according to Spanish -models. But the man who looks beneath the surface sees at once that -the Filipinos are not 'Latins' and were not 'Latinized,' and that -these intellectual Latins, floating at the top of Filipino society -are as mistaken as can be in assuming that they are representative -of their people. The truth is, the Filipinos, in the mass, are, as -regards the purposes of any real education, virgin material to work -upon. Not only has their national and social life not been cast over -in Latin molds, but Spanish influence was just sufficient, added to -their undeveloped state at the time of the conquest, so that there -are no 'Filipino molds' of civilization. They are really just ready -to be worked upon, and whatever fundamental elements of 'Filipino -nationality' there are latent, whatever inherent or acquired social -traits properly constituting a 'Filipino soul,' will come to the -front with this new opportunity." [118] - -It is impossible to give a comprehensive résumé of American efforts -toward the education of the Filipinos. The captious critic will -emphasize the mistakes which have been made and which will be made -in the future, and it is yet perhaps too early to make a pronounced -statement as to the results; but this much may be said, and in no -spirit of American self-congratulation, namely, that the Filipino -is at present enjoying the greatest opportunity that has ever been -offered to him to acquire an education. The chief problem of the -Philippines has well been said to be that of education. [119] Chief -among future developments must be industrial education, which will -not only train rightly the great dexterity of the Filipino, but also -teach him the dignity of work with the hands, whatever his rank or -station, and thus help to fit him for, and hasten the time when he -shall enjoy greater self-government than he enjoys at present. - -Below we give the direct available sources for a study of American -education in the Philippines, from which the student may be able -to study the question in its many phases. It is to be noted that -a study of the present-day education in the islands must always be -made hand-in-hand with that of the past. As might be expected, the -majority of such sources are government documents. - - - -Public Laws and Resolutions passed by the United States Philippine -Commission (published by authority of the U. S. Philippine Commission, -Manila). The various volumes of these laws contain the following acts -concerned with education (number of act and date alone being given). - - - 1900--3, Sept. 12; 4, Sept. 12; 11, Oct. 3; 15, Oct. 10; 32, - Oct. 24. 1901--69, Jan. 5 (accompanied later in vol. by arguments - of Dr. T. H. Pardo de Tavera and others against the rector of the - university of Santo Tomás, and the Roman Catholic Church, in regard - to the college of San José; and appearing also in Senate doc., - no. 190, 56th Congress, 2d session); 74, Jan. 21; 93, Mar. 4; - 97, Mar. 9; 110, Mar. 30; 129, May 16; 156, July 1; 163, July - 13; 180, July 24; 201, Aug. 13; 222, Sept. 6; 228, Sept. 7; 239, - Sept. 25; 248, Oct. 2; 264, Oct. 14; 285, Oct. 29; 291, Nov. 2; - 311, Dec. 4. 1902--330, Jan. 9; 339, Jan. 28; 373, Mar. 7; 407, - May 24; 415, June 9; 446, Aug. 15; 453, Oct. 8; 490, Oct. 27; 512, - Nov. 10; 514, Nov. 11; 524, Nov. 18; 532, Nov. 24; 563, Dec. 22; - 565, Dec. 22. 1903--600, Jan. 27; 661, Mar. 5; 672, Mar. 7; 682, - Mar. 14; 686, Mar. 17; 734, April 8; 744, April 8; 795, July - 23; 807, July 27; 810, July 30; 832, Aug. 12; 837, Aug. 24; 846, - Aug. 24; 854, Aug. 26; 858, Aug. 27; 880, Sept. 10; 904, Sept. 25; - 917, Oct. 1; 919, Oct. 2; 997, Nov. 17; 1018, Dec. 2. 1904--1048, - Feb. 6; 1049, Feb. 11; 1057, Feb. 20; 1085, Mar. 10; 1133, Apr. 28; - 1175, June 2; 1188, June 29; 1199, July 19; 1216, Aug. 17; 1225, - Aug. 31; 1231, Oct. 14; 1251, Nov. 25; 1275, Dec. 6. 1905--Jan. 12. - - -Of these the most important is act no. 74 (and its various amendments), -establishing a Department of Public Instruction in the Philippines, -and appropriating $40,000 for the organization and maintenance of a -normal and trade school in Manila, and $15,000 for the organization -and maintenance of an agricultural school in the island of Negros, -for the year 1901. Many of the acts are appropriations for various -purposes. In addition to the above, acts touching archives and -laboratories, as well as various other matters, may be considered as -having educational value. - - - -Reports of the Philippine Commission (Washington). Of chief value in -this publication are the annual reports of the Secretary of Public -Instruction, such reports beginning for the year 1902. It is to -be noted that these reports contain the following (we cite from -the Commission report for 1905, just issued): General report of -the secretary of Public Instruction; report of the superintendent -of Education; report of the chief of the Bureau of Architecture -and Construction of Public Buildings; report of the Public Printer; -report of the Bureau of Archives, Patents, Copyrights, etc.; report -of the acting librarian of the American circulating Library; report -of the editor of the Official Gazette. Special references in the -various reports are as follows: - - - 1900--i, pp. 17-42; 1901--i, pp. 133-148, ii, pp. 511-575 (appendix - FF containing Fred W. Atkinson's report); 1902--first annual report - of the Secretary of Public Instruction, year ending Oct. 15, 1902, - ii, pp. 865-1049; 1903--second annual report of the Secretary - of Public Instruction, iii, pp. 667-985; 1900-1903--containing - various general reports for those years, and which occur in the - preceding volumes, pp. 121-129, 257-272, 399-434, and 685-721; - 1904--third annual report, etc., iii, pp. 811-971; 1905--fourth - annual report, etc., ending June 30, 1905, iv, pp. 369-652. - - -In addition to the above much other educational matter will be found -scattered through the other volumes for each year. These volumes are -also published separately in the Reports of the War Department. - - - -Reports of the Commissioner of Education (Washington). Several of -these reports contain matter on the Philippines, as follows: - - - 1899-1900--ii, chap. xxix (in part), pp. 1595-1640, "Intellectual - attainments and education of the Filipinos" (contains some Spanish - data, act. 74, of the Philippine Commission, a bibliography, - and the Tagálog alphabet); 1901--ii, chap. xxix, pp. 1317-1440, - "Present educational movement in the Philippines," by Fred - W. Atkinson; 1902--ii, chap. i, pp. 2219-2271, "Education in - the Philippines;" 1903--chap. xlvi (in part), pp. 2385-2388, - "Education in the Philippines" (taken from report of David - P. Barrows for the year ending Sept. 30, 1903). - - -Bulletins of the Bureau of Education (Manila, 1904 and 1905), -as follows: - - - No. 1, Philippine Normal School prospectus for the year 1903-4, - (in both English and Spanish); no. 2, Course of study in vocal - music (for vacation normal institutes); no. 3, Philippine School of - Arts and Trades (1904-1905, in both English and Spanish); no. 4, - Philippine Nautical School (prospectus for the year 1904-1905, - in both English and Spanish); no. 5, Notes on the treatment - of Smallpox (for use of teachers); no. 6, Report of Industrial - Exhibits of the Philippine Schools (Louisiana Purchase Exposition); - no. 7, Courses of Instruction for the Public Schools of the - Philippine Islands; no. 8 (?); no. 9, List of Philippine Baptismal - Names; no. 10, Government in the United States (prepared for use - in the Philippine public schools); no. 11, Courses in mechanical - drawing, woodworking, and ironworking for provincial secondary - schools; no. 12, Advanced and postgraduate studies offered by the - Philippine Normal School (preparation for entrance to American - colleges and universities or to the university of the Philippines; - in English and Spanish). - - -Municipal Code (Manila, 1905). Contains matter on schools, teachers, -etc. - -Census of the Philippine Islands (Washington, 1905), iii, pp. 638-669, -"[Education] under the Americans," by Prescott F. Jernegan, of -the Philippine Normal School (a short account through 1903). Also, -another division entitled, "Schools: schedule; summary of statistics; -classification; buildings; teachers; pupils; sources of revenue; -expenditures," pp. 670-694. - -Bulletin of the Bureau of Labor. No. 58, May, 1905 (Washington, -1905), pp. 721-905, "Labor Conditions in the Philippines," by Victor -S. Clark. Much of this will be found to have a bearing on education. - - - - -Books on the Philippines - -Atkinson, Fred W.: The Philippine Islands (Ginn and Co., 1905); -especially chap. xiv, pp. 373-412, "Education." - -Freer, William B.: Philippine experiences of an American teacher -(New York, 1906). - -LeRoy, James A.: Philippine Life in town and country (New York and -London, 1905); especially chap. vii, pp. 202-245, "Education and public -opinion." Most of this book has a bearing on educational matters. - -Stuntz, Homer C.: The Philippines and the Far East (Cincinnati and -New York); especially chap. xii, pp. 185-215, "Educating a nation." - -Willis, Henry Parker: Our Philippine problem (New York, 1905), -especially chap. x, pp. 226-246, "American education in the -Philippines." See a criticism of this book by James A. LeRoy, in -Political Science Quarterly, for June, 1906. - -We shall bring this brief statement regarding American education in the -Philippines to a close with a short abstract of the recent address by -Dr. T. H. Pardo de Tavera, before the teachers assembled at Manila -in order to attend the Summer Institute, founded by the director -of Public Instruction, and inaugurated this year, and published in -the supplement of the issue of May 17, 1906, of El Renacimiento. His -point of view of true civilization and education is in the main that -they are the resultant of not one but of many factors, and that those -of one race may be debtors to another race and yet not lose their -identity. True progress does not consist in exclusiveness but in the -admittance of all that is good notwithstanding its source. By adopting -Anglo-Saxon civilization and education, Filipinos will not weaken, -but strengthen themselves. The viewpoint of a people may change, -and must change often in order that they may progress. To speak of -special mentalities is vague and misleading. On whatever side the -situation of the Philippines be considered, he says, whether political, -social, or economic, it is seen that "public instruction is the chief -factor, to which we should direct the most vigorous action of our -energies." Progress is the direct and necessary result of education, -and the Filipinos realizing this desire the extension of schools. It -has often been said that the Filipinos need an education in harmony -with their customs and traditions, in order that they may preserve -their peculiar manner of existence, or "that the conscience called -poetically 'the Filipino soul' might not be changed or disfigured." Let -those who criticize the American method of education, on the ground -that it is destroying the "Filipino soul" define that term, and name -the characteristic qualities belonging to it, which will disappear with -the new education; and let them propose a system of education. Some -wish to preserve the traditional education of Filipinos which is -conservative and exclusive. The teaching of Filipinos, since Spain is -a Catholic monarchy, where the divine origin of rulers is a tenet, -has always been dogmatic, and blind obedience is to be given to -the government. Such teaching produces a conservative and exclusive -society, which is opposed to change. The Filipinos desire a democratic -government, but their traditions and education form in them a mentality -quite opposed to democratic ideas. Consequently, they must first change -their mental viewpoint before they can become democratic. It must be -a work of peaceful evolution, through free instruction. Living as they -are now under a democratic form of government, Filipinos should adopt -a form of education in accordance with the ideals of democracy. The -two forces working in the formation of the character of individuals, -and hence peoples, are conservatism and the reforming force, the latter -of which means progress and constitutes education. Those peoples who -do not progress live under the laws of conservatism, inheritance, and -tradition. Those progress who have conquered inherited and traditional -traits by means of education. Some races are inferior to others, but -that inferiority is not necessarily permanent. Inferiority is purely -an historical cause, and inferior races are those that preserve their -national soul unchanged through the centuries. The Spanish race is not -inferior to the Anglo-Saxon, but its education is under a political -and religious dogmatism which has made of Spain a country with a -traditional and truly conservative soul. Italy has gone through and -is even now going through a period of regeneration. In Spain, men are -struggling for better education based on Anglo-Saxon principles. [120] -Before the Filipino revolution, many Filipinos were sent to Europe to -study without any fear of destroying the "Filipino soul;" but now that -the civilization that they went to seek has sought them, under the form -of Anglo-Saxon public instruction, there is a strange reaction. The -Franks and Gauls who submitted to Roman civilization have not lost -their peculiar identity. Had they not adopted the Roman civilization, -their condition would have been that of the Malays under British -domination, who are now inferior. Since they did adopt it they were -enabled to raise their coefficient of capacity. The Filipino mentality -has been already changed by Spanish education, the customs and life of -the two races having been quite distinct. Civilization is the result of -the contact of peoples by means of which the victories obtained in all -departments of intelligence and morality may be increased, perfected, -and transmitted from one to another. Anglo-Saxon education will not -cause the Filipinos to lose their desire for independence. The Filipino -revolution was started by men who received a Spanish education. The -entire Filipinist movement was guided by men educated in Europe and the -University, the latter of which was Spanish. They were broader men. The -Anglo-Saxon education cannot make submissive peoples. It is destined -to form individuals capable of thinking for themselves, and of working -according to their own impulses. Those civilizations that mark an epoch -in history were the result of other civilizations. The Anglo-Saxon -race today bear the torch of civilization formerly borne by the -Romans. The Anglo-Saxon civilization will extend, but not Anglo-Saxon -domination. The Japanese are an example of a race who have changed -their standpoint in regard to civilization. Filipino mentality is -composed of good and bad traits. Complete education must be arrived at -by conserving the good and eliminating the bad. Complete assimilation -cannot take place. The Filipino character cannot entirely change, -for the instruction in the schools is not sufficient to cause such -a radical change. Happiness does not consist in seeking easeful and -unresponsible repose, but in the struggle for existence that entails -work. Filipinos must learn that true progress comes through struggle -and a show of energy. The Filipinos are intelligent, easy to educate, -and prepared by their Spanish education of three centuries for the new -education now offered them. Education means advance. The greater means -of communication that are to be established will aid in the work by -destroying inequalities and composing differences. The various dialects -are a great barrier to Filipino homogeneity, and a common language -is needed. The Filipino people free and capable of self-government -will be formed by the American and Filipino teachers. "Filipino soul" -[121] is a poetical expression which reveals a poetical mentality in -those who use it. Such mentality is insufficient for the progress of -a people along the true path of modern civilization. - - - - - - - -NOTES - - -[1] The following summary of events, sometimes in full translation -and sometimes abridged, is obtained from the histories of Concepción, -Zúñiga, and Montero y Vidal, the source of each paragraph being -indicated at the end. - -[2] "As the latter [i.e., Bustamante] could not defend himself, and -it was for the interest of the religious orders and of the principal -citizens of Manila that the blame for what had occurred should recoil -upon Bustamante, they accumulated against him numberless charges--most -of them formulated by his assassins, by the officials who had defrauded -the exchequer, by those who were debtors to the treasury, and by all -who, instead of making amends for their offences in a military post, -had been replaced in their offices by Archbishop Cuesta" (Montero y -Vidal, Hist. de Filipinas, i, pp. 430-431). - -[3] Sebastian de Totanes was a noted member of the Franciscan order in -the islands. He was born in the village of Totanes in Spain, in 1687, -and entered that order in 1706. After finishing his studies he gave -instruction in the Toledo convent for several years, departing thence -(1715) for the Filipinas missions, which he joined two years later. He -held various high offices in the order there, among them being that -of minister provincial (1738-41); he also administered the churches -in Sampaloc (1721-29), Lilio (1732-35), and Pagsanhan (1735-38). In -1746 he went to Europe as procurator of his order to Roma and Madrid, -and died at the latter city, on February 13, 1748. He left a grammar -and manual of the Tagálog language, which is regarded as one of the -beat works of its kind; it was published at Sampaloc in 1745. (See -Huerta's Estado.) - -[4] "Although the archbishop had not, in strictness, any direct -connection with the assassination of the head of government of the -islands, his connivance with the seditious element, the fact that the -authority was entrusted to him, and his tolerance and lenity in the -investigation and punishment of the criminals, aroused against him the -wrath of the [home] government; and, in spite of his advanced age, -he was transferred to the bishopric of Mechoacan, in Nueva Espana" -(Montero y Vidal, Hist. de Filipinas, i, p. 432). - -[5] "In order to curb these so bold and inhuman actions, it was -necessary that the squadrons should sail from Manila; for if they -should be permanently stationed at Samboangan the expenses would be -insupportable in so barren a region. If this establishment had been -fixed in Yloylo, a fertile and abundant land, and sufficiently near -to the Moros, the consumption of provisions on the voyages would -have been more endurable; while at the same time there might remain -in Samboangan a regular garrison of thirty-five men, and it would be -a landing-place sufficient for our vessels when on a cruise, which -from that port could go more quickly for any emergency. Moreover, -in Samboangan there is not an adequate number of boats, nor is there -in Yloylo--enormous sums being spent on the walls [of those forts] -alone, without their being able to hinder the passage of the Moros, -or prevent their infesting the provinces." (Concepción, Hist. de -Philipinas, x, pp. 184, 185.) - -[6] This account does not agree with the historical sketch given -by N. M. Saleeby in his Studies in Moro History, Law, and Religion -(Manila, 1905) pp. 57-59; but this is not surprising, as Concepción -probably had but inaccurate and second-hand information regarding -the rulers of Joló and Mindanao. According to Saleeby, Manamir, -a great-grandson of Dipatwan Qudrat (the Corralat of the Spanish -writers), was declared sultan after the death of his father Barahaman; -but the government was usurped by his uncle Kuda, and civil war -followed, which must have lasted more than thirty years. Kuda was -finally murdered by some Sulus whom he had invited to aid him against -Manamir, who therefore obtained the ascendency for a time. But -the Sulus fomented discord between Manamir and his brother Anwar, -which brought on even worse hostilities and murders, weakening both -sides. Manamir was assassinated by his nephew Malinug, and his sons -Pakir Mawlana and Pakaru-d-Din were obliged to leave Magindanao, and -retired to Tamontaka; and the larger part of the towns of Magindanao -and Slangan were destroyed by fire. Sultan Anwar died at Batawa and -Malinug assumed the sultanate after his father's death, and kept up the -fight. "After a tedious, desultory war, Malinug fled up the Pulangi -to Bwayan. Pakir Mawlana then got possession of all the lands about -Magindanao, and peace was made soon after. Malinug died a natural -death, and some time later his two sons visited Pakir Mawlana." This -account is cited from Capt. Thomas Forrest's Voyage to New Guinea -and the Moluccas (London, 1779), a voyage made in 1774-76; Forrest -obtained his information directly from Pakir Mawlana himself. That -ruler, however, could not have been the one mentioned in the text; -Mawlana is apparently an official or a hereditary title. - -From Forrest's original account (pp. 201-206) we take the following -items in regard to the above events: "The following short account -of the history of Magindano, is drawn from original records, in the -possession of Fakymolano, elder brother to Paharadine the present -Sultan, and father to Kybad Zachariel, the present Rajah Moodo; they -are wrote in the Magindano tongue, and Arabic character. I took it -down from Fakymolano's own mouth, who dictated in Malay. - -"Before the arrival of Serif Alli, the first Mahometan prince who -came from Mecca to Magindano, the latter had kings of her own. For the -towns of Magindano, Selangan, Catibtuan, and Semayanan had, or assumed, -the right of taking from the banks of the Dano, that portion of earth, -on which the sovereigns were to be consecrated. The towns of Malampyan -and Lusuden, are said to have been the first who joined Serif Alli: -the other four soon acceded. Serif married a daughter of the last -king of the royal line, and on this marriage founded his title to -the crown. About the time that Kabansuan son of Serif Alli reigned, -a person named Budiman, was Pangaran (a title much used in Sumatra, -and inferior to Sultan or Rajah) of Sooloo. Budiman had a grandson, -who became his successor; his name was Bonsoo, and he was related to -the family that governed at Borneo: which family came also from Mecca, -and the head of it was brother to Serif Alli. Bonsoo had two children; -a daughter, Potely, by a wife; and a son, Bakliol, by a sandle or -concubine. Bakliol, the bastard, robbed his sister Potely (a name -which signifies princess) of her right, threw off his dependence on -Magindano, and assumed the title of Sultan, his fathers having been -only Pangarans of Sooloo. [Potely's daughter, Panianamby, married -Kudarat (the Corralat of Spanish writers), who was succeeded by his -son Tidoly; the latter had two sons, Abdaraman and Kuddy. Abdaraman -was succeeded by his son Seid Moffat]; but, being an infant, Kuddy -his uncle usurped the government, and went to Semoy, carrying with him -the effects of the deceased Sultan. Thence he invited the Sooloos to -support him against the lawful heir. [They, however, treacherously -slew Kuddy, and plundered his camp, seizing therein many pieces of -heavy cannon. Seid Moffat's party then obtained control, but the -country was torn by dissensions and civil war. Finally, Seid Moffat -was assassinated by his nephew Molenu, but left two sons, Fakymolano -and Paharadine; they were obliged to leave Magindano, which town and -Selangan were nearly destroyed by fire, and the country was laid -waste. After several years of petty war, Molenu was driven up the -Palangy to Boyan.] Fakymolano then got possession of all the lands -about Magindano, and peace was made soon after, about thirty years -ago. Molenu died a natural death, leaving by concubines, two sons, -Topang and Uku, also a natural daughter Myong. Fakymolano had about -this time given up the Sultanship to his younger brother Paharadine, -on condition that Kybad Zachariel, his own son, should be elected -Rajah Moodo. Topang and Uku, for some time after the peace, visited -Fakymolano and his son; but afterwards, on Paharadine's marriage with -Myong, their sister, they grew shy, as the Sultan took them greatly -into his favour. Topang had from his father large possessions, which -made him formidable to Rajah Moodo; he was also closely connected -with the Sooloos, and had married Gulaludines, daughter of Bantillan, -once Sultan of Sooloo. By this time Rajah Moodo had got himself -well fortified at Coto-Intang, which is within musket shot of the -Sultan's palace, and within cannon shot of the strong wooden castle -of Topang; both of which lie on the south side of the Pelangy. The -Sultan Paharadine has no children by his consort Myong; but had by a -concubine, a son named Chartow, now arrived at maturity. Whether Myong, -who is said to have entirely governed the Sultan, favoured Chartow, or -her elder brother Topang, is uncertain; but she was believed the cause -of the coolness that prevailed between the Sultan and Rajah Moodo; -who, though duly elected, and acknowledged lawful successor, yet, -when I came to Magindano, in May, 1775, had not visited his uncle for -above a year. Fakymolano, Rajah Moodo's father, lived at that time, -just without the gate of his son's fort." Some of the allusions in -this account need explanation, which is partly obtained elsewhere -in Forrest's pages. "The town, that goes properly by the name of -Magindano, consists at present, of scarce more than twenty houses. They -stand close to, and just above where a little creek, about eighteen -foot broad, runs perpendicular into the Pelangy, from a small lake -about one mile distant, and about half a mile in circumference. This -small lake is called the Dano; the creek I have just mentioned, is the -Rawass (or river) Magindano; and from the banks of the lake or Dano, -a little earth is taken, upon which the Raiah Moodo (that is young -king) must stand when he is consecrated Sultan. The Rajah Moodo is -elected by the states, and succeeds the Sultan; similar to the king -of the Romans succeeding the emperors of Germany. A Watamama (that is, -male child) is also elected, who becomes Rajah Moodo, when Rajah Moodo -becomes Sultan." "The town of Selangan may be said to make one town -with Magindano, as communicating with it by several bridges over the -Rawass; it extends about one mile down the south side of the Pelangy, -forming a decent street for one-half of the distance. In the lower part -the town extends about half a mile, in several irregular streets; -where many Chinese reside. In the town of Selangan altogether, -may be about two hundred houses; below the Sultan's palace, about -twenty yards, is a brick and mortar foundation remaining of a Spanish -chapel." The spelling of proper names in Forrest's remarks is more -or less phonetic and Anglicized; the reader may compare them with -the accurate spelling furnished above by Dr. Saleeby. In VOL. XLI of -this series (pp. 280, 281) will be seen a map of the valley of the -Pulangui River, with the towns on its banks and its tributaries; the -original is in the British Museum, and is evidently the basis for two -maps which Forrest published in his Voyage (at p. 200). (Cf. these, -and the map of the Rio Grande in U. S. Gazetteer, p. 662.) The date -given in VOL. XLI was furnished at the Museum as approximately correct; -but Mawlana's map was given to Forrest in 1775, and the latter says -(p. 186) that it was deposited in the British Museum. The sultan of -Mindanao ceded to the English, at Forrest's request, the island of -Bunwoot, now called Bonga; it forms the shelter to Polloc harbor. The -town of Mindanao or Magindano was at or near the site of the present -Cotabato--"population, 3,000. The Chinese control the commerce of the -place." (U. S. Gazetteer, p. 475.) Forrest says (p. 185): "The Chinese -settled at Magindano are not permitted to trade higher [up the river] -than Boyan; the Mindanoers being jealous of their superior abilities -in trade." - -[7] The pay of native auxiliaries from Bohol was (in 1733) -reckoned at a monthly wage for each man of "thirty gantas of rice, -four silver reals, a span [mano] of tobacco, and one chinanta of -salt." (Concepción, Hist. de Philipinas, x, p. 311.) - -"The Indian's largest unit of weight is a chinanta, which they divide -into 10 cates of the province, which are 20 of standard weight [de -romana]; the cate contains 8 taels of the province, which are 16 -of standard weight." (Encina and Bermejo's Arte Cebuano, Tambobong, -1894, p. 159.) - -[8] The governor sent orders to the alcaldes-mayor that "all the -rancherías or visitas close to the coast should be compulsorily united, -either to the larger villages or to each other, so that even the -smallest village should exceed, if possible, five hundred tributes--in -consequence of which measure all should fortify themselves, as the -lay of the land should permit.... All these measures were at that time -admirable, and would have been thoroughly effective if the inclusion -of the smaller villages in the larger ones, or their consolidation, -had been carried out more energetically by those whose duty it -was. For this undertaking, and to stir up the negligent and careless, -the armadas were more necessary than for opposing and restraining the -Moros; they gave but little attention to the latter, and still less -to the former, and everything was left in the same necessity, and -the same condition, [as before]." (Concepción, Hist. de Philipinas, -x, pp. 364, 368.) - -[9] A royal order of November 19, 1815, provided for charity schools -in the convents of friars and nuns, for primary education, to give -instruction in the Christian doctrine, in good morals, and in the -first letters to the children of the poor, from the age of ten to -twelve. (Barrantes, Instrucción primaria, p. 77.) - -[10] Vicente Barrantes, from whom these extracts are taken, was for -some years secretary to the governor-general at Manila. See Report -of Commissioner of Education, 1902, ii, p. 2219. - -[11] Fred W. Atkinson, formerly general superintendent of public -instruction in the Philippines, says: "The early work of the Jesuits -in training the Filipinos was commendable, and along right lines in -furnishing a common school education. It would have been productive -of permanently good results if this order had not been supplanted by -the local padres, under whose direction the common branches suffered -through lack of attention." See Report of Commissioner of Education, -1900-1901, ii, p. 1317. - -[12] July 27, 1863, several copies of the plan of public instruction -approved for the island of Cuba on the fifteenth of the same month -were sent by royal order to the governor of the Philippines, with the -object of having the proper measure drawn up, and the advisable plan -proposed to the ministry, in regard to the application of said plan -to those islands. By decree of October 6, Echagüe created a board of -reform of the plan of studies, in order to meet the requirements of -the preceding royal order. See Montero y Vidal, iii, p. 403. - -[13] See a summary of Barrantes's book in Report of Commissioner of -Education, 1902, ii, pp. 2219-2224. - -[14] "Before this date public schools were hardly known in the -Philippines, and instruction was confined solely to the children of -parents able to pay for it." See Census of Philippines, iii, p. 576. - -[15] In the decree of the superior government, of May 7, 1871, occurs -the following interesting description of conditions of the schools in -the Philippines: "There are at present an infinite number of villages -without schools; there are entire provinces without edifices where -schools can be located; there are also many schools, or rather all -the schools of the archipelago, with the exception of a few in the -capital, which do not possess the material equipment for education -and teaching; the children have to sit on the ground, and remain -there for hours and hours, packed together as if they were not what -they are; books are not given to them; they have no writing desks; -they are not given pens, ink, or books. Those schools do not merit -the name of such; they are not schools, sad it is to say so: they -are pernicious collections of children, where since they do not gain -anything morally or intellectually, they lose much, and most of all in -their good physical development; in fine those schools are an expense, -and show no result." The same decree states the need of economic and -administrative reforms in the Philippines, and the need of "roads, -canals, ports, postal communications, both inside and outside the -archipelago, telegraphs, professional institutions of superior -instruction, an active life without fetters for industry, trade, -and agriculture;" but all this must be for the greatest use of the -greatest number, and all monopoly must be avoided. "To obtain it human -means offer no other mean more energetic, more prompt, and powerful, -than the creation and organization of the village school, and its -supervision, and its location and erection in the most healthful -and convenient place, clean, neat, and modestly furnished, so that -it may attract the glances of all," and may thus be of the greatest -good. See Grifol y Aliaga, pp. 218, 219. - -[16] The parish priests of the Philippines were called "reverend" -or "devout" according as they were regulars or native seculars. See -Barrantes's Instrucción primaria, p. 10. - -[17] See the titles of these orders from 1863 to 1894, post. - -[18] The Spanish government evinced a great interest "in giving the -Filipinos a primary education commensurate with the standing of a -civilized nation; but the intentions of the government were frustrated -by ... the religious orders." The "great error of the Spanish nation" -consisted "in placing in the hands of a few institutions [the religious -orders] the future of her colonies in the extreme east, institutions -which did not exist in their native country, and which sought only -the private interests of the corporation or order to which they -belonged. This entire plan of public instruction lived in the minds -of the Spanish legislators, but was never put into practice." Tomás -G. del Rosario, in Census of Philippines, iii, p. 582. - -[19] By 1894 there were 2,143 public schools in the Philippines, and -173 sets of provisions regulating them, or tending to the intellectual -development of the people. These laws were only superficial. See -Tomás G. del Rosario, Census of Philippines, iii, p. 593. - -[20] The central treasury of ways and means (Grifol y Aliaga, p. 3, -note 2) having been suppressed, the expenses of this institution -are at present [1894] defrayed as a charge on chapter 1, art. 1. of -the budget of the local funds of the central treasury. In the budget -of 1893-94, the appropriation of 10,450 pesos was set aside in the -following manner: - - pesos - - 1 director, 800 - 6 professors, each 600 pesos, 4,800 - 1 drawing teacher, 600 - 1 vocal music teacher, 480 - 1 gymnastic teacher, 400 - 3 assistants, each 400 pesos, 1,200 -15 resident pupils, each 120 pesos, for only three months, 450 - Wages of the attendants and servants of the school, 600 - For office expenses, conservation, and innovation of - furniture, and other effects, 1,120 - ------ - Total, 10,450 - -[21] The last classification made of the schools of this archipelago -was that approved by superior decree, February 27, 1893, which was -published in the Manila Gaceta, May 10 following. (Grifol y Aliaga, -p. 4, note 5.) - -[22] "What contributed greatly, also, to the general backwardness -of primary instruction was the small salary paid teachers, as it was -impossible for them to live on what was paid them.... The small salary -paralyzed any good will and ambition to work." T. G. del Rosario in -Census of Philippines, iii, p. 595. See also, ante, p. 80, note 20. - -[23] Commonly called directorcillos (Grifol y Aliaga, p. 5, note 2). - -[24] The principalia was formed of those natives who have occupied -petty government posts in the islands. See VOL. XVII, p. 331. - -[25] It is to be understood that the office of superior civil governor -is equivalent to the present office of governor general (Grifol y -Aliaga, p. 6, note 3). - -[26] This superior commission, appointed by superior decree of March -15, 1864, was suppressed by another decree of the superior civil -government, February 23, 1871, in accordance with order no. 1183, -of the ministry of the colonies, of December 5, 1870, by which was -created the ad interim Superior Board of Public Instruction (Grifol -y Aliaga, p. 6, note 4). - -[27] Now judge of first instance (Grifol y Aliaga, p. 6, note 5). - -[28] Now manager or subdelegate of the public treasury. - -[29] See Wm. B. Freer's Philippine Experiences of an American Teacher, -chapter viii, pp. 97-109, for an account of methods used in normal -instruction after American occupation. - -[30] Those pupils styled throughout this translation "regular" or in -Spanish de numero, are those appointed directly by the government, -the "de numero" (of the number) indicating that a certain number were -thus appointed. The supernumerary (literally, "above the number") -resident pupils are all others. - -[31] The clothing recommended by a sub-commission of the superior -commission of primary instruction, November 24, 1864, (Grifol y Aliaga, -p. 20), for regular and supernumerary resident pupils of the Manila -normal school, was as follows: - - Estimated price - pesos fuertes centavos - - 2 pairs of white pantaloons, 3 0 - 2 pairs of colored pantaloons, 3 0 - 2 white jackets, 2 0 - 1 coat of black alpaca, 2 50 - 2 black ribbons for the neck, 0 25 - 1 black cap, with the initials E. N. in silver, - according to model, 2 0 - 2 pairs of shoes, 2 0 - 1 pair of chinelas [i.e., heelless slipper], 0 50 - 10 white shirts, 10 0 - 2 colored shirts, 1 50 - 12 pocket handkerchiefs, 1 0 - 12 pairs of socks, 1 0 - 4 pairs of underdrawers, 1 25 - 1 mat, 0 50 - 1 pillow, 0 75 - 4 pillow-cases, 0 75 - 4 sheets, 6 0 - 2 bed covers, 2 0 - Clothesbrush, comb, scissors, etc., 1 0 - --------- - Total 40 0 - -[32] i.e., All-Souls' day. - -[33] The three days preceding Lent. - -[34] The United States government continued this school, and gave -it the support ($8,880, Mexican) formerly furnished by the Spanish -government. See Report of Philippine Commission, 1900, i, p. 36. - -[35] May 21, 1840, Governor Lardizábal communicated to the Audiencia a -royal order of October 4, 1839, in regard to the necessary conditions -to be observed for the introduction and circulation of books in -the islands, the previous designation of those deserving censure, -given by his Majesty's fiscal, a censor being later appointed by the -government, and another by the archbishop, the fiscal again reviewing -the qualification and the censure; and if "it should result that -there was sufficient grounds to prohibit the circulation of any work, -because it contains principles, maxims, and doctrines contrary to the -rights of the legitimate throne, or to the religion of the State, the -book is not only to be taken back, but shipped back immediately." In -case of dispute between the two censors, the fiscal was to decide -(royal order, November 19, 1840). See Montero y Vidal, iii, pp. 29, 30. - -[36] The important circular of the superior civil government of -August 30, 1867 (concerning school attendance), treats of the manner -of exercise of the supervision of the schools by the parish priests -and provincial chiefs. Various other acts of legislation refer to -the same matter. (Grifol y Aliaga, p. 118, note 1.) - -[37] The first two books mentioned are: the Catecismo de la doctrina -cristiana, by Gaspar Astete, which has passed through many Spanish -editions; and the Catéchisme historique, by Claude Fleury, which -has passed through many different editions in many languages. José -Francisco de Iturzaeta has published several works on educational -subjects. - -[38] James A. LeRoy (Philippine Life, p. 203) says of the textbooks -used in the Philippines: "After 1863, and up to the American conquest, -the catechism remained the chief feature of daily work in the primary -schools, often relegating all else to an insignificant place--much -depending upon the preparation, at best a scanty one, of the teacher. A -badly printed little 150 page textbook, prescribed by the government -for the schools, was reader, writer, speller, arithmetic, geography, -history of Spain and the world (Spain overshadowing), Spanish grammar -(quite commonly not taught, because the teacher knew little or -nothing of it), and handbook of religious and moral precepts (many -pages). This book, moreover, shows how pitifully inadequate was the -Filipino child's schooling at the very best; for often not even this -textbook was employed, perhaps because the teacher was not prepared -to use it." - -[39] The Philippine school report for 1892, entitled "Report of the -children's schools for both sexes, at present in these islands, -classified in accordance with the orders of his Excellency, -the governor-general, in his decree of July 29, 1892," gives the -following data. The schools are classified by grades, i.e., into -schools of entrada, ascenso, and finishing schools of the second and -first rank; and the order in charge of each village or province is -also given. We condense from this report (a manuscript belonging to -Rev. T. C. Middleton, O.S.A.), the number of schools in the various -provinces, and the order or orders in charge of the same. - - Augustinians - - Province No. of Schools - - Abra, 28 - Antique, 57 - Bontoc, 8 - Ilocos Norte, 30 - Lepanto, 20 - Quiangan, 2 - Tiagan, 9 - Union, 35 - - Augustinians and Franciscans - - Bulacan, 68 - - Augustinians and seculars - - Cebú, 120 - Capiz, 65 - Ilocos Sur, 61 - Iloilo, 95 - Pampanga, 54 - - Augustinians, Franciscans, and seculars - - Batangas, 46 - Nueva Ecija, 49 - - Augustinians and Dominicans - - Tarlac, 34 - - Augustinians and all other orders - - Manila, 84 - Franciscans - Albay, 88 - Burias, 4 - Camarines Norte, 20 - Camarines Sur, 68 - Isla del Corregidor, 3 - Infanta, 4 - - Franciscans and Dominicans - - Bataan, 36 - Nueva Vizcaya, 16 - - Franciscans and Recollects - - Misamis, 74 - Leite, 89 - Principe, 5 - Samar, 76 - Surigao, 59 - Tayabas, 45 - - Recollects - - Bohol, 94 - Cavite, 50 - Cottabato, 6 - Calamianes, 10 - Isla de Negros, occidental, 56 - Isla de Negros, oriental, 34 - Isabela de Basilan (?) 2 - Masbate and Ticao, 23 - Mindoro, 44 - Paragua, 6 - Romblon, 33 - Zambales, 48 - - Recollects and Capuchins - - Carolinas, orientales, 4 - Carolinas, occidentales, 3 - - Recollects and Dominicans - - Morong, 30 - - Recollects and seculars - - Zamboanga, 15 - - Dominicans - - Cagayan, 39 - Islas Batanes, 14 - Isabela de Luzón, 33 - Laguna, 56 - Pangasinan, 62 - - Jesuits - - Davao, 11 - Dapitan, 12 - - Capuchins - - Marianas, 4 - -[40] LeRoy, ut supra, pp. 203-204, says: "The advance in primary -instruction from 1863 to 1896 was altogether notable, though the -figures revealing it are largely superficial, after all, in their -significance. The number of school buildings increased in the villages -from seven hundred to twenty-one hundred, but the number of pupils -did not reach two hundred thousand, in all probability, as against -one hundred and thirty-five thousand in 1866." - -[41] Notwithstanding this admirable prescription, Tomás G. del Rosario, -writing in Census of Philippines, iii, p. 595, says concerning -the sanitary qualities of the Philippine schools: "The necessary -sanitation was not observed in the schools, either to preserve the -health of the children or for personal cleanliness, an important -purpose of every educational system. Many of the schools were in -the filthiest condition. They had no water-closets nor play-grounds, -and no instruction was given in physical culture or in social matters." - -[42] According to article 25 of the penal code in force in these -islands, corporal punishments, in addition to that of death, are -perpetual chains, perpetual imprisonment, perpetual exile, perpetual -banishment, temporal chains, temporal exile, temporal banishment, -imprisonment at hard labor, lesser imprisonment, confinement, absolute -perpetual and temporal disqualification, and absolute and special -perpetual and temporal disqualification for any public charge, right -of active or passive suffrage, profession, or trade. (Grifol y Aliaga, -p. 123, note 2.) - -[43] The provisions (Grifol y Aliaga, p. 123, note 3) in force in -regard to the salaries of teachers and assistants is that of the -superior decree of July 29, 1892, which prescribes the following -monthly salaries: - - Boys' schools Pesos - - Término schoolteachers of the first grade, 40 - Término schoolteachers of the second grade, 30 - Ascenso schoolteachers, 22 - Entrada schoolteachers, 17 - Assistants of the first class, 13 - Assistants of the second class, 8 - - Girls' schools - - Término schoolteachers, 26 - Ascenso schoolteachers, 20 - Entrada schoolteachers, 15 - Assistants of the first class, 12 - Assistants of the second class, 8 - -[44] The superior decree of August 11, 1892, conceded annual allowances -to men and women teachers who had taught for fifteen years, and had a -good record. By the decree of July 20, 1894, traveling expenses were -advanced to them. (Grifol y Aliaga, p. 124, note 3.) - -[45] The post of assistants of the first class belongs only to boys' -término schools of the first and second class, and in those of girls -to término and ascenso schools. Schools of other grades belong to -assistants of the second class. Substitute assistants, namely, those -who have no certificate, are entitled only to the monthly pay of four -pesos. (Grifol y Aliaga, p. 124, note 4.) - -[46] Article 4 of the superior decree of May 7, 1871, rules that -the teaching in the schools for adults shall last eight months per -year, and be given at night, employing two hours every Monday, -Thursday, and Saturday of each week. For the increased work, -an amount of pay equal to what they received during the day was -assigned to the teachers. This decree, as is evident, took away the -dominical character given to the adult schools by these regulations -of December 20, 1863. Notwithstanding the benefit of the increase of -a fourth part of the pay to which teachers are entitled for the adult -schools, very few such schools exist. In the budgets in force now, -the figures for the payment of salaries for the teaching of adults -only reach the sum of 573 pesos distributed among the provinces of -Abra, Cebú, and Pampanga, in the proportion of 318, 210, and 45 pesos, -respectively. (Grifol y Aliaga, p. 126, note 1.) - -[47] This Superior Council of Primary Instruction was suppressed by -decree of the superior government, February 23, 1871, in accordance -with order no. 1183, of the ministry of the colonies, December 5, -1870, by which was created the ad interim Superior Board of Public -Instruction, in the manner prescribed by this article and article -15 of the royal decree of August 16, 1876, approved by royal order, -June 5 of the following year. (Grifol y Aliaga, p. 126, note 2.) - -[48] Article 12, of the royal decree of May 19, 1893, relative to the -municipal regulation of the villages of Luzón and Visayas, prescribes -among the duties of the municipal captain that of "supervisor of the -offices, schools, and municipal services." On account of this some have -doubted whether the supervision of the schools was taken away from -the parish priests to give it to the municipal captains. That doubt -has been resolved by paragraph 4 of the provisional regulations of the -said royal decree approved by decree of the general government December -9, 1893, for in said paragraph it is stated clearly and distinctly: -"Without prejudice to the supervision in instruction which belongs -to the parish priest, according to the regulations of 1863, whose -powers are not altered in any way, the municipal tribunal shall -constantly exercise a watch over primary instruction, etc." In our -opinion, the above-mentioned doubt has no call for existence, since -the above-mentioned article 12 of the royal decree of May 19, 1893, -refers, as one can see by its own words, to the municipal schools, -and those which are established in the villages of the archipelago -cannot have that character attributed to them, since their expenses -are not met by the municipal tribunals, nor does the appointment -of the staff belong to them, but both are in charge of the central -management. We believe, consequently, that the municipal captains have -not even the secondary or supplementary supervision over the present -schools of the archipelago, which is given them by paragraph 4 of -the provisional regulations of December 9, 1893. (Grifol y Aliaga, -pp. 126, 127, note 5.) - -[49] José de Calasanz, or as he is sometimes called, Joseph de -Calasanzio, was born at Peralta, Cataluña, in 1556, and became -a well-known ecclesiastic. On the occasion of a visit to Rome in -1592, touched with compassion at the neglected condition of the -poor children, he renounced his ecclesiastical honors in Spain and -devoted himself to the work of teaching in Rome. There he founded the -Congregation of the Piaristes, consisting of regular clerics, about -1,600, whose object was the charitable education of poor children. The -congregation was approved in 1617 by Paul V, who permitted members to -take the simple vows and adopt their own rules. In 1621 Gregory XV gave -them the title of "Regular clerics of the poor, under the protection -of the Mother of God, for charitable schools." The work soon spread to -the rest of Italy, and to Germany and Poland. The mother house is at -Rome. Its founder, who died in 1648, and was canonized in 1767, refused -to accept the honors of bishop or cardinal. See Grande Encyclopédie. - -[50] Article 9 of the decree of the General Division of Civil -Administration, of February 4, 1889, prescribes that on Sunday after -mass the boys shall assemble at the school for an hour, so that the -religious or parish priest may give them the religious teaching that -he deems advisable (Grifol y Aliaga, p. 131, note 1). - -[51] In 1868, the studies for the normal school for female teachers -were given in this school. The report on the education of girls -presented by the friars at the exposition at Madrid in 1887 speaks -as follows of it: "While strictly speaking there is no other normal -school for female teachers than that of Nueva Cáceres, we believe, -nevertheless, that this name can be given to the municipal school -for girls of this capital, which is the only institution for young -women supported from public funds--that is, from the funds of the -municipality of Manila. It is true that schoolmistresses can, and -actually do, graduate from any girls' school of this capital, and even -from any private school, as, according to the law in force to secure -this title, the passing of the regular examination is sufficient; -but we believe that the only institution of this character in Manila -which deserves the title of teachers' school is the municipal school, -and we therefore include in the same chapter this school and that -of Santa Isabel of Nueva Cáceres." See Census of Philippines, iii, -pp. 615, 616. - -[52] In the Madrid periodical Nuestro Tiempo of November 25, 1905 -(pp. 317-331), is an article by Eduardo Sanz y Escartin, of the Royal -Academy of Moral and Political Sciences, entitled "La instrucción -pública en España" ("Public instruction in Spain"), which gives a good -résumé of the condition and needs of education in Spain at present. - -[53] The Gaceta de Manila is the continuation of the Boletín oficial -de Filipinas, [Official Bulletin of Filipinas] which changed its name -in accordance with a royal order of May 18, 1860. The first issue of -the paper under the new name appeared Tuesday, February 26, 1861, and -by a royal order of September 26 following, it was prescribed that all -the villages of the archipelago should subscribe for the paper. By a -decree issued in February 1861, it was declared that "all the official -orders published in the Gaceta de Manila, whatever their origin, -are to be regarded as official and authentic text." The Boletín was -first issued in 1852, being the continuation of the Diario de Manila, -first published at the end of 1848. See Montero y Vidal, iii, pp. 306, -307; and Politica de España en Filipinas, iii, pp. 94, 95. - -[54] General Gándara paid special attention to primary education, -and very important measures are due to him in the years 1867 and -1868. He was ably seconded by the secretary of the superior government, -Vicente Barrantes. See Montero y Vidal, iii, p. 491. - -[55] Of the girls' school of Nueva-Cáceres, Tomás G. del Rosario says -(Census of Philippines, iii, p. 616): "This school was founded by the -bishop of that diocese, Fray Francisco Gainza, who inaugurated the -studies on April 13, 1868, as a primary school for girls. On June 18, -1871, the studies of the normal school for women were taught there, -as they were in that of Manila, by a decree of the government of King -Amadeo, of Savoy. On May 26, 1873, the government of the Spanish -republic decreed that each of the towns of that ecclesiastical -province should hereafter make allowance for a similar number of -young girls desirous of obtaining the title of teacher. Up to 1887, -177 girls had obtained certificates as teachers from this educational -institution. The sisters of charity are in charge of the institution -and of the education of the girls. This educational institution -combined the characteristics of a school of primary instruction, -a college for the education of boarding pupils, and a school for -teachers, or normal school." - -[56] By decision of his Excellency the governor general, November 18, -1889, this article was revised to the effect that girls could enter -the normal school for women teachers in Nueva Cáceres from the age -of fourteen, although those with the teachers' certificate could -not teach until they reached the age of twenty, according to the -regulations. However, those older than sixteen and less than twenty -who hold teachers' certificates may have the charge of schools, with -the character of ad interim, so long as there are not other teachers -with all the legal conditions required; and they are confirmed in -these posts when they reach the age of twenty, according to the royal -decree of November 24, 1893. (Grifol y Aliaga, p. 45, note 1.) - -[57] This article (see. Grifol y Aliaga, p. 244) is as follows: -"The issuing of teachers' certificates of primary instruction, both -normal and substitutes, their appointments to discharge the duties of -the public schools, prescribe promotions, licenses, and other things -connected with these functionaries, are in charge of the director -[general of Civil Administration]." - -[58] Now the civil governor of Ambos Camarines (Grifol y Aliaga, -p. 50, note 2). - -[59] This article (Grifol y Aliaga, pp. 401, 402) is as follows: "On -the receipt of this circular, you shall have a meeting called of the -persons who shall compose that provincial commission, in accordance -with the above-cited art. 15 [of the royal decree of December 20, -1863]. Therein shall be read the annexed regulations which shall be -cited, and those of this circular; and that provincial supervisory -commission shall be declared as installed." - -[60] Of the position of woman in the Philippines and its cause, LeRoy -says (Philippine Life, pp. 49, 50), although perhaps a trifle too -strongly, as woman in the Philippines seems always to have enjoyed -a certain amount of freedom, as compared to her sisters in other -oriental countries: "The position of woman in the Philippines is not -that typical of the Orient. If we may not say that the Philippines -are not at all oriental in this respect, at any rate it is perfectly -safe to say that in no other part of the Orient have women relatively -so much freedom or do they play so large a part in the control of the -family or in social and even industrial affairs. It is a common remark -that Filipino women, both of the privileged and of the lower classes, -are possessed of more character, and often too of more enterprise, -than the men. There seems every reason for ascribing this relative -improvement in the position of woman in the Philippines as compared -with surrounding countries in the Orient to the influence of the -Christian religion and the position which they have assumed under -the teaching of the Church and the directorship of the friars." - -[61] Prueba de curso: the examination which is held at the end of -each scholastic year or term, in the months of May and June, or (if -it could not be held at that time, or if the student fails to pass) -in the month of September of the new term. It must be taken by every -pupil in order that he may matriculate the following term.--Francisco -Giner de los Rios, of Madrid, of the Free Institution of Teaching. - -[62] Grado de revalida is the aggregate of exercises and examinations -which must be taken by students (in spite of having been examined -every year) on the completion of any course (for example that of -elementary or superior schoolmaster or mistress), in order to obtain -the certificate or diploma of their degree. There are many degrees: -doctor, licentiate, bachelor, primary schoolmaster, etc.--Francisco -Giner de los Rios. - -[63] Inscripción: the entering of a student in the school -register. This word is also used in general for any record of a name, -person, or thing, in a list or register.--Francisco Giner de los Rios. - -[64] Encerado: a square of oilskin, used as a slate or blackboard. See -New Velázquez Dictionary. - -[65] Cedulas de inscripción are the documents which are given to -the students, certifying that they have been registered in the -matriculation books.--Francisco Giner de los Rios. - -[66] Literally, "Paper of payment to the State." This is a kind of -stamped paper with its stamp authorized by the State, whose price -varies according as the stamp represents the value of an impost which -is collected in judicial and many other affairs. In the centers of -State teaching, the fees which are to be paid by the students for -their matriculation are not paid in money, but by presenting a special -paper which is bought in certain shops.--Francisco Ginder de los Rios. - -[67] Hoja de estudios: the document on which are entered the studies -which a student has had, and in which he has been examined, with -their official value.--Francisco Giner de los Rios. - -[68] Cedula personal: an official document declaring the name, -occupation, domicile, etc., of the bearer, and serving for -identification. See New Velázquez Dictionary. - -[69] Matrícula de honor: a reward obtained by the best students of -each class, by virtue of the term examinations. By this reward they are -registered free in the matriculation of the following year.--Francisco -Giner de los Rios. - -[70] St. Stanislas Kostka (or Kotska) was born of a noble Polish -family in 1550. While pursuing his studies at Vienna (1563-66), -in the Jesuit college, his predilection to the religious life was -clearly manifest, but since the provincial would not receive him -there without the consent of his parents, he ran away, and tried to -gain admission to the Jesuit order in Dilingen, Germany. To avoid -the pursuit of his parents he was sent to Rome, where he was received -into the order by St. Francis Borja in 1567. Naturally of a delicate -constitution, the extreme bodily mortifications which he practiced in -his youthful enthusiasm undermined his health, and he died August 14, -1568, at the age of eighteen. See Baring Gould's Lives of the Saints -(London, 1898), xiii, pp. 322-325. - -[71] i.e., the decree of the government, ordering "let it be done." - -[72] Governor Izquierdo [1871-73] paid considerable attention to -primary education, in which he was aided by José Patricio Clemente, -secretary of the superior government. See Montero y Vidal, iii, p. 621. - -[73] The Ensayo de gramática Hispano-Tagala (Manila, 1878) by the -Recollect, Fray Toribio Minguella de la Merced. Retana says of this -book (Biblioteca filipina, p. 149): "In my opinion the method of this -book is the most suitable for study by Spaniards, who do not haze -any knowledge of Latin, studied after the ancient method." Minguella -published in 1886, Methodo práctico para que los niños y niñas de las -provincias Tagalas aprendan á hablar castellano (Practical method for -boys and girls to learn to talk Castilian). This latter book received -a reward in public contest. - -[74] The author of this book is Castor Aguilera y Porta. - -[75] Its author is Ramón Irureta Goyena. - -[76] By Benito Francia. - -[77] This law is dated Nov. 27, 1623, q.v., VOL. XX, pp. 260, 261. - -[78] In 1867 the college of San Juan de Letran was declared a college -of secondary education. See Montero y Vidal, iii, p. 485. - -[79] This college was considered as the Institute of the university -(note on MS.). - -[80] The pupils of the schools directed by nuns are girls. - -[81] Throughout the first portion of this document, by "pupils" -must be understood "girls." - -[82] See this decree in VOL. XLV, pp. 184-186, where it is dated June -20, 1686. - -[83] Tomás G. del Rosario, cited often in these notes, says (Census -of Philippines, iii, pp. 594, 595): "A decree of the general -government, issued October 6, 1885, provided for a competition to -be followed by prizes for the best grammars written in Visayan, -Cebuano, Ilocano, Bícol, Pangasinán, and Pampango, there being one -already in Tagálog. Naturally these grammars, which were written in -different dialects and taught in the public schools, made it more -difficult (and that was the object) for the Spanish language to become -general. Matters reached such a stage that teachers were punished -and threatened with deportation, and some were actually deported, -for teaching Spanish." - -Speaking on the same subject, LeRoy ("Friars in Philippines," in -Political Science Quarterly, for December, 1903, p. 673) says: "In -proclaiming the law of 1893 [the Maura law], Governor-general Blanco -instructed the municipal councils to employ 'the most practical means -for the diffusion of the Spanish language.' The common assertion -that the friars did teach the natives Spanish is contradicted by -these provisions and by the numerous decrees from 1585 on; those who -frankly admit that they did not spread Spanish, and who hold that it -is impracticable to make the natives accept either Spanish or English, -have a fair argument to present." - -[84] See this decree in VOL. XLV, pp. 184-186. - -[85] This is given by Barrantes, Instrucción primaria, pp. 69-71. - -[86] For this and following citations of the regulations, see ante. - -[87] Speaking of the legislation of 1863, LeRoy (Philippine Life, -pp. 202, 203) says: "Most significant of all, local school boards of -a civil and lay character were ordered established, a feature of the -decree which had not by any means been realized when the municipal -reform of 1893 was decreed, and which that reform itself did not -accomplish. Theoretically, the friars were left in supervision only -of religious instruction in the public schools; practically, in four -towns out of five, they managed everything about the schools to suit -their own will, down almost to the last hours of Spanish rule." - -[88] The Tagálog insurrection broke out prematurely through betrayal -of the plot in August, 1896. - -[89] Patricio de la Escosura, formerly minister and ambassador in -Berlin, member of the Royal Spanish Academy, went to the Philippines -about 1863, as royal commissary. His Memoria is important and worth -consultation for the history of the islands. It has a prologue by -Cañamaque. The first chapter on the teaching of Spanish argues that -Spanish be taught the Filipinos. Chapter viii is on the creation of -a school of physicians and surgeons. The various chapters of this -book, although written as letters to the President of the Council -of Ministers, in 1863, were not published until 1882. See Pardo de -Tavera's Biblioteca filipina. - -[90] See VOL. XVII, p. 333. The Cuadrilleros occupied in a certain -sense, the position occupied now by the constabulary. - -[91] The author of this book was Manuel del Rio, who went to the -Philippines in 1713, where he labored many years in various villages -of Pangasinán. He was procurator-general of his order, definitor, -and provincial; and was bishop-elect of Nueva Segovia at his death. A -fuller title of his book is as follows: "Instrucciones morales y -religiosas para el govierno, direccion, y acierto en la practica -de nuestros ministerios. Que deben observar todos los religiosos de -esta nuestra Provincia de el Santo Rossario de Philipinas del Orden -de Predicadores." See Peréz and Güemes's Adiciones y continuacion -(Manila, 1905), p. 114. - -[92] The opening of the Suez Canal, as much probably as any other -factor promulgated modern ideas in the Philippines, because of the -vastly shorter route thus brought about between them and the mother -country. - -[93] The above citation is from Daniel Grifol y Aliaga's prologue to -his book La instrucción primaria en Filipinas (note by Zamora, p. 235). - -[94] Fray Hilarion Diez, O.S.A., who was consecrated archbishop -of Manila, October 21, 1827. His death occurred May 7, 1829. See -Ferrando's Historia, vi, pp. cliii, cliv. - -[95] Zamora, speaking in his chapter ix of the intervention of the -friar, and discussing in general the accusations against the religious -orders, says (pp. 408-452): "The Spaniards in admiration of the sanity -of life, of the austerity and purity of the morals of the religious; -thankful for their good offices as intermediaries among themselves in -their disputes, and among the Indians during rebellions; convinced of -the efficacy of their word, and of their intervention in all things; -of the necessity of their active and diligent coöperation for the -conservation and consolidation of the colony: began to respect, -venerate, and recognize in them spontaneously, a certain right to -intervene in their affairs, to settle their differences, submit to -their judgment their quarrels, and respect their decisions with more -submission and conformity than would proceed from the legitimately -constituted authority. The governors themselves could not leave the -religious out of account in all that they undertook." The Indian -learned to distinguish, says Zamora, between the peaceful and helpful -friar, who sought only his welfare, and the often brutal and harsh -encomendero. "Not otherwise was the origin of the prestige of the -religious among Indians and Spaniards;" and the lapse of time furthered -it. The governors made use of the friars as ambassadors, counsellors, -and in other capacities connected with the government. "The religious -were the ones who formed the villages and made a record of their -parishioners on the tribute and citizen list." As the friars were the -only ones who understood the native dialects and the natives were -ignorant of Spanish, the authorities were forced to work through -the former, and consequently, the friars had the right of "visé" of -the tribute and citizen lists. They became the presiding officers -of all local boards, and so had all the power. In the provinces -the dwelling of the parish priest was open to strangers who lodged -there as in a hotel. The envy and maliciousness of certain people, -however, conspired to take away the power of the parish priest, a -reform that was rather agreeable than otherwise to him, as it left -him more time for his ministry; but he deplored it as it seemed to -threaten the country at no distant future. "The vigilant, noble, and -disinterested intervention of the parish priests in all matters was the -chief and necessary wheel of the gubernatorial, administrative, and -judicial mechanism, in their multiple and complicated attributes and -duties. That was exercised with regularity, until, in the last years of -Spanish dominion in that country, the impelling force restrained the -impulse." The fruit of the "reform" was the contempt of the natives -for the Spaniards. "If the religious orders were the cause for the -loss of these islands, they were so unconsciously and ignorantly, -or consciously and maliciously." Zamora argues that they were not -in any way the cause for the loss of the country. "The religious -communities knew that the ruin of the country was their own ruin, -the end of the Spanish domination, the end even of their existence in -Filipinas." "On three bases rested the Spanish domination in Filipinas -with its institutions and organisations: religion; the prestige of the -parish-priest regulars; and the superiority of race in so great accord -with Spanish nobility." To freemasonry was due the destruction of the -high ideal of religion, and also the idea of the superiority of race; -and to freemasonry is due, then, the loss of the colony. The friars -have not committed the abuses with which they have been credited, and -were not the cause of the revolution. They were always the upholders -of Spanish sovereignty, and protected the natives. - -[96] The municipal reform of 1893, the "Maura law," in conferring -a considerable degree of local autonomy on Philippine towns, made -the newly created municipal councils also school boards. It was a -further step in taking from the padre the power to "visé" and supervise -everything done, small and great, in a town. In promulgating the law, -Governor-general Blanco (popular with the Filipinos for his liberal -measures) took pains to explain that the priest's school-inspecting -powers, so far as religious teaching went, were to be the same -as ever. As a matter of fact, this reform of Minister Maura, sent -forth amid much accompaniment of proclamas in Spain and the islands, -was virtually made a dead-letter under succeeding governors. Its -non-enforcement, except in a few towns, was one of the complaints -of the insurgents in 1896. See LeRoy "Friars in the Philippines," -in Political Science Quarterly for December, 1903, pp. 672, 673. - -[97] Victor S. Clark (Bulletin of the Bureau of Labor, no. 58, May, -1905; Labor Conditions in the Philippines), says (p. 854): "Practically -all the Christian population of Mindanao spoke Spanish in 1883, which -indicates that the statistics probably did not cover the remoter Jesuit -mission stations among the Moros. In that year about 21 per cent of -the total population reported for the islands could read, but less -than 5-1/2 per cent could speak Spanish. In other words, 75 per cent -of the persons able to read could do so only in the Malay dialects." - -[98] Estadismo, chapter xiv (Retana's ed.; note by Zamora). - -[99] Zúñiga (Estadismo, Retana's ed., i, pp. 299, 300), says of -the natives of Tondo province: "The language of these Indians is -somewhat corrupted, because a great number of Spanish words have been -introduced. That is the only benefit which they have derived from -living near Manila, since there are very few who know Spanish. In the -suburbs themselves, as well as in Binondo and Santa Cruz, the Tagálog -language is spoken. The Spaniards cast the blame on the religious for -the Indians not knowing the Spanish language. But let them examine -the villages of the seculars, and they will find whether they know -more than those of the regular curacies. We cannot succeed in getting -them to learn the doctrine, and it is wished that we teach them the -Spanish language. There are some Spaniards who believe that we are -opposed to them learning it, but this calumny was clearly destroyed in -the time of Señor Anda, when it was ordered that no one could become a -gobernadorcillo unless he knew Spanish; and it was necessary in almost -all the villages to take the servants of the fathers. Now even, if -there is any Indian who knows Spanish in the villages, it is because -he has served some religious or some Spaniard in Manila. I know very -well the method of introducing the Spanish language into Filipinas; -but since I know that my plan will not be observed, I shall say only -that hitherto, certain absurd means which would not have been used -among barbarians, have been taken." - -[100] Estadismo, appendix A (note by Zamora). This citation is from -vol. ii, pp. 59*, *60. - -[101] The issue of June 5, 1891 (note by Zamora). - -[102] An expression used in ridicule, like the English folderols. It -might be translated "utter nonsense." - -[103] The Spanish for this invitation is as follows: "El día diecinueve -de su mañana y del presente plenilunio tendrá lugar la misa de mi vara -en esta Iglesia de mi cargo que Dios gratuitamente me ha concedido -esta carga honorosa. Invito á Vd. tanto como á mi casa que desde -luego se llenará el vacio acendrado de mi corazón en su asistencia -hasta resonar mi última hora en el relox del Eterno." Some of the -words are taken in the wrong acceptation. - -[104] This letter is given by Retana in his edition of Zúñiga's -Estadismo, ii, pp. *60-63*. - -[105] Literally, "I ordain and command"--the form of opening often -used in decrees, edicts, etc. - -[106] This last paragraph is not a part of Retana's letter to Becerra, -but it is taken from Retana's words following the letter in his -edition of the Estadismo, ii, pp. 63*, *64. - -[107] The friars virtually controlled secondary and higher instruction -in the islands until they were lost to Spain in 1898. The reaction that -followed the liberal measures (some of them practical, some foolish) of -1863 to 1870 really strengthened the hold of the friars upon superior -education (though one must take into account the competition from the -Jesuits in Manila with which the disturbed Dominicans had to deal in -increased degree each year). See LeRoy's Philippine Life, p. 205. - -[108] "The friars maintained control of secondary and higher -instruction till the islands were lost to Spain in 1898. A -reaction from the liberal policy of 1863 to 1868 was stimulated -by the appearance of a radical party in the Philippines, and by -an insurrectionary movement at Cavite, in 1872. The friar party -declared these to be the natural consequences of 'reform' and when -the government changed, as it soon did, the projects of educational -reorganization were speedily nullified." James A. LeRoy in Political -Science Quarterly, December, 1903, pp. 673, 674. - -[109] i.e., "Take and read." - -[110] The comments of Victor S. Clark, in his Labor Conditions in -the Philippines (Bulletin no. 58, of Bureau of Labor), in regard to -Filipino workmen, are interesting, and show a somewhat different side -than that presented by Zamora. - -Zamora has left out of account the Filipino patriot, Dr. José Rizal, -who was executed by order of the Spanish government, December 30, -1896. Rizal was a pure-blooded Tagálog, and attained highest rank -in the Orient as an eye specialist. In addition he was a poet, a -sculptor, and a novelist of more than average ability, a wonderful -linguist, a widely-read man, and a clear thinker. He studied in the -Ateneo Municipal and in Santo Tomás. The two following selections, -the first from his novel Noli me tangere, often called the "Filipino -bible," and the second from El Filibusterismo (both taken from LeRoy's -Philippine Life in town and country, pp. 210-213, and 207, 208) are -interesting criticisms of the education of the friars. The first is -the reflections of the village philosopher, the second apropos of -the teaching of physics in the University of Santo Tomás. - -"The country is not the same today as it was twenty years ago.... If -you do not see it, it is because you have not seen the former state, -have not studied the effect of the immigration of Europeans, -of the entrance of new books, and of the going of the young -men to study in Europe. It is true that the Royal and Pontifical -University of St. Thomas still exists, with its most wise cloister, -and certain intelligences still busy themselves in formulating the -distinctions and threshing out to the final issue the subtleties of -scholasticism. But where will you now find that metaphysical youth of -our times, with an archaic education, who tortured his brain and died -in full pursuit of sophistries in some remote part of the provinces, -without ever having succeeded in understanding the attributes of -being, or settling the question of essence and existence, concepts -so lofty that they made us forget what was essential in life, our -own existence and individuality? Look at the youth of today. Full -of enthusiasm at the view of wider horizons, it studies History, -Mathematics, Geography, Literature, Physical Science, Languages, -all subjects that in our time we heard of with horror as though they -were heresies; the greatest freethinker of my time declared all these -things inferior to the classifications of Aristotle and the laws of -the syllogism. Man has finally comprehended that he is man; he refuses -to give himself over to the analysis of his God, to the penetration -of the imperceptible, into what he has not seen, and to give laws to -the phantasms of his brain; man comprehends that his inheritance is -the vast world, dominion over which is within his reach; weary of a -task that is useless and presumptuous, he lowers his gaze to earth, -and examines his own surroundings.... The experimental sciences -have already given their firstfruits; it needs Only time to perfect -them. The lawyers of today are being trained in the new teachings of -legal philosophy; some begin to shine in the midst of the shadows which -surround our courts of justice, and point to a change in the course -of affairs.... Look you: the press itself, however backward it might -wish to be, is taking a step forward against its will. The Dominicans -themselves do not escape this law, but are imitating the Jesuits, -their implacable enemies; they give fiestas in their cloisters, erect -little theatres, write poesies, because, as they are not devoid of -intelligence in spite of believing in the fifteenth century, they -comprehend that the Jesuits are right and will continue yet to play -a part in the future of the young peoples that they have educated. - -"But are the Jesuits the companions of Progress? Why, then, are they -opposed in Europe?" - -"I will answer you like an old scholastic.... One may accompany the -course of Progress in three ways, ahead of her, side by side with her, -and behind her. The first are those who guide the course of Progress; -the second are those who are borne along by her; the last are dragged -along, and among them are the Jesuits. Well would they like to direct -her course, but, as they see her in the possession of full strength -and having other tendencies, they capitulate, preferring to follow -rather than be smothered or be left in the middle of the road without -light. Well now, we in the Philippines are traveling along at least -three centuries behind the car of Progress; we are barely commencing -to emerge from the Middle Ages. Hence, the Jesuits, reactionary in -Europe, when seen from our point of view represent Progress; the -Philippines owe to them their dawning system of instruction, and to -them the Natural Sciences, the soul of the nineteenth century, as it -has been indebted to the Dominicans for Scholasticism, already dead -in spite of Leo XIII--no Pope can revive what common sense has judged -and condemned.... The strife is on between the past, which cleaves -and clings with curses to the waning feudal castle, and the future, -whose song of triumph may be faintly heard off in the distant but -splendorous glories of a dawn that is coming, bringing the message -of Good-News from other countries." - -"The walls were entirely bare; not a drawing, nor an engraving, nor -even any kind of a representation of an instrument of physics. On -occasions there would be lowered from heaven an instrumentlet to -be shown from afar to the class, like the Holy of Holies to the -prostrate faithful: 'Look at me, but don't touch me.' From time -to time, some complacent professor came, a day of the year was -assigned for visiting the mysterious 'cabinet,' and admiring from -afar the enigmatic apparatus arranged inside the cases. Then no one -could complain; that day there were seen much brass, much glass, -many tubes, disks, wheels, bells, etc. And the show stopped there, -and the Philippines were not turned upside down. For the rest, the -students are convinced that these instruments were not bought for them; -merry fools would the friars be! The 'cabinet' was made to be shown -to foreigners and to high officials from Spain, that, on seeing it, -they may nod in approbation, while their guide smiles as if saying: -'You have been thinking you were going to find a lot of backward monks, -eh? Well, we are at the height of the century; we have a cabinet!' - -"And the foreigners and high officials, obsequiously entertained, -afterward wrote in their voyages or reports: 'The Royal and Pontifical -University of St. Thomas, of Manila, in charge of the illustrious -Dominicans, possesses a magnificent cabinet of physics for the -instruction of youth.... There annually take this course some two -hundred and fifty students; but, be it on account of the apathy, -indolence, scanty capacity of the natives, or through any other cause -whatsoever, ethnological or unperceivable, up to date there has not -developed a Lavoisier, a Secchi, or a Tyndall, even in miniature, -from the Philippine-Malay race!'" - -[111] See p. 801 of Victor S. Clark's article in Bulletin no. 58, -ut supra, for a comparison between the Filipino and the Central and -South American Indians. - -[112] Retana's praises of Rizal, a full-blooded Tagálog, in all these -lines, as seen in his Vida y escritos del Dr. José Rizal, a series -just concluded (October, 1906), in the Madrid review, Nuestro Tiempo, -are the best answer to his own question. - -[113] See Retana's Estadismo, appendix A (note by Zamora). - -[114] According to Eduardo Navarro, O.S.A., the first freemason -lodge established in the Philippines was the one called Luz Filipina, -about 1860, which was established in Cavite under the Gran Oriente -Lusitano. It was in immediate correspondence with the Portuguese -lodges of Macao and Hongkong. Shortly after another lodge was created -in Zamboanga of Peninsulars and creoles resident in Mindanao. Some -time after 1868, must have occurred the creation of another lodge -composed of foreigners and dependents of the lodge of Hongkong, of -the Scottish rite. Into this lodge were admitted some Peninsulars -and Filipinos. Shortly after this many other lodges were created -under the Grañ Oriente de España. See Navarro's Asuntos filipinos -(Madrid, 1897), pp. 221-277. Manuel Sastron (Insurrección en Filipinas, -Madrid, 1901, p. 41), who represents the friar standpoint, says: "We -believe and affirm in good faith, that, in our opinion, the origin, -the primitive cellule of the insurrection of 1896 in Filipinas, is to -be found in masonry." The masonic movement was by 1890 widespread in -the islands. See also Sawyer's Inhabitants of Philippines, pp. 79-83. - -[115] St. Anthony the Great, who was an Egyptian, born A.D. 356. His -day is January 17. See Baring Gould's Lives of the Saints, i, -pp. 249-272. - -[116] St. Basil the Great was a native of Cappadocian Cæsarea. His -death occurred A.D. 379. His day is celebrated on June 14, except -by the Greeks who keep January 1 in his memory. See Baring Gould's -Lives of the Saints, vi, pp. 192-202. - -[117] Referring to the Katipunan, or Kataas-taasan Kagalang-gálang -Katipunan Nang Mañga Anac Nang Bayan, "Sovereign Worshipful Association -of the Sons of the Country." This society, of which it is yet too -early to have definite and detailed information, was due in the main to -Andrés Bonifacio, a warehouse keeper in the employ of Fressel and Co., -of Manila, who became its third president, although primarily founded -by Marcelo Hilario del Pilar. This society enrolled in its ranks the -common people among the Tagálogs. It is more than likely that the plan -of the organization was copied from the masonic lodges, but the analogy -stops here. The Katipunan was not masonry. See Sastron's Insurrección, -pp. 51-59; Sawyer's Inhabitants, pp. 82, 83; and The Katipunan -(Manila, 1902), purporting to be by one Francis St. Clair, although -it is claimed by some to have been written by or for the friars. - -[118] In a letter from James A. LeRoy, of June 27, 1906. - -[119] J. A. LeRoy: Philippine Life. - -[120] Chief among these men may be cited Francisco Giner de los Rios, -of the Madrid University, who has established the Free Institution of -Teaching in Madrid for the training of teachers. He follows principally -American methods. Both Church and State have opposed him, but he has -persevered and his institution has had good results. - -[121] Apropos of the "Filipino soul," James A. LeRoy says, in the -letter cited, ante, note 118, "No Filipino on earth, if pinned down, -could tell what the 'Filipino soul' is today, as Tavera hints." - - - - - - -End of the Project Gutenberg EBook of The Philippine Islands, 1493-1898; -Volume XLVI, 1721-1739, by Various - -*** END OF THIS PROJECT GUTENBERG EBOOK PHILIPPINE ISLANDS, 1493-1898, VOL 46 *** - -***** This file should be named 52681-8.txt or 52681-8.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/2/6/8/52681/ - -Produced by Jeroen Hellingman and the Online Distributed -Proofreading Team at http://www.pgdp.net/ for Project -Gutenberg - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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