1A royal order of November 19, 1815, provided for charity schools in the convents of friars and nuns, for primary education, to give instruction in the Christian doctrine, in good morals, and in the first letters to the children of the poor, from the age of ten to twelve. (Barrantes,Instrucción primaria, p. 77.)↑2Vicente Barrantes, from whom these extracts are taken, was for some years secretary to the governor-general at Manila. SeeReport of Commissioner of Education, 1902, ii, p. 2219.↑3Fred W. Atkinson, formerly general superintendent of public instruction in the Philippines, says: “The early work of the Jesuits in training the Filipinos was commendable, and along right lines in furnishing a common school education. It would have been productive of permanently good results if this order had not been supplanted by the local padres, under whose direction the common branches suffered through lack of attention.” SeeReport of Commissioner of Education, 1900–1901, ii, p. 1317.↑4July 27, 1863, several copies of the plan of public instruction approved for the island of Cuba on the fifteenth of the same month were sent by royal order to the governor of the Philippines, with the object of having the proper measure drawn up, and the advisable plan proposed to the ministry, in regard to the application of said plan to those islands. By decree of October 6, Echagüe created a board of reform of the plan of studies, in order to meet the requirements of the preceding royal order. See Montero y Vidal, iii, p. 403.↑5See a summary of Barrantes’s book inReport of Commissioner of Education, 1902, ii, pp. 2219–2224.↑6“Before this date public schools were hardly known in the Philippines, and instruction was confined solely to the children of parents able to pay for it.” SeeCensus of Philippines, iii, p. 576.↑7In the decree of the superior government, of May 7, 1871, occurs the following interesting description of conditions of the schools in the Philippines: “There are at present an infinite number of villages without schools; there are entire provinces without edifices where schools can be located; there are also many schools, or rather all the schools of the archipelago, with the exception of a few in the capital, which do not possess the material equipment for education and teaching; the children have to sit on the ground, and remain there for hours and hours, packed together as if they were not what they are; books are not given to them; they have no writing desks; they are not given pens, ink, or books. Those schools do not merit the name of such; they are not schools, sad it is to say so: they are pernicious collections of children, where since they do not gain anything morally or intellectually, they lose much, and most of all in their good physical development; in fine those schools are an expense, and show no result.” The same decree states the need of economic and administrative reforms in the Philippines, and the need of “roads, canals, ports, postal communications, both inside and outside the archipelago, telegraphs, professional institutions of superior instruction, an active life without fetters for industry, trade, and agriculture;” but all this must be for the greatest use of the greatest number, and all monopoly must be avoided. “To obtain it human means offer no other mean more energetic, more prompt, and powerful, than the creation and organization of the village school, and its supervision, and its location and erection in the most healthful and convenient place, clean, neat, and modestly furnished, so that it may attract the glances of all,” and may thus be of the greatest good. See Grifol y Aliaga, pp. 218, 219.↑8The parish priests of the Philippines were called “reverend” or “devout” according as they were regulars or native seculars. See Barrantes’sInstrucción primaria, p. 10.↑9See the titles of these orders from 1863 to 1894,post.↑10The Spanish government evinced a great interest “in giving the Filipinos a primary education commensurate with the standing of a civilized nation; but the intentions of the government were frustrated by ... the religious orders.” The “great error of the Spanish nation” consisted “in placing in the hands of a few institutions [the religious orders] the future of her colonies in the extreme east, institutions which did not exist in their native country, and which sought only the private interests of the corporation or order to which they belonged. This entire plan of public instruction lived in the minds of the Spanish legislators, but was never put into practice.” Tomás G. del Rosario, inCensus of Philippines, iii, p. 582.↑11By 1894 there were 2,143 public schools in the Philippines, and 173 sets of provisions regulating them, or tending to the intellectual development of the people. These laws were only superficial. See Tomás G. del Rosario,Census of Philippines, iii, p. 593.↑12The central treasury of ways and means (Grifol y Aliaga, p. 3, note 2) having been suppressed, the expenses of this institution are at present [1894] defrayed as a charge on chapter 1, art. 1. of the budget of the local funds of the central treasury. In the budget of 1893–94, the appropriation of 10,450 pesos was set aside in the following manner:pesos1director,8006professors, each 600 pesos,4,8001drawing teacher,6001vocal music teacher,4801gymnastic teacher,4003assistants, each 400 pesos,1,20015resident pupils, each 120 pesos, for only three months,450Wages of the attendants and servants of the school,600For office expenses, conservation, and innovation of furniture, and other effects,1,120Total,10,450↑13The last classification made of the schools of this archipelago was that approved by superior decree, February 27, 1893, which was published in the ManilaGaceta, May 10 following. (Grifol y Aliaga, p. 4, note 5.)↑14“What contributed greatly, also, to the general backwardness of primary instruction was the small salary paid teachers, as it was impossible for them to live on what was paid them.... The small salary paralyzed any good will and ambition to work.” T. G. del Rosario inCensus of Philippines, iii, p. 595. See also,ante, p. 80, note 20.↑15Commonly calleddirectorcillos(Grifol y Aliaga, p. 5, note 2).↑16The principalia was formed of those natives who have occupied petty government posts in the islands. SeeVOL. XVII, p. 331.↑17It is to be understood that the office of superior civil governor is equivalent to the present office of governor general (Grifol y Aliaga, p. 6, note 3).↑18This superior commission, appointed by superior decree of March 15, 1864, was suppressed by another decree of the superior civil government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, of December 5, 1870, by which was created thead interimSuperior Board of Public Instruction (Grifol y Aliaga, p. 6, note 4).↑19Now judge of first instance (Grifol y Aliaga, p. 6, note 5).↑20Now manager or subdelegate of the public treasury.↑21See Wm. B. Freer’sPhilippine Experiences of an American Teacher, chapter viii, pp. 97–109, for an account of methods used in normal instruction after American occupation.↑22Those pupils styled throughout this translation “regular” or in Spanishde numero, are those appointed directly by the government, the “de numero” (of the number) indicating that a certain number were thus appointed. The supernumerary (literally, “above the number”) resident pupils are all others.↑23The clothing recommended by a sub-commission of the superior commission of primary instruction, November 24, 1864, (Grifol y Aliaga, p. 20), for regular and supernumerary resident pupils of the Manila normal school, was as follows:Estimated pricepesos fuertescentavos2pairs of white pantaloons,302pairs of colored pantaloons,302white jackets,201coat of black alpaca,2502black ribbons for the neck,0251black cap, with the initials E. N. in silver, according to model,202pairs of shoes,201pair of chinelas [i.e., heelless slipper],05010white shirts,1002colored shirts,15012pocket handkerchiefs,1012pairs of socks,104pairs of underdrawers,1251mat,0501pillow,0754pillow-cases,0754sheets,602bed covers,20Clothesbrush, comb, scissors, etc.,10Total400↑24i.e., All-Souls’ day.↑25The three days preceding Lent.↑26The United States government continued this school, and gave it the support ($8,880, Mexican) formerly furnished by the Spanish government. SeeReport of Philippine Commission, 1900, i, p. 36.↑27May 21, 1840, Governor Lardizábal communicated to the Audiencia a royal order of October 4, 1839, in regard to the necessary conditions to be observed for the introduction and circulation of books in the islands, the previous designation of those deserving censure, given by his Majesty’s fiscal, a censor being later appointed by the government, and another by the archbishop, the fiscal again reviewing the qualification and the censure; and if “it should result that there was sufficient grounds to prohibit the circulation of any work, because it contains principles, maxims, and doctrines contrary to the rights of the legitimate throne, or to the religion of the State, the book is not only to be taken back, but shipped back immediately.” In case of dispute between the two censors, the fiscal was to decide (royal order, November 19, 1840). See Montero y Vidal, iii, pp. 29, 30.↑28The important circular of the superior civil government of August 30, 1867 (concerning school attendance), treats of the manner of exercise of the supervision of the schools by the parish priests and provincial chiefs. Various other acts of legislation refer to the same matter. (Grifol y Aliaga, p. 118, note 1.)↑29The first two books mentioned are: theCatecismo de la doctrina cristiana, by Gaspar Astete, which has passed through many Spanish editions; and theCatéchisme historique, by Claude Fleury, which has passed through many different editions in many languages. José Francisco de Iturzaeta has published several works on educational subjects.↑30James A. LeRoy (Philippine Life, p. 203) says of the textbooks used in the Philippines: “After 1863, and up to the American conquest, the catechism remained the chief feature of daily work in the primary schools, often relegating all else to an insignificant place—much depending upon the preparation, at best a scanty one, of the teacher. A badly printed little 150 page textbook, prescribed by the government for the schools, was reader, writer, speller, arithmetic, geography, history of Spain and the world (Spain overshadowing), Spanish grammar (quite commonly not taught, because the teacher knew little or nothing of it), and handbook of religious and moral precepts (many pages). This book, moreover, shows how pitifully inadequate was the Filipino child’s schooling at the very best; for often not even this textbook was employed, perhaps because the teacher was not prepared to use it.”↑31The Philippine school report for 1892, entitled “Report of the children’s schools for both sexes, at present in these islands, classified in accordance with the orders of his Excellency, the governor-general, in his decree of July 29, 1892,” gives the following data. The schools are classified by grades,i.e., into schools of entrada, ascenso, and finishing schools of the second and first rank; and the order in charge of each village or province is also given. We condense from this report (a manuscript belonging to Rev. T. C. Middleton, O.S.A.), the number of schools in the various provinces, and the order or orders in charge of the same.AugustiniansProvinceNo. of SchoolsAbra,28Antique,57Bontoc,8Ilocos Norte,30Lepanto,20Quiangan,2Tiagan,9Union,35Augustinians and FranciscansBulacan,68Augustinians and secularsCebú,120Capiz,65Ilocos Sur,61Iloilo,95Pampanga,54Augustinians, Franciscans, and secularsBatangas,46Nueva Ecija,49Augustinians and DominicansTarlac,34Augustinians and all other ordersManila,84FranciscansAlbay,88Burias,4Camarines Norte,20Camarines Sur,68Isla del Corregidor,3Infanta,4Franciscans and DominicansBataan,36Nueva Vizcaya,16Franciscans and RecollectsMisamis,74Leite,89Principe,5Samar,76Surigao,59Tayabas,45RecollectsBohol,94Cavite,50Cottabato,6Calamianes,10Isla de Negros, occidental,56Isla de Negros, oriental,34Isabela de Basilan (?)2Masbate and Ticao,23Mindoro,44Paragua,6Romblon,33Zambales,48Recollects and CapuchinsCarolinas, orientales,4Carolinas, occidentales,3Recollects and DominicansMorong,30Recollects and secularsZamboanga,15DominicansCagayan,39Islas Batanes,14Isabela de Luzón,33Laguna,56Pangasinan,62JesuitsDavao,11Dapitan,12CapuchinsMarianas,4↑32LeRoy,ut supra, pp. 203–204, says: “The advance in primary instruction from 1863 to 1896 was altogether notable, though the figures revealing it are largely superficial, after all, in their significance. The number of school buildings increased in the villages from seven hundred to twenty-one hundred, but the number of pupils did not reach two hundred thousand, in all probability, as against one hundred and thirty-five thousand in 1866.”↑33Notwithstanding this admirable prescription, Tomás G. del Rosario, writing inCensus of Philippines, iii, p. 595, says concerning the sanitary qualities of the Philippine schools: “The necessary sanitation was not observed in the schools, either to preserve the health of the children or for personal cleanliness, an important purpose of every educational system. Many of the schools were in the filthiest condition. They had no water-closets nor play-grounds, and no instruction was given in physical culture or in social matters.”↑34According to article 25 of the penal code in force in these islands, corporal punishments, in addition to that of death, are perpetual chains, perpetual imprisonment, perpetual exile, perpetual banishment, temporal chains, temporal exile, temporal banishment, imprisonment at hard labor, lesser imprisonment, confinement, absolute perpetual and temporal disqualification, and absolute and special perpetual and temporal disqualification for any public charge, right of active or passive suffrage, profession, or trade. (Grifol y Aliaga, p. 123, note 2.)↑35The provisions (Grifol y Aliaga, p. 123, note 3) in force in regard to the salaries of teachers and assistants is that of the superior decree of July 29, 1892, which prescribes the following monthly salaries:Boys’ schoolsPesosTérmino schoolteachers of the first grade,40Término schoolteachers of the second grade,30Ascenso schoolteachers,22Entrada schoolteachers,17Assistants of the first class,13Assistants of the second class,8Girls’ schoolsTérmino schoolteachers,26Ascenso schoolteachers,20Entrada schoolteachers,15Assistants of the first class,12Assistants of the second class,8↑36The superior decree of August 11, 1892, conceded annual allowances to men and women teachers who had taught for fifteen years, and had a good record. By the decree of July 20, 1894, traveling expenses were advanced to them. (Grifol y Aliaga, p. 124, note 3.)↑37The post of assistants of the first class belongs only to boys’ término schools of the first and second class, and in those of girls to término and ascenso schools. Schools of other grades belong to assistants of the second class. Substitute assistants, namely, those who have no certificate, are entitled only to the monthly pay of four pesos. (Grifol y Aliaga, p. 124, note 4.)↑38Article 4 of the superior decree of May 7, 1871, rules that the teaching in the schools for adults shall last eight months per year, and be given at night, employing two hours every Monday, Thursday, and Saturday of each week. For the increased work, an amount of pay equal to what they received during the day was assigned to the teachers. This decree, as is evident, took away the dominical character given to the adult schools by these regulations of December 20, 1863. Notwithstanding the benefit of the increase of a fourth part of the pay to which teachers are entitled for the adult schools, very few such schools exist. In the budgets in force now, the figures for the payment of salaries for the teaching of adults only reach the sum of 573 pesos distributed among the provinces of Abra, Cebú, and Pampanga, in the proportion of 318, 210, and 45 pesos, respectively. (Grifol y Aliaga, p. 126, note 1.)↑39This Superior Council of Primary Instruction was suppressed by decree of the superior government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, December 5, 1870, by which was created thead interimSuperior Board of Public Instruction, in the manner prescribed by this article and article 15 of the royal decree of August 16, 1876, approved by royal order, June 5 of the following year. (Grifol y Aliaga, p. 126, note 2.)↑40Article 12, of the royal decree of May 19, 1893, relative to the municipal regulation of the villages of Luzón and Visayas, prescribes among the duties of the municipal captain that of “supervisor of the offices, schools, and municipal services.” On account of this some have doubted whether the supervision of the schools was taken away from the parish priests to give it to the municipal captains. That doubt has been resolved by paragraph 4 of the provisional regulations of the said royal decree approved by decree of the general government December 9, 1893, for in said paragraph it is stated clearly and distinctly: “Without prejudice to the supervision in instruction which belongs to the parish priest, according to the regulations of 1863, whose powers are not altered in any way, the municipal tribunal shall constantly exercise a watch over primary instruction, etc.” In our opinion, the above-mentioned doubt has no call for existence, since the above-mentioned article 12 of the royal decree of May 19, 1893, refers, as one can see by its own words, to the municipal schools, and those which are established in the villages of the archipelago cannot have that character attributed to them, since their expenses are not met by the municipal tribunals, nor does the appointment of the staff belong to them, but both are in charge of the central management. We believe, consequently, that the municipal captains have not even the secondary or supplementary supervision over the present schools of the archipelago, which is given them by paragraph 4 of the provisional regulations of December 9, 1893. (Grifol y Aliaga, pp. 126, 127, note 5.)↑41José de Calasanz, or as he is sometimes called, Joseph de Calasanzio, was born at Peralta, Cataluña, in 1556, and became a well-known ecclesiastic. On the occasion of a visit to Rome in 1592, touched with compassion at the neglected condition of the poor children, he renounced his ecclesiastical honors in Spain and devoted himself to the work of teaching in Rome. There he founded the Congregation of the Piaristes, consisting of regular clerics, about 1,600, whose object was the charitable education of poor children. The congregation was approved in 1617 by Paul V, who permitted members to take the simple vows and adopt their own rules. In 1621 Gregory XV gave them the title of “Regular clerics of the poor, under the protection of the Mother of God, for charitable schools.” The work soon spread to the rest of Italy, and to Germany and Poland. The mother house is at Rome. Its founder, who died in 1648, and was canonized in 1767, refused to accept the honors of bishop or cardinal. SeeGrande Encyclopédie.↑42Article 9 of the decree of the General Division of Civil Administration, of February 4, 1889, prescribes that on Sunday after mass the boys shall assemble at the school for an hour, so that the religious or parish priest may give them the religious teaching that he deems advisable (Grifol y Aliaga, p. 131, note 1).↑43In 1868, the studies for the normal school for female teachers were given in this school. The report on the education of girls presented by the friars at the exposition at Madrid in 1887 speaks as follows of it: “While strictly speaking there is no other normal school for female teachers than that of Nueva Cáceres, we believe, nevertheless, that this name can be given to the municipal school for girls of this capital, which is the only institution for young women supported from public funds—that is, from the funds of the municipality of Manila. It is true that schoolmistresses can, and actually do, graduate from any girls’ school of this capital, and even from any private school, as, according to the law in force to secure this title, the passing of the regular examination is sufficient; but we believe that the only institution of this character in Manila which deserves the title of teachers’ school is the municipal school, and we therefore include in the same chapter this school and that of Santa Isabel of Nueva Cáceres.” SeeCensus of Philippines, iii, pp. 615, 616.↑44In the Madrid periodicalNuestro Tiempoof November 25, 1905 (pp. 317–331), is an article by Eduardo Sanz y Escartin, of the Royal Academy of Moral and Political Sciences, entitled “La instrucción pública en España” (“Public instruction in Spain”), which gives a good résumé of the condition and needs of education in Spain at present.↑45TheGaceta de Manilais the continuation of theBoletín oficial de Filipinas, [Official Bulletin of Filipinas] which changed its name in accordance with a royal order of May 18, 1860. The first issue of the paper under the new name appeared Tuesday, February 26, 1861, and by a royal order of September 26 following, it was prescribed that all the villages of the archipelago should subscribe for the paper. By a decree issued in February 1861, it was declared that “all the official orders published in theGaceta de Manila, whatever their origin, are to be regarded as official and authentic text.” TheBoletínwas first issued in 1852, being the continuation of theDiario de Manila, first published at the end of 1848. See Montero y Vidal, iii, pp. 306, 307; andPolitica de España en Filipinas, iii, pp. 94, 95.↑46General Gándara paid special attention to primary education, and very important measures are due to him in the years 1867 and 1868. He was ably seconded by the secretary of the superior government, Vicente Barrantes. See Montero y Vidal, iii, p. 491.↑47Of the girls’ school of Nueva-Cáceres, Tomás G. del Rosario says (Census of Philippines, iii, p. 616): “This school was founded by the bishop of that diocese, Fray Francisco Gainza, who inaugurated the studies on April 13, 1868, as a primary school for girls. On June 18, 1871, the studies of the normal school for women were taught there, as they were in that of Manila, by a decree of the government of King Amadeo, of Savoy. On May 26, 1873, the government of the Spanish republic decreed that each of the towns of that ecclesiastical province should hereafter make allowance for a similar number of young girls desirous of obtaining the title of teacher. Up to 1887, 177 girls had obtained certificates as teachers from this educational institution. The sisters of charity are in charge of the institution and of the education of the girls. This educational institution combined the characteristics of a school of primary instruction, a college for the education of boarding pupils, and a school for teachers, or normal school.”↑48By decision of his Excellency the governor general, November 18, 1889, this article was revised to the effect that girls could enter the normal school for women teachers in Nueva Cáceres from the age of fourteen, although those with the teachers’ certificate could not teach until they reached the age of twenty, according to the regulations. However, those older than sixteen and less than twenty who hold teachers’ certificates may have the charge of schools, with the character ofad interim, so long as there are not other teachers with all the legal conditions required; and they are confirmed in these posts when they reach the age of twenty, according to the royal decree of November 24, 1893. (Grifol y Aliaga, p. 45, note 1.)↑49This article (see. Grifol y Aliaga, p. 244) is as follows: “The issuing of teachers’ certificates of primary instruction, both normal and substitutes, their appointments to discharge the duties of the public schools, prescribe promotions, licenses, and other things connected with these functionaries, are in charge of the director [general of Civil Administration].”↑50Now the civil governor of Ambos Camarines (Grifol y Aliaga, p. 50, note 2).↑51This article (Grifol y Aliaga, pp. 401, 402) is as follows: “On the receipt of this circular, you shall have a meeting called of the persons who shall compose that provincial commission, in accordance with the above-cited art. 15 [of the royal decree of December 20, 1863]. Therein shall be read the annexed regulations which shall be cited, and those of this circular; and that provincial supervisory commission shall be declared as installed.”↑52Of the position of woman in the Philippines and its cause, LeRoy says (Philippine Life, pp. 49, 50), although perhaps a trifle too strongly, as woman in the Philippines seems always to have enjoyed a certain amount of freedom, as compared to her sisters in other oriental countries: “The position of woman in the Philippines is not that typical of the Orient. If we may not say that the Philippines are not at all oriental in this respect, at any rate it is perfectly safe to say that in no other part of the Orient have women relatively so much freedom or do they play so large a part in the control of the family or in social and even industrial affairs. It is a common remark that Filipino women, both of the privileged and of the lower classes, are possessed of more character, and often too of more enterprise, than the men. There seems every reason for ascribing this relative improvement in the position of woman in the Philippines as compared with surrounding countries in the Orient to the influence of the Christian religion and the position which they have assumed under the teaching of the Church and the directorship of the friars.”↑53Prueba de curso: the examination which is held at the end of each scholastic year or term, in the months of May and June, or (if it could not be held at that time, or if the student fails to pass) in the month of September of the new term. It must be taken by every pupil in order that he may matriculate the following term.—Francisco Giner de los Rios, of Madrid, of the Free Institution of Teaching.↑54Grado de revalidais the aggregate of exercises and examinations which must be taken by students (in spite of having been examined every year) on the completion of any course (for example that of elementary or superior schoolmaster or mistress), in order to obtain the certificate or diploma of their degree. There are many degrees: doctor, licentiate, bachelor, primary schoolmaster, etc.—Francisco Giner de los Rios.↑55Inscripción: the entering of a student in the school register. This word is also used in general for any record of a name, person, or thing, in a list or register.—Francisco Giner de los Rios.↑56Encerado: a square of oilskin, used as a slate or blackboard. SeeNew Velázquez Dictionary.↑57Cedulas de inscripciónare the documents which are given to the students, certifying that they have been registered in the matriculation books.—Francisco Giner de los Rios.↑58Literally, “Paper of payment to the State.” This is a kind of stamped paper with its stamp authorized by the State, whose price varies according as the stamp represents the value of an impost which is collected in judicial and many other affairs. In the centers of State teaching, the fees which are to be paid by the students for their matriculation are not paid in money, but by presenting a special paper which is bought in certain shops.—Francisco Ginder de los Rios.↑59Hoja de estudios: the document on which are entered the studies which a student has had, and in which he has been examined, with their official value.—Francisco Giner de los Rios.↑60Cedula personal: an official document declaring the name, occupation, domicile, etc., of the bearer, and serving for identification. SeeNew Velázquez Dictionary.↑61Matrícula de honor: a reward obtained by the best students of each class, by virtue of the term examinations. By this reward they are registered free in the matriculation of the following year.—Francisco Giner de los Rios.↑62St. Stanislas Kostka (orKotska) was born of a noble Polish family in 1550. While pursuing his studies at Vienna (1563–66), in the Jesuit college, his predilection to the religious life was clearly manifest, but since the provincial would not receive him there without the consent of his parents, he ran away, and tried to gain admission to the Jesuit order in Dilingen, Germany. To avoid the pursuit of his parents he was sent to Rome, where he was received into the order by St. Francis Borja in 1567. Naturally of a delicate constitution, the extreme bodily mortifications which he practiced in his youthful enthusiasm undermined his health, and he died August 14, 1568, at the age of eighteen. See Baring Gould’sLives of the Saints(London, 1898), xiii, pp. 322–325.↑63i.e., the decree of the government, ordering “let it be done.”↑64Governor Izquierdo [1871–73] paid considerable attention to primary education, in which he was aided by José Patricio Clemente, secretary of the superior government. See Montero y Vidal, iii, p. 621.↑65TheEnsayo de gramática Hispano-Tagala(Manila, 1878) by the Recollect, Fray Toribio Minguella de la Merced. Retana says of this book (Biblioteca filipina, p. 149): “In my opinion the method of this book is the most suitable for study by Spaniards, who do not haze any knowledge of Latin, studied after the ancient method.” Minguella published in 1886,Methodo práctico para que los niños y niñas de las provincias Tagalas aprendan á hablar castellano(Practical method for boys and girls to learn to talk Castilian). This latter book received a reward in public contest.↑66The author of this book is Castor Aguilera y Porta.↑67Its author is Ramón Irureta Goyena.↑68By Benito Francia.↑
1A royal order of November 19, 1815, provided for charity schools in the convents of friars and nuns, for primary education, to give instruction in the Christian doctrine, in good morals, and in the first letters to the children of the poor, from the age of ten to twelve. (Barrantes,Instrucción primaria, p. 77.)↑2Vicente Barrantes, from whom these extracts are taken, was for some years secretary to the governor-general at Manila. SeeReport of Commissioner of Education, 1902, ii, p. 2219.↑3Fred W. Atkinson, formerly general superintendent of public instruction in the Philippines, says: “The early work of the Jesuits in training the Filipinos was commendable, and along right lines in furnishing a common school education. It would have been productive of permanently good results if this order had not been supplanted by the local padres, under whose direction the common branches suffered through lack of attention.” SeeReport of Commissioner of Education, 1900–1901, ii, p. 1317.↑4July 27, 1863, several copies of the plan of public instruction approved for the island of Cuba on the fifteenth of the same month were sent by royal order to the governor of the Philippines, with the object of having the proper measure drawn up, and the advisable plan proposed to the ministry, in regard to the application of said plan to those islands. By decree of October 6, Echagüe created a board of reform of the plan of studies, in order to meet the requirements of the preceding royal order. See Montero y Vidal, iii, p. 403.↑5See a summary of Barrantes’s book inReport of Commissioner of Education, 1902, ii, pp. 2219–2224.↑6“Before this date public schools were hardly known in the Philippines, and instruction was confined solely to the children of parents able to pay for it.” SeeCensus of Philippines, iii, p. 576.↑7In the decree of the superior government, of May 7, 1871, occurs the following interesting description of conditions of the schools in the Philippines: “There are at present an infinite number of villages without schools; there are entire provinces without edifices where schools can be located; there are also many schools, or rather all the schools of the archipelago, with the exception of a few in the capital, which do not possess the material equipment for education and teaching; the children have to sit on the ground, and remain there for hours and hours, packed together as if they were not what they are; books are not given to them; they have no writing desks; they are not given pens, ink, or books. Those schools do not merit the name of such; they are not schools, sad it is to say so: they are pernicious collections of children, where since they do not gain anything morally or intellectually, they lose much, and most of all in their good physical development; in fine those schools are an expense, and show no result.” The same decree states the need of economic and administrative reforms in the Philippines, and the need of “roads, canals, ports, postal communications, both inside and outside the archipelago, telegraphs, professional institutions of superior instruction, an active life without fetters for industry, trade, and agriculture;” but all this must be for the greatest use of the greatest number, and all monopoly must be avoided. “To obtain it human means offer no other mean more energetic, more prompt, and powerful, than the creation and organization of the village school, and its supervision, and its location and erection in the most healthful and convenient place, clean, neat, and modestly furnished, so that it may attract the glances of all,” and may thus be of the greatest good. See Grifol y Aliaga, pp. 218, 219.↑8The parish priests of the Philippines were called “reverend” or “devout” according as they were regulars or native seculars. See Barrantes’sInstrucción primaria, p. 10.↑9See the titles of these orders from 1863 to 1894,post.↑10The Spanish government evinced a great interest “in giving the Filipinos a primary education commensurate with the standing of a civilized nation; but the intentions of the government were frustrated by ... the religious orders.” The “great error of the Spanish nation” consisted “in placing in the hands of a few institutions [the religious orders] the future of her colonies in the extreme east, institutions which did not exist in their native country, and which sought only the private interests of the corporation or order to which they belonged. This entire plan of public instruction lived in the minds of the Spanish legislators, but was never put into practice.” Tomás G. del Rosario, inCensus of Philippines, iii, p. 582.↑11By 1894 there were 2,143 public schools in the Philippines, and 173 sets of provisions regulating them, or tending to the intellectual development of the people. These laws were only superficial. See Tomás G. del Rosario,Census of Philippines, iii, p. 593.↑12The central treasury of ways and means (Grifol y Aliaga, p. 3, note 2) having been suppressed, the expenses of this institution are at present [1894] defrayed as a charge on chapter 1, art. 1. of the budget of the local funds of the central treasury. In the budget of 1893–94, the appropriation of 10,450 pesos was set aside in the following manner:pesos1director,8006professors, each 600 pesos,4,8001drawing teacher,6001vocal music teacher,4801gymnastic teacher,4003assistants, each 400 pesos,1,20015resident pupils, each 120 pesos, for only three months,450Wages of the attendants and servants of the school,600For office expenses, conservation, and innovation of furniture, and other effects,1,120Total,10,450↑13The last classification made of the schools of this archipelago was that approved by superior decree, February 27, 1893, which was published in the ManilaGaceta, May 10 following. (Grifol y Aliaga, p. 4, note 5.)↑14“What contributed greatly, also, to the general backwardness of primary instruction was the small salary paid teachers, as it was impossible for them to live on what was paid them.... The small salary paralyzed any good will and ambition to work.” T. G. del Rosario inCensus of Philippines, iii, p. 595. See also,ante, p. 80, note 20.↑15Commonly calleddirectorcillos(Grifol y Aliaga, p. 5, note 2).↑16The principalia was formed of those natives who have occupied petty government posts in the islands. SeeVOL. XVII, p. 331.↑17It is to be understood that the office of superior civil governor is equivalent to the present office of governor general (Grifol y Aliaga, p. 6, note 3).↑18This superior commission, appointed by superior decree of March 15, 1864, was suppressed by another decree of the superior civil government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, of December 5, 1870, by which was created thead interimSuperior Board of Public Instruction (Grifol y Aliaga, p. 6, note 4).↑19Now judge of first instance (Grifol y Aliaga, p. 6, note 5).↑20Now manager or subdelegate of the public treasury.↑21See Wm. B. Freer’sPhilippine Experiences of an American Teacher, chapter viii, pp. 97–109, for an account of methods used in normal instruction after American occupation.↑22Those pupils styled throughout this translation “regular” or in Spanishde numero, are those appointed directly by the government, the “de numero” (of the number) indicating that a certain number were thus appointed. The supernumerary (literally, “above the number”) resident pupils are all others.↑23The clothing recommended by a sub-commission of the superior commission of primary instruction, November 24, 1864, (Grifol y Aliaga, p. 20), for regular and supernumerary resident pupils of the Manila normal school, was as follows:Estimated pricepesos fuertescentavos2pairs of white pantaloons,302pairs of colored pantaloons,302white jackets,201coat of black alpaca,2502black ribbons for the neck,0251black cap, with the initials E. N. in silver, according to model,202pairs of shoes,201pair of chinelas [i.e., heelless slipper],05010white shirts,1002colored shirts,15012pocket handkerchiefs,1012pairs of socks,104pairs of underdrawers,1251mat,0501pillow,0754pillow-cases,0754sheets,602bed covers,20Clothesbrush, comb, scissors, etc.,10Total400↑24i.e., All-Souls’ day.↑25The three days preceding Lent.↑26The United States government continued this school, and gave it the support ($8,880, Mexican) formerly furnished by the Spanish government. SeeReport of Philippine Commission, 1900, i, p. 36.↑27May 21, 1840, Governor Lardizábal communicated to the Audiencia a royal order of October 4, 1839, in regard to the necessary conditions to be observed for the introduction and circulation of books in the islands, the previous designation of those deserving censure, given by his Majesty’s fiscal, a censor being later appointed by the government, and another by the archbishop, the fiscal again reviewing the qualification and the censure; and if “it should result that there was sufficient grounds to prohibit the circulation of any work, because it contains principles, maxims, and doctrines contrary to the rights of the legitimate throne, or to the religion of the State, the book is not only to be taken back, but shipped back immediately.” In case of dispute between the two censors, the fiscal was to decide (royal order, November 19, 1840). See Montero y Vidal, iii, pp. 29, 30.↑28The important circular of the superior civil government of August 30, 1867 (concerning school attendance), treats of the manner of exercise of the supervision of the schools by the parish priests and provincial chiefs. Various other acts of legislation refer to the same matter. (Grifol y Aliaga, p. 118, note 1.)↑29The first two books mentioned are: theCatecismo de la doctrina cristiana, by Gaspar Astete, which has passed through many Spanish editions; and theCatéchisme historique, by Claude Fleury, which has passed through many different editions in many languages. José Francisco de Iturzaeta has published several works on educational subjects.↑30James A. LeRoy (Philippine Life, p. 203) says of the textbooks used in the Philippines: “After 1863, and up to the American conquest, the catechism remained the chief feature of daily work in the primary schools, often relegating all else to an insignificant place—much depending upon the preparation, at best a scanty one, of the teacher. A badly printed little 150 page textbook, prescribed by the government for the schools, was reader, writer, speller, arithmetic, geography, history of Spain and the world (Spain overshadowing), Spanish grammar (quite commonly not taught, because the teacher knew little or nothing of it), and handbook of religious and moral precepts (many pages). This book, moreover, shows how pitifully inadequate was the Filipino child’s schooling at the very best; for often not even this textbook was employed, perhaps because the teacher was not prepared to use it.”↑31The Philippine school report for 1892, entitled “Report of the children’s schools for both sexes, at present in these islands, classified in accordance with the orders of his Excellency, the governor-general, in his decree of July 29, 1892,” gives the following data. The schools are classified by grades,i.e., into schools of entrada, ascenso, and finishing schools of the second and first rank; and the order in charge of each village or province is also given. We condense from this report (a manuscript belonging to Rev. T. C. Middleton, O.S.A.), the number of schools in the various provinces, and the order or orders in charge of the same.AugustiniansProvinceNo. of SchoolsAbra,28Antique,57Bontoc,8Ilocos Norte,30Lepanto,20Quiangan,2Tiagan,9Union,35Augustinians and FranciscansBulacan,68Augustinians and secularsCebú,120Capiz,65Ilocos Sur,61Iloilo,95Pampanga,54Augustinians, Franciscans, and secularsBatangas,46Nueva Ecija,49Augustinians and DominicansTarlac,34Augustinians and all other ordersManila,84FranciscansAlbay,88Burias,4Camarines Norte,20Camarines Sur,68Isla del Corregidor,3Infanta,4Franciscans and DominicansBataan,36Nueva Vizcaya,16Franciscans and RecollectsMisamis,74Leite,89Principe,5Samar,76Surigao,59Tayabas,45RecollectsBohol,94Cavite,50Cottabato,6Calamianes,10Isla de Negros, occidental,56Isla de Negros, oriental,34Isabela de Basilan (?)2Masbate and Ticao,23Mindoro,44Paragua,6Romblon,33Zambales,48Recollects and CapuchinsCarolinas, orientales,4Carolinas, occidentales,3Recollects and DominicansMorong,30Recollects and secularsZamboanga,15DominicansCagayan,39Islas Batanes,14Isabela de Luzón,33Laguna,56Pangasinan,62JesuitsDavao,11Dapitan,12CapuchinsMarianas,4↑32LeRoy,ut supra, pp. 203–204, says: “The advance in primary instruction from 1863 to 1896 was altogether notable, though the figures revealing it are largely superficial, after all, in their significance. The number of school buildings increased in the villages from seven hundred to twenty-one hundred, but the number of pupils did not reach two hundred thousand, in all probability, as against one hundred and thirty-five thousand in 1866.”↑33Notwithstanding this admirable prescription, Tomás G. del Rosario, writing inCensus of Philippines, iii, p. 595, says concerning the sanitary qualities of the Philippine schools: “The necessary sanitation was not observed in the schools, either to preserve the health of the children or for personal cleanliness, an important purpose of every educational system. Many of the schools were in the filthiest condition. They had no water-closets nor play-grounds, and no instruction was given in physical culture or in social matters.”↑34According to article 25 of the penal code in force in these islands, corporal punishments, in addition to that of death, are perpetual chains, perpetual imprisonment, perpetual exile, perpetual banishment, temporal chains, temporal exile, temporal banishment, imprisonment at hard labor, lesser imprisonment, confinement, absolute perpetual and temporal disqualification, and absolute and special perpetual and temporal disqualification for any public charge, right of active or passive suffrage, profession, or trade. (Grifol y Aliaga, p. 123, note 2.)↑35The provisions (Grifol y Aliaga, p. 123, note 3) in force in regard to the salaries of teachers and assistants is that of the superior decree of July 29, 1892, which prescribes the following monthly salaries:Boys’ schoolsPesosTérmino schoolteachers of the first grade,40Término schoolteachers of the second grade,30Ascenso schoolteachers,22Entrada schoolteachers,17Assistants of the first class,13Assistants of the second class,8Girls’ schoolsTérmino schoolteachers,26Ascenso schoolteachers,20Entrada schoolteachers,15Assistants of the first class,12Assistants of the second class,8↑36The superior decree of August 11, 1892, conceded annual allowances to men and women teachers who had taught for fifteen years, and had a good record. By the decree of July 20, 1894, traveling expenses were advanced to them. (Grifol y Aliaga, p. 124, note 3.)↑37The post of assistants of the first class belongs only to boys’ término schools of the first and second class, and in those of girls to término and ascenso schools. Schools of other grades belong to assistants of the second class. Substitute assistants, namely, those who have no certificate, are entitled only to the monthly pay of four pesos. (Grifol y Aliaga, p. 124, note 4.)↑38Article 4 of the superior decree of May 7, 1871, rules that the teaching in the schools for adults shall last eight months per year, and be given at night, employing two hours every Monday, Thursday, and Saturday of each week. For the increased work, an amount of pay equal to what they received during the day was assigned to the teachers. This decree, as is evident, took away the dominical character given to the adult schools by these regulations of December 20, 1863. Notwithstanding the benefit of the increase of a fourth part of the pay to which teachers are entitled for the adult schools, very few such schools exist. In the budgets in force now, the figures for the payment of salaries for the teaching of adults only reach the sum of 573 pesos distributed among the provinces of Abra, Cebú, and Pampanga, in the proportion of 318, 210, and 45 pesos, respectively. (Grifol y Aliaga, p. 126, note 1.)↑39This Superior Council of Primary Instruction was suppressed by decree of the superior government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, December 5, 1870, by which was created thead interimSuperior Board of Public Instruction, in the manner prescribed by this article and article 15 of the royal decree of August 16, 1876, approved by royal order, June 5 of the following year. (Grifol y Aliaga, p. 126, note 2.)↑40Article 12, of the royal decree of May 19, 1893, relative to the municipal regulation of the villages of Luzón and Visayas, prescribes among the duties of the municipal captain that of “supervisor of the offices, schools, and municipal services.” On account of this some have doubted whether the supervision of the schools was taken away from the parish priests to give it to the municipal captains. That doubt has been resolved by paragraph 4 of the provisional regulations of the said royal decree approved by decree of the general government December 9, 1893, for in said paragraph it is stated clearly and distinctly: “Without prejudice to the supervision in instruction which belongs to the parish priest, according to the regulations of 1863, whose powers are not altered in any way, the municipal tribunal shall constantly exercise a watch over primary instruction, etc.” In our opinion, the above-mentioned doubt has no call for existence, since the above-mentioned article 12 of the royal decree of May 19, 1893, refers, as one can see by its own words, to the municipal schools, and those which are established in the villages of the archipelago cannot have that character attributed to them, since their expenses are not met by the municipal tribunals, nor does the appointment of the staff belong to them, but both are in charge of the central management. We believe, consequently, that the municipal captains have not even the secondary or supplementary supervision over the present schools of the archipelago, which is given them by paragraph 4 of the provisional regulations of December 9, 1893. (Grifol y Aliaga, pp. 126, 127, note 5.)↑41José de Calasanz, or as he is sometimes called, Joseph de Calasanzio, was born at Peralta, Cataluña, in 1556, and became a well-known ecclesiastic. On the occasion of a visit to Rome in 1592, touched with compassion at the neglected condition of the poor children, he renounced his ecclesiastical honors in Spain and devoted himself to the work of teaching in Rome. There he founded the Congregation of the Piaristes, consisting of regular clerics, about 1,600, whose object was the charitable education of poor children. The congregation was approved in 1617 by Paul V, who permitted members to take the simple vows and adopt their own rules. In 1621 Gregory XV gave them the title of “Regular clerics of the poor, under the protection of the Mother of God, for charitable schools.” The work soon spread to the rest of Italy, and to Germany and Poland. The mother house is at Rome. Its founder, who died in 1648, and was canonized in 1767, refused to accept the honors of bishop or cardinal. SeeGrande Encyclopédie.↑42Article 9 of the decree of the General Division of Civil Administration, of February 4, 1889, prescribes that on Sunday after mass the boys shall assemble at the school for an hour, so that the religious or parish priest may give them the religious teaching that he deems advisable (Grifol y Aliaga, p. 131, note 1).↑43In 1868, the studies for the normal school for female teachers were given in this school. The report on the education of girls presented by the friars at the exposition at Madrid in 1887 speaks as follows of it: “While strictly speaking there is no other normal school for female teachers than that of Nueva Cáceres, we believe, nevertheless, that this name can be given to the municipal school for girls of this capital, which is the only institution for young women supported from public funds—that is, from the funds of the municipality of Manila. It is true that schoolmistresses can, and actually do, graduate from any girls’ school of this capital, and even from any private school, as, according to the law in force to secure this title, the passing of the regular examination is sufficient; but we believe that the only institution of this character in Manila which deserves the title of teachers’ school is the municipal school, and we therefore include in the same chapter this school and that of Santa Isabel of Nueva Cáceres.” SeeCensus of Philippines, iii, pp. 615, 616.↑44In the Madrid periodicalNuestro Tiempoof November 25, 1905 (pp. 317–331), is an article by Eduardo Sanz y Escartin, of the Royal Academy of Moral and Political Sciences, entitled “La instrucción pública en España” (“Public instruction in Spain”), which gives a good résumé of the condition and needs of education in Spain at present.↑45TheGaceta de Manilais the continuation of theBoletín oficial de Filipinas, [Official Bulletin of Filipinas] which changed its name in accordance with a royal order of May 18, 1860. The first issue of the paper under the new name appeared Tuesday, February 26, 1861, and by a royal order of September 26 following, it was prescribed that all the villages of the archipelago should subscribe for the paper. By a decree issued in February 1861, it was declared that “all the official orders published in theGaceta de Manila, whatever their origin, are to be regarded as official and authentic text.” TheBoletínwas first issued in 1852, being the continuation of theDiario de Manila, first published at the end of 1848. See Montero y Vidal, iii, pp. 306, 307; andPolitica de España en Filipinas, iii, pp. 94, 95.↑46General Gándara paid special attention to primary education, and very important measures are due to him in the years 1867 and 1868. He was ably seconded by the secretary of the superior government, Vicente Barrantes. See Montero y Vidal, iii, p. 491.↑47Of the girls’ school of Nueva-Cáceres, Tomás G. del Rosario says (Census of Philippines, iii, p. 616): “This school was founded by the bishop of that diocese, Fray Francisco Gainza, who inaugurated the studies on April 13, 1868, as a primary school for girls. On June 18, 1871, the studies of the normal school for women were taught there, as they were in that of Manila, by a decree of the government of King Amadeo, of Savoy. On May 26, 1873, the government of the Spanish republic decreed that each of the towns of that ecclesiastical province should hereafter make allowance for a similar number of young girls desirous of obtaining the title of teacher. Up to 1887, 177 girls had obtained certificates as teachers from this educational institution. The sisters of charity are in charge of the institution and of the education of the girls. This educational institution combined the characteristics of a school of primary instruction, a college for the education of boarding pupils, and a school for teachers, or normal school.”↑48By decision of his Excellency the governor general, November 18, 1889, this article was revised to the effect that girls could enter the normal school for women teachers in Nueva Cáceres from the age of fourteen, although those with the teachers’ certificate could not teach until they reached the age of twenty, according to the regulations. However, those older than sixteen and less than twenty who hold teachers’ certificates may have the charge of schools, with the character ofad interim, so long as there are not other teachers with all the legal conditions required; and they are confirmed in these posts when they reach the age of twenty, according to the royal decree of November 24, 1893. (Grifol y Aliaga, p. 45, note 1.)↑49This article (see. Grifol y Aliaga, p. 244) is as follows: “The issuing of teachers’ certificates of primary instruction, both normal and substitutes, their appointments to discharge the duties of the public schools, prescribe promotions, licenses, and other things connected with these functionaries, are in charge of the director [general of Civil Administration].”↑50Now the civil governor of Ambos Camarines (Grifol y Aliaga, p. 50, note 2).↑51This article (Grifol y Aliaga, pp. 401, 402) is as follows: “On the receipt of this circular, you shall have a meeting called of the persons who shall compose that provincial commission, in accordance with the above-cited art. 15 [of the royal decree of December 20, 1863]. Therein shall be read the annexed regulations which shall be cited, and those of this circular; and that provincial supervisory commission shall be declared as installed.”↑52Of the position of woman in the Philippines and its cause, LeRoy says (Philippine Life, pp. 49, 50), although perhaps a trifle too strongly, as woman in the Philippines seems always to have enjoyed a certain amount of freedom, as compared to her sisters in other oriental countries: “The position of woman in the Philippines is not that typical of the Orient. If we may not say that the Philippines are not at all oriental in this respect, at any rate it is perfectly safe to say that in no other part of the Orient have women relatively so much freedom or do they play so large a part in the control of the family or in social and even industrial affairs. It is a common remark that Filipino women, both of the privileged and of the lower classes, are possessed of more character, and often too of more enterprise, than the men. There seems every reason for ascribing this relative improvement in the position of woman in the Philippines as compared with surrounding countries in the Orient to the influence of the Christian religion and the position which they have assumed under the teaching of the Church and the directorship of the friars.”↑53Prueba de curso: the examination which is held at the end of each scholastic year or term, in the months of May and June, or (if it could not be held at that time, or if the student fails to pass) in the month of September of the new term. It must be taken by every pupil in order that he may matriculate the following term.—Francisco Giner de los Rios, of Madrid, of the Free Institution of Teaching.↑54Grado de revalidais the aggregate of exercises and examinations which must be taken by students (in spite of having been examined every year) on the completion of any course (for example that of elementary or superior schoolmaster or mistress), in order to obtain the certificate or diploma of their degree. There are many degrees: doctor, licentiate, bachelor, primary schoolmaster, etc.—Francisco Giner de los Rios.↑55Inscripción: the entering of a student in the school register. This word is also used in general for any record of a name, person, or thing, in a list or register.—Francisco Giner de los Rios.↑56Encerado: a square of oilskin, used as a slate or blackboard. SeeNew Velázquez Dictionary.↑57Cedulas de inscripciónare the documents which are given to the students, certifying that they have been registered in the matriculation books.—Francisco Giner de los Rios.↑58Literally, “Paper of payment to the State.” This is a kind of stamped paper with its stamp authorized by the State, whose price varies according as the stamp represents the value of an impost which is collected in judicial and many other affairs. In the centers of State teaching, the fees which are to be paid by the students for their matriculation are not paid in money, but by presenting a special paper which is bought in certain shops.—Francisco Ginder de los Rios.↑59Hoja de estudios: the document on which are entered the studies which a student has had, and in which he has been examined, with their official value.—Francisco Giner de los Rios.↑60Cedula personal: an official document declaring the name, occupation, domicile, etc., of the bearer, and serving for identification. SeeNew Velázquez Dictionary.↑61Matrícula de honor: a reward obtained by the best students of each class, by virtue of the term examinations. By this reward they are registered free in the matriculation of the following year.—Francisco Giner de los Rios.↑62St. Stanislas Kostka (orKotska) was born of a noble Polish family in 1550. While pursuing his studies at Vienna (1563–66), in the Jesuit college, his predilection to the religious life was clearly manifest, but since the provincial would not receive him there without the consent of his parents, he ran away, and tried to gain admission to the Jesuit order in Dilingen, Germany. To avoid the pursuit of his parents he was sent to Rome, where he was received into the order by St. Francis Borja in 1567. Naturally of a delicate constitution, the extreme bodily mortifications which he practiced in his youthful enthusiasm undermined his health, and he died August 14, 1568, at the age of eighteen. See Baring Gould’sLives of the Saints(London, 1898), xiii, pp. 322–325.↑63i.e., the decree of the government, ordering “let it be done.”↑64Governor Izquierdo [1871–73] paid considerable attention to primary education, in which he was aided by José Patricio Clemente, secretary of the superior government. See Montero y Vidal, iii, p. 621.↑65TheEnsayo de gramática Hispano-Tagala(Manila, 1878) by the Recollect, Fray Toribio Minguella de la Merced. Retana says of this book (Biblioteca filipina, p. 149): “In my opinion the method of this book is the most suitable for study by Spaniards, who do not haze any knowledge of Latin, studied after the ancient method.” Minguella published in 1886,Methodo práctico para que los niños y niñas de las provincias Tagalas aprendan á hablar castellano(Practical method for boys and girls to learn to talk Castilian). This latter book received a reward in public contest.↑66The author of this book is Castor Aguilera y Porta.↑67Its author is Ramón Irureta Goyena.↑68By Benito Francia.↑
1A royal order of November 19, 1815, provided for charity schools in the convents of friars and nuns, for primary education, to give instruction in the Christian doctrine, in good morals, and in the first letters to the children of the poor, from the age of ten to twelve. (Barrantes,Instrucción primaria, p. 77.)↑2Vicente Barrantes, from whom these extracts are taken, was for some years secretary to the governor-general at Manila. SeeReport of Commissioner of Education, 1902, ii, p. 2219.↑3Fred W. Atkinson, formerly general superintendent of public instruction in the Philippines, says: “The early work of the Jesuits in training the Filipinos was commendable, and along right lines in furnishing a common school education. It would have been productive of permanently good results if this order had not been supplanted by the local padres, under whose direction the common branches suffered through lack of attention.” SeeReport of Commissioner of Education, 1900–1901, ii, p. 1317.↑4July 27, 1863, several copies of the plan of public instruction approved for the island of Cuba on the fifteenth of the same month were sent by royal order to the governor of the Philippines, with the object of having the proper measure drawn up, and the advisable plan proposed to the ministry, in regard to the application of said plan to those islands. By decree of October 6, Echagüe created a board of reform of the plan of studies, in order to meet the requirements of the preceding royal order. See Montero y Vidal, iii, p. 403.↑5See a summary of Barrantes’s book inReport of Commissioner of Education, 1902, ii, pp. 2219–2224.↑6“Before this date public schools were hardly known in the Philippines, and instruction was confined solely to the children of parents able to pay for it.” SeeCensus of Philippines, iii, p. 576.↑7In the decree of the superior government, of May 7, 1871, occurs the following interesting description of conditions of the schools in the Philippines: “There are at present an infinite number of villages without schools; there are entire provinces without edifices where schools can be located; there are also many schools, or rather all the schools of the archipelago, with the exception of a few in the capital, which do not possess the material equipment for education and teaching; the children have to sit on the ground, and remain there for hours and hours, packed together as if they were not what they are; books are not given to them; they have no writing desks; they are not given pens, ink, or books. Those schools do not merit the name of such; they are not schools, sad it is to say so: they are pernicious collections of children, where since they do not gain anything morally or intellectually, they lose much, and most of all in their good physical development; in fine those schools are an expense, and show no result.” The same decree states the need of economic and administrative reforms in the Philippines, and the need of “roads, canals, ports, postal communications, both inside and outside the archipelago, telegraphs, professional institutions of superior instruction, an active life without fetters for industry, trade, and agriculture;” but all this must be for the greatest use of the greatest number, and all monopoly must be avoided. “To obtain it human means offer no other mean more energetic, more prompt, and powerful, than the creation and organization of the village school, and its supervision, and its location and erection in the most healthful and convenient place, clean, neat, and modestly furnished, so that it may attract the glances of all,” and may thus be of the greatest good. See Grifol y Aliaga, pp. 218, 219.↑8The parish priests of the Philippines were called “reverend” or “devout” according as they were regulars or native seculars. See Barrantes’sInstrucción primaria, p. 10.↑9See the titles of these orders from 1863 to 1894,post.↑10The Spanish government evinced a great interest “in giving the Filipinos a primary education commensurate with the standing of a civilized nation; but the intentions of the government were frustrated by ... the religious orders.” The “great error of the Spanish nation” consisted “in placing in the hands of a few institutions [the religious orders] the future of her colonies in the extreme east, institutions which did not exist in their native country, and which sought only the private interests of the corporation or order to which they belonged. This entire plan of public instruction lived in the minds of the Spanish legislators, but was never put into practice.” Tomás G. del Rosario, inCensus of Philippines, iii, p. 582.↑11By 1894 there were 2,143 public schools in the Philippines, and 173 sets of provisions regulating them, or tending to the intellectual development of the people. These laws were only superficial. See Tomás G. del Rosario,Census of Philippines, iii, p. 593.↑12The central treasury of ways and means (Grifol y Aliaga, p. 3, note 2) having been suppressed, the expenses of this institution are at present [1894] defrayed as a charge on chapter 1, art. 1. of the budget of the local funds of the central treasury. In the budget of 1893–94, the appropriation of 10,450 pesos was set aside in the following manner:pesos1director,8006professors, each 600 pesos,4,8001drawing teacher,6001vocal music teacher,4801gymnastic teacher,4003assistants, each 400 pesos,1,20015resident pupils, each 120 pesos, for only three months,450Wages of the attendants and servants of the school,600For office expenses, conservation, and innovation of furniture, and other effects,1,120Total,10,450↑13The last classification made of the schools of this archipelago was that approved by superior decree, February 27, 1893, which was published in the ManilaGaceta, May 10 following. (Grifol y Aliaga, p. 4, note 5.)↑14“What contributed greatly, also, to the general backwardness of primary instruction was the small salary paid teachers, as it was impossible for them to live on what was paid them.... The small salary paralyzed any good will and ambition to work.” T. G. del Rosario inCensus of Philippines, iii, p. 595. See also,ante, p. 80, note 20.↑15Commonly calleddirectorcillos(Grifol y Aliaga, p. 5, note 2).↑16The principalia was formed of those natives who have occupied petty government posts in the islands. SeeVOL. XVII, p. 331.↑17It is to be understood that the office of superior civil governor is equivalent to the present office of governor general (Grifol y Aliaga, p. 6, note 3).↑18This superior commission, appointed by superior decree of March 15, 1864, was suppressed by another decree of the superior civil government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, of December 5, 1870, by which was created thead interimSuperior Board of Public Instruction (Grifol y Aliaga, p. 6, note 4).↑19Now judge of first instance (Grifol y Aliaga, p. 6, note 5).↑20Now manager or subdelegate of the public treasury.↑21See Wm. B. Freer’sPhilippine Experiences of an American Teacher, chapter viii, pp. 97–109, for an account of methods used in normal instruction after American occupation.↑22Those pupils styled throughout this translation “regular” or in Spanishde numero, are those appointed directly by the government, the “de numero” (of the number) indicating that a certain number were thus appointed. The supernumerary (literally, “above the number”) resident pupils are all others.↑23The clothing recommended by a sub-commission of the superior commission of primary instruction, November 24, 1864, (Grifol y Aliaga, p. 20), for regular and supernumerary resident pupils of the Manila normal school, was as follows:Estimated pricepesos fuertescentavos2pairs of white pantaloons,302pairs of colored pantaloons,302white jackets,201coat of black alpaca,2502black ribbons for the neck,0251black cap, with the initials E. N. in silver, according to model,202pairs of shoes,201pair of chinelas [i.e., heelless slipper],05010white shirts,1002colored shirts,15012pocket handkerchiefs,1012pairs of socks,104pairs of underdrawers,1251mat,0501pillow,0754pillow-cases,0754sheets,602bed covers,20Clothesbrush, comb, scissors, etc.,10Total400↑24i.e., All-Souls’ day.↑25The three days preceding Lent.↑26The United States government continued this school, and gave it the support ($8,880, Mexican) formerly furnished by the Spanish government. SeeReport of Philippine Commission, 1900, i, p. 36.↑27May 21, 1840, Governor Lardizábal communicated to the Audiencia a royal order of October 4, 1839, in regard to the necessary conditions to be observed for the introduction and circulation of books in the islands, the previous designation of those deserving censure, given by his Majesty’s fiscal, a censor being later appointed by the government, and another by the archbishop, the fiscal again reviewing the qualification and the censure; and if “it should result that there was sufficient grounds to prohibit the circulation of any work, because it contains principles, maxims, and doctrines contrary to the rights of the legitimate throne, or to the religion of the State, the book is not only to be taken back, but shipped back immediately.” In case of dispute between the two censors, the fiscal was to decide (royal order, November 19, 1840). See Montero y Vidal, iii, pp. 29, 30.↑28The important circular of the superior civil government of August 30, 1867 (concerning school attendance), treats of the manner of exercise of the supervision of the schools by the parish priests and provincial chiefs. Various other acts of legislation refer to the same matter. (Grifol y Aliaga, p. 118, note 1.)↑29The first two books mentioned are: theCatecismo de la doctrina cristiana, by Gaspar Astete, which has passed through many Spanish editions; and theCatéchisme historique, by Claude Fleury, which has passed through many different editions in many languages. José Francisco de Iturzaeta has published several works on educational subjects.↑30James A. LeRoy (Philippine Life, p. 203) says of the textbooks used in the Philippines: “After 1863, and up to the American conquest, the catechism remained the chief feature of daily work in the primary schools, often relegating all else to an insignificant place—much depending upon the preparation, at best a scanty one, of the teacher. A badly printed little 150 page textbook, prescribed by the government for the schools, was reader, writer, speller, arithmetic, geography, history of Spain and the world (Spain overshadowing), Spanish grammar (quite commonly not taught, because the teacher knew little or nothing of it), and handbook of religious and moral precepts (many pages). This book, moreover, shows how pitifully inadequate was the Filipino child’s schooling at the very best; for often not even this textbook was employed, perhaps because the teacher was not prepared to use it.”↑31The Philippine school report for 1892, entitled “Report of the children’s schools for both sexes, at present in these islands, classified in accordance with the orders of his Excellency, the governor-general, in his decree of July 29, 1892,” gives the following data. The schools are classified by grades,i.e., into schools of entrada, ascenso, and finishing schools of the second and first rank; and the order in charge of each village or province is also given. We condense from this report (a manuscript belonging to Rev. T. C. Middleton, O.S.A.), the number of schools in the various provinces, and the order or orders in charge of the same.AugustiniansProvinceNo. of SchoolsAbra,28Antique,57Bontoc,8Ilocos Norte,30Lepanto,20Quiangan,2Tiagan,9Union,35Augustinians and FranciscansBulacan,68Augustinians and secularsCebú,120Capiz,65Ilocos Sur,61Iloilo,95Pampanga,54Augustinians, Franciscans, and secularsBatangas,46Nueva Ecija,49Augustinians and DominicansTarlac,34Augustinians and all other ordersManila,84FranciscansAlbay,88Burias,4Camarines Norte,20Camarines Sur,68Isla del Corregidor,3Infanta,4Franciscans and DominicansBataan,36Nueva Vizcaya,16Franciscans and RecollectsMisamis,74Leite,89Principe,5Samar,76Surigao,59Tayabas,45RecollectsBohol,94Cavite,50Cottabato,6Calamianes,10Isla de Negros, occidental,56Isla de Negros, oriental,34Isabela de Basilan (?)2Masbate and Ticao,23Mindoro,44Paragua,6Romblon,33Zambales,48Recollects and CapuchinsCarolinas, orientales,4Carolinas, occidentales,3Recollects and DominicansMorong,30Recollects and secularsZamboanga,15DominicansCagayan,39Islas Batanes,14Isabela de Luzón,33Laguna,56Pangasinan,62JesuitsDavao,11Dapitan,12CapuchinsMarianas,4↑32LeRoy,ut supra, pp. 203–204, says: “The advance in primary instruction from 1863 to 1896 was altogether notable, though the figures revealing it are largely superficial, after all, in their significance. The number of school buildings increased in the villages from seven hundred to twenty-one hundred, but the number of pupils did not reach two hundred thousand, in all probability, as against one hundred and thirty-five thousand in 1866.”↑33Notwithstanding this admirable prescription, Tomás G. del Rosario, writing inCensus of Philippines, iii, p. 595, says concerning the sanitary qualities of the Philippine schools: “The necessary sanitation was not observed in the schools, either to preserve the health of the children or for personal cleanliness, an important purpose of every educational system. Many of the schools were in the filthiest condition. They had no water-closets nor play-grounds, and no instruction was given in physical culture or in social matters.”↑34According to article 25 of the penal code in force in these islands, corporal punishments, in addition to that of death, are perpetual chains, perpetual imprisonment, perpetual exile, perpetual banishment, temporal chains, temporal exile, temporal banishment, imprisonment at hard labor, lesser imprisonment, confinement, absolute perpetual and temporal disqualification, and absolute and special perpetual and temporal disqualification for any public charge, right of active or passive suffrage, profession, or trade. (Grifol y Aliaga, p. 123, note 2.)↑35The provisions (Grifol y Aliaga, p. 123, note 3) in force in regard to the salaries of teachers and assistants is that of the superior decree of July 29, 1892, which prescribes the following monthly salaries:Boys’ schoolsPesosTérmino schoolteachers of the first grade,40Término schoolteachers of the second grade,30Ascenso schoolteachers,22Entrada schoolteachers,17Assistants of the first class,13Assistants of the second class,8Girls’ schoolsTérmino schoolteachers,26Ascenso schoolteachers,20Entrada schoolteachers,15Assistants of the first class,12Assistants of the second class,8↑36The superior decree of August 11, 1892, conceded annual allowances to men and women teachers who had taught for fifteen years, and had a good record. By the decree of July 20, 1894, traveling expenses were advanced to them. (Grifol y Aliaga, p. 124, note 3.)↑37The post of assistants of the first class belongs only to boys’ término schools of the first and second class, and in those of girls to término and ascenso schools. Schools of other grades belong to assistants of the second class. Substitute assistants, namely, those who have no certificate, are entitled only to the monthly pay of four pesos. (Grifol y Aliaga, p. 124, note 4.)↑38Article 4 of the superior decree of May 7, 1871, rules that the teaching in the schools for adults shall last eight months per year, and be given at night, employing two hours every Monday, Thursday, and Saturday of each week. For the increased work, an amount of pay equal to what they received during the day was assigned to the teachers. This decree, as is evident, took away the dominical character given to the adult schools by these regulations of December 20, 1863. Notwithstanding the benefit of the increase of a fourth part of the pay to which teachers are entitled for the adult schools, very few such schools exist. In the budgets in force now, the figures for the payment of salaries for the teaching of adults only reach the sum of 573 pesos distributed among the provinces of Abra, Cebú, and Pampanga, in the proportion of 318, 210, and 45 pesos, respectively. (Grifol y Aliaga, p. 126, note 1.)↑39This Superior Council of Primary Instruction was suppressed by decree of the superior government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, December 5, 1870, by which was created thead interimSuperior Board of Public Instruction, in the manner prescribed by this article and article 15 of the royal decree of August 16, 1876, approved by royal order, June 5 of the following year. (Grifol y Aliaga, p. 126, note 2.)↑40Article 12, of the royal decree of May 19, 1893, relative to the municipal regulation of the villages of Luzón and Visayas, prescribes among the duties of the municipal captain that of “supervisor of the offices, schools, and municipal services.” On account of this some have doubted whether the supervision of the schools was taken away from the parish priests to give it to the municipal captains. That doubt has been resolved by paragraph 4 of the provisional regulations of the said royal decree approved by decree of the general government December 9, 1893, for in said paragraph it is stated clearly and distinctly: “Without prejudice to the supervision in instruction which belongs to the parish priest, according to the regulations of 1863, whose powers are not altered in any way, the municipal tribunal shall constantly exercise a watch over primary instruction, etc.” In our opinion, the above-mentioned doubt has no call for existence, since the above-mentioned article 12 of the royal decree of May 19, 1893, refers, as one can see by its own words, to the municipal schools, and those which are established in the villages of the archipelago cannot have that character attributed to them, since their expenses are not met by the municipal tribunals, nor does the appointment of the staff belong to them, but both are in charge of the central management. We believe, consequently, that the municipal captains have not even the secondary or supplementary supervision over the present schools of the archipelago, which is given them by paragraph 4 of the provisional regulations of December 9, 1893. (Grifol y Aliaga, pp. 126, 127, note 5.)↑41José de Calasanz, or as he is sometimes called, Joseph de Calasanzio, was born at Peralta, Cataluña, in 1556, and became a well-known ecclesiastic. On the occasion of a visit to Rome in 1592, touched with compassion at the neglected condition of the poor children, he renounced his ecclesiastical honors in Spain and devoted himself to the work of teaching in Rome. There he founded the Congregation of the Piaristes, consisting of regular clerics, about 1,600, whose object was the charitable education of poor children. The congregation was approved in 1617 by Paul V, who permitted members to take the simple vows and adopt their own rules. In 1621 Gregory XV gave them the title of “Regular clerics of the poor, under the protection of the Mother of God, for charitable schools.” The work soon spread to the rest of Italy, and to Germany and Poland. The mother house is at Rome. Its founder, who died in 1648, and was canonized in 1767, refused to accept the honors of bishop or cardinal. SeeGrande Encyclopédie.↑42Article 9 of the decree of the General Division of Civil Administration, of February 4, 1889, prescribes that on Sunday after mass the boys shall assemble at the school for an hour, so that the religious or parish priest may give them the religious teaching that he deems advisable (Grifol y Aliaga, p. 131, note 1).↑43In 1868, the studies for the normal school for female teachers were given in this school. The report on the education of girls presented by the friars at the exposition at Madrid in 1887 speaks as follows of it: “While strictly speaking there is no other normal school for female teachers than that of Nueva Cáceres, we believe, nevertheless, that this name can be given to the municipal school for girls of this capital, which is the only institution for young women supported from public funds—that is, from the funds of the municipality of Manila. It is true that schoolmistresses can, and actually do, graduate from any girls’ school of this capital, and even from any private school, as, according to the law in force to secure this title, the passing of the regular examination is sufficient; but we believe that the only institution of this character in Manila which deserves the title of teachers’ school is the municipal school, and we therefore include in the same chapter this school and that of Santa Isabel of Nueva Cáceres.” SeeCensus of Philippines, iii, pp. 615, 616.↑44In the Madrid periodicalNuestro Tiempoof November 25, 1905 (pp. 317–331), is an article by Eduardo Sanz y Escartin, of the Royal Academy of Moral and Political Sciences, entitled “La instrucción pública en España” (“Public instruction in Spain”), which gives a good résumé of the condition and needs of education in Spain at present.↑45TheGaceta de Manilais the continuation of theBoletín oficial de Filipinas, [Official Bulletin of Filipinas] which changed its name in accordance with a royal order of May 18, 1860. The first issue of the paper under the new name appeared Tuesday, February 26, 1861, and by a royal order of September 26 following, it was prescribed that all the villages of the archipelago should subscribe for the paper. By a decree issued in February 1861, it was declared that “all the official orders published in theGaceta de Manila, whatever their origin, are to be regarded as official and authentic text.” TheBoletínwas first issued in 1852, being the continuation of theDiario de Manila, first published at the end of 1848. See Montero y Vidal, iii, pp. 306, 307; andPolitica de España en Filipinas, iii, pp. 94, 95.↑46General Gándara paid special attention to primary education, and very important measures are due to him in the years 1867 and 1868. He was ably seconded by the secretary of the superior government, Vicente Barrantes. See Montero y Vidal, iii, p. 491.↑47Of the girls’ school of Nueva-Cáceres, Tomás G. del Rosario says (Census of Philippines, iii, p. 616): “This school was founded by the bishop of that diocese, Fray Francisco Gainza, who inaugurated the studies on April 13, 1868, as a primary school for girls. On June 18, 1871, the studies of the normal school for women were taught there, as they were in that of Manila, by a decree of the government of King Amadeo, of Savoy. On May 26, 1873, the government of the Spanish republic decreed that each of the towns of that ecclesiastical province should hereafter make allowance for a similar number of young girls desirous of obtaining the title of teacher. Up to 1887, 177 girls had obtained certificates as teachers from this educational institution. The sisters of charity are in charge of the institution and of the education of the girls. This educational institution combined the characteristics of a school of primary instruction, a college for the education of boarding pupils, and a school for teachers, or normal school.”↑48By decision of his Excellency the governor general, November 18, 1889, this article was revised to the effect that girls could enter the normal school for women teachers in Nueva Cáceres from the age of fourteen, although those with the teachers’ certificate could not teach until they reached the age of twenty, according to the regulations. However, those older than sixteen and less than twenty who hold teachers’ certificates may have the charge of schools, with the character ofad interim, so long as there are not other teachers with all the legal conditions required; and they are confirmed in these posts when they reach the age of twenty, according to the royal decree of November 24, 1893. (Grifol y Aliaga, p. 45, note 1.)↑49This article (see. Grifol y Aliaga, p. 244) is as follows: “The issuing of teachers’ certificates of primary instruction, both normal and substitutes, their appointments to discharge the duties of the public schools, prescribe promotions, licenses, and other things connected with these functionaries, are in charge of the director [general of Civil Administration].”↑50Now the civil governor of Ambos Camarines (Grifol y Aliaga, p. 50, note 2).↑51This article (Grifol y Aliaga, pp. 401, 402) is as follows: “On the receipt of this circular, you shall have a meeting called of the persons who shall compose that provincial commission, in accordance with the above-cited art. 15 [of the royal decree of December 20, 1863]. Therein shall be read the annexed regulations which shall be cited, and those of this circular; and that provincial supervisory commission shall be declared as installed.”↑52Of the position of woman in the Philippines and its cause, LeRoy says (Philippine Life, pp. 49, 50), although perhaps a trifle too strongly, as woman in the Philippines seems always to have enjoyed a certain amount of freedom, as compared to her sisters in other oriental countries: “The position of woman in the Philippines is not that typical of the Orient. If we may not say that the Philippines are not at all oriental in this respect, at any rate it is perfectly safe to say that in no other part of the Orient have women relatively so much freedom or do they play so large a part in the control of the family or in social and even industrial affairs. It is a common remark that Filipino women, both of the privileged and of the lower classes, are possessed of more character, and often too of more enterprise, than the men. There seems every reason for ascribing this relative improvement in the position of woman in the Philippines as compared with surrounding countries in the Orient to the influence of the Christian religion and the position which they have assumed under the teaching of the Church and the directorship of the friars.”↑53Prueba de curso: the examination which is held at the end of each scholastic year or term, in the months of May and June, or (if it could not be held at that time, or if the student fails to pass) in the month of September of the new term. It must be taken by every pupil in order that he may matriculate the following term.—Francisco Giner de los Rios, of Madrid, of the Free Institution of Teaching.↑54Grado de revalidais the aggregate of exercises and examinations which must be taken by students (in spite of having been examined every year) on the completion of any course (for example that of elementary or superior schoolmaster or mistress), in order to obtain the certificate or diploma of their degree. There are many degrees: doctor, licentiate, bachelor, primary schoolmaster, etc.—Francisco Giner de los Rios.↑55Inscripción: the entering of a student in the school register. This word is also used in general for any record of a name, person, or thing, in a list or register.—Francisco Giner de los Rios.↑56Encerado: a square of oilskin, used as a slate or blackboard. SeeNew Velázquez Dictionary.↑57Cedulas de inscripciónare the documents which are given to the students, certifying that they have been registered in the matriculation books.—Francisco Giner de los Rios.↑58Literally, “Paper of payment to the State.” This is a kind of stamped paper with its stamp authorized by the State, whose price varies according as the stamp represents the value of an impost which is collected in judicial and many other affairs. In the centers of State teaching, the fees which are to be paid by the students for their matriculation are not paid in money, but by presenting a special paper which is bought in certain shops.—Francisco Ginder de los Rios.↑59Hoja de estudios: the document on which are entered the studies which a student has had, and in which he has been examined, with their official value.—Francisco Giner de los Rios.↑60Cedula personal: an official document declaring the name, occupation, domicile, etc., of the bearer, and serving for identification. SeeNew Velázquez Dictionary.↑61Matrícula de honor: a reward obtained by the best students of each class, by virtue of the term examinations. By this reward they are registered free in the matriculation of the following year.—Francisco Giner de los Rios.↑62St. Stanislas Kostka (orKotska) was born of a noble Polish family in 1550. While pursuing his studies at Vienna (1563–66), in the Jesuit college, his predilection to the religious life was clearly manifest, but since the provincial would not receive him there without the consent of his parents, he ran away, and tried to gain admission to the Jesuit order in Dilingen, Germany. To avoid the pursuit of his parents he was sent to Rome, where he was received into the order by St. Francis Borja in 1567. Naturally of a delicate constitution, the extreme bodily mortifications which he practiced in his youthful enthusiasm undermined his health, and he died August 14, 1568, at the age of eighteen. See Baring Gould’sLives of the Saints(London, 1898), xiii, pp. 322–325.↑63i.e., the decree of the government, ordering “let it be done.”↑64Governor Izquierdo [1871–73] paid considerable attention to primary education, in which he was aided by José Patricio Clemente, secretary of the superior government. See Montero y Vidal, iii, p. 621.↑65TheEnsayo de gramática Hispano-Tagala(Manila, 1878) by the Recollect, Fray Toribio Minguella de la Merced. Retana says of this book (Biblioteca filipina, p. 149): “In my opinion the method of this book is the most suitable for study by Spaniards, who do not haze any knowledge of Latin, studied after the ancient method.” Minguella published in 1886,Methodo práctico para que los niños y niñas de las provincias Tagalas aprendan á hablar castellano(Practical method for boys and girls to learn to talk Castilian). This latter book received a reward in public contest.↑66The author of this book is Castor Aguilera y Porta.↑67Its author is Ramón Irureta Goyena.↑68By Benito Francia.↑
1A royal order of November 19, 1815, provided for charity schools in the convents of friars and nuns, for primary education, to give instruction in the Christian doctrine, in good morals, and in the first letters to the children of the poor, from the age of ten to twelve. (Barrantes,Instrucción primaria, p. 77.)↑2Vicente Barrantes, from whom these extracts are taken, was for some years secretary to the governor-general at Manila. SeeReport of Commissioner of Education, 1902, ii, p. 2219.↑3Fred W. Atkinson, formerly general superintendent of public instruction in the Philippines, says: “The early work of the Jesuits in training the Filipinos was commendable, and along right lines in furnishing a common school education. It would have been productive of permanently good results if this order had not been supplanted by the local padres, under whose direction the common branches suffered through lack of attention.” SeeReport of Commissioner of Education, 1900–1901, ii, p. 1317.↑4July 27, 1863, several copies of the plan of public instruction approved for the island of Cuba on the fifteenth of the same month were sent by royal order to the governor of the Philippines, with the object of having the proper measure drawn up, and the advisable plan proposed to the ministry, in regard to the application of said plan to those islands. By decree of October 6, Echagüe created a board of reform of the plan of studies, in order to meet the requirements of the preceding royal order. See Montero y Vidal, iii, p. 403.↑5See a summary of Barrantes’s book inReport of Commissioner of Education, 1902, ii, pp. 2219–2224.↑6“Before this date public schools were hardly known in the Philippines, and instruction was confined solely to the children of parents able to pay for it.” SeeCensus of Philippines, iii, p. 576.↑7In the decree of the superior government, of May 7, 1871, occurs the following interesting description of conditions of the schools in the Philippines: “There are at present an infinite number of villages without schools; there are entire provinces without edifices where schools can be located; there are also many schools, or rather all the schools of the archipelago, with the exception of a few in the capital, which do not possess the material equipment for education and teaching; the children have to sit on the ground, and remain there for hours and hours, packed together as if they were not what they are; books are not given to them; they have no writing desks; they are not given pens, ink, or books. Those schools do not merit the name of such; they are not schools, sad it is to say so: they are pernicious collections of children, where since they do not gain anything morally or intellectually, they lose much, and most of all in their good physical development; in fine those schools are an expense, and show no result.” The same decree states the need of economic and administrative reforms in the Philippines, and the need of “roads, canals, ports, postal communications, both inside and outside the archipelago, telegraphs, professional institutions of superior instruction, an active life without fetters for industry, trade, and agriculture;” but all this must be for the greatest use of the greatest number, and all monopoly must be avoided. “To obtain it human means offer no other mean more energetic, more prompt, and powerful, than the creation and organization of the village school, and its supervision, and its location and erection in the most healthful and convenient place, clean, neat, and modestly furnished, so that it may attract the glances of all,” and may thus be of the greatest good. See Grifol y Aliaga, pp. 218, 219.↑8The parish priests of the Philippines were called “reverend” or “devout” according as they were regulars or native seculars. See Barrantes’sInstrucción primaria, p. 10.↑9See the titles of these orders from 1863 to 1894,post.↑10The Spanish government evinced a great interest “in giving the Filipinos a primary education commensurate with the standing of a civilized nation; but the intentions of the government were frustrated by ... the religious orders.” The “great error of the Spanish nation” consisted “in placing in the hands of a few institutions [the religious orders] the future of her colonies in the extreme east, institutions which did not exist in their native country, and which sought only the private interests of the corporation or order to which they belonged. This entire plan of public instruction lived in the minds of the Spanish legislators, but was never put into practice.” Tomás G. del Rosario, inCensus of Philippines, iii, p. 582.↑11By 1894 there were 2,143 public schools in the Philippines, and 173 sets of provisions regulating them, or tending to the intellectual development of the people. These laws were only superficial. See Tomás G. del Rosario,Census of Philippines, iii, p. 593.↑12The central treasury of ways and means (Grifol y Aliaga, p. 3, note 2) having been suppressed, the expenses of this institution are at present [1894] defrayed as a charge on chapter 1, art. 1. of the budget of the local funds of the central treasury. In the budget of 1893–94, the appropriation of 10,450 pesos was set aside in the following manner:pesos1director,8006professors, each 600 pesos,4,8001drawing teacher,6001vocal music teacher,4801gymnastic teacher,4003assistants, each 400 pesos,1,20015resident pupils, each 120 pesos, for only three months,450Wages of the attendants and servants of the school,600For office expenses, conservation, and innovation of furniture, and other effects,1,120Total,10,450↑13The last classification made of the schools of this archipelago was that approved by superior decree, February 27, 1893, which was published in the ManilaGaceta, May 10 following. (Grifol y Aliaga, p. 4, note 5.)↑14“What contributed greatly, also, to the general backwardness of primary instruction was the small salary paid teachers, as it was impossible for them to live on what was paid them.... The small salary paralyzed any good will and ambition to work.” T. G. del Rosario inCensus of Philippines, iii, p. 595. See also,ante, p. 80, note 20.↑15Commonly calleddirectorcillos(Grifol y Aliaga, p. 5, note 2).↑16The principalia was formed of those natives who have occupied petty government posts in the islands. SeeVOL. XVII, p. 331.↑17It is to be understood that the office of superior civil governor is equivalent to the present office of governor general (Grifol y Aliaga, p. 6, note 3).↑18This superior commission, appointed by superior decree of March 15, 1864, was suppressed by another decree of the superior civil government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, of December 5, 1870, by which was created thead interimSuperior Board of Public Instruction (Grifol y Aliaga, p. 6, note 4).↑19Now judge of first instance (Grifol y Aliaga, p. 6, note 5).↑20Now manager or subdelegate of the public treasury.↑21See Wm. B. Freer’sPhilippine Experiences of an American Teacher, chapter viii, pp. 97–109, for an account of methods used in normal instruction after American occupation.↑22Those pupils styled throughout this translation “regular” or in Spanishde numero, are those appointed directly by the government, the “de numero” (of the number) indicating that a certain number were thus appointed. The supernumerary (literally, “above the number”) resident pupils are all others.↑23The clothing recommended by a sub-commission of the superior commission of primary instruction, November 24, 1864, (Grifol y Aliaga, p. 20), for regular and supernumerary resident pupils of the Manila normal school, was as follows:Estimated pricepesos fuertescentavos2pairs of white pantaloons,302pairs of colored pantaloons,302white jackets,201coat of black alpaca,2502black ribbons for the neck,0251black cap, with the initials E. N. in silver, according to model,202pairs of shoes,201pair of chinelas [i.e., heelless slipper],05010white shirts,1002colored shirts,15012pocket handkerchiefs,1012pairs of socks,104pairs of underdrawers,1251mat,0501pillow,0754pillow-cases,0754sheets,602bed covers,20Clothesbrush, comb, scissors, etc.,10Total400↑24i.e., All-Souls’ day.↑25The three days preceding Lent.↑26The United States government continued this school, and gave it the support ($8,880, Mexican) formerly furnished by the Spanish government. SeeReport of Philippine Commission, 1900, i, p. 36.↑27May 21, 1840, Governor Lardizábal communicated to the Audiencia a royal order of October 4, 1839, in regard to the necessary conditions to be observed for the introduction and circulation of books in the islands, the previous designation of those deserving censure, given by his Majesty’s fiscal, a censor being later appointed by the government, and another by the archbishop, the fiscal again reviewing the qualification and the censure; and if “it should result that there was sufficient grounds to prohibit the circulation of any work, because it contains principles, maxims, and doctrines contrary to the rights of the legitimate throne, or to the religion of the State, the book is not only to be taken back, but shipped back immediately.” In case of dispute between the two censors, the fiscal was to decide (royal order, November 19, 1840). See Montero y Vidal, iii, pp. 29, 30.↑28The important circular of the superior civil government of August 30, 1867 (concerning school attendance), treats of the manner of exercise of the supervision of the schools by the parish priests and provincial chiefs. Various other acts of legislation refer to the same matter. (Grifol y Aliaga, p. 118, note 1.)↑29The first two books mentioned are: theCatecismo de la doctrina cristiana, by Gaspar Astete, which has passed through many Spanish editions; and theCatéchisme historique, by Claude Fleury, which has passed through many different editions in many languages. José Francisco de Iturzaeta has published several works on educational subjects.↑30James A. LeRoy (Philippine Life, p. 203) says of the textbooks used in the Philippines: “After 1863, and up to the American conquest, the catechism remained the chief feature of daily work in the primary schools, often relegating all else to an insignificant place—much depending upon the preparation, at best a scanty one, of the teacher. A badly printed little 150 page textbook, prescribed by the government for the schools, was reader, writer, speller, arithmetic, geography, history of Spain and the world (Spain overshadowing), Spanish grammar (quite commonly not taught, because the teacher knew little or nothing of it), and handbook of religious and moral precepts (many pages). This book, moreover, shows how pitifully inadequate was the Filipino child’s schooling at the very best; for often not even this textbook was employed, perhaps because the teacher was not prepared to use it.”↑31The Philippine school report for 1892, entitled “Report of the children’s schools for both sexes, at present in these islands, classified in accordance with the orders of his Excellency, the governor-general, in his decree of July 29, 1892,” gives the following data. The schools are classified by grades,i.e., into schools of entrada, ascenso, and finishing schools of the second and first rank; and the order in charge of each village or province is also given. We condense from this report (a manuscript belonging to Rev. T. C. Middleton, O.S.A.), the number of schools in the various provinces, and the order or orders in charge of the same.AugustiniansProvinceNo. of SchoolsAbra,28Antique,57Bontoc,8Ilocos Norte,30Lepanto,20Quiangan,2Tiagan,9Union,35Augustinians and FranciscansBulacan,68Augustinians and secularsCebú,120Capiz,65Ilocos Sur,61Iloilo,95Pampanga,54Augustinians, Franciscans, and secularsBatangas,46Nueva Ecija,49Augustinians and DominicansTarlac,34Augustinians and all other ordersManila,84FranciscansAlbay,88Burias,4Camarines Norte,20Camarines Sur,68Isla del Corregidor,3Infanta,4Franciscans and DominicansBataan,36Nueva Vizcaya,16Franciscans and RecollectsMisamis,74Leite,89Principe,5Samar,76Surigao,59Tayabas,45RecollectsBohol,94Cavite,50Cottabato,6Calamianes,10Isla de Negros, occidental,56Isla de Negros, oriental,34Isabela de Basilan (?)2Masbate and Ticao,23Mindoro,44Paragua,6Romblon,33Zambales,48Recollects and CapuchinsCarolinas, orientales,4Carolinas, occidentales,3Recollects and DominicansMorong,30Recollects and secularsZamboanga,15DominicansCagayan,39Islas Batanes,14Isabela de Luzón,33Laguna,56Pangasinan,62JesuitsDavao,11Dapitan,12CapuchinsMarianas,4↑32LeRoy,ut supra, pp. 203–204, says: “The advance in primary instruction from 1863 to 1896 was altogether notable, though the figures revealing it are largely superficial, after all, in their significance. The number of school buildings increased in the villages from seven hundred to twenty-one hundred, but the number of pupils did not reach two hundred thousand, in all probability, as against one hundred and thirty-five thousand in 1866.”↑33Notwithstanding this admirable prescription, Tomás G. del Rosario, writing inCensus of Philippines, iii, p. 595, says concerning the sanitary qualities of the Philippine schools: “The necessary sanitation was not observed in the schools, either to preserve the health of the children or for personal cleanliness, an important purpose of every educational system. Many of the schools were in the filthiest condition. They had no water-closets nor play-grounds, and no instruction was given in physical culture or in social matters.”↑34According to article 25 of the penal code in force in these islands, corporal punishments, in addition to that of death, are perpetual chains, perpetual imprisonment, perpetual exile, perpetual banishment, temporal chains, temporal exile, temporal banishment, imprisonment at hard labor, lesser imprisonment, confinement, absolute perpetual and temporal disqualification, and absolute and special perpetual and temporal disqualification for any public charge, right of active or passive suffrage, profession, or trade. (Grifol y Aliaga, p. 123, note 2.)↑35The provisions (Grifol y Aliaga, p. 123, note 3) in force in regard to the salaries of teachers and assistants is that of the superior decree of July 29, 1892, which prescribes the following monthly salaries:Boys’ schoolsPesosTérmino schoolteachers of the first grade,40Término schoolteachers of the second grade,30Ascenso schoolteachers,22Entrada schoolteachers,17Assistants of the first class,13Assistants of the second class,8Girls’ schoolsTérmino schoolteachers,26Ascenso schoolteachers,20Entrada schoolteachers,15Assistants of the first class,12Assistants of the second class,8↑36The superior decree of August 11, 1892, conceded annual allowances to men and women teachers who had taught for fifteen years, and had a good record. By the decree of July 20, 1894, traveling expenses were advanced to them. (Grifol y Aliaga, p. 124, note 3.)↑37The post of assistants of the first class belongs only to boys’ término schools of the first and second class, and in those of girls to término and ascenso schools. Schools of other grades belong to assistants of the second class. Substitute assistants, namely, those who have no certificate, are entitled only to the monthly pay of four pesos. (Grifol y Aliaga, p. 124, note 4.)↑38Article 4 of the superior decree of May 7, 1871, rules that the teaching in the schools for adults shall last eight months per year, and be given at night, employing two hours every Monday, Thursday, and Saturday of each week. For the increased work, an amount of pay equal to what they received during the day was assigned to the teachers. This decree, as is evident, took away the dominical character given to the adult schools by these regulations of December 20, 1863. Notwithstanding the benefit of the increase of a fourth part of the pay to which teachers are entitled for the adult schools, very few such schools exist. In the budgets in force now, the figures for the payment of salaries for the teaching of adults only reach the sum of 573 pesos distributed among the provinces of Abra, Cebú, and Pampanga, in the proportion of 318, 210, and 45 pesos, respectively. (Grifol y Aliaga, p. 126, note 1.)↑39This Superior Council of Primary Instruction was suppressed by decree of the superior government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, December 5, 1870, by which was created thead interimSuperior Board of Public Instruction, in the manner prescribed by this article and article 15 of the royal decree of August 16, 1876, approved by royal order, June 5 of the following year. (Grifol y Aliaga, p. 126, note 2.)↑40Article 12, of the royal decree of May 19, 1893, relative to the municipal regulation of the villages of Luzón and Visayas, prescribes among the duties of the municipal captain that of “supervisor of the offices, schools, and municipal services.” On account of this some have doubted whether the supervision of the schools was taken away from the parish priests to give it to the municipal captains. That doubt has been resolved by paragraph 4 of the provisional regulations of the said royal decree approved by decree of the general government December 9, 1893, for in said paragraph it is stated clearly and distinctly: “Without prejudice to the supervision in instruction which belongs to the parish priest, according to the regulations of 1863, whose powers are not altered in any way, the municipal tribunal shall constantly exercise a watch over primary instruction, etc.” In our opinion, the above-mentioned doubt has no call for existence, since the above-mentioned article 12 of the royal decree of May 19, 1893, refers, as one can see by its own words, to the municipal schools, and those which are established in the villages of the archipelago cannot have that character attributed to them, since their expenses are not met by the municipal tribunals, nor does the appointment of the staff belong to them, but both are in charge of the central management. We believe, consequently, that the municipal captains have not even the secondary or supplementary supervision over the present schools of the archipelago, which is given them by paragraph 4 of the provisional regulations of December 9, 1893. (Grifol y Aliaga, pp. 126, 127, note 5.)↑41José de Calasanz, or as he is sometimes called, Joseph de Calasanzio, was born at Peralta, Cataluña, in 1556, and became a well-known ecclesiastic. On the occasion of a visit to Rome in 1592, touched with compassion at the neglected condition of the poor children, he renounced his ecclesiastical honors in Spain and devoted himself to the work of teaching in Rome. There he founded the Congregation of the Piaristes, consisting of regular clerics, about 1,600, whose object was the charitable education of poor children. The congregation was approved in 1617 by Paul V, who permitted members to take the simple vows and adopt their own rules. In 1621 Gregory XV gave them the title of “Regular clerics of the poor, under the protection of the Mother of God, for charitable schools.” The work soon spread to the rest of Italy, and to Germany and Poland. The mother house is at Rome. Its founder, who died in 1648, and was canonized in 1767, refused to accept the honors of bishop or cardinal. SeeGrande Encyclopédie.↑42Article 9 of the decree of the General Division of Civil Administration, of February 4, 1889, prescribes that on Sunday after mass the boys shall assemble at the school for an hour, so that the religious or parish priest may give them the religious teaching that he deems advisable (Grifol y Aliaga, p. 131, note 1).↑43In 1868, the studies for the normal school for female teachers were given in this school. The report on the education of girls presented by the friars at the exposition at Madrid in 1887 speaks as follows of it: “While strictly speaking there is no other normal school for female teachers than that of Nueva Cáceres, we believe, nevertheless, that this name can be given to the municipal school for girls of this capital, which is the only institution for young women supported from public funds—that is, from the funds of the municipality of Manila. It is true that schoolmistresses can, and actually do, graduate from any girls’ school of this capital, and even from any private school, as, according to the law in force to secure this title, the passing of the regular examination is sufficient; but we believe that the only institution of this character in Manila which deserves the title of teachers’ school is the municipal school, and we therefore include in the same chapter this school and that of Santa Isabel of Nueva Cáceres.” SeeCensus of Philippines, iii, pp. 615, 616.↑44In the Madrid periodicalNuestro Tiempoof November 25, 1905 (pp. 317–331), is an article by Eduardo Sanz y Escartin, of the Royal Academy of Moral and Political Sciences, entitled “La instrucción pública en España” (“Public instruction in Spain”), which gives a good résumé of the condition and needs of education in Spain at present.↑45TheGaceta de Manilais the continuation of theBoletín oficial de Filipinas, [Official Bulletin of Filipinas] which changed its name in accordance with a royal order of May 18, 1860. The first issue of the paper under the new name appeared Tuesday, February 26, 1861, and by a royal order of September 26 following, it was prescribed that all the villages of the archipelago should subscribe for the paper. By a decree issued in February 1861, it was declared that “all the official orders published in theGaceta de Manila, whatever their origin, are to be regarded as official and authentic text.” TheBoletínwas first issued in 1852, being the continuation of theDiario de Manila, first published at the end of 1848. See Montero y Vidal, iii, pp. 306, 307; andPolitica de España en Filipinas, iii, pp. 94, 95.↑46General Gándara paid special attention to primary education, and very important measures are due to him in the years 1867 and 1868. He was ably seconded by the secretary of the superior government, Vicente Barrantes. See Montero y Vidal, iii, p. 491.↑47Of the girls’ school of Nueva-Cáceres, Tomás G. del Rosario says (Census of Philippines, iii, p. 616): “This school was founded by the bishop of that diocese, Fray Francisco Gainza, who inaugurated the studies on April 13, 1868, as a primary school for girls. On June 18, 1871, the studies of the normal school for women were taught there, as they were in that of Manila, by a decree of the government of King Amadeo, of Savoy. On May 26, 1873, the government of the Spanish republic decreed that each of the towns of that ecclesiastical province should hereafter make allowance for a similar number of young girls desirous of obtaining the title of teacher. Up to 1887, 177 girls had obtained certificates as teachers from this educational institution. The sisters of charity are in charge of the institution and of the education of the girls. This educational institution combined the characteristics of a school of primary instruction, a college for the education of boarding pupils, and a school for teachers, or normal school.”↑48By decision of his Excellency the governor general, November 18, 1889, this article was revised to the effect that girls could enter the normal school for women teachers in Nueva Cáceres from the age of fourteen, although those with the teachers’ certificate could not teach until they reached the age of twenty, according to the regulations. However, those older than sixteen and less than twenty who hold teachers’ certificates may have the charge of schools, with the character ofad interim, so long as there are not other teachers with all the legal conditions required; and they are confirmed in these posts when they reach the age of twenty, according to the royal decree of November 24, 1893. (Grifol y Aliaga, p. 45, note 1.)↑49This article (see. Grifol y Aliaga, p. 244) is as follows: “The issuing of teachers’ certificates of primary instruction, both normal and substitutes, their appointments to discharge the duties of the public schools, prescribe promotions, licenses, and other things connected with these functionaries, are in charge of the director [general of Civil Administration].”↑50Now the civil governor of Ambos Camarines (Grifol y Aliaga, p. 50, note 2).↑51This article (Grifol y Aliaga, pp. 401, 402) is as follows: “On the receipt of this circular, you shall have a meeting called of the persons who shall compose that provincial commission, in accordance with the above-cited art. 15 [of the royal decree of December 20, 1863]. Therein shall be read the annexed regulations which shall be cited, and those of this circular; and that provincial supervisory commission shall be declared as installed.”↑52Of the position of woman in the Philippines and its cause, LeRoy says (Philippine Life, pp. 49, 50), although perhaps a trifle too strongly, as woman in the Philippines seems always to have enjoyed a certain amount of freedom, as compared to her sisters in other oriental countries: “The position of woman in the Philippines is not that typical of the Orient. If we may not say that the Philippines are not at all oriental in this respect, at any rate it is perfectly safe to say that in no other part of the Orient have women relatively so much freedom or do they play so large a part in the control of the family or in social and even industrial affairs. It is a common remark that Filipino women, both of the privileged and of the lower classes, are possessed of more character, and often too of more enterprise, than the men. There seems every reason for ascribing this relative improvement in the position of woman in the Philippines as compared with surrounding countries in the Orient to the influence of the Christian religion and the position which they have assumed under the teaching of the Church and the directorship of the friars.”↑53Prueba de curso: the examination which is held at the end of each scholastic year or term, in the months of May and June, or (if it could not be held at that time, or if the student fails to pass) in the month of September of the new term. It must be taken by every pupil in order that he may matriculate the following term.—Francisco Giner de los Rios, of Madrid, of the Free Institution of Teaching.↑54Grado de revalidais the aggregate of exercises and examinations which must be taken by students (in spite of having been examined every year) on the completion of any course (for example that of elementary or superior schoolmaster or mistress), in order to obtain the certificate or diploma of their degree. There are many degrees: doctor, licentiate, bachelor, primary schoolmaster, etc.—Francisco Giner de los Rios.↑55Inscripción: the entering of a student in the school register. This word is also used in general for any record of a name, person, or thing, in a list or register.—Francisco Giner de los Rios.↑56Encerado: a square of oilskin, used as a slate or blackboard. SeeNew Velázquez Dictionary.↑57Cedulas de inscripciónare the documents which are given to the students, certifying that they have been registered in the matriculation books.—Francisco Giner de los Rios.↑58Literally, “Paper of payment to the State.” This is a kind of stamped paper with its stamp authorized by the State, whose price varies according as the stamp represents the value of an impost which is collected in judicial and many other affairs. In the centers of State teaching, the fees which are to be paid by the students for their matriculation are not paid in money, but by presenting a special paper which is bought in certain shops.—Francisco Ginder de los Rios.↑59Hoja de estudios: the document on which are entered the studies which a student has had, and in which he has been examined, with their official value.—Francisco Giner de los Rios.↑60Cedula personal: an official document declaring the name, occupation, domicile, etc., of the bearer, and serving for identification. SeeNew Velázquez Dictionary.↑61Matrícula de honor: a reward obtained by the best students of each class, by virtue of the term examinations. By this reward they are registered free in the matriculation of the following year.—Francisco Giner de los Rios.↑62St. Stanislas Kostka (orKotska) was born of a noble Polish family in 1550. While pursuing his studies at Vienna (1563–66), in the Jesuit college, his predilection to the religious life was clearly manifest, but since the provincial would not receive him there without the consent of his parents, he ran away, and tried to gain admission to the Jesuit order in Dilingen, Germany. To avoid the pursuit of his parents he was sent to Rome, where he was received into the order by St. Francis Borja in 1567. Naturally of a delicate constitution, the extreme bodily mortifications which he practiced in his youthful enthusiasm undermined his health, and he died August 14, 1568, at the age of eighteen. See Baring Gould’sLives of the Saints(London, 1898), xiii, pp. 322–325.↑63i.e., the decree of the government, ordering “let it be done.”↑64Governor Izquierdo [1871–73] paid considerable attention to primary education, in which he was aided by José Patricio Clemente, secretary of the superior government. See Montero y Vidal, iii, p. 621.↑65TheEnsayo de gramática Hispano-Tagala(Manila, 1878) by the Recollect, Fray Toribio Minguella de la Merced. Retana says of this book (Biblioteca filipina, p. 149): “In my opinion the method of this book is the most suitable for study by Spaniards, who do not haze any knowledge of Latin, studied after the ancient method.” Minguella published in 1886,Methodo práctico para que los niños y niñas de las provincias Tagalas aprendan á hablar castellano(Practical method for boys and girls to learn to talk Castilian). This latter book received a reward in public contest.↑66The author of this book is Castor Aguilera y Porta.↑67Its author is Ramón Irureta Goyena.↑68By Benito Francia.↑
1A royal order of November 19, 1815, provided for charity schools in the convents of friars and nuns, for primary education, to give instruction in the Christian doctrine, in good morals, and in the first letters to the children of the poor, from the age of ten to twelve. (Barrantes,Instrucción primaria, p. 77.)↑
2Vicente Barrantes, from whom these extracts are taken, was for some years secretary to the governor-general at Manila. SeeReport of Commissioner of Education, 1902, ii, p. 2219.↑
3Fred W. Atkinson, formerly general superintendent of public instruction in the Philippines, says: “The early work of the Jesuits in training the Filipinos was commendable, and along right lines in furnishing a common school education. It would have been productive of permanently good results if this order had not been supplanted by the local padres, under whose direction the common branches suffered through lack of attention.” SeeReport of Commissioner of Education, 1900–1901, ii, p. 1317.↑
4July 27, 1863, several copies of the plan of public instruction approved for the island of Cuba on the fifteenth of the same month were sent by royal order to the governor of the Philippines, with the object of having the proper measure drawn up, and the advisable plan proposed to the ministry, in regard to the application of said plan to those islands. By decree of October 6, Echagüe created a board of reform of the plan of studies, in order to meet the requirements of the preceding royal order. See Montero y Vidal, iii, p. 403.↑
5See a summary of Barrantes’s book inReport of Commissioner of Education, 1902, ii, pp. 2219–2224.↑
6“Before this date public schools were hardly known in the Philippines, and instruction was confined solely to the children of parents able to pay for it.” SeeCensus of Philippines, iii, p. 576.↑
7In the decree of the superior government, of May 7, 1871, occurs the following interesting description of conditions of the schools in the Philippines: “There are at present an infinite number of villages without schools; there are entire provinces without edifices where schools can be located; there are also many schools, or rather all the schools of the archipelago, with the exception of a few in the capital, which do not possess the material equipment for education and teaching; the children have to sit on the ground, and remain there for hours and hours, packed together as if they were not what they are; books are not given to them; they have no writing desks; they are not given pens, ink, or books. Those schools do not merit the name of such; they are not schools, sad it is to say so: they are pernicious collections of children, where since they do not gain anything morally or intellectually, they lose much, and most of all in their good physical development; in fine those schools are an expense, and show no result.” The same decree states the need of economic and administrative reforms in the Philippines, and the need of “roads, canals, ports, postal communications, both inside and outside the archipelago, telegraphs, professional institutions of superior instruction, an active life without fetters for industry, trade, and agriculture;” but all this must be for the greatest use of the greatest number, and all monopoly must be avoided. “To obtain it human means offer no other mean more energetic, more prompt, and powerful, than the creation and organization of the village school, and its supervision, and its location and erection in the most healthful and convenient place, clean, neat, and modestly furnished, so that it may attract the glances of all,” and may thus be of the greatest good. See Grifol y Aliaga, pp. 218, 219.↑
8The parish priests of the Philippines were called “reverend” or “devout” according as they were regulars or native seculars. See Barrantes’sInstrucción primaria, p. 10.↑
9See the titles of these orders from 1863 to 1894,post.↑
10The Spanish government evinced a great interest “in giving the Filipinos a primary education commensurate with the standing of a civilized nation; but the intentions of the government were frustrated by ... the religious orders.” The “great error of the Spanish nation” consisted “in placing in the hands of a few institutions [the religious orders] the future of her colonies in the extreme east, institutions which did not exist in their native country, and which sought only the private interests of the corporation or order to which they belonged. This entire plan of public instruction lived in the minds of the Spanish legislators, but was never put into practice.” Tomás G. del Rosario, inCensus of Philippines, iii, p. 582.↑
11By 1894 there were 2,143 public schools in the Philippines, and 173 sets of provisions regulating them, or tending to the intellectual development of the people. These laws were only superficial. See Tomás G. del Rosario,Census of Philippines, iii, p. 593.↑
12The central treasury of ways and means (Grifol y Aliaga, p. 3, note 2) having been suppressed, the expenses of this institution are at present [1894] defrayed as a charge on chapter 1, art. 1. of the budget of the local funds of the central treasury. In the budget of 1893–94, the appropriation of 10,450 pesos was set aside in the following manner:
pesos1director,8006professors, each 600 pesos,4,8001drawing teacher,6001vocal music teacher,4801gymnastic teacher,4003assistants, each 400 pesos,1,20015resident pupils, each 120 pesos, for only three months,450Wages of the attendants and servants of the school,600For office expenses, conservation, and innovation of furniture, and other effects,1,120Total,10,450
↑
13The last classification made of the schools of this archipelago was that approved by superior decree, February 27, 1893, which was published in the ManilaGaceta, May 10 following. (Grifol y Aliaga, p. 4, note 5.)↑
14“What contributed greatly, also, to the general backwardness of primary instruction was the small salary paid teachers, as it was impossible for them to live on what was paid them.... The small salary paralyzed any good will and ambition to work.” T. G. del Rosario inCensus of Philippines, iii, p. 595. See also,ante, p. 80, note 20.↑
15Commonly calleddirectorcillos(Grifol y Aliaga, p. 5, note 2).↑
16The principalia was formed of those natives who have occupied petty government posts in the islands. SeeVOL. XVII, p. 331.↑
17It is to be understood that the office of superior civil governor is equivalent to the present office of governor general (Grifol y Aliaga, p. 6, note 3).↑
18This superior commission, appointed by superior decree of March 15, 1864, was suppressed by another decree of the superior civil government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, of December 5, 1870, by which was created thead interimSuperior Board of Public Instruction (Grifol y Aliaga, p. 6, note 4).↑
19Now judge of first instance (Grifol y Aliaga, p. 6, note 5).↑
20Now manager or subdelegate of the public treasury.↑
21See Wm. B. Freer’sPhilippine Experiences of an American Teacher, chapter viii, pp. 97–109, for an account of methods used in normal instruction after American occupation.↑
22Those pupils styled throughout this translation “regular” or in Spanishde numero, are those appointed directly by the government, the “de numero” (of the number) indicating that a certain number were thus appointed. The supernumerary (literally, “above the number”) resident pupils are all others.↑
23The clothing recommended by a sub-commission of the superior commission of primary instruction, November 24, 1864, (Grifol y Aliaga, p. 20), for regular and supernumerary resident pupils of the Manila normal school, was as follows:
Estimated pricepesos fuertescentavos2pairs of white pantaloons,302pairs of colored pantaloons,302white jackets,201coat of black alpaca,2502black ribbons for the neck,0251black cap, with the initials E. N. in silver, according to model,202pairs of shoes,201pair of chinelas [i.e., heelless slipper],05010white shirts,1002colored shirts,15012pocket handkerchiefs,1012pairs of socks,104pairs of underdrawers,1251mat,0501pillow,0754pillow-cases,0754sheets,602bed covers,20Clothesbrush, comb, scissors, etc.,10Total400
↑
24i.e., All-Souls’ day.↑
25The three days preceding Lent.↑
26The United States government continued this school, and gave it the support ($8,880, Mexican) formerly furnished by the Spanish government. SeeReport of Philippine Commission, 1900, i, p. 36.↑
27May 21, 1840, Governor Lardizábal communicated to the Audiencia a royal order of October 4, 1839, in regard to the necessary conditions to be observed for the introduction and circulation of books in the islands, the previous designation of those deserving censure, given by his Majesty’s fiscal, a censor being later appointed by the government, and another by the archbishop, the fiscal again reviewing the qualification and the censure; and if “it should result that there was sufficient grounds to prohibit the circulation of any work, because it contains principles, maxims, and doctrines contrary to the rights of the legitimate throne, or to the religion of the State, the book is not only to be taken back, but shipped back immediately.” In case of dispute between the two censors, the fiscal was to decide (royal order, November 19, 1840). See Montero y Vidal, iii, pp. 29, 30.↑
28The important circular of the superior civil government of August 30, 1867 (concerning school attendance), treats of the manner of exercise of the supervision of the schools by the parish priests and provincial chiefs. Various other acts of legislation refer to the same matter. (Grifol y Aliaga, p. 118, note 1.)↑
29The first two books mentioned are: theCatecismo de la doctrina cristiana, by Gaspar Astete, which has passed through many Spanish editions; and theCatéchisme historique, by Claude Fleury, which has passed through many different editions in many languages. José Francisco de Iturzaeta has published several works on educational subjects.↑
30James A. LeRoy (Philippine Life, p. 203) says of the textbooks used in the Philippines: “After 1863, and up to the American conquest, the catechism remained the chief feature of daily work in the primary schools, often relegating all else to an insignificant place—much depending upon the preparation, at best a scanty one, of the teacher. A badly printed little 150 page textbook, prescribed by the government for the schools, was reader, writer, speller, arithmetic, geography, history of Spain and the world (Spain overshadowing), Spanish grammar (quite commonly not taught, because the teacher knew little or nothing of it), and handbook of religious and moral precepts (many pages). This book, moreover, shows how pitifully inadequate was the Filipino child’s schooling at the very best; for often not even this textbook was employed, perhaps because the teacher was not prepared to use it.”↑
31The Philippine school report for 1892, entitled “Report of the children’s schools for both sexes, at present in these islands, classified in accordance with the orders of his Excellency, the governor-general, in his decree of July 29, 1892,” gives the following data. The schools are classified by grades,i.e., into schools of entrada, ascenso, and finishing schools of the second and first rank; and the order in charge of each village or province is also given. We condense from this report (a manuscript belonging to Rev. T. C. Middleton, O.S.A.), the number of schools in the various provinces, and the order or orders in charge of the same.
AugustiniansProvinceNo. of SchoolsAbra,28Antique,57Bontoc,8Ilocos Norte,30Lepanto,20Quiangan,2Tiagan,9Union,35Augustinians and FranciscansBulacan,68Augustinians and secularsCebú,120Capiz,65Ilocos Sur,61Iloilo,95Pampanga,54Augustinians, Franciscans, and secularsBatangas,46Nueva Ecija,49Augustinians and DominicansTarlac,34Augustinians and all other ordersManila,84FranciscansAlbay,88Burias,4Camarines Norte,20Camarines Sur,68Isla del Corregidor,3Infanta,4Franciscans and DominicansBataan,36Nueva Vizcaya,16Franciscans and RecollectsMisamis,74Leite,89Principe,5Samar,76Surigao,59Tayabas,45RecollectsBohol,94Cavite,50Cottabato,6Calamianes,10Isla de Negros, occidental,56Isla de Negros, oriental,34Isabela de Basilan (?)2Masbate and Ticao,23Mindoro,44Paragua,6Romblon,33Zambales,48Recollects and CapuchinsCarolinas, orientales,4Carolinas, occidentales,3Recollects and DominicansMorong,30Recollects and secularsZamboanga,15DominicansCagayan,39Islas Batanes,14Isabela de Luzón,33Laguna,56Pangasinan,62JesuitsDavao,11Dapitan,12CapuchinsMarianas,4
↑
32LeRoy,ut supra, pp. 203–204, says: “The advance in primary instruction from 1863 to 1896 was altogether notable, though the figures revealing it are largely superficial, after all, in their significance. The number of school buildings increased in the villages from seven hundred to twenty-one hundred, but the number of pupils did not reach two hundred thousand, in all probability, as against one hundred and thirty-five thousand in 1866.”↑
33Notwithstanding this admirable prescription, Tomás G. del Rosario, writing inCensus of Philippines, iii, p. 595, says concerning the sanitary qualities of the Philippine schools: “The necessary sanitation was not observed in the schools, either to preserve the health of the children or for personal cleanliness, an important purpose of every educational system. Many of the schools were in the filthiest condition. They had no water-closets nor play-grounds, and no instruction was given in physical culture or in social matters.”↑
34According to article 25 of the penal code in force in these islands, corporal punishments, in addition to that of death, are perpetual chains, perpetual imprisonment, perpetual exile, perpetual banishment, temporal chains, temporal exile, temporal banishment, imprisonment at hard labor, lesser imprisonment, confinement, absolute perpetual and temporal disqualification, and absolute and special perpetual and temporal disqualification for any public charge, right of active or passive suffrage, profession, or trade. (Grifol y Aliaga, p. 123, note 2.)↑
35The provisions (Grifol y Aliaga, p. 123, note 3) in force in regard to the salaries of teachers and assistants is that of the superior decree of July 29, 1892, which prescribes the following monthly salaries:
Boys’ schoolsPesosTérmino schoolteachers of the first grade,40Término schoolteachers of the second grade,30Ascenso schoolteachers,22Entrada schoolteachers,17Assistants of the first class,13Assistants of the second class,8Girls’ schoolsTérmino schoolteachers,26Ascenso schoolteachers,20Entrada schoolteachers,15Assistants of the first class,12Assistants of the second class,8
↑
36The superior decree of August 11, 1892, conceded annual allowances to men and women teachers who had taught for fifteen years, and had a good record. By the decree of July 20, 1894, traveling expenses were advanced to them. (Grifol y Aliaga, p. 124, note 3.)↑
37The post of assistants of the first class belongs only to boys’ término schools of the first and second class, and in those of girls to término and ascenso schools. Schools of other grades belong to assistants of the second class. Substitute assistants, namely, those who have no certificate, are entitled only to the monthly pay of four pesos. (Grifol y Aliaga, p. 124, note 4.)↑
38Article 4 of the superior decree of May 7, 1871, rules that the teaching in the schools for adults shall last eight months per year, and be given at night, employing two hours every Monday, Thursday, and Saturday of each week. For the increased work, an amount of pay equal to what they received during the day was assigned to the teachers. This decree, as is evident, took away the dominical character given to the adult schools by these regulations of December 20, 1863. Notwithstanding the benefit of the increase of a fourth part of the pay to which teachers are entitled for the adult schools, very few such schools exist. In the budgets in force now, the figures for the payment of salaries for the teaching of adults only reach the sum of 573 pesos distributed among the provinces of Abra, Cebú, and Pampanga, in the proportion of 318, 210, and 45 pesos, respectively. (Grifol y Aliaga, p. 126, note 1.)↑
39This Superior Council of Primary Instruction was suppressed by decree of the superior government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies, December 5, 1870, by which was created thead interimSuperior Board of Public Instruction, in the manner prescribed by this article and article 15 of the royal decree of August 16, 1876, approved by royal order, June 5 of the following year. (Grifol y Aliaga, p. 126, note 2.)↑
40Article 12, of the royal decree of May 19, 1893, relative to the municipal regulation of the villages of Luzón and Visayas, prescribes among the duties of the municipal captain that of “supervisor of the offices, schools, and municipal services.” On account of this some have doubted whether the supervision of the schools was taken away from the parish priests to give it to the municipal captains. That doubt has been resolved by paragraph 4 of the provisional regulations of the said royal decree approved by decree of the general government December 9, 1893, for in said paragraph it is stated clearly and distinctly: “Without prejudice to the supervision in instruction which belongs to the parish priest, according to the regulations of 1863, whose powers are not altered in any way, the municipal tribunal shall constantly exercise a watch over primary instruction, etc.” In our opinion, the above-mentioned doubt has no call for existence, since the above-mentioned article 12 of the royal decree of May 19, 1893, refers, as one can see by its own words, to the municipal schools, and those which are established in the villages of the archipelago cannot have that character attributed to them, since their expenses are not met by the municipal tribunals, nor does the appointment of the staff belong to them, but both are in charge of the central management. We believe, consequently, that the municipal captains have not even the secondary or supplementary supervision over the present schools of the archipelago, which is given them by paragraph 4 of the provisional regulations of December 9, 1893. (Grifol y Aliaga, pp. 126, 127, note 5.)↑
41José de Calasanz, or as he is sometimes called, Joseph de Calasanzio, was born at Peralta, Cataluña, in 1556, and became a well-known ecclesiastic. On the occasion of a visit to Rome in 1592, touched with compassion at the neglected condition of the poor children, he renounced his ecclesiastical honors in Spain and devoted himself to the work of teaching in Rome. There he founded the Congregation of the Piaristes, consisting of regular clerics, about 1,600, whose object was the charitable education of poor children. The congregation was approved in 1617 by Paul V, who permitted members to take the simple vows and adopt their own rules. In 1621 Gregory XV gave them the title of “Regular clerics of the poor, under the protection of the Mother of God, for charitable schools.” The work soon spread to the rest of Italy, and to Germany and Poland. The mother house is at Rome. Its founder, who died in 1648, and was canonized in 1767, refused to accept the honors of bishop or cardinal. SeeGrande Encyclopédie.↑
42Article 9 of the decree of the General Division of Civil Administration, of February 4, 1889, prescribes that on Sunday after mass the boys shall assemble at the school for an hour, so that the religious or parish priest may give them the religious teaching that he deems advisable (Grifol y Aliaga, p. 131, note 1).↑
43In 1868, the studies for the normal school for female teachers were given in this school. The report on the education of girls presented by the friars at the exposition at Madrid in 1887 speaks as follows of it: “While strictly speaking there is no other normal school for female teachers than that of Nueva Cáceres, we believe, nevertheless, that this name can be given to the municipal school for girls of this capital, which is the only institution for young women supported from public funds—that is, from the funds of the municipality of Manila. It is true that schoolmistresses can, and actually do, graduate from any girls’ school of this capital, and even from any private school, as, according to the law in force to secure this title, the passing of the regular examination is sufficient; but we believe that the only institution of this character in Manila which deserves the title of teachers’ school is the municipal school, and we therefore include in the same chapter this school and that of Santa Isabel of Nueva Cáceres.” SeeCensus of Philippines, iii, pp. 615, 616.↑
44In the Madrid periodicalNuestro Tiempoof November 25, 1905 (pp. 317–331), is an article by Eduardo Sanz y Escartin, of the Royal Academy of Moral and Political Sciences, entitled “La instrucción pública en España” (“Public instruction in Spain”), which gives a good résumé of the condition and needs of education in Spain at present.↑
45TheGaceta de Manilais the continuation of theBoletín oficial de Filipinas, [Official Bulletin of Filipinas] which changed its name in accordance with a royal order of May 18, 1860. The first issue of the paper under the new name appeared Tuesday, February 26, 1861, and by a royal order of September 26 following, it was prescribed that all the villages of the archipelago should subscribe for the paper. By a decree issued in February 1861, it was declared that “all the official orders published in theGaceta de Manila, whatever their origin, are to be regarded as official and authentic text.” TheBoletínwas first issued in 1852, being the continuation of theDiario de Manila, first published at the end of 1848. See Montero y Vidal, iii, pp. 306, 307; andPolitica de España en Filipinas, iii, pp. 94, 95.↑
46General Gándara paid special attention to primary education, and very important measures are due to him in the years 1867 and 1868. He was ably seconded by the secretary of the superior government, Vicente Barrantes. See Montero y Vidal, iii, p. 491.↑
47Of the girls’ school of Nueva-Cáceres, Tomás G. del Rosario says (Census of Philippines, iii, p. 616): “This school was founded by the bishop of that diocese, Fray Francisco Gainza, who inaugurated the studies on April 13, 1868, as a primary school for girls. On June 18, 1871, the studies of the normal school for women were taught there, as they were in that of Manila, by a decree of the government of King Amadeo, of Savoy. On May 26, 1873, the government of the Spanish republic decreed that each of the towns of that ecclesiastical province should hereafter make allowance for a similar number of young girls desirous of obtaining the title of teacher. Up to 1887, 177 girls had obtained certificates as teachers from this educational institution. The sisters of charity are in charge of the institution and of the education of the girls. This educational institution combined the characteristics of a school of primary instruction, a college for the education of boarding pupils, and a school for teachers, or normal school.”↑
48By decision of his Excellency the governor general, November 18, 1889, this article was revised to the effect that girls could enter the normal school for women teachers in Nueva Cáceres from the age of fourteen, although those with the teachers’ certificate could not teach until they reached the age of twenty, according to the regulations. However, those older than sixteen and less than twenty who hold teachers’ certificates may have the charge of schools, with the character ofad interim, so long as there are not other teachers with all the legal conditions required; and they are confirmed in these posts when they reach the age of twenty, according to the royal decree of November 24, 1893. (Grifol y Aliaga, p. 45, note 1.)↑
49This article (see. Grifol y Aliaga, p. 244) is as follows: “The issuing of teachers’ certificates of primary instruction, both normal and substitutes, their appointments to discharge the duties of the public schools, prescribe promotions, licenses, and other things connected with these functionaries, are in charge of the director [general of Civil Administration].”↑
50Now the civil governor of Ambos Camarines (Grifol y Aliaga, p. 50, note 2).↑
51This article (Grifol y Aliaga, pp. 401, 402) is as follows: “On the receipt of this circular, you shall have a meeting called of the persons who shall compose that provincial commission, in accordance with the above-cited art. 15 [of the royal decree of December 20, 1863]. Therein shall be read the annexed regulations which shall be cited, and those of this circular; and that provincial supervisory commission shall be declared as installed.”↑
52Of the position of woman in the Philippines and its cause, LeRoy says (Philippine Life, pp. 49, 50), although perhaps a trifle too strongly, as woman in the Philippines seems always to have enjoyed a certain amount of freedom, as compared to her sisters in other oriental countries: “The position of woman in the Philippines is not that typical of the Orient. If we may not say that the Philippines are not at all oriental in this respect, at any rate it is perfectly safe to say that in no other part of the Orient have women relatively so much freedom or do they play so large a part in the control of the family or in social and even industrial affairs. It is a common remark that Filipino women, both of the privileged and of the lower classes, are possessed of more character, and often too of more enterprise, than the men. There seems every reason for ascribing this relative improvement in the position of woman in the Philippines as compared with surrounding countries in the Orient to the influence of the Christian religion and the position which they have assumed under the teaching of the Church and the directorship of the friars.”↑
53Prueba de curso: the examination which is held at the end of each scholastic year or term, in the months of May and June, or (if it could not be held at that time, or if the student fails to pass) in the month of September of the new term. It must be taken by every pupil in order that he may matriculate the following term.—Francisco Giner de los Rios, of Madrid, of the Free Institution of Teaching.↑
54Grado de revalidais the aggregate of exercises and examinations which must be taken by students (in spite of having been examined every year) on the completion of any course (for example that of elementary or superior schoolmaster or mistress), in order to obtain the certificate or diploma of their degree. There are many degrees: doctor, licentiate, bachelor, primary schoolmaster, etc.—Francisco Giner de los Rios.↑
55Inscripción: the entering of a student in the school register. This word is also used in general for any record of a name, person, or thing, in a list or register.—Francisco Giner de los Rios.↑
56Encerado: a square of oilskin, used as a slate or blackboard. SeeNew Velázquez Dictionary.↑
57Cedulas de inscripciónare the documents which are given to the students, certifying that they have been registered in the matriculation books.—Francisco Giner de los Rios.↑
58Literally, “Paper of payment to the State.” This is a kind of stamped paper with its stamp authorized by the State, whose price varies according as the stamp represents the value of an impost which is collected in judicial and many other affairs. In the centers of State teaching, the fees which are to be paid by the students for their matriculation are not paid in money, but by presenting a special paper which is bought in certain shops.—Francisco Ginder de los Rios.↑
59Hoja de estudios: the document on which are entered the studies which a student has had, and in which he has been examined, with their official value.—Francisco Giner de los Rios.↑
60Cedula personal: an official document declaring the name, occupation, domicile, etc., of the bearer, and serving for identification. SeeNew Velázquez Dictionary.↑
61Matrícula de honor: a reward obtained by the best students of each class, by virtue of the term examinations. By this reward they are registered free in the matriculation of the following year.—Francisco Giner de los Rios.↑
62St. Stanislas Kostka (orKotska) was born of a noble Polish family in 1550. While pursuing his studies at Vienna (1563–66), in the Jesuit college, his predilection to the religious life was clearly manifest, but since the provincial would not receive him there without the consent of his parents, he ran away, and tried to gain admission to the Jesuit order in Dilingen, Germany. To avoid the pursuit of his parents he was sent to Rome, where he was received into the order by St. Francis Borja in 1567. Naturally of a delicate constitution, the extreme bodily mortifications which he practiced in his youthful enthusiasm undermined his health, and he died August 14, 1568, at the age of eighteen. See Baring Gould’sLives of the Saints(London, 1898), xiii, pp. 322–325.↑
63i.e., the decree of the government, ordering “let it be done.”↑
64Governor Izquierdo [1871–73] paid considerable attention to primary education, in which he was aided by José Patricio Clemente, secretary of the superior government. See Montero y Vidal, iii, p. 621.↑
65TheEnsayo de gramática Hispano-Tagala(Manila, 1878) by the Recollect, Fray Toribio Minguella de la Merced. Retana says of this book (Biblioteca filipina, p. 149): “In my opinion the method of this book is the most suitable for study by Spaniards, who do not haze any knowledge of Latin, studied after the ancient method.” Minguella published in 1886,Methodo práctico para que los niños y niñas de las provincias Tagalas aprendan á hablar castellano(Practical method for boys and girls to learn to talk Castilian). This latter book received a reward in public contest.↑
66The author of this book is Castor Aguilera y Porta.↑
67Its author is Ramón Irureta Goyena.↑
68By Benito Francia.↑