Prior to the arrival of Spain, the majority of Filipinos were civilized and educated in Eastern knowledge, however, the Spaniards thought they were illiterate because they did not know Western knowledge, although Spain lacked knowledge of Eastern education. During the period of Spanish colonization in the Philippines (1521-1898), the culture of the archipelago underwent a great transformation from various Asian and Islamic native cultures and traditions, including animist religious practices, to unique hybrids of Southeast and Western Asian cultures. , especially Spanish, including Spanish and Catholic faith. The educational system maintained by indigenous groups for thousands of years was abolished by Spain.
Spanish education plays a major role in that transformation. Universities, colleges, vocational schools, and the first modern public education system in Asia were created during the colonial period. By the time Spain was replaced by the United States as a colonial power, the Filipinos were one of the most educated subjects throughout Asia in terms of Western knowledge. However, the knowledge of the Filipinos about the East was destroyed.
Video Education in the Philippines during Spanish rule
Periode awal
During the early years of Spanish occupation, education was largely barurot-oriented and controlled by the Roman Catholic Church. Spanish brothers and missionaries educate indigenous people through religion in order to convert the native population into a Catholic faith.
King Philip II Leyes de Indias (Law of the Indies) mandated Spanish authorities in the Philippines to educate indigenous peoples, to teach them how to read and write and learn Spanish. However, this latter goal is almost impossible given the fact at the time. The early monks learned local languages ​​and Baybayin scripts to communicate better with the locals. Although the monastic decisions of the monks were asked to teach Spanish to the native people, they reasoned that it would be easier for them to learn the local language first instead of trying to teach Spanish to all the inhabitants.
Spanish missionaries soon set up schools to reach the islands and wherever they went, the church and school went together. There is no Christian village without school and all the young people are present.
The Augustinians opened the school soon after arriving at CebÃÆ'º in 1565. The Franciscans arrived in 1577, and they, too, immediately taught people how to read and write, in addition to instilling in them important industrial and agricultural techniques. The Jesuits who arrived in 1581 also concentrated on teaching young people. When the Dominicans arrived in 1587, they did the same in their first mission in Bataan.
Within a few months after their arrival at Tigbauan located in Iloilo province on Panay Island, Pedro Chirino and Francisco MartÃÆ'n had set up a school for Visayan children in 1593 where they not only taught catechism but read, write, Spanish, and liturgical music. The Spaniards Arà ©  © Valo heard about school and wanted Chirino to teach their sons too. Chirino immediately built a dormitory and school (1593-1594) for a Spanish boy near his rectory. It was the first Jesuit boarding school founded in the Philippines.
The Chinese version of Doctrina Christiana (Christian Doctrine) is the first book printed in the Philippines from about 1590 to 1592. Versions in Spanish, and in Filipino, both in Latin script and Baybayin script from Tagalogs Manila from time printed in 1593. The purpose of this book is to spread Christian teachings around Manila. Finally, the Baybayin manuscript was replaced by a Latin script, in this way the natives were more powerful when dealing with the local Spanish colonial administrator.
In 1610 Tomas Pinpin, a Filipino printer, writer and publisher, sometimes referred to as "Patriarch of Filipino Printing," wrote his famous book Librong Pagaaralan nang Tagalog manga Uicang Castilla , intended for help the Filipinos. learning Spanish. Prolog read:
There are also Latin schools where the language is taught along with some Spanish, because it is a mandatory requirement to study philosophy, theology and jurisprudence in schools like Santo Tomas University, run by the Dominicans. The priests and lawyers of the Philippines at the time, with the exception of the Spanish son and daughter, PrincipalÃÆ'as and Ladinos, knew Latin very well because the educational system was entirely religious.
The monks also opened many schools of medicine and pharmacy. The pharmacy study consists of a preparatory course with subjects in natural history and general chemistry and five years of study in subjects such as pharmaceutical operations in pharmacy schools. At the end of this period, the level of Bachiller en Farmacia is given.
At the end of the 16th century, several religious orders have established charity hospitals throughout the archipelago and provided the majority of these public services. These hospitals are also the workplace of imperfect scientific research in pharmacy and medicine, especially focusing on the problem of infectious diseases. Some Spanish missionaries catalog hundreds of Philippine plants with medicinal properties. The Manual de Medicinas Caseras... written by Father Fernando de Santa MarÃÆ'a, first published in 1763, became highly sought after it was reprinted in several editions in 1885.
Colegio de Santa Potenciana was the first school and college for girls opened in the Philippines, in 1589. This was followed by another school for women, Colegio de Santa Isabel, in 1632. Other schools and Colleges for girls are Santa Catalina , Santa Rosa , La Concordia , etc. Some religious congregations also set up schools for orphans who can not educate themselves.
Maps Education in the Philippines during Spanish rule
tertiary school
In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, originally as the Colegio-Seminario de San Ignacio . In the second half of the 17th century, the university entered as College of Medicine and Pharmacy into the University of Santo Tomas.
Universidad de San Carlos was founded in CebÃÆ'º by Jesuits on 1 August 1595, originally named as Colegio de San Ildefonso. It was closed in 1769 as a result of the expulsion of Jesuits from the Philippines and was not reopened until 1783.
On April 28, 1611, the Universidad de Santo TomÃÆ'¡s was established in Manila, originally named as Colegio de Nuestra SeÃÆ'Â Âa ora del SantÃÆ'simo Rosario and later renamed Colegio de Santo Tomas . On November 20, 1645, Pope Innocent X appointed him to the University. King Charles III of Spain conferred the title of "Royal Patronage" in 1785, and Pope Leo XIII "Papal" in 1902. Pope Pius XII designated it as La Real y Pontificia Universidad de Santo TomÃÆ'¡s de Aquino Universidad CatÃÆ'³lica de Filipinas (Catholic University of the Philippines), in 1947.
San Carlos and Santo TomÃÆ'¡s maintain a friendly rivalry over claims to be the oldest university in Asia. The University of San Carlos made the claim to trace its roots to the Colegio de San Ildefonso founded by Spanish Jesuit fathers Antonio Sedeno, Pedro Chirino and Antonio Pereira in 1595. However, this claim was opposed by Pontifical and Royal University of Santo Tomas. , who argue that USC has only taken over the former facility of Colegio de San Ildefonso and that there is no 'visible' and 'obvious' relationship between San Carlos and San Ildefonso.
Leading scholars including Dr. Jose Victor Torres, professor of history at De La Salle, Fr. Aloysius Cartagenas STD, professor at Seminario Mayor de San Carlos from Cebu, and Fr. Fidel Villarroel, OP, respected historian and former archivist of St. Thomas, also questioned San Carlos's claim to trace its roots to the 16th-century Colegio de San Ildefonso.
In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first state university created by the Spanish government in the Philippines. It was closed in 1643.
The Jesuits also founded the Colegio de San José © (1601) and took over the management of the school which became the City of Escuela (1859, later renamed Ateneo Municipal de Manila in 1865, now Ateneo de Manila University). Dominicans on their side have the Colegio de San Juan de LetrÃÆ'¡n (1620) in Manila. All of them provide courses leading to various prestigious titles, such as Bachiller en Artes, that in the 19th century included science subjects such as physics, chemistry, natural history and mathematics. The University of Santo Tomas, for example, began with teaching theology, philosophy and humanities. During the 18th century, the Faculty of Jurisprudence and Cyber ​​Law was established.
In 1871, several medical and pharmaceutical schools were opened. From 1871 to 1883 Santo TomÃÆ'¡s alone had 829 enrollment of medical students, and from 1883 to 1898, 7965 medical students. At the end of Spanish colonial rule in 1898. the university awarded the title of Licenciado en Medicina to 359 graduates and 108 doctors. For a doctorate in medicine, his provision is inspired in the same series of oppositions with universities in the metropolis, and at least one additional year of study is required at the Universidad Central de Madrid in Spain.
Junior high school
A Nautical School was established on January 1, 1820 which offers a four-year study program (for pilot trade profession) covering subjects such as arithmetic, algebra, geometry, trigonometry, physics, hydrography, meteorology, navigation and shipping. The School of Commercial Accounting and the School of French and English was founded in 1839.
Don Honorio Ventura Arts and Trade College (DHVCAT) in Bacolor, Pampanga is said to be the oldest official vocational school in Asia. Augustinian Friar Juan Zita and civilian leader Don Felino Gil founded a vocational school on November 4, 1861. Other important vocational schools that were founded were Escuela de ContadurÃÆ'a, Academia de Pintura y Dibujo and Manila seminary, Nueva Segovia, CebÃÆ'º, Jaro and Nueva CÃÆ'¨ceres.
The Manila School of Agriculture was founded in 1887, although it was unable to open its doors until July 1889. Its mission was to provide theoretical and practical education by agricultural engineers to skilled farmers and supervisors, and to promote agricultural development through observation, experimentation and investigation. These include subjects such as mathematics, physics, chemistry, natural history, agriculture, topography, linear images and topography. Agricultural schools and monitoring stations, run by professors who are agricultural engineers, were also established in Isabela, Ilocos, Albay, CebÃÆ'º, IloÃÆ'lo, Leyte and some parts of Mindanao.
The Real Sociedad EconÃÆ'³mica de los Amigos del PaÃÆ's de Filipinas was first introduced on the islands in 1780, and offers local and foreign scholarships to Filipinos, professors and travels financed by scientists from Spain to the Philippines.. Throughout the nineteenth century the Society established a design academy, funded the publication of scientific and technical literature, and rewarded experiments and successful discoveries that increased agriculture and industry.
The Observatorio MeteorolÃÆ'³gico del Ateneo Municipal de Manila (Manila Observatory) was founded in 1865 by the Jesuits after an article they published in the Diario de Manila newspaper, describing a typhoon observation made in September 1865, attracting the attention of many readers who openly asked for observation to be continued. The Spanish government made the observatory an official institution for weather forecasts in the Philippines in 1884, and in 1885 it began its timed service. The seismology section was founded in 1887, while astronomical studies began in 1899. The observatory published hurricane and climatological observations and research, including the first typhoon warning, a service highly appreciated by the business community, especially those involved in merchant shipping.
Modern public education system
Modern state school education was introduced in Spain only in 1857. It does not exist in any other colony of any European power in Asia. The concept of mass education is relatively new, an eighteenth century branch of the Enlightenment. France was the first country in the world to create a mass system, public education in 1833.
Free access to modern public education by all Filipinos is possible through the enactment of Education Decree 20 December 1863 by Queen Isabella II. Main instructions are made free and Spanish language instruction is mandatory. This was ten years before Japan had a compulsory form of free modern public education and forty years before the American government started a public school system based in the UK in the Philippines. The royal decree provides a complete educational system that will comprise primary, secondary and tertiary levels, eventually providing valuable training for Filipinos for leadership after three centuries of colonization.
The Education Decree of 1863 provides for the establishment of at least two free primary schools, one for boys and one for girls, in each city under the responsibility of the municipality. He also praised the creation of a free public school public to train men as teachers, supervised by Jesuits. One of these schools is the Escuela Normal Elemental , which in 1896 became Escuela Normal Superior de Maestros de Manila (Manila Extraordinary School for Schoolmistresses). The Spanish government established a school for midwives in 1879, and the Escuela Normal Superior de Maestras (Superior Normal School) for female teachers in 1892. In the 1890s, free public high schools opened outside Manila, including 10 normal schools for women.
The various subjects taught are very advanced, as can be seen from the Education Syllabus in the Atheneum City of Manila, which includes Algebra, Agriculture, Arithmetic, Chemistry, Trade, English, French, Geography, Geometry, Greek, History, Latin, Mechanics, Natural History, Painting, Philosophy, Physics, Rhetoric and Poetry, Classical Spanish, Spanish Composition, Topography, and Trigonometry. Among the lessons taught to girls, as reflected in the curriculum of Colegio de Santa Isabel, are Arithmetic, Drawing, Cutting Dress, French, Geology, Geography, Geometry, Spanish History, Music, Needlework, History of the Philippines, Physics, Reading, Holy History and Spanish Grammar.
Contrary to what the Spanish-American War Propaganda is trying to describe, the Spanish public education system is open to all indigenous people, irrespective of race, gender or financial resources. Black Legend propagation, black propaganda, and yellow journalism are rampant in the last two decades of the Spanish Colonial Period and throughout the American Colonial Period. Manuel L. Quezon, in his address to the Philippine Assembly at the US Congress in October 1914 stated that
Gunnar Myrdal, a famous Swedish economist, observes that in 19th century Asia, Japan, and the Philippines Spain stands out because of their emphasis on modern public education.
Philippine education and nationalism
As a result of the growing number of educated Filipinos, a new social class was raised, later known as Ilustrados. Furthermore, with the opening of the Suez Canal in 1869, travel to Spain became faster, easier and more affordable, and many Filipinos used it to pursue higher education in Spain and Europe, mostly in Madrid and Barcelona. This newly enlightened Filipino group will lead the Philippine independence movement, using Spanish as their primary method of communication. The most prominent of Ilustrados is José Rizal, who inspired the desire for independence with his novels written in Spanish. Other Filipino intellectuals, such as Graciano LÃÆ'³pez Jaena, Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who also studied in Spain, began contributing to the cause of self-government and Philippine independence.
Describing this new generation of highly educated Filipinos, Fr. John N. Schumacher pointed that out,
The Philippines is also in front of several European countries in offering education for women. Ironically, during the American occupation in the Philippines the results of Spanish education were more visible, especially in literature, press and cinema.
Criticism
On 30 November 1900, the Philippine Commission reported to the US Department of War on the state of education throughout the archipelago as follows:
The numbers lead some to conclude that fewer than 6% of the population attend school. But that assumption is totally misleading, since it takes into account all populations, including babies and parents, whereas in reality the public school system is intended primarily for children and adolescents. To calculate the percentage of children at the undergraduate age, it should be taken into account the number of children in Primary School age (ages 5 to 13) and adolescents at the age of High School (ages 14 to 17). That will result in a total percentage of about 20% of the total population. Since the 1887 census generated a count of 6,984,727, 20% will be about 1.4 million. Also, in 1892 the number of schools increased more than doubled to 2,137, 1,087 for boys and 1,050 for girls, meaning that the number of schoolchildren also increased, by at least 500,000, with conservative estimates. That's about 35% of the population in school age.
Another commonly heard claim is that based on official figures there can not be schools in every village in the Islands, as did Manuel L. Quezon several years later before the Philippine Assembly. However, since the official figures stipulated by the Philippine Commission itself mention the total number of municipalities in the archipelago at 900, and the number of public schools in 2,167, the figures reveal that there is not only one school in every municipality in the Archipelago, but in many two or more cases.
It does not take into account that Spanish-run schools were closed and in many cases looted and severely damaged during the Spanish-American War and Philippine Revolution. Although the free and compulsory primary education system was rebuilt by the Malolos Constitution, it was finally dismantled after the Philippine-American War, which also took many victims of the remaining educational infrastructure.
Source of the article : Wikipedia
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