CHAPTER I

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.