PUBLIC INSTRUCTION

PUBLIC INSTRUCTIONPublic instruction is sufficiently far advanced in Filipinas, especially in what refers to primary instruction.It is strange to see that in the most remote villages, the majority of the Indians know how to read and even to write, having learned without teachers, and solely through the strength of their inclination and extraordinary patience.The public schools are better organized today, and have in charge of them teachers who have graduated from the normal school of Manila. It cannot fail to be worthy of striking the attention that almost all the boys and girls who attend the schools read Spanish without understanding it, and write our language by drawing the letters materially.Secondary education is studied in the college of San Juan de Letrán, created into an institute in 1820, in that of Santo Tomás, in charge of the Dominican fathers; in the Ateneo Municipal, under the direction of the Jesuits; in the college of San José, directed by the secular clergy; and in various private schools.Superior branches are studied in the royal and pontifical university of Santo Tomás, of Manila, founded at the beginning of the seventeenth century.It was erected under the name of College of Santo Tomás de Nuestra Señora de Rosario of Manila, August 15, 1619. Felipe IV approved it by a decree of November 27, 1623. Pope Innocent X conceded to this college on November 20, 1645, the title of university, and Clement XII extended its studies to civil and canonical law, and the other subjects that are studied in universities.It is pontifical, for the degrees which are conferred in it have canonical effect and supply ecclesiastics for determined charges, according to the bulls of Innocent X and Clement XII.It is in charge of the illustrious Dominican fathers, its founders, who fill the greater number of its chairs.With reference to the reform introduced by royal order of October 29, 1875, the studies necessary for the professions or jurisprudence and of the Church, and of medicine, pharmacy, and notary, are given in this institution.Manila has a seminary, called San Carlos, and the same is true of Cebú and Iloílo.The seminary in Camarines Sur is called Nuestra Señora del Rosario, and that of Ilocos Sur is entitled Nuestra Señora de la Concepción.Furthermore, there is a naval academy in Manila, another of drawing and painting, a normal school for men teachers, chairs of bookkeeping, languages, and history, and a meteorological observatory.1The naval school was established in 1862, at the instance of the consulado of commerce. In it are taught arithmetic, elementary geometry, plane and spherical trigonometry, cosmography, pilotage, practical geometry applied to the construction of hydrographic maps and plans, and methods of drawing them, etc., etc.The academy of drawing and painting was instituted by the Hoard of Trade, March 1, 1849. Its classes consist of figure drawing, ornamentation, and modeling, both in nature and in colors.The normal school for the training of men teachers of primary instruction was created by royal decree of December 20, 1863, and was inaugurated January 23, 1865, under the direction of the fathers of the Society of Jesus.For young women, Manila has the beaterio ofSanta Catalina de Sena, instituted in 1696 for the general instruction of girls, and ruled over by a prioress chosen by the mothers; the beaterio-college of Santa Rita, created in 1740, for the education of Indian orphan girls; that of Santa Rosa, founded in 1750, for the purpose of educating poor girls; the college of La Concordia; that of Santa Isabel; and the municipal school for girls, directed by the sisters of charity.STATISTICS CONCERNING PRIMARY INSTRUCTIONAccording to theManual del viajero,2published in 1877, there are in all Filipinas, at the account of the State, 1,016 schools of primary instruction for boys, and 592 for girls, 98,761 attending the former, and 78,352 the latter, as follows:SchoolsPupils who attendBoysGirlsBoysGirlsIn Luzón59924444,41628,805Adjacent islands49283,9341,970Visayas30228443,28141,193Mindanao66367,0706,3841,01659298,76178,3511,608177,113According to data sent to the Statistics Board of Filipinas, and compiled by Señor Cavada,3the condition of public instruction in 1870 was as follows.PRIMARY INSTRUCTIONIsland of LuzónBoys.—Schools, 657; attendance, 118,652; read, 34,119; write, 25,374; talk Castilian, 2,165; ignorant, 56,994.Girls.—Schools, 439; attendance, 76,773; read, 19,447; write, 7,924; talk Castilian, 1,940; ignorant, 47,462.Visayas IslandsBoys.—Schools, 325; attendance, 98,687; read, 28,003; write, 23,518; talk Castilian, 3,062; ignorant, 44,104.Girls.—Schools, 317; attendance, 84,357; read, 25,978; write, 12,817; talk Castilian, 979; can sew, 22,380.Island of MindanaoBoys.—Schools, 22; attendance, 4,769; read, 1,547; write, 1,064; talk Castilian, 114; ignorant, 2,044.Girls.—Schools, 19; attendance, 2,669; read, 763; write, 130; talk Castilian, 58; ignorant, 1,718.INSTRUCTIONIsland of LuzónMales.—Read, 183,394; read and write, 194,628; ignorant, 1,051,823; talk Castilian, 48,206; ignorant of Castilian, 1,381,639.Females.—Read, 174,516; read and write, 50,082; ignorant, 1,119,994; talk Castilian, 26,844; ignorant of Castilian, 1,314,748.Visayan IslandsMales.—Read, 109,373; read and write, 125,187; ignorant, 628,960; talk Castilian, 21,466; ignorant of Castilian, 842,054.Females.—Read, 89,558; read and write, 49,681; ignorant, 731,240; talk Castilian, 9,019; ignorant of Castilian, 861,460.Island of MindanaoMales.—Read, 8,169; read and write, 5,733; ignorant, 62,534; talk Castilian, 76,436; ignorant of Castilian, 4,994.Females.—Read, 6,160; read and write, 1,510; ignorant, 60,721; talk Castilian, 68,391; ignorant of Castilian, 3,934.SECONDARY EDUCATIONAcademic course, 1883–84Registration of matriculationStudies of applicationCollege of Santo Tomás,3,561274Idemof San Juan de Letrán,Ateneo Municipal,66584Private schools (general studies),614SUPERIOR EDUCATIONAcademical course for 1883–84Registration of matriculationTheology,65Canon law,3Jurisprudence2324Notary,15Medicine,395Pharmacy,102Practitioners of medicine,72Practitioners of pharmacy,19Midwives,12By means of the incomplete data which precede, and it is a fact that they do not exist in more exact form or of more recent date in the Ministry of the Colonies, it is easy to recognize the great results which can be obtained in regard to making reading and writing general among the Indians, and in seeing that they learn the Castilian language, for only a very small fraction of them know it very superficially.Some advance has been made since the establishment of the normal school. But there is still much to do, and it is necessary that so crying a need be considered with the haste and decision that this important matter demands.The establishment of schools of arts and crafts will also be very convenient and useful, and truly they will be productive of great results. Everything which contributes to the propagation of the teaching of industries, to the creation of superintendents and assistants of public works, master-masons, andall that relates to these matters, ought to be encouraged, and must be an advantageous and efficacious blessing to the natives of that country, who are extremely skilful in all the imitative arts and crafts, rather than for the studies which demand the employment of the superior faculties of the intelligence.51The meteorological observatory was founded by the Jesuits in 1865, its main object being the discovery of the laws of the typhoons that rage in Oriental seas. Its other departments—seismatic, magnetic and astronomic—were added later. For the first five years the apparatus was very scarce, and most of that was lent by the Ateneo Municipal, but notwithstanding that, some excellent work was done in those early years. In 1870, the publication of a bulletin was begun, and new apparatus began to be installed. The first typhoon was forecast and notice of its coming given in 1879. Finally the government authorities made the observatory a central institution and placed it officially in charge of the Jesuits. In 1898, through the influence of the British meteorologist at Hongkong, the United States government ordered the coming of typhoons not to be announced, but the order was speedily revoked. Of this observatory Packard says in the Educational Report for 1897–98, pp. 973, 974: “The latest fruit of the scientific activity of the Jesuits, and the most important and best known scientific institution in the Philippines, and perhaps in the whole east, is the famous meteorological observatory of Manila, which was founded in 1865, and now has one of the most complete equipments for meteorological observations in the world. An important practical service which the observatory renders shipping is the warning of approaching hurricanes, which it is enabled to give by means of its branch stations at different points in several of the islands. The Jesuit father Faura, who is so well known for his meteorological work, has been for a long time in charge of the observatory, and began forecasting the weather as early as 1879. Expeditions have been made under his direction all over the archipelago, with a view to making magnetic and other observations.” See alsoArchipiélago Filipino, ii, pp. 5–16.↑2“Manual for the traveler:” a guide book, in which various interesting statistics are published.↑3Historia geográfica, geológico y estadistica de Filipinas(Manila, 1876), by Agustin de la Cavada y Mendez de Vigo. This author was for many years a State official in the Philippines. He died in Spain in 1894. See Pardo de Tavera’sBiblioteca filipina, p. 96.↑4The Indian and mestizo advocates, too abundant in that country, are a real calamity to it, and the same thing may be said of them as of the Indian secular clergy. They do not know the law, nor do they ever come to understand what they have studied. They obtained their certificate, thanks to the excessive tolerance of their professors, and once converted into licentiates and even doctors, they pay for their benefits and the honor which they have received by becoming outrageous anti-Spanish. They believe themselves superior to the latter, and dream of republics in which they can figure and strut. Their ridiculous hopes, and their vanity and deficiency would be excusable, if they did not deceive their simple countrymen in a nursery of litigation with their eagerness of defending evil causes. Such is, although it be a cause for regret, the general rule. See Montero y Vidal,Archipiélago Filipino, pp. 192, 193, note.↑5This is one of the needs that has been most apparent to the American authorities since 1898. The stress laid upon industrial training is evident from the many Filipinos among the government pupils now in the United States, who are being trained especially in agriculture and the various forms of engineering. Regarding trade schools and industrial instruction, seeReport of Philippine Commission, 1905, iv, p. 412.↑GIRLS’ SCHOOLS IN MANILA AND THE PROVINCESThere are four colleges for the education of girls without taking into consideration the municipal school of Manila,1and the college of Santa Isabel, of Nueva Cáceres.2These are the college of Santa Isabel, that of Santa Rosa, that of Santa Catalina, and that of La Concordia, also called college of the Immaculate Conception, all located in the capital of the archipelago. Of all these institutions, the oldest is the college of Santa Isabel, founded in 1632 for the education of Spanish orphan girls by a pious foundation called the Santa Misericordia. In 1650, the first regulations for the government of the same were issued, which continued in force until 1813, when they were revised. The college is supported from part of the interest derived from the Misericordia legacy, administered by a board, of which the civil governor of Manila is the president. It also enjoys a grant of land in Tagudín, province of Pangasinán, by a royal cedula of March 14, 1680, which produces an income of 600 pesos per annum.Until the beginning of the present century, nearly 13,060 girls had been educated in this institution.In 1861, the governor-general of the archipelago added the royal college of Santa Potenciana to the college of Santa Isabel.3The former was composed of the orphan daughters of military men, and was a most ancient and beneficent institution, founded about the end of the sixteenth century by Perez Dasmariñas. It afforded shelter and protection to the orphan daughters of military men who had succumbed to the climatological influences of this country, or had died in the defense of their country.The colleges were under the protection of private ladies and afforded quite sufficient instruction. In 1863, the sisters of charity assumed charge of the same, to the great advantage of the college and of the morality of the pupils.In 1879, the college underwent a considerable reformation by order of Governor-general Moriones, who gave the college a new set of regulations and opened its doors to day pupils and half-boarders, and in 1880 the board of directors established new chairs, which make this establishment one of the most complete for the education of European young ladies.Girls admitted are given a dowry of 500 pesos, but under the condition that they must first secure the title of teacher, without which requisite, even though they get married, they are given nothing. When they have concluded their studies, they engage in work, and the college reserves to them one-halfof what they earn, which is added to their dowry.4Retreat and college of Santa CatalinaThe college of Santa Catalina follows next in order of antiquity to the college of Santa Isabel. It was founded in 1696 by the provincial, then belonging to the Dominican order, the very reverend father, Juan de Santo Domingo.There were purchased for the purposes of the college, at the account of the province of Santísimo Rosario, some houses adjoining the convent of Santo Domingo, to serve as an asylum to the young ladies who desire to consecrate therein their virginity to the Lord.The institution was inaugurated on the day of St. Ann, of the year mentioned, after the approval of the rules to be observed, in conformity with the spirit and statutes of the Tertiary Order of St. Dominic, with some modifications for the proper interior régime, based upon the principal laws and ordinations of the province of Santísimo Rosario. On this day some ladies who had long before adopted the dress of the Tertiary order, took the vows, binding themselves to the strictest observance of the new rule, and taking the three religious vows with all the necessary formalities.Among the new nuns was the sister of Mother Francisca, who, in order to adopt the Dominican vestments, left the rectorate of Santa Isabel.The new retreat was given for a patron, the seraphic mother, Santa Catalina de Sena. It was also ordered that there should be only fifteen choir nuns,in honor of the mysteries of the rosary, with some lay sisters to attend to the material service.The foundation of this retreat was approved by a royal despatch signed February 17, 1716, which put an end to the various petitions which had been submitted to the court against its installation. In 1732, a new cedula granted the retreat the right to have a church with a bell, and prescribed, at the same time, that the inmates were not required to observe retirement by a rigid vow, but only for the purposes of good administration.The practice observed is that the sisters never pass through the inside door of the convent, which is in charge of one of the gravest sisters, but any person can enter it with express permission from the provincial.Although in the beginning, the college of Santa Catalina was nothing but a house, to which Spanish ladies, desirous of renouncing the vanities of the world and of devoting themselves entirely to the service of God, retired, the Dominican order did not long delay in assigning some of the sisters to instruction in a college. From that time, the retreat took the character of a college, where the pupils, at the same time that they were instructed in reading, writing, Christian doctrine, and other work suitable to their sex, learned to practice virtue.In 1865, it was deemed proper to increase the number of sisters fixed when the retreat was established, in order to be able to extend instruction further, and thus place the college on the same level as the best equipped colleges of the same class in this capital.The inmates of this institution are not permitted to leave it without good cause.They may be visited by their parents and other friends and acquaintances in a reception room located near the door of the college.After the earthquakes of 1880, notable improvements were made in the material part of the building;5and at the present time, in the departments necessary for the good service of the college, this establishment has a spacious working-room, large class-rooms, well-ventilated dormitories, a beautiful bathroom, and an ample and capacious dining-hall.The retreat is managed by a prioress, elected every three years by the sisters, who acts, at the same time, as the mother superior of the college; at the head of the latter, nevertheless, there is a directress in charge of the instruction.The spiritual direction of the retreat and college is in charge of a father of the order, appointed by the corporation for the charge of vicar.6College of Santa RosaThis establishment was founded in 1750 by the Paulist Mother de la Trinidad, a nun of the Tertiary Order of St. Dominic. She arrived in Manila the preceding year, whither she had resolved to come from the Peninsula, desirous of consecrating herself to the good of others. Being convinced that the greatest service she could render the public was to establish an educational institution, she immediately took steps to carry out her holy work, and in a short time by her ardent zeal she secured sufficient funds for the establishment of a retreat, where she supportedon charity a certain number of native young women for the purpose of educating them in the fear of God, in Christian doctrine, and in all exercises suitable for a woman. This was done so that, whether they left the retreat of their own will and married or remained therein, they would develop strong moral principles.His Majesty has taken this college under his royal protection, and the regent of the Audiencia supervises it in his name, with the corresponding powers.The spiritual direction is, at the present time, entrusted by the archbishop to the very reverend Fray José Corujedo, former provincial of the corporation of St. Augustine.Up to January 26, 1866, the education of the girls was in charge of elderly ladies, of well-known education and virtue, who acted as teachers; but, on this date, by superior order, the sisters of charity undertook the direction of the institution, which they discharged to the satisfaction of all.7College of La Concordia or of the Immaculate ConceptionIn the town of Paco, a suburb of Manila, there is a college, which was inaugurated May 3, 1868, ordinarily called the college of the Concordia. The entire grounds and part of the building, which now serves as a college, were piously donated to the sisters of charity by a charitable lady named Margarita Roxas, whose picture is exhibited in the reception room. Five-sixths of said college have been built since its foundation.This college is the exclusive property of the sisters of charity, who act at the same time as teacherstherein. It occupies a very picturesque and open position on a beautiful plain between the towns of Paco and of Santa Ana, and has very capacious and well-ventilated rooms.It is the central building of the sisters of charity of the Philippines, and usually a priest of the congregation of the mission, entrusted with the spiritual direction of the college, lives therein.The studies and work in this college and the distribution of classes are identical with those of other colleges.From the date of the foundation of the college, up to the present year, 62 pupils have been examined for teachers, of whom 35 were classed as excellent, 17 as good, and 10 passed.8Asylum of St. Vincent of PaulThis institution is situated in Paco, a suburb of Manila, in the barrio of Looban. The building and its grounds, belong to Sister Asunción Ventura, a sister of charity, who, being anxious for the welfare of poor girls, donated it to the congregation of the sisters of charity, in order that said building should be used as an asylum for the education of about 30 poor girls. The institution was inaugurated on November 26, 1885. Pay pupils are also admitted for the moderate fee of 6 pesos per month.The sisters of charity of this institution number 5.Boarding pupils,37Poor pupils,45Servants,9Total,91The pupils are taught Christian doctrine, reading, writing, Spanish grammar, and the four rules of arithmetic. They are also instructed in the work of their sex—sewing, embroidering, the making of artificial flowers, and some in housework, such as cleaning, cooking, washing clothes, etc.College of San José de JaroOn May 1, 1872, the sisters of charity opened, with the permission of the vice-royal patron, the college of San José, in Iloílo, for the instruction and education of girls. In doing this, they acceded to the wishes expressed by some good Spaniards and some principal citizens, and supplied a want in that capital. This college continued in existence until 1877, when it was closed on account of the lack of funds, as it had no funds but those derived from the fees of the pupils, who were very few toward the end.Fray Mariano Cortero, bishop of Jaro, availed himself of the opportunity to call the sisters to his city, and placed the school in their charge. A house was leased, and beside it a frame building was constructed for school purposes, able to accommodate about 200 girls. Up to 1881, no boarding pupils were accepted, on account of the lack of room; but later, at the request of some families, some girls were admitted, the number of whom gradually increased to 50—too large a number for so small a house. This led to the necessity of enlarging the building, which was done by raising the school roof, and making an upper story, by which means a large and spacious room was scoured as a dormitory for the girls, besides a beautiful chapel.Instruction is divided into three classes—superior,secondary, and primary. In the lowest class, reading and Christian doctrine are taught. In the secondary class, Christian doctrine, reading, writing, sacred history, and arithmetic are taught. In the superior class, the reading of printed and written matter is taught, as well as the writing of Spanish and English characters, geography, sacred and profane history, and arithmetic, as well as piano for those who wish. They are also instructed in the work of their sex—sewing, embroidering, artificial flowers, etc.Convent of San IgnacioIts foundation dates back to the year 1699, and it was directed by the fathers of the Society of Jesus until they were expelled in the last century, when it passed to the charge of the provisor of this archbishopric. Its original object seems to have been that of educating native girls in the fear of God, and to give them primary instruction and instruction in the work of their sex. This retreat serves as an asylum for devout women.Since 1883, a school has been established in this retreat, with three teachers. They teach reading from the first letters, Christian doctrine, compendium of morals, sacred history, courtesy, arithmetic, Spanish grammar to the analysis of analogy, and in addition they have every week an explanation of the gospel, in charge of a priest of the secular clergy.Needle-work is taught from the first stitches to the finest embroidery.Oil painting is also done in this institution, and we have a teacher of embroidery, who is an expert in this art, and whose work is much applauded.”9[The following girls’ schools are noted also byArchipiélago Filipino, i, p. 353.]Schools for the education of girls, which, without having the rank of normal schools, exist outside the capital of the archipelago, are principally the four following, the first three of which are in charge of the Dominican nuns.That of Nuestra Señora del Rosario, founded in Lingayén (Pangasinán), in 1890, with 60 pupils; that of Santa Imelda, founded in Tuguegarao (Cagayán de Luzón), in 1892, with 81 pupils; that of Nuestra Señora del Rosario, in Vigan (Ilocos Sur), with 90 pupils; and finally, that of San José de Jaro, under the direction of the sisters of charity, with 116 resident pupils, 160 day, and 14 half-boarders.Lastly, centers also devoted to the instruction of girls are the Real Casa de Misericordia in Cebú, the beaterio of the Society of Jesus in Manila, and those of Santa Rita in Pasig, and San Sebastián in Calumpang. However, we shall not review them here, as they are chiefly religious institutions.1SeeVOL. XLVI, appendix, for the regulations of the municipal school for girls.↑2Seeut supra.↑3The school or college of Santa Potenciana was suppressed in 1865, and its building became the provisional palace of the governor general. Its collegiates reduced to twelve were transferred to the school of Santa Isabel. See Barrantes’sInstrucción primaria en Filipinas(Manila, 1869), pp. 17, 18, note.↑4See an account of this school inArchipiélago Filipino, i, p. 352.↑5SeeArchipiélago Filipino, ii, pp. 280et seq., for data regarding earthquakes in the Philippines. A number of shocks are recorded for 1880, but none especially disastrous.↑6See alsoArchipiélago Filipino, i, pp. 352, 353.↑7See alsoArchipiélago Filipino, i, p. 353.↑8See alsoArchipiélago Filipino, i, p. 353.↑9The following results of a table show the following statistics in regard to girls’ schools between the years 1864–1883. Santa Catalina: boarding pupils, 1,617; teachers, 7. Santa Rosa: boarding pupils, 2,959; teachers, 23. Concordia: boarding pupils, 2,103; day pupils, 623; teachers, 32. Santa Isabel: free boarding pupils, 475; pay boarding pupils, 149; day pupils, 112. Municipal school: day pupils, 5,163; teachers, 74; awards conferred, 332; accesit, 1,058. The instruction given in these institutions was always under the immediate direction of the friars, and was consequently of a religious character. Some of them were known asbeateriosor retreats, institutions devoted primarily to religious practice. Primary and secondary instruction were both given. In some of them the instruction was very poor, as many of the scholars graduated without knowing how to speak Spanish. It was only in the college of Santa Isabel, in the municipal school, and in some private schools that adequate instruction was given. Some of these colleges were houses of recreation or of rest rather than educational institutions, where not only girls, but women, both married and single, went to pass some time, for the purpose of change or to renew their clothing. Girls from the provinces often attended the schools in Manila to learn the social manners and polish of the capital, but they often failed of their purpose, for social education was frequently neglected in them. The class distinction between Spanish, mestizo, and Filipino girls was unfortunately inculcated. The principal ends of the sisters of charity being the care of their convents and hospitals, they could not obtain as good results in education as if their time had been spent entirely in that field. SeeCensus of Philippines, iii, pp. 620, 621.↑SCHOOL OF AGRICULTUREThe Manila school of agriculture was created by royal decree of November 29, 1887, and established at Manila, July 2, 1889.1The objects of the schoolwere: the theoretical and practical education of skilled farmers; the education of overseers; the promotion of agricultural development in the Philippines, by means of observation, experiment, and investigation. In order to enter officially into the study of scientific agriculture, it was necessary to be vouched for by a valid certificate, to be of good health, and to have studied and have passed examinations in some institution of secondary education, or other properly accredited institution. It opened with 82 students, but in the following year there were only 50. Agricultural stations were established in Isabela de Luzón, Ilocos, Albay, Cebú, Iloílo, Leyte, Mindanao, and Joló. Those of Joló and Leyte were abolished by royal decrees, dated September 10, 1888, and December 7, 1891, respectively. The course of studies was as follows: First year—elements of agriculture; mathematical problems; practical work in topography; linear and topographical drawing. Second year—special methods of cultivation; elements of stockbreeding; agricultural arts; practical work in cultivation and the industries; setting up and management of machines; drawing applied to machines and to plants. Third year—elements of rural economy; accounts and agricultural legislation; general practical work in cultivation, stockbreeding, and industry; drawing of plans. The education of the overseers was carried on in the agricultural stations, which have been created for the purpose of doing technical work in analyses of earth, systems of irrigation, studies of seed, acclimatization of vegetables and animals, study and treatment of epizootic, epiphysis, etc. The professors in the school were agricultural engineers and their assistantsskilled farmers. The expenses were defrayed entirely by the government, but the direction was in the hands of the priests. The university of Santo Tomás, both of itself, and through the Ateneo Municipal, issued certificates to skilled farmers and surveyors, for which it required mathematics, physics, chemistry, natural history, agriculture, topography, and linear and topographical drawing. The government school cannot be said to have been a success, for the Filipinos, while inclined to readily adopt the professions, have never shown any marked inclination for industrial pursuits.Since American occupancy.By section 19 of act 74 of the Philippine Commission it was provided that there should be established and maintained a school of agriculture in the island of Negros, and by section 24 of the same act, the sum of $15,000 was appropriated out of any funds in the insular treasury not otherwise appropriated for the organization and maintenance of the school for the year 1901. It was suggested that such a school be established on the government plantation at La Carlota, but it is an inaccessible place, and it was proposed to find a more convenient place. The organization of the school was delayed in order to bring it into connection with the proposed experimental sugar plantation in Negros. By act no. 512, passed November 10, 1902, the work of establishing an agricultural college was transferred from the bureau of public instruction to the bureau of agriculture, and the government farm at La Granja in western Negros was set aside as a site for this school, and for an experiment station to be conducted in connection with it. After a long delay, plans were submitted for a main building tocontain laboratories, class-rooms, offices, and also a dormitory. Twenty-five thousand dollars were appropriated for its construction. Arrangements were made, however, by which certain teachers in the provinces were to be employed to coöperate with the bureau of agriculture in making various experiments and in gathering such information as might be useful in promoting knowledge of the agricultural conditions of the islands. At the same time the law establishing secondary instruction in provincial schools provided for the extension of the curriculum beyond the ordinary course of high-school instruction and instruction in agriculture, which meant that the provincial schools might, on a larger or smaller scale, as the authorities of the province might determine, carry on instruction and experiments in such branches of agriculture as might be supposed to be adapted to the conditions in the province in which any provincial school was established. March 25, 1903, a director of the experiment station was appointed in order that he might take charge of the government property on the estate and begin the work of getting land under cultivation.21This school must not be confused with the Agricultural Society of the Philippines, an institution created November 15, 1881, and a dependency of the department of general inspection of forests, especially as the separation of these two institutions was effected in July, 1884. SeeReport of Commissioner of Education, 1899–1900, ii, pp. 1625, 1626.A school of botany and agriculture was ordered created in Manila by royal decree of May 29, 1861, under the dependency of the governor of the islands and the immediate supervision of theSociedad Económica. The site called Campo de Arroceros was set aside as a botanical garden for the practical exercises of the school. The school was to be composed for a time of one botanical professor, director at the same time of the botanical garden, with a salary of 2,000 pesos; of two teachers of horticulture, at salaries of 500 pesos; of ten workmen chosen from the pupils, who being relieved at three year periods, were to receive 100 pesos apiece annually; while the municipalities could name certain pensioners to study in the school. The sum of 2,000 pesos annually was set aside for the material expenses of the garden and school, and the purchase of plants and tools. The total expense of both institutions was fixed at 6,000 pesos—3,000 being paid by the public treasury, 1,500 by the communal treasuries of the Indians, and the remaining 1,500 by the funds of ways and means of the Ayuntamiento of Manila. In 1894–95, the staff of the school of agriculture was allowed 23,794 pesos, and the equipment of the same, including the rent of a house for workrooms of the school, Board of Agriculture, Industry, and Trade and office of the agronomic service, 9,900 pesos. The subaltern staff of the botanical garden cost, according to the same budget, 2,600 pesos, and the equipment for the same, 1,000. See Montero y Vidal,Historia, iii, pp. 317, 318, and note.↑2See alsoReport of Philippine Commission, 1902, ii, p. 499.↑

PUBLIC INSTRUCTIONPublic instruction is sufficiently far advanced in Filipinas, especially in what refers to primary instruction.It is strange to see that in the most remote villages, the majority of the Indians know how to read and even to write, having learned without teachers, and solely through the strength of their inclination and extraordinary patience.The public schools are better organized today, and have in charge of them teachers who have graduated from the normal school of Manila. It cannot fail to be worthy of striking the attention that almost all the boys and girls who attend the schools read Spanish without understanding it, and write our language by drawing the letters materially.Secondary education is studied in the college of San Juan de Letrán, created into an institute in 1820, in that of Santo Tomás, in charge of the Dominican fathers; in the Ateneo Municipal, under the direction of the Jesuits; in the college of San José, directed by the secular clergy; and in various private schools.Superior branches are studied in the royal and pontifical university of Santo Tomás, of Manila, founded at the beginning of the seventeenth century.It was erected under the name of College of Santo Tomás de Nuestra Señora de Rosario of Manila, August 15, 1619. Felipe IV approved it by a decree of November 27, 1623. Pope Innocent X conceded to this college on November 20, 1645, the title of university, and Clement XII extended its studies to civil and canonical law, and the other subjects that are studied in universities.It is pontifical, for the degrees which are conferred in it have canonical effect and supply ecclesiastics for determined charges, according to the bulls of Innocent X and Clement XII.It is in charge of the illustrious Dominican fathers, its founders, who fill the greater number of its chairs.With reference to the reform introduced by royal order of October 29, 1875, the studies necessary for the professions or jurisprudence and of the Church, and of medicine, pharmacy, and notary, are given in this institution.Manila has a seminary, called San Carlos, and the same is true of Cebú and Iloílo.The seminary in Camarines Sur is called Nuestra Señora del Rosario, and that of Ilocos Sur is entitled Nuestra Señora de la Concepción.Furthermore, there is a naval academy in Manila, another of drawing and painting, a normal school for men teachers, chairs of bookkeeping, languages, and history, and a meteorological observatory.1The naval school was established in 1862, at the instance of the consulado of commerce. In it are taught arithmetic, elementary geometry, plane and spherical trigonometry, cosmography, pilotage, practical geometry applied to the construction of hydrographic maps and plans, and methods of drawing them, etc., etc.The academy of drawing and painting was instituted by the Hoard of Trade, March 1, 1849. Its classes consist of figure drawing, ornamentation, and modeling, both in nature and in colors.The normal school for the training of men teachers of primary instruction was created by royal decree of December 20, 1863, and was inaugurated January 23, 1865, under the direction of the fathers of the Society of Jesus.For young women, Manila has the beaterio ofSanta Catalina de Sena, instituted in 1696 for the general instruction of girls, and ruled over by a prioress chosen by the mothers; the beaterio-college of Santa Rita, created in 1740, for the education of Indian orphan girls; that of Santa Rosa, founded in 1750, for the purpose of educating poor girls; the college of La Concordia; that of Santa Isabel; and the municipal school for girls, directed by the sisters of charity.STATISTICS CONCERNING PRIMARY INSTRUCTIONAccording to theManual del viajero,2published in 1877, there are in all Filipinas, at the account of the State, 1,016 schools of primary instruction for boys, and 592 for girls, 98,761 attending the former, and 78,352 the latter, as follows:SchoolsPupils who attendBoysGirlsBoysGirlsIn Luzón59924444,41628,805Adjacent islands49283,9341,970Visayas30228443,28141,193Mindanao66367,0706,3841,01659298,76178,3511,608177,113According to data sent to the Statistics Board of Filipinas, and compiled by Señor Cavada,3the condition of public instruction in 1870 was as follows.PRIMARY INSTRUCTIONIsland of LuzónBoys.—Schools, 657; attendance, 118,652; read, 34,119; write, 25,374; talk Castilian, 2,165; ignorant, 56,994.Girls.—Schools, 439; attendance, 76,773; read, 19,447; write, 7,924; talk Castilian, 1,940; ignorant, 47,462.Visayas IslandsBoys.—Schools, 325; attendance, 98,687; read, 28,003; write, 23,518; talk Castilian, 3,062; ignorant, 44,104.Girls.—Schools, 317; attendance, 84,357; read, 25,978; write, 12,817; talk Castilian, 979; can sew, 22,380.Island of MindanaoBoys.—Schools, 22; attendance, 4,769; read, 1,547; write, 1,064; talk Castilian, 114; ignorant, 2,044.Girls.—Schools, 19; attendance, 2,669; read, 763; write, 130; talk Castilian, 58; ignorant, 1,718.INSTRUCTIONIsland of LuzónMales.—Read, 183,394; read and write, 194,628; ignorant, 1,051,823; talk Castilian, 48,206; ignorant of Castilian, 1,381,639.Females.—Read, 174,516; read and write, 50,082; ignorant, 1,119,994; talk Castilian, 26,844; ignorant of Castilian, 1,314,748.Visayan IslandsMales.—Read, 109,373; read and write, 125,187; ignorant, 628,960; talk Castilian, 21,466; ignorant of Castilian, 842,054.Females.—Read, 89,558; read and write, 49,681; ignorant, 731,240; talk Castilian, 9,019; ignorant of Castilian, 861,460.Island of MindanaoMales.—Read, 8,169; read and write, 5,733; ignorant, 62,534; talk Castilian, 76,436; ignorant of Castilian, 4,994.Females.—Read, 6,160; read and write, 1,510; ignorant, 60,721; talk Castilian, 68,391; ignorant of Castilian, 3,934.SECONDARY EDUCATIONAcademic course, 1883–84Registration of matriculationStudies of applicationCollege of Santo Tomás,3,561274Idemof San Juan de Letrán,Ateneo Municipal,66584Private schools (general studies),614SUPERIOR EDUCATIONAcademical course for 1883–84Registration of matriculationTheology,65Canon law,3Jurisprudence2324Notary,15Medicine,395Pharmacy,102Practitioners of medicine,72Practitioners of pharmacy,19Midwives,12By means of the incomplete data which precede, and it is a fact that they do not exist in more exact form or of more recent date in the Ministry of the Colonies, it is easy to recognize the great results which can be obtained in regard to making reading and writing general among the Indians, and in seeing that they learn the Castilian language, for only a very small fraction of them know it very superficially.Some advance has been made since the establishment of the normal school. But there is still much to do, and it is necessary that so crying a need be considered with the haste and decision that this important matter demands.The establishment of schools of arts and crafts will also be very convenient and useful, and truly they will be productive of great results. Everything which contributes to the propagation of the teaching of industries, to the creation of superintendents and assistants of public works, master-masons, andall that relates to these matters, ought to be encouraged, and must be an advantageous and efficacious blessing to the natives of that country, who are extremely skilful in all the imitative arts and crafts, rather than for the studies which demand the employment of the superior faculties of the intelligence.51The meteorological observatory was founded by the Jesuits in 1865, its main object being the discovery of the laws of the typhoons that rage in Oriental seas. Its other departments—seismatic, magnetic and astronomic—were added later. For the first five years the apparatus was very scarce, and most of that was lent by the Ateneo Municipal, but notwithstanding that, some excellent work was done in those early years. In 1870, the publication of a bulletin was begun, and new apparatus began to be installed. The first typhoon was forecast and notice of its coming given in 1879. Finally the government authorities made the observatory a central institution and placed it officially in charge of the Jesuits. In 1898, through the influence of the British meteorologist at Hongkong, the United States government ordered the coming of typhoons not to be announced, but the order was speedily revoked. Of this observatory Packard says in the Educational Report for 1897–98, pp. 973, 974: “The latest fruit of the scientific activity of the Jesuits, and the most important and best known scientific institution in the Philippines, and perhaps in the whole east, is the famous meteorological observatory of Manila, which was founded in 1865, and now has one of the most complete equipments for meteorological observations in the world. An important practical service which the observatory renders shipping is the warning of approaching hurricanes, which it is enabled to give by means of its branch stations at different points in several of the islands. The Jesuit father Faura, who is so well known for his meteorological work, has been for a long time in charge of the observatory, and began forecasting the weather as early as 1879. Expeditions have been made under his direction all over the archipelago, with a view to making magnetic and other observations.” See alsoArchipiélago Filipino, ii, pp. 5–16.↑2“Manual for the traveler:” a guide book, in which various interesting statistics are published.↑3Historia geográfica, geológico y estadistica de Filipinas(Manila, 1876), by Agustin de la Cavada y Mendez de Vigo. This author was for many years a State official in the Philippines. He died in Spain in 1894. See Pardo de Tavera’sBiblioteca filipina, p. 96.↑4The Indian and mestizo advocates, too abundant in that country, are a real calamity to it, and the same thing may be said of them as of the Indian secular clergy. They do not know the law, nor do they ever come to understand what they have studied. They obtained their certificate, thanks to the excessive tolerance of their professors, and once converted into licentiates and even doctors, they pay for their benefits and the honor which they have received by becoming outrageous anti-Spanish. They believe themselves superior to the latter, and dream of republics in which they can figure and strut. Their ridiculous hopes, and their vanity and deficiency would be excusable, if they did not deceive their simple countrymen in a nursery of litigation with their eagerness of defending evil causes. Such is, although it be a cause for regret, the general rule. See Montero y Vidal,Archipiélago Filipino, pp. 192, 193, note.↑5This is one of the needs that has been most apparent to the American authorities since 1898. The stress laid upon industrial training is evident from the many Filipinos among the government pupils now in the United States, who are being trained especially in agriculture and the various forms of engineering. Regarding trade schools and industrial instruction, seeReport of Philippine Commission, 1905, iv, p. 412.↑

PUBLIC INSTRUCTION

Public instruction is sufficiently far advanced in Filipinas, especially in what refers to primary instruction.It is strange to see that in the most remote villages, the majority of the Indians know how to read and even to write, having learned without teachers, and solely through the strength of their inclination and extraordinary patience.The public schools are better organized today, and have in charge of them teachers who have graduated from the normal school of Manila. It cannot fail to be worthy of striking the attention that almost all the boys and girls who attend the schools read Spanish without understanding it, and write our language by drawing the letters materially.Secondary education is studied in the college of San Juan de Letrán, created into an institute in 1820, in that of Santo Tomás, in charge of the Dominican fathers; in the Ateneo Municipal, under the direction of the Jesuits; in the college of San José, directed by the secular clergy; and in various private schools.Superior branches are studied in the royal and pontifical university of Santo Tomás, of Manila, founded at the beginning of the seventeenth century.It was erected under the name of College of Santo Tomás de Nuestra Señora de Rosario of Manila, August 15, 1619. Felipe IV approved it by a decree of November 27, 1623. Pope Innocent X conceded to this college on November 20, 1645, the title of university, and Clement XII extended its studies to civil and canonical law, and the other subjects that are studied in universities.It is pontifical, for the degrees which are conferred in it have canonical effect and supply ecclesiastics for determined charges, according to the bulls of Innocent X and Clement XII.It is in charge of the illustrious Dominican fathers, its founders, who fill the greater number of its chairs.With reference to the reform introduced by royal order of October 29, 1875, the studies necessary for the professions or jurisprudence and of the Church, and of medicine, pharmacy, and notary, are given in this institution.Manila has a seminary, called San Carlos, and the same is true of Cebú and Iloílo.The seminary in Camarines Sur is called Nuestra Señora del Rosario, and that of Ilocos Sur is entitled Nuestra Señora de la Concepción.Furthermore, there is a naval academy in Manila, another of drawing and painting, a normal school for men teachers, chairs of bookkeeping, languages, and history, and a meteorological observatory.1The naval school was established in 1862, at the instance of the consulado of commerce. In it are taught arithmetic, elementary geometry, plane and spherical trigonometry, cosmography, pilotage, practical geometry applied to the construction of hydrographic maps and plans, and methods of drawing them, etc., etc.The academy of drawing and painting was instituted by the Hoard of Trade, March 1, 1849. Its classes consist of figure drawing, ornamentation, and modeling, both in nature and in colors.The normal school for the training of men teachers of primary instruction was created by royal decree of December 20, 1863, and was inaugurated January 23, 1865, under the direction of the fathers of the Society of Jesus.For young women, Manila has the beaterio ofSanta Catalina de Sena, instituted in 1696 for the general instruction of girls, and ruled over by a prioress chosen by the mothers; the beaterio-college of Santa Rita, created in 1740, for the education of Indian orphan girls; that of Santa Rosa, founded in 1750, for the purpose of educating poor girls; the college of La Concordia; that of Santa Isabel; and the municipal school for girls, directed by the sisters of charity.STATISTICS CONCERNING PRIMARY INSTRUCTIONAccording to theManual del viajero,2published in 1877, there are in all Filipinas, at the account of the State, 1,016 schools of primary instruction for boys, and 592 for girls, 98,761 attending the former, and 78,352 the latter, as follows:SchoolsPupils who attendBoysGirlsBoysGirlsIn Luzón59924444,41628,805Adjacent islands49283,9341,970Visayas30228443,28141,193Mindanao66367,0706,3841,01659298,76178,3511,608177,113According to data sent to the Statistics Board of Filipinas, and compiled by Señor Cavada,3the condition of public instruction in 1870 was as follows.PRIMARY INSTRUCTIONIsland of LuzónBoys.—Schools, 657; attendance, 118,652; read, 34,119; write, 25,374; talk Castilian, 2,165; ignorant, 56,994.Girls.—Schools, 439; attendance, 76,773; read, 19,447; write, 7,924; talk Castilian, 1,940; ignorant, 47,462.Visayas IslandsBoys.—Schools, 325; attendance, 98,687; read, 28,003; write, 23,518; talk Castilian, 3,062; ignorant, 44,104.Girls.—Schools, 317; attendance, 84,357; read, 25,978; write, 12,817; talk Castilian, 979; can sew, 22,380.Island of MindanaoBoys.—Schools, 22; attendance, 4,769; read, 1,547; write, 1,064; talk Castilian, 114; ignorant, 2,044.Girls.—Schools, 19; attendance, 2,669; read, 763; write, 130; talk Castilian, 58; ignorant, 1,718.INSTRUCTIONIsland of LuzónMales.—Read, 183,394; read and write, 194,628; ignorant, 1,051,823; talk Castilian, 48,206; ignorant of Castilian, 1,381,639.Females.—Read, 174,516; read and write, 50,082; ignorant, 1,119,994; talk Castilian, 26,844; ignorant of Castilian, 1,314,748.Visayan IslandsMales.—Read, 109,373; read and write, 125,187; ignorant, 628,960; talk Castilian, 21,466; ignorant of Castilian, 842,054.Females.—Read, 89,558; read and write, 49,681; ignorant, 731,240; talk Castilian, 9,019; ignorant of Castilian, 861,460.Island of MindanaoMales.—Read, 8,169; read and write, 5,733; ignorant, 62,534; talk Castilian, 76,436; ignorant of Castilian, 4,994.Females.—Read, 6,160; read and write, 1,510; ignorant, 60,721; talk Castilian, 68,391; ignorant of Castilian, 3,934.SECONDARY EDUCATIONAcademic course, 1883–84Registration of matriculationStudies of applicationCollege of Santo Tomás,3,561274Idemof San Juan de Letrán,Ateneo Municipal,66584Private schools (general studies),614SUPERIOR EDUCATIONAcademical course for 1883–84Registration of matriculationTheology,65Canon law,3Jurisprudence2324Notary,15Medicine,395Pharmacy,102Practitioners of medicine,72Practitioners of pharmacy,19Midwives,12By means of the incomplete data which precede, and it is a fact that they do not exist in more exact form or of more recent date in the Ministry of the Colonies, it is easy to recognize the great results which can be obtained in regard to making reading and writing general among the Indians, and in seeing that they learn the Castilian language, for only a very small fraction of them know it very superficially.Some advance has been made since the establishment of the normal school. But there is still much to do, and it is necessary that so crying a need be considered with the haste and decision that this important matter demands.The establishment of schools of arts and crafts will also be very convenient and useful, and truly they will be productive of great results. Everything which contributes to the propagation of the teaching of industries, to the creation of superintendents and assistants of public works, master-masons, andall that relates to these matters, ought to be encouraged, and must be an advantageous and efficacious blessing to the natives of that country, who are extremely skilful in all the imitative arts and crafts, rather than for the studies which demand the employment of the superior faculties of the intelligence.5

Public instruction is sufficiently far advanced in Filipinas, especially in what refers to primary instruction.

It is strange to see that in the most remote villages, the majority of the Indians know how to read and even to write, having learned without teachers, and solely through the strength of their inclination and extraordinary patience.

The public schools are better organized today, and have in charge of them teachers who have graduated from the normal school of Manila. It cannot fail to be worthy of striking the attention that almost all the boys and girls who attend the schools read Spanish without understanding it, and write our language by drawing the letters materially.

Secondary education is studied in the college of San Juan de Letrán, created into an institute in 1820, in that of Santo Tomás, in charge of the Dominican fathers; in the Ateneo Municipal, under the direction of the Jesuits; in the college of San José, directed by the secular clergy; and in various private schools.

Superior branches are studied in the royal and pontifical university of Santo Tomás, of Manila, founded at the beginning of the seventeenth century.It was erected under the name of College of Santo Tomás de Nuestra Señora de Rosario of Manila, August 15, 1619. Felipe IV approved it by a decree of November 27, 1623. Pope Innocent X conceded to this college on November 20, 1645, the title of university, and Clement XII extended its studies to civil and canonical law, and the other subjects that are studied in universities.

It is pontifical, for the degrees which are conferred in it have canonical effect and supply ecclesiastics for determined charges, according to the bulls of Innocent X and Clement XII.

It is in charge of the illustrious Dominican fathers, its founders, who fill the greater number of its chairs.

With reference to the reform introduced by royal order of October 29, 1875, the studies necessary for the professions or jurisprudence and of the Church, and of medicine, pharmacy, and notary, are given in this institution.

Manila has a seminary, called San Carlos, and the same is true of Cebú and Iloílo.

The seminary in Camarines Sur is called Nuestra Señora del Rosario, and that of Ilocos Sur is entitled Nuestra Señora de la Concepción.

Furthermore, there is a naval academy in Manila, another of drawing and painting, a normal school for men teachers, chairs of bookkeeping, languages, and history, and a meteorological observatory.1

The naval school was established in 1862, at the instance of the consulado of commerce. In it are taught arithmetic, elementary geometry, plane and spherical trigonometry, cosmography, pilotage, practical geometry applied to the construction of hydrographic maps and plans, and methods of drawing them, etc., etc.

The academy of drawing and painting was instituted by the Hoard of Trade, March 1, 1849. Its classes consist of figure drawing, ornamentation, and modeling, both in nature and in colors.

The normal school for the training of men teachers of primary instruction was created by royal decree of December 20, 1863, and was inaugurated January 23, 1865, under the direction of the fathers of the Society of Jesus.

For young women, Manila has the beaterio ofSanta Catalina de Sena, instituted in 1696 for the general instruction of girls, and ruled over by a prioress chosen by the mothers; the beaterio-college of Santa Rita, created in 1740, for the education of Indian orphan girls; that of Santa Rosa, founded in 1750, for the purpose of educating poor girls; the college of La Concordia; that of Santa Isabel; and the municipal school for girls, directed by the sisters of charity.

STATISTICS CONCERNING PRIMARY INSTRUCTIONAccording to theManual del viajero,2published in 1877, there are in all Filipinas, at the account of the State, 1,016 schools of primary instruction for boys, and 592 for girls, 98,761 attending the former, and 78,352 the latter, as follows:SchoolsPupils who attendBoysGirlsBoysGirlsIn Luzón59924444,41628,805Adjacent islands49283,9341,970Visayas30228443,28141,193Mindanao66367,0706,3841,01659298,76178,3511,608177,113According to data sent to the Statistics Board of Filipinas, and compiled by Señor Cavada,3the condition of public instruction in 1870 was as follows.

STATISTICS CONCERNING PRIMARY INSTRUCTION

According to theManual del viajero,2published in 1877, there are in all Filipinas, at the account of the State, 1,016 schools of primary instruction for boys, and 592 for girls, 98,761 attending the former, and 78,352 the latter, as follows:SchoolsPupils who attendBoysGirlsBoysGirlsIn Luzón59924444,41628,805Adjacent islands49283,9341,970Visayas30228443,28141,193Mindanao66367,0706,3841,01659298,76178,3511,608177,113According to data sent to the Statistics Board of Filipinas, and compiled by Señor Cavada,3the condition of public instruction in 1870 was as follows.

According to theManual del viajero,2published in 1877, there are in all Filipinas, at the account of the State, 1,016 schools of primary instruction for boys, and 592 for girls, 98,761 attending the former, and 78,352 the latter, as follows:

SchoolsPupils who attendBoysGirlsBoysGirlsIn Luzón59924444,41628,805Adjacent islands49283,9341,970Visayas30228443,28141,193Mindanao66367,0706,3841,01659298,76178,3511,608177,113

According to data sent to the Statistics Board of Filipinas, and compiled by Señor Cavada,3the condition of public instruction in 1870 was as follows.

PRIMARY INSTRUCTIONIsland of LuzónBoys.—Schools, 657; attendance, 118,652; read, 34,119; write, 25,374; talk Castilian, 2,165; ignorant, 56,994.Girls.—Schools, 439; attendance, 76,773; read, 19,447; write, 7,924; talk Castilian, 1,940; ignorant, 47,462.Visayas IslandsBoys.—Schools, 325; attendance, 98,687; read, 28,003; write, 23,518; talk Castilian, 3,062; ignorant, 44,104.Girls.—Schools, 317; attendance, 84,357; read, 25,978; write, 12,817; talk Castilian, 979; can sew, 22,380.Island of MindanaoBoys.—Schools, 22; attendance, 4,769; read, 1,547; write, 1,064; talk Castilian, 114; ignorant, 2,044.Girls.—Schools, 19; attendance, 2,669; read, 763; write, 130; talk Castilian, 58; ignorant, 1,718.

PRIMARY INSTRUCTION

Island of LuzónBoys.—Schools, 657; attendance, 118,652; read, 34,119; write, 25,374; talk Castilian, 2,165; ignorant, 56,994.Girls.—Schools, 439; attendance, 76,773; read, 19,447; write, 7,924; talk Castilian, 1,940; ignorant, 47,462.Visayas IslandsBoys.—Schools, 325; attendance, 98,687; read, 28,003; write, 23,518; talk Castilian, 3,062; ignorant, 44,104.Girls.—Schools, 317; attendance, 84,357; read, 25,978; write, 12,817; talk Castilian, 979; can sew, 22,380.Island of MindanaoBoys.—Schools, 22; attendance, 4,769; read, 1,547; write, 1,064; talk Castilian, 114; ignorant, 2,044.Girls.—Schools, 19; attendance, 2,669; read, 763; write, 130; talk Castilian, 58; ignorant, 1,718.

Island of Luzón

Boys.—Schools, 657; attendance, 118,652; read, 34,119; write, 25,374; talk Castilian, 2,165; ignorant, 56,994.

Girls.—Schools, 439; attendance, 76,773; read, 19,447; write, 7,924; talk Castilian, 1,940; ignorant, 47,462.

Visayas Islands

Boys.—Schools, 325; attendance, 98,687; read, 28,003; write, 23,518; talk Castilian, 3,062; ignorant, 44,104.

Girls.—Schools, 317; attendance, 84,357; read, 25,978; write, 12,817; talk Castilian, 979; can sew, 22,380.

Island of Mindanao

Boys.—Schools, 22; attendance, 4,769; read, 1,547; write, 1,064; talk Castilian, 114; ignorant, 2,044.

Girls.—Schools, 19; attendance, 2,669; read, 763; write, 130; talk Castilian, 58; ignorant, 1,718.

INSTRUCTIONIsland of LuzónMales.—Read, 183,394; read and write, 194,628; ignorant, 1,051,823; talk Castilian, 48,206; ignorant of Castilian, 1,381,639.Females.—Read, 174,516; read and write, 50,082; ignorant, 1,119,994; talk Castilian, 26,844; ignorant of Castilian, 1,314,748.Visayan IslandsMales.—Read, 109,373; read and write, 125,187; ignorant, 628,960; talk Castilian, 21,466; ignorant of Castilian, 842,054.Females.—Read, 89,558; read and write, 49,681; ignorant, 731,240; talk Castilian, 9,019; ignorant of Castilian, 861,460.Island of MindanaoMales.—Read, 8,169; read and write, 5,733; ignorant, 62,534; talk Castilian, 76,436; ignorant of Castilian, 4,994.Females.—Read, 6,160; read and write, 1,510; ignorant, 60,721; talk Castilian, 68,391; ignorant of Castilian, 3,934.

INSTRUCTION

Island of LuzónMales.—Read, 183,394; read and write, 194,628; ignorant, 1,051,823; talk Castilian, 48,206; ignorant of Castilian, 1,381,639.Females.—Read, 174,516; read and write, 50,082; ignorant, 1,119,994; talk Castilian, 26,844; ignorant of Castilian, 1,314,748.Visayan IslandsMales.—Read, 109,373; read and write, 125,187; ignorant, 628,960; talk Castilian, 21,466; ignorant of Castilian, 842,054.Females.—Read, 89,558; read and write, 49,681; ignorant, 731,240; talk Castilian, 9,019; ignorant of Castilian, 861,460.Island of MindanaoMales.—Read, 8,169; read and write, 5,733; ignorant, 62,534; talk Castilian, 76,436; ignorant of Castilian, 4,994.Females.—Read, 6,160; read and write, 1,510; ignorant, 60,721; talk Castilian, 68,391; ignorant of Castilian, 3,934.

Island of Luzón

Males.—Read, 183,394; read and write, 194,628; ignorant, 1,051,823; talk Castilian, 48,206; ignorant of Castilian, 1,381,639.

Females.—Read, 174,516; read and write, 50,082; ignorant, 1,119,994; talk Castilian, 26,844; ignorant of Castilian, 1,314,748.

Visayan Islands

Males.—Read, 109,373; read and write, 125,187; ignorant, 628,960; talk Castilian, 21,466; ignorant of Castilian, 842,054.

Females.—Read, 89,558; read and write, 49,681; ignorant, 731,240; talk Castilian, 9,019; ignorant of Castilian, 861,460.

Island of Mindanao

Males.—Read, 8,169; read and write, 5,733; ignorant, 62,534; talk Castilian, 76,436; ignorant of Castilian, 4,994.

Females.—Read, 6,160; read and write, 1,510; ignorant, 60,721; talk Castilian, 68,391; ignorant of Castilian, 3,934.

SECONDARY EDUCATIONAcademic course, 1883–84Registration of matriculationStudies of applicationCollege of Santo Tomás,3,561274Idemof San Juan de Letrán,Ateneo Municipal,66584Private schools (general studies),614

SECONDARY EDUCATION

Academic course, 1883–84Registration of matriculationStudies of applicationCollege of Santo Tomás,3,561274Idemof San Juan de Letrán,Ateneo Municipal,66584Private schools (general studies),614

Academic course, 1883–84

Registration of matriculationStudies of applicationCollege of Santo Tomás,3,561274Idemof San Juan de Letrán,Ateneo Municipal,66584Private schools (general studies),614

SUPERIOR EDUCATIONAcademical course for 1883–84Registration of matriculationTheology,65Canon law,3Jurisprudence2324Notary,15Medicine,395Pharmacy,102Practitioners of medicine,72Practitioners of pharmacy,19Midwives,12By means of the incomplete data which precede, and it is a fact that they do not exist in more exact form or of more recent date in the Ministry of the Colonies, it is easy to recognize the great results which can be obtained in regard to making reading and writing general among the Indians, and in seeing that they learn the Castilian language, for only a very small fraction of them know it very superficially.Some advance has been made since the establishment of the normal school. But there is still much to do, and it is necessary that so crying a need be considered with the haste and decision that this important matter demands.The establishment of schools of arts and crafts will also be very convenient and useful, and truly they will be productive of great results. Everything which contributes to the propagation of the teaching of industries, to the creation of superintendents and assistants of public works, master-masons, andall that relates to these matters, ought to be encouraged, and must be an advantageous and efficacious blessing to the natives of that country, who are extremely skilful in all the imitative arts and crafts, rather than for the studies which demand the employment of the superior faculties of the intelligence.5

SUPERIOR EDUCATION

Academical course for 1883–84Registration of matriculationTheology,65Canon law,3Jurisprudence2324Notary,15Medicine,395Pharmacy,102Practitioners of medicine,72Practitioners of pharmacy,19Midwives,12By means of the incomplete data which precede, and it is a fact that they do not exist in more exact form or of more recent date in the Ministry of the Colonies, it is easy to recognize the great results which can be obtained in regard to making reading and writing general among the Indians, and in seeing that they learn the Castilian language, for only a very small fraction of them know it very superficially.Some advance has been made since the establishment of the normal school. But there is still much to do, and it is necessary that so crying a need be considered with the haste and decision that this important matter demands.The establishment of schools of arts and crafts will also be very convenient and useful, and truly they will be productive of great results. Everything which contributes to the propagation of the teaching of industries, to the creation of superintendents and assistants of public works, master-masons, andall that relates to these matters, ought to be encouraged, and must be an advantageous and efficacious blessing to the natives of that country, who are extremely skilful in all the imitative arts and crafts, rather than for the studies which demand the employment of the superior faculties of the intelligence.5

Academical course for 1883–84

Registration of matriculationTheology,65Canon law,3Jurisprudence2324Notary,15Medicine,395Pharmacy,102Practitioners of medicine,72Practitioners of pharmacy,19Midwives,12

By means of the incomplete data which precede, and it is a fact that they do not exist in more exact form or of more recent date in the Ministry of the Colonies, it is easy to recognize the great results which can be obtained in regard to making reading and writing general among the Indians, and in seeing that they learn the Castilian language, for only a very small fraction of them know it very superficially.

Some advance has been made since the establishment of the normal school. But there is still much to do, and it is necessary that so crying a need be considered with the haste and decision that this important matter demands.

The establishment of schools of arts and crafts will also be very convenient and useful, and truly they will be productive of great results. Everything which contributes to the propagation of the teaching of industries, to the creation of superintendents and assistants of public works, master-masons, andall that relates to these matters, ought to be encouraged, and must be an advantageous and efficacious blessing to the natives of that country, who are extremely skilful in all the imitative arts and crafts, rather than for the studies which demand the employment of the superior faculties of the intelligence.5

1The meteorological observatory was founded by the Jesuits in 1865, its main object being the discovery of the laws of the typhoons that rage in Oriental seas. Its other departments—seismatic, magnetic and astronomic—were added later. For the first five years the apparatus was very scarce, and most of that was lent by the Ateneo Municipal, but notwithstanding that, some excellent work was done in those early years. In 1870, the publication of a bulletin was begun, and new apparatus began to be installed. The first typhoon was forecast and notice of its coming given in 1879. Finally the government authorities made the observatory a central institution and placed it officially in charge of the Jesuits. In 1898, through the influence of the British meteorologist at Hongkong, the United States government ordered the coming of typhoons not to be announced, but the order was speedily revoked. Of this observatory Packard says in the Educational Report for 1897–98, pp. 973, 974: “The latest fruit of the scientific activity of the Jesuits, and the most important and best known scientific institution in the Philippines, and perhaps in the whole east, is the famous meteorological observatory of Manila, which was founded in 1865, and now has one of the most complete equipments for meteorological observations in the world. An important practical service which the observatory renders shipping is the warning of approaching hurricanes, which it is enabled to give by means of its branch stations at different points in several of the islands. The Jesuit father Faura, who is so well known for his meteorological work, has been for a long time in charge of the observatory, and began forecasting the weather as early as 1879. Expeditions have been made under his direction all over the archipelago, with a view to making magnetic and other observations.” See alsoArchipiélago Filipino, ii, pp. 5–16.↑2“Manual for the traveler:” a guide book, in which various interesting statistics are published.↑3Historia geográfica, geológico y estadistica de Filipinas(Manila, 1876), by Agustin de la Cavada y Mendez de Vigo. This author was for many years a State official in the Philippines. He died in Spain in 1894. See Pardo de Tavera’sBiblioteca filipina, p. 96.↑4The Indian and mestizo advocates, too abundant in that country, are a real calamity to it, and the same thing may be said of them as of the Indian secular clergy. They do not know the law, nor do they ever come to understand what they have studied. They obtained their certificate, thanks to the excessive tolerance of their professors, and once converted into licentiates and even doctors, they pay for their benefits and the honor which they have received by becoming outrageous anti-Spanish. They believe themselves superior to the latter, and dream of republics in which they can figure and strut. Their ridiculous hopes, and their vanity and deficiency would be excusable, if they did not deceive their simple countrymen in a nursery of litigation with their eagerness of defending evil causes. Such is, although it be a cause for regret, the general rule. See Montero y Vidal,Archipiélago Filipino, pp. 192, 193, note.↑5This is one of the needs that has been most apparent to the American authorities since 1898. The stress laid upon industrial training is evident from the many Filipinos among the government pupils now in the United States, who are being trained especially in agriculture and the various forms of engineering. Regarding trade schools and industrial instruction, seeReport of Philippine Commission, 1905, iv, p. 412.↑

1The meteorological observatory was founded by the Jesuits in 1865, its main object being the discovery of the laws of the typhoons that rage in Oriental seas. Its other departments—seismatic, magnetic and astronomic—were added later. For the first five years the apparatus was very scarce, and most of that was lent by the Ateneo Municipal, but notwithstanding that, some excellent work was done in those early years. In 1870, the publication of a bulletin was begun, and new apparatus began to be installed. The first typhoon was forecast and notice of its coming given in 1879. Finally the government authorities made the observatory a central institution and placed it officially in charge of the Jesuits. In 1898, through the influence of the British meteorologist at Hongkong, the United States government ordered the coming of typhoons not to be announced, but the order was speedily revoked. Of this observatory Packard says in the Educational Report for 1897–98, pp. 973, 974: “The latest fruit of the scientific activity of the Jesuits, and the most important and best known scientific institution in the Philippines, and perhaps in the whole east, is the famous meteorological observatory of Manila, which was founded in 1865, and now has one of the most complete equipments for meteorological observations in the world. An important practical service which the observatory renders shipping is the warning of approaching hurricanes, which it is enabled to give by means of its branch stations at different points in several of the islands. The Jesuit father Faura, who is so well known for his meteorological work, has been for a long time in charge of the observatory, and began forecasting the weather as early as 1879. Expeditions have been made under his direction all over the archipelago, with a view to making magnetic and other observations.” See alsoArchipiélago Filipino, ii, pp. 5–16.↑

2“Manual for the traveler:” a guide book, in which various interesting statistics are published.↑

3Historia geográfica, geológico y estadistica de Filipinas(Manila, 1876), by Agustin de la Cavada y Mendez de Vigo. This author was for many years a State official in the Philippines. He died in Spain in 1894. See Pardo de Tavera’sBiblioteca filipina, p. 96.↑

4The Indian and mestizo advocates, too abundant in that country, are a real calamity to it, and the same thing may be said of them as of the Indian secular clergy. They do not know the law, nor do they ever come to understand what they have studied. They obtained their certificate, thanks to the excessive tolerance of their professors, and once converted into licentiates and even doctors, they pay for their benefits and the honor which they have received by becoming outrageous anti-Spanish. They believe themselves superior to the latter, and dream of republics in which they can figure and strut. Their ridiculous hopes, and their vanity and deficiency would be excusable, if they did not deceive their simple countrymen in a nursery of litigation with their eagerness of defending evil causes. Such is, although it be a cause for regret, the general rule. See Montero y Vidal,Archipiélago Filipino, pp. 192, 193, note.↑

5This is one of the needs that has been most apparent to the American authorities since 1898. The stress laid upon industrial training is evident from the many Filipinos among the government pupils now in the United States, who are being trained especially in agriculture and the various forms of engineering. Regarding trade schools and industrial instruction, seeReport of Philippine Commission, 1905, iv, p. 412.↑

GIRLS’ SCHOOLS IN MANILA AND THE PROVINCESThere are four colleges for the education of girls without taking into consideration the municipal school of Manila,1and the college of Santa Isabel, of Nueva Cáceres.2These are the college of Santa Isabel, that of Santa Rosa, that of Santa Catalina, and that of La Concordia, also called college of the Immaculate Conception, all located in the capital of the archipelago. Of all these institutions, the oldest is the college of Santa Isabel, founded in 1632 for the education of Spanish orphan girls by a pious foundation called the Santa Misericordia. In 1650, the first regulations for the government of the same were issued, which continued in force until 1813, when they were revised. The college is supported from part of the interest derived from the Misericordia legacy, administered by a board, of which the civil governor of Manila is the president. It also enjoys a grant of land in Tagudín, province of Pangasinán, by a royal cedula of March 14, 1680, which produces an income of 600 pesos per annum.Until the beginning of the present century, nearly 13,060 girls had been educated in this institution.In 1861, the governor-general of the archipelago added the royal college of Santa Potenciana to the college of Santa Isabel.3The former was composed of the orphan daughters of military men, and was a most ancient and beneficent institution, founded about the end of the sixteenth century by Perez Dasmariñas. It afforded shelter and protection to the orphan daughters of military men who had succumbed to the climatological influences of this country, or had died in the defense of their country.The colleges were under the protection of private ladies and afforded quite sufficient instruction. In 1863, the sisters of charity assumed charge of the same, to the great advantage of the college and of the morality of the pupils.In 1879, the college underwent a considerable reformation by order of Governor-general Moriones, who gave the college a new set of regulations and opened its doors to day pupils and half-boarders, and in 1880 the board of directors established new chairs, which make this establishment one of the most complete for the education of European young ladies.Girls admitted are given a dowry of 500 pesos, but under the condition that they must first secure the title of teacher, without which requisite, even though they get married, they are given nothing. When they have concluded their studies, they engage in work, and the college reserves to them one-halfof what they earn, which is added to their dowry.4Retreat and college of Santa CatalinaThe college of Santa Catalina follows next in order of antiquity to the college of Santa Isabel. It was founded in 1696 by the provincial, then belonging to the Dominican order, the very reverend father, Juan de Santo Domingo.There were purchased for the purposes of the college, at the account of the province of Santísimo Rosario, some houses adjoining the convent of Santo Domingo, to serve as an asylum to the young ladies who desire to consecrate therein their virginity to the Lord.The institution was inaugurated on the day of St. Ann, of the year mentioned, after the approval of the rules to be observed, in conformity with the spirit and statutes of the Tertiary Order of St. Dominic, with some modifications for the proper interior régime, based upon the principal laws and ordinations of the province of Santísimo Rosario. On this day some ladies who had long before adopted the dress of the Tertiary order, took the vows, binding themselves to the strictest observance of the new rule, and taking the three religious vows with all the necessary formalities.Among the new nuns was the sister of Mother Francisca, who, in order to adopt the Dominican vestments, left the rectorate of Santa Isabel.The new retreat was given for a patron, the seraphic mother, Santa Catalina de Sena. It was also ordered that there should be only fifteen choir nuns,in honor of the mysteries of the rosary, with some lay sisters to attend to the material service.The foundation of this retreat was approved by a royal despatch signed February 17, 1716, which put an end to the various petitions which had been submitted to the court against its installation. In 1732, a new cedula granted the retreat the right to have a church with a bell, and prescribed, at the same time, that the inmates were not required to observe retirement by a rigid vow, but only for the purposes of good administration.The practice observed is that the sisters never pass through the inside door of the convent, which is in charge of one of the gravest sisters, but any person can enter it with express permission from the provincial.Although in the beginning, the college of Santa Catalina was nothing but a house, to which Spanish ladies, desirous of renouncing the vanities of the world and of devoting themselves entirely to the service of God, retired, the Dominican order did not long delay in assigning some of the sisters to instruction in a college. From that time, the retreat took the character of a college, where the pupils, at the same time that they were instructed in reading, writing, Christian doctrine, and other work suitable to their sex, learned to practice virtue.In 1865, it was deemed proper to increase the number of sisters fixed when the retreat was established, in order to be able to extend instruction further, and thus place the college on the same level as the best equipped colleges of the same class in this capital.The inmates of this institution are not permitted to leave it without good cause.They may be visited by their parents and other friends and acquaintances in a reception room located near the door of the college.After the earthquakes of 1880, notable improvements were made in the material part of the building;5and at the present time, in the departments necessary for the good service of the college, this establishment has a spacious working-room, large class-rooms, well-ventilated dormitories, a beautiful bathroom, and an ample and capacious dining-hall.The retreat is managed by a prioress, elected every three years by the sisters, who acts, at the same time, as the mother superior of the college; at the head of the latter, nevertheless, there is a directress in charge of the instruction.The spiritual direction of the retreat and college is in charge of a father of the order, appointed by the corporation for the charge of vicar.6College of Santa RosaThis establishment was founded in 1750 by the Paulist Mother de la Trinidad, a nun of the Tertiary Order of St. Dominic. She arrived in Manila the preceding year, whither she had resolved to come from the Peninsula, desirous of consecrating herself to the good of others. Being convinced that the greatest service she could render the public was to establish an educational institution, she immediately took steps to carry out her holy work, and in a short time by her ardent zeal she secured sufficient funds for the establishment of a retreat, where she supportedon charity a certain number of native young women for the purpose of educating them in the fear of God, in Christian doctrine, and in all exercises suitable for a woman. This was done so that, whether they left the retreat of their own will and married or remained therein, they would develop strong moral principles.His Majesty has taken this college under his royal protection, and the regent of the Audiencia supervises it in his name, with the corresponding powers.The spiritual direction is, at the present time, entrusted by the archbishop to the very reverend Fray José Corujedo, former provincial of the corporation of St. Augustine.Up to January 26, 1866, the education of the girls was in charge of elderly ladies, of well-known education and virtue, who acted as teachers; but, on this date, by superior order, the sisters of charity undertook the direction of the institution, which they discharged to the satisfaction of all.7College of La Concordia or of the Immaculate ConceptionIn the town of Paco, a suburb of Manila, there is a college, which was inaugurated May 3, 1868, ordinarily called the college of the Concordia. The entire grounds and part of the building, which now serves as a college, were piously donated to the sisters of charity by a charitable lady named Margarita Roxas, whose picture is exhibited in the reception room. Five-sixths of said college have been built since its foundation.This college is the exclusive property of the sisters of charity, who act at the same time as teacherstherein. It occupies a very picturesque and open position on a beautiful plain between the towns of Paco and of Santa Ana, and has very capacious and well-ventilated rooms.It is the central building of the sisters of charity of the Philippines, and usually a priest of the congregation of the mission, entrusted with the spiritual direction of the college, lives therein.The studies and work in this college and the distribution of classes are identical with those of other colleges.From the date of the foundation of the college, up to the present year, 62 pupils have been examined for teachers, of whom 35 were classed as excellent, 17 as good, and 10 passed.8Asylum of St. Vincent of PaulThis institution is situated in Paco, a suburb of Manila, in the barrio of Looban. The building and its grounds, belong to Sister Asunción Ventura, a sister of charity, who, being anxious for the welfare of poor girls, donated it to the congregation of the sisters of charity, in order that said building should be used as an asylum for the education of about 30 poor girls. The institution was inaugurated on November 26, 1885. Pay pupils are also admitted for the moderate fee of 6 pesos per month.The sisters of charity of this institution number 5.Boarding pupils,37Poor pupils,45Servants,9Total,91The pupils are taught Christian doctrine, reading, writing, Spanish grammar, and the four rules of arithmetic. They are also instructed in the work of their sex—sewing, embroidering, the making of artificial flowers, and some in housework, such as cleaning, cooking, washing clothes, etc.College of San José de JaroOn May 1, 1872, the sisters of charity opened, with the permission of the vice-royal patron, the college of San José, in Iloílo, for the instruction and education of girls. In doing this, they acceded to the wishes expressed by some good Spaniards and some principal citizens, and supplied a want in that capital. This college continued in existence until 1877, when it was closed on account of the lack of funds, as it had no funds but those derived from the fees of the pupils, who were very few toward the end.Fray Mariano Cortero, bishop of Jaro, availed himself of the opportunity to call the sisters to his city, and placed the school in their charge. A house was leased, and beside it a frame building was constructed for school purposes, able to accommodate about 200 girls. Up to 1881, no boarding pupils were accepted, on account of the lack of room; but later, at the request of some families, some girls were admitted, the number of whom gradually increased to 50—too large a number for so small a house. This led to the necessity of enlarging the building, which was done by raising the school roof, and making an upper story, by which means a large and spacious room was scoured as a dormitory for the girls, besides a beautiful chapel.Instruction is divided into three classes—superior,secondary, and primary. In the lowest class, reading and Christian doctrine are taught. In the secondary class, Christian doctrine, reading, writing, sacred history, and arithmetic are taught. In the superior class, the reading of printed and written matter is taught, as well as the writing of Spanish and English characters, geography, sacred and profane history, and arithmetic, as well as piano for those who wish. They are also instructed in the work of their sex—sewing, embroidering, artificial flowers, etc.Convent of San IgnacioIts foundation dates back to the year 1699, and it was directed by the fathers of the Society of Jesus until they were expelled in the last century, when it passed to the charge of the provisor of this archbishopric. Its original object seems to have been that of educating native girls in the fear of God, and to give them primary instruction and instruction in the work of their sex. This retreat serves as an asylum for devout women.Since 1883, a school has been established in this retreat, with three teachers. They teach reading from the first letters, Christian doctrine, compendium of morals, sacred history, courtesy, arithmetic, Spanish grammar to the analysis of analogy, and in addition they have every week an explanation of the gospel, in charge of a priest of the secular clergy.Needle-work is taught from the first stitches to the finest embroidery.Oil painting is also done in this institution, and we have a teacher of embroidery, who is an expert in this art, and whose work is much applauded.”9[The following girls’ schools are noted also byArchipiélago Filipino, i, p. 353.]Schools for the education of girls, which, without having the rank of normal schools, exist outside the capital of the archipelago, are principally the four following, the first three of which are in charge of the Dominican nuns.That of Nuestra Señora del Rosario, founded in Lingayén (Pangasinán), in 1890, with 60 pupils; that of Santa Imelda, founded in Tuguegarao (Cagayán de Luzón), in 1892, with 81 pupils; that of Nuestra Señora del Rosario, in Vigan (Ilocos Sur), with 90 pupils; and finally, that of San José de Jaro, under the direction of the sisters of charity, with 116 resident pupils, 160 day, and 14 half-boarders.Lastly, centers also devoted to the instruction of girls are the Real Casa de Misericordia in Cebú, the beaterio of the Society of Jesus in Manila, and those of Santa Rita in Pasig, and San Sebastián in Calumpang. However, we shall not review them here, as they are chiefly religious institutions.1SeeVOL. XLVI, appendix, for the regulations of the municipal school for girls.↑2Seeut supra.↑3The school or college of Santa Potenciana was suppressed in 1865, and its building became the provisional palace of the governor general. Its collegiates reduced to twelve were transferred to the school of Santa Isabel. See Barrantes’sInstrucción primaria en Filipinas(Manila, 1869), pp. 17, 18, note.↑4See an account of this school inArchipiélago Filipino, i, p. 352.↑5SeeArchipiélago Filipino, ii, pp. 280et seq., for data regarding earthquakes in the Philippines. A number of shocks are recorded for 1880, but none especially disastrous.↑6See alsoArchipiélago Filipino, i, pp. 352, 353.↑7See alsoArchipiélago Filipino, i, p. 353.↑8See alsoArchipiélago Filipino, i, p. 353.↑9The following results of a table show the following statistics in regard to girls’ schools between the years 1864–1883. Santa Catalina: boarding pupils, 1,617; teachers, 7. Santa Rosa: boarding pupils, 2,959; teachers, 23. Concordia: boarding pupils, 2,103; day pupils, 623; teachers, 32. Santa Isabel: free boarding pupils, 475; pay boarding pupils, 149; day pupils, 112. Municipal school: day pupils, 5,163; teachers, 74; awards conferred, 332; accesit, 1,058. The instruction given in these institutions was always under the immediate direction of the friars, and was consequently of a religious character. Some of them were known asbeateriosor retreats, institutions devoted primarily to religious practice. Primary and secondary instruction were both given. In some of them the instruction was very poor, as many of the scholars graduated without knowing how to speak Spanish. It was only in the college of Santa Isabel, in the municipal school, and in some private schools that adequate instruction was given. Some of these colleges were houses of recreation or of rest rather than educational institutions, where not only girls, but women, both married and single, went to pass some time, for the purpose of change or to renew their clothing. Girls from the provinces often attended the schools in Manila to learn the social manners and polish of the capital, but they often failed of their purpose, for social education was frequently neglected in them. The class distinction between Spanish, mestizo, and Filipino girls was unfortunately inculcated. The principal ends of the sisters of charity being the care of their convents and hospitals, they could not obtain as good results in education as if their time had been spent entirely in that field. SeeCensus of Philippines, iii, pp. 620, 621.↑

GIRLS’ SCHOOLS IN MANILA AND THE PROVINCES

There are four colleges for the education of girls without taking into consideration the municipal school of Manila,1and the college of Santa Isabel, of Nueva Cáceres.2These are the college of Santa Isabel, that of Santa Rosa, that of Santa Catalina, and that of La Concordia, also called college of the Immaculate Conception, all located in the capital of the archipelago. Of all these institutions, the oldest is the college of Santa Isabel, founded in 1632 for the education of Spanish orphan girls by a pious foundation called the Santa Misericordia. In 1650, the first regulations for the government of the same were issued, which continued in force until 1813, when they were revised. The college is supported from part of the interest derived from the Misericordia legacy, administered by a board, of which the civil governor of Manila is the president. It also enjoys a grant of land in Tagudín, province of Pangasinán, by a royal cedula of March 14, 1680, which produces an income of 600 pesos per annum.Until the beginning of the present century, nearly 13,060 girls had been educated in this institution.In 1861, the governor-general of the archipelago added the royal college of Santa Potenciana to the college of Santa Isabel.3The former was composed of the orphan daughters of military men, and was a most ancient and beneficent institution, founded about the end of the sixteenth century by Perez Dasmariñas. It afforded shelter and protection to the orphan daughters of military men who had succumbed to the climatological influences of this country, or had died in the defense of their country.The colleges were under the protection of private ladies and afforded quite sufficient instruction. In 1863, the sisters of charity assumed charge of the same, to the great advantage of the college and of the morality of the pupils.In 1879, the college underwent a considerable reformation by order of Governor-general Moriones, who gave the college a new set of regulations and opened its doors to day pupils and half-boarders, and in 1880 the board of directors established new chairs, which make this establishment one of the most complete for the education of European young ladies.Girls admitted are given a dowry of 500 pesos, but under the condition that they must first secure the title of teacher, without which requisite, even though they get married, they are given nothing. When they have concluded their studies, they engage in work, and the college reserves to them one-halfof what they earn, which is added to their dowry.4Retreat and college of Santa CatalinaThe college of Santa Catalina follows next in order of antiquity to the college of Santa Isabel. It was founded in 1696 by the provincial, then belonging to the Dominican order, the very reverend father, Juan de Santo Domingo.There were purchased for the purposes of the college, at the account of the province of Santísimo Rosario, some houses adjoining the convent of Santo Domingo, to serve as an asylum to the young ladies who desire to consecrate therein their virginity to the Lord.The institution was inaugurated on the day of St. Ann, of the year mentioned, after the approval of the rules to be observed, in conformity with the spirit and statutes of the Tertiary Order of St. Dominic, with some modifications for the proper interior régime, based upon the principal laws and ordinations of the province of Santísimo Rosario. On this day some ladies who had long before adopted the dress of the Tertiary order, took the vows, binding themselves to the strictest observance of the new rule, and taking the three religious vows with all the necessary formalities.Among the new nuns was the sister of Mother Francisca, who, in order to adopt the Dominican vestments, left the rectorate of Santa Isabel.The new retreat was given for a patron, the seraphic mother, Santa Catalina de Sena. It was also ordered that there should be only fifteen choir nuns,in honor of the mysteries of the rosary, with some lay sisters to attend to the material service.The foundation of this retreat was approved by a royal despatch signed February 17, 1716, which put an end to the various petitions which had been submitted to the court against its installation. In 1732, a new cedula granted the retreat the right to have a church with a bell, and prescribed, at the same time, that the inmates were not required to observe retirement by a rigid vow, but only for the purposes of good administration.The practice observed is that the sisters never pass through the inside door of the convent, which is in charge of one of the gravest sisters, but any person can enter it with express permission from the provincial.Although in the beginning, the college of Santa Catalina was nothing but a house, to which Spanish ladies, desirous of renouncing the vanities of the world and of devoting themselves entirely to the service of God, retired, the Dominican order did not long delay in assigning some of the sisters to instruction in a college. From that time, the retreat took the character of a college, where the pupils, at the same time that they were instructed in reading, writing, Christian doctrine, and other work suitable to their sex, learned to practice virtue.In 1865, it was deemed proper to increase the number of sisters fixed when the retreat was established, in order to be able to extend instruction further, and thus place the college on the same level as the best equipped colleges of the same class in this capital.The inmates of this institution are not permitted to leave it without good cause.They may be visited by their parents and other friends and acquaintances in a reception room located near the door of the college.After the earthquakes of 1880, notable improvements were made in the material part of the building;5and at the present time, in the departments necessary for the good service of the college, this establishment has a spacious working-room, large class-rooms, well-ventilated dormitories, a beautiful bathroom, and an ample and capacious dining-hall.The retreat is managed by a prioress, elected every three years by the sisters, who acts, at the same time, as the mother superior of the college; at the head of the latter, nevertheless, there is a directress in charge of the instruction.The spiritual direction of the retreat and college is in charge of a father of the order, appointed by the corporation for the charge of vicar.6College of Santa RosaThis establishment was founded in 1750 by the Paulist Mother de la Trinidad, a nun of the Tertiary Order of St. Dominic. She arrived in Manila the preceding year, whither she had resolved to come from the Peninsula, desirous of consecrating herself to the good of others. Being convinced that the greatest service she could render the public was to establish an educational institution, she immediately took steps to carry out her holy work, and in a short time by her ardent zeal she secured sufficient funds for the establishment of a retreat, where she supportedon charity a certain number of native young women for the purpose of educating them in the fear of God, in Christian doctrine, and in all exercises suitable for a woman. This was done so that, whether they left the retreat of their own will and married or remained therein, they would develop strong moral principles.His Majesty has taken this college under his royal protection, and the regent of the Audiencia supervises it in his name, with the corresponding powers.The spiritual direction is, at the present time, entrusted by the archbishop to the very reverend Fray José Corujedo, former provincial of the corporation of St. Augustine.Up to January 26, 1866, the education of the girls was in charge of elderly ladies, of well-known education and virtue, who acted as teachers; but, on this date, by superior order, the sisters of charity undertook the direction of the institution, which they discharged to the satisfaction of all.7College of La Concordia or of the Immaculate ConceptionIn the town of Paco, a suburb of Manila, there is a college, which was inaugurated May 3, 1868, ordinarily called the college of the Concordia. The entire grounds and part of the building, which now serves as a college, were piously donated to the sisters of charity by a charitable lady named Margarita Roxas, whose picture is exhibited in the reception room. Five-sixths of said college have been built since its foundation.This college is the exclusive property of the sisters of charity, who act at the same time as teacherstherein. It occupies a very picturesque and open position on a beautiful plain between the towns of Paco and of Santa Ana, and has very capacious and well-ventilated rooms.It is the central building of the sisters of charity of the Philippines, and usually a priest of the congregation of the mission, entrusted with the spiritual direction of the college, lives therein.The studies and work in this college and the distribution of classes are identical with those of other colleges.From the date of the foundation of the college, up to the present year, 62 pupils have been examined for teachers, of whom 35 were classed as excellent, 17 as good, and 10 passed.8Asylum of St. Vincent of PaulThis institution is situated in Paco, a suburb of Manila, in the barrio of Looban. The building and its grounds, belong to Sister Asunción Ventura, a sister of charity, who, being anxious for the welfare of poor girls, donated it to the congregation of the sisters of charity, in order that said building should be used as an asylum for the education of about 30 poor girls. The institution was inaugurated on November 26, 1885. Pay pupils are also admitted for the moderate fee of 6 pesos per month.The sisters of charity of this institution number 5.Boarding pupils,37Poor pupils,45Servants,9Total,91The pupils are taught Christian doctrine, reading, writing, Spanish grammar, and the four rules of arithmetic. They are also instructed in the work of their sex—sewing, embroidering, the making of artificial flowers, and some in housework, such as cleaning, cooking, washing clothes, etc.College of San José de JaroOn May 1, 1872, the sisters of charity opened, with the permission of the vice-royal patron, the college of San José, in Iloílo, for the instruction and education of girls. In doing this, they acceded to the wishes expressed by some good Spaniards and some principal citizens, and supplied a want in that capital. This college continued in existence until 1877, when it was closed on account of the lack of funds, as it had no funds but those derived from the fees of the pupils, who were very few toward the end.Fray Mariano Cortero, bishop of Jaro, availed himself of the opportunity to call the sisters to his city, and placed the school in their charge. A house was leased, and beside it a frame building was constructed for school purposes, able to accommodate about 200 girls. Up to 1881, no boarding pupils were accepted, on account of the lack of room; but later, at the request of some families, some girls were admitted, the number of whom gradually increased to 50—too large a number for so small a house. This led to the necessity of enlarging the building, which was done by raising the school roof, and making an upper story, by which means a large and spacious room was scoured as a dormitory for the girls, besides a beautiful chapel.Instruction is divided into three classes—superior,secondary, and primary. In the lowest class, reading and Christian doctrine are taught. In the secondary class, Christian doctrine, reading, writing, sacred history, and arithmetic are taught. In the superior class, the reading of printed and written matter is taught, as well as the writing of Spanish and English characters, geography, sacred and profane history, and arithmetic, as well as piano for those who wish. They are also instructed in the work of their sex—sewing, embroidering, artificial flowers, etc.Convent of San IgnacioIts foundation dates back to the year 1699, and it was directed by the fathers of the Society of Jesus until they were expelled in the last century, when it passed to the charge of the provisor of this archbishopric. Its original object seems to have been that of educating native girls in the fear of God, and to give them primary instruction and instruction in the work of their sex. This retreat serves as an asylum for devout women.Since 1883, a school has been established in this retreat, with three teachers. They teach reading from the first letters, Christian doctrine, compendium of morals, sacred history, courtesy, arithmetic, Spanish grammar to the analysis of analogy, and in addition they have every week an explanation of the gospel, in charge of a priest of the secular clergy.Needle-work is taught from the first stitches to the finest embroidery.Oil painting is also done in this institution, and we have a teacher of embroidery, who is an expert in this art, and whose work is much applauded.”9[The following girls’ schools are noted also byArchipiélago Filipino, i, p. 353.]Schools for the education of girls, which, without having the rank of normal schools, exist outside the capital of the archipelago, are principally the four following, the first three of which are in charge of the Dominican nuns.That of Nuestra Señora del Rosario, founded in Lingayén (Pangasinán), in 1890, with 60 pupils; that of Santa Imelda, founded in Tuguegarao (Cagayán de Luzón), in 1892, with 81 pupils; that of Nuestra Señora del Rosario, in Vigan (Ilocos Sur), with 90 pupils; and finally, that of San José de Jaro, under the direction of the sisters of charity, with 116 resident pupils, 160 day, and 14 half-boarders.Lastly, centers also devoted to the instruction of girls are the Real Casa de Misericordia in Cebú, the beaterio of the Society of Jesus in Manila, and those of Santa Rita in Pasig, and San Sebastián in Calumpang. However, we shall not review them here, as they are chiefly religious institutions.

There are four colleges for the education of girls without taking into consideration the municipal school of Manila,1and the college of Santa Isabel, of Nueva Cáceres.2These are the college of Santa Isabel, that of Santa Rosa, that of Santa Catalina, and that of La Concordia, also called college of the Immaculate Conception, all located in the capital of the archipelago. Of all these institutions, the oldest is the college of Santa Isabel, founded in 1632 for the education of Spanish orphan girls by a pious foundation called the Santa Misericordia. In 1650, the first regulations for the government of the same were issued, which continued in force until 1813, when they were revised. The college is supported from part of the interest derived from the Misericordia legacy, administered by a board, of which the civil governor of Manila is the president. It also enjoys a grant of land in Tagudín, province of Pangasinán, by a royal cedula of March 14, 1680, which produces an income of 600 pesos per annum.

Until the beginning of the present century, nearly 13,060 girls had been educated in this institution.

In 1861, the governor-general of the archipelago added the royal college of Santa Potenciana to the college of Santa Isabel.3The former was composed of the orphan daughters of military men, and was a most ancient and beneficent institution, founded about the end of the sixteenth century by Perez Dasmariñas. It afforded shelter and protection to the orphan daughters of military men who had succumbed to the climatological influences of this country, or had died in the defense of their country.

The colleges were under the protection of private ladies and afforded quite sufficient instruction. In 1863, the sisters of charity assumed charge of the same, to the great advantage of the college and of the morality of the pupils.

In 1879, the college underwent a considerable reformation by order of Governor-general Moriones, who gave the college a new set of regulations and opened its doors to day pupils and half-boarders, and in 1880 the board of directors established new chairs, which make this establishment one of the most complete for the education of European young ladies.

Girls admitted are given a dowry of 500 pesos, but under the condition that they must first secure the title of teacher, without which requisite, even though they get married, they are given nothing. When they have concluded their studies, they engage in work, and the college reserves to them one-halfof what they earn, which is added to their dowry.4

Retreat and college of Santa Catalina

The college of Santa Catalina follows next in order of antiquity to the college of Santa Isabel. It was founded in 1696 by the provincial, then belonging to the Dominican order, the very reverend father, Juan de Santo Domingo.

There were purchased for the purposes of the college, at the account of the province of Santísimo Rosario, some houses adjoining the convent of Santo Domingo, to serve as an asylum to the young ladies who desire to consecrate therein their virginity to the Lord.

The institution was inaugurated on the day of St. Ann, of the year mentioned, after the approval of the rules to be observed, in conformity with the spirit and statutes of the Tertiary Order of St. Dominic, with some modifications for the proper interior régime, based upon the principal laws and ordinations of the province of Santísimo Rosario. On this day some ladies who had long before adopted the dress of the Tertiary order, took the vows, binding themselves to the strictest observance of the new rule, and taking the three religious vows with all the necessary formalities.

Among the new nuns was the sister of Mother Francisca, who, in order to adopt the Dominican vestments, left the rectorate of Santa Isabel.

The new retreat was given for a patron, the seraphic mother, Santa Catalina de Sena. It was also ordered that there should be only fifteen choir nuns,in honor of the mysteries of the rosary, with some lay sisters to attend to the material service.

The foundation of this retreat was approved by a royal despatch signed February 17, 1716, which put an end to the various petitions which had been submitted to the court against its installation. In 1732, a new cedula granted the retreat the right to have a church with a bell, and prescribed, at the same time, that the inmates were not required to observe retirement by a rigid vow, but only for the purposes of good administration.

The practice observed is that the sisters never pass through the inside door of the convent, which is in charge of one of the gravest sisters, but any person can enter it with express permission from the provincial.

Although in the beginning, the college of Santa Catalina was nothing but a house, to which Spanish ladies, desirous of renouncing the vanities of the world and of devoting themselves entirely to the service of God, retired, the Dominican order did not long delay in assigning some of the sisters to instruction in a college. From that time, the retreat took the character of a college, where the pupils, at the same time that they were instructed in reading, writing, Christian doctrine, and other work suitable to their sex, learned to practice virtue.

In 1865, it was deemed proper to increase the number of sisters fixed when the retreat was established, in order to be able to extend instruction further, and thus place the college on the same level as the best equipped colleges of the same class in this capital.

The inmates of this institution are not permitted to leave it without good cause.

They may be visited by their parents and other friends and acquaintances in a reception room located near the door of the college.

After the earthquakes of 1880, notable improvements were made in the material part of the building;5and at the present time, in the departments necessary for the good service of the college, this establishment has a spacious working-room, large class-rooms, well-ventilated dormitories, a beautiful bathroom, and an ample and capacious dining-hall.

The retreat is managed by a prioress, elected every three years by the sisters, who acts, at the same time, as the mother superior of the college; at the head of the latter, nevertheless, there is a directress in charge of the instruction.

The spiritual direction of the retreat and college is in charge of a father of the order, appointed by the corporation for the charge of vicar.6

College of Santa Rosa

This establishment was founded in 1750 by the Paulist Mother de la Trinidad, a nun of the Tertiary Order of St. Dominic. She arrived in Manila the preceding year, whither she had resolved to come from the Peninsula, desirous of consecrating herself to the good of others. Being convinced that the greatest service she could render the public was to establish an educational institution, she immediately took steps to carry out her holy work, and in a short time by her ardent zeal she secured sufficient funds for the establishment of a retreat, where she supportedon charity a certain number of native young women for the purpose of educating them in the fear of God, in Christian doctrine, and in all exercises suitable for a woman. This was done so that, whether they left the retreat of their own will and married or remained therein, they would develop strong moral principles.

His Majesty has taken this college under his royal protection, and the regent of the Audiencia supervises it in his name, with the corresponding powers.

The spiritual direction is, at the present time, entrusted by the archbishop to the very reverend Fray José Corujedo, former provincial of the corporation of St. Augustine.

Up to January 26, 1866, the education of the girls was in charge of elderly ladies, of well-known education and virtue, who acted as teachers; but, on this date, by superior order, the sisters of charity undertook the direction of the institution, which they discharged to the satisfaction of all.7

College of La Concordia or of the Immaculate Conception

In the town of Paco, a suburb of Manila, there is a college, which was inaugurated May 3, 1868, ordinarily called the college of the Concordia. The entire grounds and part of the building, which now serves as a college, were piously donated to the sisters of charity by a charitable lady named Margarita Roxas, whose picture is exhibited in the reception room. Five-sixths of said college have been built since its foundation.

This college is the exclusive property of the sisters of charity, who act at the same time as teacherstherein. It occupies a very picturesque and open position on a beautiful plain between the towns of Paco and of Santa Ana, and has very capacious and well-ventilated rooms.

It is the central building of the sisters of charity of the Philippines, and usually a priest of the congregation of the mission, entrusted with the spiritual direction of the college, lives therein.

The studies and work in this college and the distribution of classes are identical with those of other colleges.

From the date of the foundation of the college, up to the present year, 62 pupils have been examined for teachers, of whom 35 were classed as excellent, 17 as good, and 10 passed.8

Asylum of St. Vincent of Paul

This institution is situated in Paco, a suburb of Manila, in the barrio of Looban. The building and its grounds, belong to Sister Asunción Ventura, a sister of charity, who, being anxious for the welfare of poor girls, donated it to the congregation of the sisters of charity, in order that said building should be used as an asylum for the education of about 30 poor girls. The institution was inaugurated on November 26, 1885. Pay pupils are also admitted for the moderate fee of 6 pesos per month.

The sisters of charity of this institution number 5.

Boarding pupils,37Poor pupils,45Servants,9Total,91

The pupils are taught Christian doctrine, reading, writing, Spanish grammar, and the four rules of arithmetic. They are also instructed in the work of their sex—sewing, embroidering, the making of artificial flowers, and some in housework, such as cleaning, cooking, washing clothes, etc.

College of San José de Jaro

On May 1, 1872, the sisters of charity opened, with the permission of the vice-royal patron, the college of San José, in Iloílo, for the instruction and education of girls. In doing this, they acceded to the wishes expressed by some good Spaniards and some principal citizens, and supplied a want in that capital. This college continued in existence until 1877, when it was closed on account of the lack of funds, as it had no funds but those derived from the fees of the pupils, who were very few toward the end.

Fray Mariano Cortero, bishop of Jaro, availed himself of the opportunity to call the sisters to his city, and placed the school in their charge. A house was leased, and beside it a frame building was constructed for school purposes, able to accommodate about 200 girls. Up to 1881, no boarding pupils were accepted, on account of the lack of room; but later, at the request of some families, some girls were admitted, the number of whom gradually increased to 50—too large a number for so small a house. This led to the necessity of enlarging the building, which was done by raising the school roof, and making an upper story, by which means a large and spacious room was scoured as a dormitory for the girls, besides a beautiful chapel.

Instruction is divided into three classes—superior,secondary, and primary. In the lowest class, reading and Christian doctrine are taught. In the secondary class, Christian doctrine, reading, writing, sacred history, and arithmetic are taught. In the superior class, the reading of printed and written matter is taught, as well as the writing of Spanish and English characters, geography, sacred and profane history, and arithmetic, as well as piano for those who wish. They are also instructed in the work of their sex—sewing, embroidering, artificial flowers, etc.

Convent of San Ignacio

Its foundation dates back to the year 1699, and it was directed by the fathers of the Society of Jesus until they were expelled in the last century, when it passed to the charge of the provisor of this archbishopric. Its original object seems to have been that of educating native girls in the fear of God, and to give them primary instruction and instruction in the work of their sex. This retreat serves as an asylum for devout women.

Since 1883, a school has been established in this retreat, with three teachers. They teach reading from the first letters, Christian doctrine, compendium of morals, sacred history, courtesy, arithmetic, Spanish grammar to the analysis of analogy, and in addition they have every week an explanation of the gospel, in charge of a priest of the secular clergy.

Needle-work is taught from the first stitches to the finest embroidery.

Oil painting is also done in this institution, and we have a teacher of embroidery, who is an expert in this art, and whose work is much applauded.”9

[The following girls’ schools are noted also byArchipiélago Filipino, i, p. 353.]

Schools for the education of girls, which, without having the rank of normal schools, exist outside the capital of the archipelago, are principally the four following, the first three of which are in charge of the Dominican nuns.

That of Nuestra Señora del Rosario, founded in Lingayén (Pangasinán), in 1890, with 60 pupils; that of Santa Imelda, founded in Tuguegarao (Cagayán de Luzón), in 1892, with 81 pupils; that of Nuestra Señora del Rosario, in Vigan (Ilocos Sur), with 90 pupils; and finally, that of San José de Jaro, under the direction of the sisters of charity, with 116 resident pupils, 160 day, and 14 half-boarders.

Lastly, centers also devoted to the instruction of girls are the Real Casa de Misericordia in Cebú, the beaterio of the Society of Jesus in Manila, and those of Santa Rita in Pasig, and San Sebastián in Calumpang. However, we shall not review them here, as they are chiefly religious institutions.

1SeeVOL. XLVI, appendix, for the regulations of the municipal school for girls.↑2Seeut supra.↑3The school or college of Santa Potenciana was suppressed in 1865, and its building became the provisional palace of the governor general. Its collegiates reduced to twelve were transferred to the school of Santa Isabel. See Barrantes’sInstrucción primaria en Filipinas(Manila, 1869), pp. 17, 18, note.↑4See an account of this school inArchipiélago Filipino, i, p. 352.↑5SeeArchipiélago Filipino, ii, pp. 280et seq., for data regarding earthquakes in the Philippines. A number of shocks are recorded for 1880, but none especially disastrous.↑6See alsoArchipiélago Filipino, i, pp. 352, 353.↑7See alsoArchipiélago Filipino, i, p. 353.↑8See alsoArchipiélago Filipino, i, p. 353.↑9The following results of a table show the following statistics in regard to girls’ schools between the years 1864–1883. Santa Catalina: boarding pupils, 1,617; teachers, 7. Santa Rosa: boarding pupils, 2,959; teachers, 23. Concordia: boarding pupils, 2,103; day pupils, 623; teachers, 32. Santa Isabel: free boarding pupils, 475; pay boarding pupils, 149; day pupils, 112. Municipal school: day pupils, 5,163; teachers, 74; awards conferred, 332; accesit, 1,058. The instruction given in these institutions was always under the immediate direction of the friars, and was consequently of a religious character. Some of them were known asbeateriosor retreats, institutions devoted primarily to religious practice. Primary and secondary instruction were both given. In some of them the instruction was very poor, as many of the scholars graduated without knowing how to speak Spanish. It was only in the college of Santa Isabel, in the municipal school, and in some private schools that adequate instruction was given. Some of these colleges were houses of recreation or of rest rather than educational institutions, where not only girls, but women, both married and single, went to pass some time, for the purpose of change or to renew their clothing. Girls from the provinces often attended the schools in Manila to learn the social manners and polish of the capital, but they often failed of their purpose, for social education was frequently neglected in them. The class distinction between Spanish, mestizo, and Filipino girls was unfortunately inculcated. The principal ends of the sisters of charity being the care of their convents and hospitals, they could not obtain as good results in education as if their time had been spent entirely in that field. SeeCensus of Philippines, iii, pp. 620, 621.↑

1SeeVOL. XLVI, appendix, for the regulations of the municipal school for girls.↑

2Seeut supra.↑

3The school or college of Santa Potenciana was suppressed in 1865, and its building became the provisional palace of the governor general. Its collegiates reduced to twelve were transferred to the school of Santa Isabel. See Barrantes’sInstrucción primaria en Filipinas(Manila, 1869), pp. 17, 18, note.↑

4See an account of this school inArchipiélago Filipino, i, p. 352.↑

5SeeArchipiélago Filipino, ii, pp. 280et seq., for data regarding earthquakes in the Philippines. A number of shocks are recorded for 1880, but none especially disastrous.↑

6See alsoArchipiélago Filipino, i, pp. 352, 353.↑

7See alsoArchipiélago Filipino, i, p. 353.↑

8See alsoArchipiélago Filipino, i, p. 353.↑

9The following results of a table show the following statistics in regard to girls’ schools between the years 1864–1883. Santa Catalina: boarding pupils, 1,617; teachers, 7. Santa Rosa: boarding pupils, 2,959; teachers, 23. Concordia: boarding pupils, 2,103; day pupils, 623; teachers, 32. Santa Isabel: free boarding pupils, 475; pay boarding pupils, 149; day pupils, 112. Municipal school: day pupils, 5,163; teachers, 74; awards conferred, 332; accesit, 1,058. The instruction given in these institutions was always under the immediate direction of the friars, and was consequently of a religious character. Some of them were known asbeateriosor retreats, institutions devoted primarily to religious practice. Primary and secondary instruction were both given. In some of them the instruction was very poor, as many of the scholars graduated without knowing how to speak Spanish. It was only in the college of Santa Isabel, in the municipal school, and in some private schools that adequate instruction was given. Some of these colleges were houses of recreation or of rest rather than educational institutions, where not only girls, but women, both married and single, went to pass some time, for the purpose of change or to renew their clothing. Girls from the provinces often attended the schools in Manila to learn the social manners and polish of the capital, but they often failed of their purpose, for social education was frequently neglected in them. The class distinction between Spanish, mestizo, and Filipino girls was unfortunately inculcated. The principal ends of the sisters of charity being the care of their convents and hospitals, they could not obtain as good results in education as if their time had been spent entirely in that field. SeeCensus of Philippines, iii, pp. 620, 621.↑

SCHOOL OF AGRICULTUREThe Manila school of agriculture was created by royal decree of November 29, 1887, and established at Manila, July 2, 1889.1The objects of the schoolwere: the theoretical and practical education of skilled farmers; the education of overseers; the promotion of agricultural development in the Philippines, by means of observation, experiment, and investigation. In order to enter officially into the study of scientific agriculture, it was necessary to be vouched for by a valid certificate, to be of good health, and to have studied and have passed examinations in some institution of secondary education, or other properly accredited institution. It opened with 82 students, but in the following year there were only 50. Agricultural stations were established in Isabela de Luzón, Ilocos, Albay, Cebú, Iloílo, Leyte, Mindanao, and Joló. Those of Joló and Leyte were abolished by royal decrees, dated September 10, 1888, and December 7, 1891, respectively. The course of studies was as follows: First year—elements of agriculture; mathematical problems; practical work in topography; linear and topographical drawing. Second year—special methods of cultivation; elements of stockbreeding; agricultural arts; practical work in cultivation and the industries; setting up and management of machines; drawing applied to machines and to plants. Third year—elements of rural economy; accounts and agricultural legislation; general practical work in cultivation, stockbreeding, and industry; drawing of plans. The education of the overseers was carried on in the agricultural stations, which have been created for the purpose of doing technical work in analyses of earth, systems of irrigation, studies of seed, acclimatization of vegetables and animals, study and treatment of epizootic, epiphysis, etc. The professors in the school were agricultural engineers and their assistantsskilled farmers. The expenses were defrayed entirely by the government, but the direction was in the hands of the priests. The university of Santo Tomás, both of itself, and through the Ateneo Municipal, issued certificates to skilled farmers and surveyors, for which it required mathematics, physics, chemistry, natural history, agriculture, topography, and linear and topographical drawing. The government school cannot be said to have been a success, for the Filipinos, while inclined to readily adopt the professions, have never shown any marked inclination for industrial pursuits.Since American occupancy.By section 19 of act 74 of the Philippine Commission it was provided that there should be established and maintained a school of agriculture in the island of Negros, and by section 24 of the same act, the sum of $15,000 was appropriated out of any funds in the insular treasury not otherwise appropriated for the organization and maintenance of the school for the year 1901. It was suggested that such a school be established on the government plantation at La Carlota, but it is an inaccessible place, and it was proposed to find a more convenient place. The organization of the school was delayed in order to bring it into connection with the proposed experimental sugar plantation in Negros. By act no. 512, passed November 10, 1902, the work of establishing an agricultural college was transferred from the bureau of public instruction to the bureau of agriculture, and the government farm at La Granja in western Negros was set aside as a site for this school, and for an experiment station to be conducted in connection with it. After a long delay, plans were submitted for a main building tocontain laboratories, class-rooms, offices, and also a dormitory. Twenty-five thousand dollars were appropriated for its construction. Arrangements were made, however, by which certain teachers in the provinces were to be employed to coöperate with the bureau of agriculture in making various experiments and in gathering such information as might be useful in promoting knowledge of the agricultural conditions of the islands. At the same time the law establishing secondary instruction in provincial schools provided for the extension of the curriculum beyond the ordinary course of high-school instruction and instruction in agriculture, which meant that the provincial schools might, on a larger or smaller scale, as the authorities of the province might determine, carry on instruction and experiments in such branches of agriculture as might be supposed to be adapted to the conditions in the province in which any provincial school was established. March 25, 1903, a director of the experiment station was appointed in order that he might take charge of the government property on the estate and begin the work of getting land under cultivation.21This school must not be confused with the Agricultural Society of the Philippines, an institution created November 15, 1881, and a dependency of the department of general inspection of forests, especially as the separation of these two institutions was effected in July, 1884. SeeReport of Commissioner of Education, 1899–1900, ii, pp. 1625, 1626.A school of botany and agriculture was ordered created in Manila by royal decree of May 29, 1861, under the dependency of the governor of the islands and the immediate supervision of theSociedad Económica. The site called Campo de Arroceros was set aside as a botanical garden for the practical exercises of the school. The school was to be composed for a time of one botanical professor, director at the same time of the botanical garden, with a salary of 2,000 pesos; of two teachers of horticulture, at salaries of 500 pesos; of ten workmen chosen from the pupils, who being relieved at three year periods, were to receive 100 pesos apiece annually; while the municipalities could name certain pensioners to study in the school. The sum of 2,000 pesos annually was set aside for the material expenses of the garden and school, and the purchase of plants and tools. The total expense of both institutions was fixed at 6,000 pesos—3,000 being paid by the public treasury, 1,500 by the communal treasuries of the Indians, and the remaining 1,500 by the funds of ways and means of the Ayuntamiento of Manila. In 1894–95, the staff of the school of agriculture was allowed 23,794 pesos, and the equipment of the same, including the rent of a house for workrooms of the school, Board of Agriculture, Industry, and Trade and office of the agronomic service, 9,900 pesos. The subaltern staff of the botanical garden cost, according to the same budget, 2,600 pesos, and the equipment for the same, 1,000. See Montero y Vidal,Historia, iii, pp. 317, 318, and note.↑2See alsoReport of Philippine Commission, 1902, ii, p. 499.↑

SCHOOL OF AGRICULTURE

The Manila school of agriculture was created by royal decree of November 29, 1887, and established at Manila, July 2, 1889.1The objects of the schoolwere: the theoretical and practical education of skilled farmers; the education of overseers; the promotion of agricultural development in the Philippines, by means of observation, experiment, and investigation. In order to enter officially into the study of scientific agriculture, it was necessary to be vouched for by a valid certificate, to be of good health, and to have studied and have passed examinations in some institution of secondary education, or other properly accredited institution. It opened with 82 students, but in the following year there were only 50. Agricultural stations were established in Isabela de Luzón, Ilocos, Albay, Cebú, Iloílo, Leyte, Mindanao, and Joló. Those of Joló and Leyte were abolished by royal decrees, dated September 10, 1888, and December 7, 1891, respectively. The course of studies was as follows: First year—elements of agriculture; mathematical problems; practical work in topography; linear and topographical drawing. Second year—special methods of cultivation; elements of stockbreeding; agricultural arts; practical work in cultivation and the industries; setting up and management of machines; drawing applied to machines and to plants. Third year—elements of rural economy; accounts and agricultural legislation; general practical work in cultivation, stockbreeding, and industry; drawing of plans. The education of the overseers was carried on in the agricultural stations, which have been created for the purpose of doing technical work in analyses of earth, systems of irrigation, studies of seed, acclimatization of vegetables and animals, study and treatment of epizootic, epiphysis, etc. The professors in the school were agricultural engineers and their assistantsskilled farmers. The expenses were defrayed entirely by the government, but the direction was in the hands of the priests. The university of Santo Tomás, both of itself, and through the Ateneo Municipal, issued certificates to skilled farmers and surveyors, for which it required mathematics, physics, chemistry, natural history, agriculture, topography, and linear and topographical drawing. The government school cannot be said to have been a success, for the Filipinos, while inclined to readily adopt the professions, have never shown any marked inclination for industrial pursuits.Since American occupancy.By section 19 of act 74 of the Philippine Commission it was provided that there should be established and maintained a school of agriculture in the island of Negros, and by section 24 of the same act, the sum of $15,000 was appropriated out of any funds in the insular treasury not otherwise appropriated for the organization and maintenance of the school for the year 1901. It was suggested that such a school be established on the government plantation at La Carlota, but it is an inaccessible place, and it was proposed to find a more convenient place. The organization of the school was delayed in order to bring it into connection with the proposed experimental sugar plantation in Negros. By act no. 512, passed November 10, 1902, the work of establishing an agricultural college was transferred from the bureau of public instruction to the bureau of agriculture, and the government farm at La Granja in western Negros was set aside as a site for this school, and for an experiment station to be conducted in connection with it. After a long delay, plans were submitted for a main building tocontain laboratories, class-rooms, offices, and also a dormitory. Twenty-five thousand dollars were appropriated for its construction. Arrangements were made, however, by which certain teachers in the provinces were to be employed to coöperate with the bureau of agriculture in making various experiments and in gathering such information as might be useful in promoting knowledge of the agricultural conditions of the islands. At the same time the law establishing secondary instruction in provincial schools provided for the extension of the curriculum beyond the ordinary course of high-school instruction and instruction in agriculture, which meant that the provincial schools might, on a larger or smaller scale, as the authorities of the province might determine, carry on instruction and experiments in such branches of agriculture as might be supposed to be adapted to the conditions in the province in which any provincial school was established. March 25, 1903, a director of the experiment station was appointed in order that he might take charge of the government property on the estate and begin the work of getting land under cultivation.2

The Manila school of agriculture was created by royal decree of November 29, 1887, and established at Manila, July 2, 1889.1The objects of the schoolwere: the theoretical and practical education of skilled farmers; the education of overseers; the promotion of agricultural development in the Philippines, by means of observation, experiment, and investigation. In order to enter officially into the study of scientific agriculture, it was necessary to be vouched for by a valid certificate, to be of good health, and to have studied and have passed examinations in some institution of secondary education, or other properly accredited institution. It opened with 82 students, but in the following year there were only 50. Agricultural stations were established in Isabela de Luzón, Ilocos, Albay, Cebú, Iloílo, Leyte, Mindanao, and Joló. Those of Joló and Leyte were abolished by royal decrees, dated September 10, 1888, and December 7, 1891, respectively. The course of studies was as follows: First year—elements of agriculture; mathematical problems; practical work in topography; linear and topographical drawing. Second year—special methods of cultivation; elements of stockbreeding; agricultural arts; practical work in cultivation and the industries; setting up and management of machines; drawing applied to machines and to plants. Third year—elements of rural economy; accounts and agricultural legislation; general practical work in cultivation, stockbreeding, and industry; drawing of plans. The education of the overseers was carried on in the agricultural stations, which have been created for the purpose of doing technical work in analyses of earth, systems of irrigation, studies of seed, acclimatization of vegetables and animals, study and treatment of epizootic, epiphysis, etc. The professors in the school were agricultural engineers and their assistantsskilled farmers. The expenses were defrayed entirely by the government, but the direction was in the hands of the priests. The university of Santo Tomás, both of itself, and through the Ateneo Municipal, issued certificates to skilled farmers and surveyors, for which it required mathematics, physics, chemistry, natural history, agriculture, topography, and linear and topographical drawing. The government school cannot be said to have been a success, for the Filipinos, while inclined to readily adopt the professions, have never shown any marked inclination for industrial pursuits.

Since American occupancy.By section 19 of act 74 of the Philippine Commission it was provided that there should be established and maintained a school of agriculture in the island of Negros, and by section 24 of the same act, the sum of $15,000 was appropriated out of any funds in the insular treasury not otherwise appropriated for the organization and maintenance of the school for the year 1901. It was suggested that such a school be established on the government plantation at La Carlota, but it is an inaccessible place, and it was proposed to find a more convenient place. The organization of the school was delayed in order to bring it into connection with the proposed experimental sugar plantation in Negros. By act no. 512, passed November 10, 1902, the work of establishing an agricultural college was transferred from the bureau of public instruction to the bureau of agriculture, and the government farm at La Granja in western Negros was set aside as a site for this school, and for an experiment station to be conducted in connection with it. After a long delay, plans were submitted for a main building tocontain laboratories, class-rooms, offices, and also a dormitory. Twenty-five thousand dollars were appropriated for its construction. Arrangements were made, however, by which certain teachers in the provinces were to be employed to coöperate with the bureau of agriculture in making various experiments and in gathering such information as might be useful in promoting knowledge of the agricultural conditions of the islands. At the same time the law establishing secondary instruction in provincial schools provided for the extension of the curriculum beyond the ordinary course of high-school instruction and instruction in agriculture, which meant that the provincial schools might, on a larger or smaller scale, as the authorities of the province might determine, carry on instruction and experiments in such branches of agriculture as might be supposed to be adapted to the conditions in the province in which any provincial school was established. March 25, 1903, a director of the experiment station was appointed in order that he might take charge of the government property on the estate and begin the work of getting land under cultivation.2

1This school must not be confused with the Agricultural Society of the Philippines, an institution created November 15, 1881, and a dependency of the department of general inspection of forests, especially as the separation of these two institutions was effected in July, 1884. SeeReport of Commissioner of Education, 1899–1900, ii, pp. 1625, 1626.A school of botany and agriculture was ordered created in Manila by royal decree of May 29, 1861, under the dependency of the governor of the islands and the immediate supervision of theSociedad Económica. The site called Campo de Arroceros was set aside as a botanical garden for the practical exercises of the school. The school was to be composed for a time of one botanical professor, director at the same time of the botanical garden, with a salary of 2,000 pesos; of two teachers of horticulture, at salaries of 500 pesos; of ten workmen chosen from the pupils, who being relieved at three year periods, were to receive 100 pesos apiece annually; while the municipalities could name certain pensioners to study in the school. The sum of 2,000 pesos annually was set aside for the material expenses of the garden and school, and the purchase of plants and tools. The total expense of both institutions was fixed at 6,000 pesos—3,000 being paid by the public treasury, 1,500 by the communal treasuries of the Indians, and the remaining 1,500 by the funds of ways and means of the Ayuntamiento of Manila. In 1894–95, the staff of the school of agriculture was allowed 23,794 pesos, and the equipment of the same, including the rent of a house for workrooms of the school, Board of Agriculture, Industry, and Trade and office of the agronomic service, 9,900 pesos. The subaltern staff of the botanical garden cost, according to the same budget, 2,600 pesos, and the equipment for the same, 1,000. See Montero y Vidal,Historia, iii, pp. 317, 318, and note.↑2See alsoReport of Philippine Commission, 1902, ii, p. 499.↑

1This school must not be confused with the Agricultural Society of the Philippines, an institution created November 15, 1881, and a dependency of the department of general inspection of forests, especially as the separation of these two institutions was effected in July, 1884. SeeReport of Commissioner of Education, 1899–1900, ii, pp. 1625, 1626.

A school of botany and agriculture was ordered created in Manila by royal decree of May 29, 1861, under the dependency of the governor of the islands and the immediate supervision of theSociedad Económica. The site called Campo de Arroceros was set aside as a botanical garden for the practical exercises of the school. The school was to be composed for a time of one botanical professor, director at the same time of the botanical garden, with a salary of 2,000 pesos; of two teachers of horticulture, at salaries of 500 pesos; of ten workmen chosen from the pupils, who being relieved at three year periods, were to receive 100 pesos apiece annually; while the municipalities could name certain pensioners to study in the school. The sum of 2,000 pesos annually was set aside for the material expenses of the garden and school, and the purchase of plants and tools. The total expense of both institutions was fixed at 6,000 pesos—3,000 being paid by the public treasury, 1,500 by the communal treasuries of the Indians, and the remaining 1,500 by the funds of ways and means of the Ayuntamiento of Manila. In 1894–95, the staff of the school of agriculture was allowed 23,794 pesos, and the equipment of the same, including the rent of a house for workrooms of the school, Board of Agriculture, Industry, and Trade and office of the agronomic service, 9,900 pesos. The subaltern staff of the botanical garden cost, according to the same budget, 2,600 pesos, and the equipment for the same, 1,000. See Montero y Vidal,Historia, iii, pp. 317, 318, and note.↑

2See alsoReport of Philippine Commission, 1902, ii, p. 499.↑

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