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Title: The Philippine Islands, 1493-1898; Volume 46, 1721-1739

Editor: Emma Helen Blair

Commentator: Edward Gaylord Bourne

Editor: James Alexander Robertson

Release date: July 30, 2016 [eBook #52681]
Most recently updated: October 23, 2024

Language: English

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*** START OF THE PROJECT GUTENBERG EBOOK THE PHILIPPINE ISLANDS,
1493-1898; VOLUME 46, 1721-1739 ***

Plan of Cebú Cathedral; drawn by Juan de Siscarra, engineer, 1719

[Photographic facsimile of original MS. map in Archivo general de Indias, Sevilla]

The Philippine Islands, 1493–
1898

Explorations by early navigators,

descriptions of the islands and their

peoples, their history and records of the

catholic missions, as related in

contemporaneous books and

manuscripts, showing the political,

economic, commercial and religious

conditions of those islands from their

earliest relations with European nations

to the close of the nineteenth century,

Volume XLVI, 1721–1739

Edited and annotated by Emma Helen Blair and
James Alexander Robertson with historical
introduction and additional notes by Edward
Gaylord Bourne.

The Arthur H. Clark Company
Cleveland, Ohio
MCMVII

CONTENTS OF VOLUME XLVI
Preface 13
Document of 1721–1739
Events in Filipinas, 1721–1739. Compiled from various authors, fully credited
in text 31
Bibliographical Data 63
Appendix: Education in the Philippines
Primary instruction. In various parts, as follows: I. First governmental attempts.
Vicente Barrantes; Madrid, 1869. [Condensed from his La instrucción primaria en
Filipinas.] II. Organized effort of legislation. Daniel Grifol y Aliaga; Manila, 1894.
[From preface to his La instrucción primaria en Filipinas.] III. Royal decree
establishing plan of primary instruction in Filipinas. José de la Concha; December
20, 1863. [From Grifol y Aliaga’s La instrucción primaria en Filipinas; as are all
the following parts.] IV. Regulations for the normal school. José de la Concha;
December 20, 1863. V. Regulations for schools and teachers of primary instruction.
José de la Concha; December 20, 1863. VI. Interior regulations of schools of
primary instruction. José de la Concha; December 20, 1863. VII. Decree approving
regulations of municipal girls’ school.——Echague; February 15, 1864. VIII.
Regulations for the municipal girls’ school. Manila Ayuntamiento; February 15,
1864. IX. Circular giving rules for the good discharge of school supervision.——
Gándara; August 30, 1867. X. Decree approving regulations for women’s normal
school.——Malcampo; June 19, 1875. XI. Regulations for women’s normal school.
——Malcampo; June 19, 1875. XII. Royal decree creating women’s normal school.
María Cristina and Francisco Romero Robledo; March 11, 1892. XIII. Royal order
approving regulations for women’s normal school. Francisco Romero Robledo;
March 31, 1892. XIV. Regulations for women’s normal school. Francisco Romero
Robledo; March 31, 1892. XV. Decree elevating men’s normal school to the grade
of superior. Hermenegildo Jacas; November 1, 1893; and A. Avilés and Manuel
Blanco Valderrama, November 10, 1893. XVI. Regulations of superior normal
school for men teachers. Manuel Blanco Valderrama, November 10, 1893. XVII.
School legislation, 1863–1894 67
Dominican educational institutions, 1896–1897. [Unsigned and undated.] 261
Report of religious schools, 1897. [Unsigned and undated.] 265
Educational institutions of the Recollects. [Unsigned and undated; 1897?] 268
The friar viewpoint. In two parts. I. Education. Eduardo Navarro, O.S.A.; Madrid,
1897. [From his Estudio de algunos asuntos de actualidad.] II. Eladio Zamora,
O.S.A.; Valladolid, 1901. [From his Las corporaciones religiosas en Filipinas.]
272

Education since American occupation. Editorial, and compiled from various sources
364

ILLUSTRATIONS
Plan of Cebú Cathedral; drawn by Juan de Siscarra, engineer, 1719; photographic
facsimile of original MS. map in Archivo general de Indias, Sevilla
Frontispiece
Autograph signature of Joseph Torrubia, O.S.F.; from original manuscript in
Archivo general de Indias, Sevilla 35
Title-page of Dissertacion historico-politita, by Joseph Torrubia (Madrid, 1753);
photographic facsimile from copy in library of Harvard University 41
Map showing new route from Manila to Acapulco, presented to Governor Fernando
Valdés Tamón by the pilot, Enrique Hermán, 1730; photographic facsimile of
original MS. map in Archivo general de Indias, Sevilla 49
Plan of infantry barracks in Manila; drawn by the military engineer, Thomas de
Castro y Andrade, 1733; photographic facsimile from original manuscript in
Archivo general de Indias, Sevilla 53

PREFACE
Most of this volume consists of the educational appendix which is continued from the
preceding volume. The only regular document presented shows the general history of the
islands for the years 1721–1739 both politically and religiously. The greater interest in
the volume centers about the appendix. For here we see the first systematic attempts at a
universal education in the Philippines, the first real though rude awakening of the inert
mass of a people to the facts of broader life by the government establishment of primary
and normal schools. As might be expected the paternal element is chiefly discernible in
the laws and regulations made by the government. The complexities of the educational
question, a problem that Spain would have been many years in solving, are well shown
by the two documents which give the friar side of the matter.

A brief summary of the principal events from 1721 to 1739 contains several matters of
interest. The murder of Bustamante by a mob arouses much indignation at Madrid, but
the attempts to ascertain and punish the guilty ones prove ineffectual, and the affair
drops into oblivion. The islands are regularly harassed by the Moro pirates; punitive
expeditions are sent against them, but these are often too late or too slow to accomplish
any results. The coast villages are fortified, much of this being done by the priests in
charge of the Indians. In 1733 the royal storehouses at Manila are destroyed by fire,
causing great loss to the treasury. Two years later, a Dutch fleet demands satisfaction for
the previous capture of a Dutch ship by a Spanish coastguard, but retires when the
Spaniards pay the value of the prize. A controversy arises (1736) between the Recollects
and Jesuits over certain missions in northern Mindanao, in which the Jesuits gain the
upper hand. In 1737, one of the auditors makes an official visitation of several provinces
in Luzón, and reforms many abuses therein. During 1738–39, a controversy rages in
Manila over the complaint made by the mestizos of Santa Cruz regarding unjust
exactions imposed on them by the Jesuits; the decision of the Audiencia (sustained by
the home government) is against that order.

The remainder of this volume is occupied by the educational appendix, which is the
continuance and conclusion of the review of education begun in VOL. XLV. The first
document, which comprises the greater part of the appendix, treats of primary and
normal instruction in the Philippines, after the government really took such education
under its protection by special legislation. The subject is prefaced by extracts and
synopses from Barrantes which show the earliest legislation, beginning with 1839 and
culminating in the decree of December 20, 1863. Although the appointment of a
commission is ordered in the former year to draft regulations for schools, such
appointment is delayed until 1855, and a report is handed in only in 1861, the work of

the commission being stimulated perhaps by the fact that the governor appoints an
official in 1860 to draft regulations along the same line. The chief point of debate in the
commission is the teaching of Spanish, the vice-rector of the university of Santo Tomás
declaring against such teaching but being overruled. The decree of December 20, 1863 is
the greatest result of the work of the commission. The normal school created by the
decree is formally opened January 23, 1865, although in operation since May 17, 1864.
Irregularity of attendance and vacations prove the greatest obstacles. Barrantes, who
defends the friars, concludes that the backwardness of primary education is due rather to
the laws of the Indies than to any class such as the religious corporations; that before
1865 primary education was only a shadow; and that the Filipinos have not yet
sufficiently far advanced to be granted the electoral right that they ask. The remainder of
the document is from Grifol y Aliaga’s book on primary instruction. An extract from the
preface of that author shows that with the decree of 1863, new life is put into education,
and that all the many decrees and orders issued later by the government are harmonious
in effect and purpose; although they were in large part inoperative. Next follows the
royal decree of December 20, 1863, establishing a plan of primary instruction in the
islands. Its first part consists of the exposition addressed to the queen by the minister
José de la Concha, stating the need of greater efficiency in the teaching system for the
natives, in order that they may develop spiritually and intellectually. The aim is to
diffuse the Spanish language. It provides for a normal school under the immediate
supervision of the priests. Following the exposition is the decree proper, which decrees
schools for each sex in each village, and gives various details of such schools. The
regulations for the normal school of teachers for primary instruction end Aliaga’s book.
They consist of twenty-eight articles which state the object of the school; and the rules
governing the scholars in their manifold relations. Next come the regulations, dated
December 20, 1863, for schools and teachers of primary instruction for native Filipinos,
which consist of thirty-five articles. By these regulations, separate schools are
established in all the villages for boys and girls; attendance is made compulsory for
children between certain ages; instruction is to be in Spanish, and the knowledge of that
language especially striven for; tuition is free to the poor, and equipment for all;
religious and ethical teaching is in charge of the parish priests. Rules are given in regard
to the teachers, and assistants, the textbooks, vacations, the establishment of Sunday
schools for adults, and the supervision, which is put into the hands of laymen—that duty
having thitherto been performed by the parish priests, in so far as it was performed at all.
The interior regulations, consisting of fourteen articles, for native primary schools,
follow, as the preceding, dated December 20, 1863. They include rules as to the size of
buildings, equipment, duties of teachers, manner of keeping records, sending of monthly
reports, pupils and conditions of their admittance, attendance, system of merits and
demerits, examinations, etc. Religious exercises are found to fill a considerable portion
of the day. A government decree of February 15, 1864, approving the regulations for a
municipal girls’ school in Manila, is followed by those regulations of the same date,

which consist of twenty-six articles. The school is to be in charge of the sisters of
charity. Religious and ethical training is given great prominence. The courses of study,
comprising the elementary branches, and needle-work, is outlined. There are both
required and optional studies. Girls are admitted at the age of five, and admission is in
charge of a member of the city ayuntamiento. Rules are given governing the daily and
term routine of the school in its manifold relations. Examinations are both public and
private. Supervision is in charge of three women appointed by the governor of the
islands. This is followed by a circular of the superior civil government, dated August 30,
1867, discussing, and giving rules concerning, school supervision—an important
document, showing well the Spanish love of philosophizing. Commenting on the
importance of the supervisory function, the circular states the duties of supervisors, for
on them “depends the development and conservation of the improvements which are
being introduced.” Since the supervision is partly in the hands of the ecclesiastical
government, the outcome can only be the best. A rather lengthy quotation is made from a
book on supervision, in which the duties and qualifications of supervisors are outlined.
Great stress is laid on temperateness of action. The most delicate power is the correction
and suspension of teachers. Suspension must only be for ethical and religious lack, and
neglect of duties. The parish priests in their duties as supervisors must see that the heads
of families recognize their responsibility in regard to sending their children to school.
Special privileges are to be given to those attending school and learning the Spanish
language—in which all instruction is to be given. Primary instruction in the islands is in
a backward state, because of the few buildings and teachers, and the want of uniformity
among the children. Statistics of March 1, 1866 show the number of villages in
provinces or districts, the population, school attendance, schools possible, and buildings.
The government pledges its support of the efforts put forth by the parish priests and the
provincial supervisors. The former are to hold annual examinations, and are to have the
children review their work when they confess and take communion. The provincial
supervision of the alcaldes is to be exercised with the aid of a board composed of the
bishop, parish priest, and the administrator of the public finances. Reforms are needed in
teaching and supervision, and the efforts of the parish priest must not be opposed.
Boards not yet appointed must be appointed at once, and monthly reports submitted. The
government decree of June 19, 1875, approving ad interim the regulations for the
women’s normal school for primary teachers in Nueva Cáceres, is followed by the
regulations. These number fifty-two articles in all. The object of the school is to train
good moral and religious women teachers and to make this school a model for other
schools. The practice school attached to it is an integral part of the public school system,
wherein an education is given free to poor girls. Those attending the normal school may
or may not be candidates for a teacher’s certificate. The program of studies shows
elementary branches, and demands instruction in Spanish and includes needle-work. The
course lasts three years, though an additional year may be allowed to graduates; and the
schedule of studies is to be sent annually to the governor for his approval. The time spent

in the practice school is not to exceed four months in each year. Teachers’ certificates are
to be given to those completing the course, and such graduates are to be given schools of
the proper grades, the method of marking being given. The school is organized under
charge of the sisters of charity, and the school of Santa Isabel is to be used. The staff and
their duties are enumerated, among whom it is to be noted is a secular priest to
administer to the ethical and religious needs of the pupils. Pupils shall be both day and
resident, the requirements for admission being stated. Women teachers may be admitted
to the institution, if not over the age of twenty-three. Instruction is free, and provided for
from the local funds. In proportion as the public schools are placed in charge of normal
graduates, the number of resident pupils supported from the local funds is to be
decreased to twenty-five, from whom vacancies are to be filled. Resident pupils
supported by local funds are to teach ten years in the schools of Nueva Cáceres, under
penalty of making restitution of their expenses if they do not carry out their contract.
General public examinations are to be held at the end of the term, when rewards are to
be distributed. Various other data regarding the running of the school in its different
relations are given. The moral and religious supervision belongs to the bishop of Nueva
Cáceres; secular supervision is in charge of the alcalde-mayor, the bishop, and the
administrator of public finances, and one member of this board is to have immediate
supervision for three months. A royal decree dated March 11, 1892 creates in Manila a
normal school for women teachers under charge of Augustinian nuns. It is needed as is
proved by that of Nueva Cáceres. The study of Spanish is compulsory. Expenses are to
be met from the regular budget for the islands. Among other data included in this decree,
it is to be noted that the certificate for elementary teaching is given for three years’ study
and that for superior for four; and that a practice school, whose expenses are to be met
by the municipality, is to be annexed to the normal school. This is followed by a royal
order of May 19, 1892 approving the regulations for the above normal school, which is
followed in turn by the regulations bearing the same date, and consisting of one hundred
and fifty-four articles. This is a document of considerable interest, for it goes into much
detail concerning the school in its relations to government, teachers, pupils, and public.
It is divided into various sections designated as títulos, which are in turn divided into
chapters. Título i states in the first chapter the object of the school, and the subjects
taught, which are both required and optional. The expense of equipment is to be
approved by the general government. Chapter ii relates to the teaching force, and
enumerates their duties and names salaries. The total expenses are to be seven thousand
nine hundred pesos annually. Chapter iii gives in detail the duties of the directress, which
are mainly executive; and those of the instructresses. Chapters iv to vii treat of the duties
of the secretary, the librarian, the assistants, and the necessary help. Chapter viii deals
with the board of instructresses, which is composed of the regular teachers, and outlines
its functions. Chapter ix treats of the disciplinary council, which must consist of five
members at least, and is convoked by the directress. Título ii deals with the economic
management—chapter i treating of the annual budget, and chapter ii of the collection,

distribution, and payment of accounts. Título iii has as its main subject the teaching: of
which chapter i deals with the opening of the school, and the term in general; chapter ii,
of the order of classes and methods of teaching, etc.; and chapter iii, with the material
equipment for teaching. Título iv discusses the scholars: chapter i, treating of their
necessary qualifications, entrance examinations, payment of entrance fees, and age of
entrance; chapter ii, concerning matriculation, in which there is much red tape; chapter
iii, of the obligations of the pupils, mainly in deportment; chapter iv, of examinations—
an important subject—which are divided into ordinary and extraordinary, according to
the time taken, and are oral, written, and practical; chapter v, of rewards; chapter vi, of
certificates and decisions, and conditions under which they are given; and chapter vii, of
discipline and punishments. Título v, which is, like all this document, laden with red
tape, outlines the conditions of the examination for degrees. The practice school annexed
to the normal school has its expenses met by the municipality, and is a public school. For
the present the normal school shall have only day pupils, but if necessary later, they may
enrol resident pupils. The nuns in charge of the school have liberty to follow the
institutes of their order. This document is followed by a governmental decree of
November 1, 1893, elevating to the grade of superior the normal school for men teachers
in Manila, and approving provisionally the new regulations of this school. This
exposition by the reverend father director shows that this school, created as an
elementary normal school by the decree of December 20, 1863, has been fulfilling its
function since its creation, and has made progress in the process of better understanding
between the Filipinos and Spanish authorities, has diffused the Spanish language wider
than ever, and encouraged the arts and industries. It has had a difficult path, because of
the condition of its students who are far from homogeneous in preparation and ability. It
has been necessary to lessen the age limit at which men may enter, because, as the
average Filipino leaves school at the age of twelve, he readily forgets what he has
learned, and consequently when he enters at the age of sixteen into the normal school, he
has to take a year in special preparation. The proposal to elevate the school to the rank of
superior can be done without any extra expense, as it will be in charge of the same force
as at present. The Manila normal school compares with the best in Spain. A petition by
one A. Avilés, asking for the extension, and the decree proper, both dated November 10,
1893 follow. Certificates from this school are to have the same value and rights as
certificates granted in Spain. The regulations for the extension above-mentioned dated
also November 10, 1893, follow. They consist of thirty articles, a number of which are
similar or analogous to those of the regulations of December 20, 1863, establishing the
elementary school. These regulations discuss the manifold relations of the school in
regard to pupils, teachers, supplies, examinations, etc. The selections from Grifol y
Aliaga are closed by a list of all the decrees, circulars, orders, etc., in regard to primary
and normal education in the Philippines from December 20, 1863 to July 20, 1894—in
all one hundred and seventy-one. This is of distinct value, as the course of legislation can

be followed easily, and one may note the new ideas that leaders were attempting to work
out in this period of Spanish unrest.

A series of short documents regarding the religious schools follows. The first is a
summary of the Dominican institutions for 1896–1897. The university of Santo Tomás
has a total enrolment in all courses of 3,059, and a total of 36 degrees are conferred. The
college of San Juan de Letran has a total enrolment of 5,995, which includes professors,
collegiates, day pupils, and servants; and has conferred in all 177 degrees. The college of
San Alberto Magno in Dagupan, has an enrolment of 947, counting teachers. The school
of Santa Catalina de Sená shows an enrolment of 223, including the teachers, who are
nuns. A total enrolment of 83 is seen in the school of Nuestra Señora del Rosario of
Lingayén; while the school of the same name in Vigan has 79. The school of Santa
Ymelda founded in 1892, completes the list, with an enrolment of 110. A report for the
religious schools for 1897 gives various statistics of the following institutions: La
Concordia, Santa Isabel, Santa Rosa, and Looban, the military hospital, the hospital of
St. John of God, the municipal school [of secular foundation], and the hospice of San
José, all in charge of the sisters of charity in Manila; and certain of the provincial
schools. The third document in this series gives an account of the educational institutions
of the Recollects, probably for the year 1897. These are the beaterio of Santa Rita in San
Sebastian, in the suburbs of Manila; school of San José of Bacolod, Negros, opened in
1897, and under the auspices of the university of Santo Tomás; the seminary school of
Vigan, of which the Recollects had charge during the years 1882–1895; school of Santa
Rosa, of which the Recollects were in charge in 1891.

The friar side of the educational question of the Philippines is well set forth in two
selections. The first is a chapter by Eduardo Navarro, O.S.A., who spent many years in
the islands, and who is, perhaps, one of the best representative men of his order, and
moreover, of scholarly tastes. He introduces his subject in a somewhat philosophical
manner. Education and religion he declares to be synonymous terms when taken in their
real signification. It is the duty of the government to choose the best educational method.
The earliest laws passed by the Spanish government in regard to the education of the
American Indians are extended later to the Philippines, but they prove most
unsatisfactory and unsuited to the conditions of those islands. They provide for the
teaching of Spanish to the aborigines, but in an inadequate manner. The theme of the
present chapter is to prove that the friars are not responsible for the backward state of
education in the islands. On the other hand they early pass laws that are more advanced
than those passed by the government. Their laws have always been consistent and have
had but one aim. They have not endeavored to retard the learning of Spanish, but they
rather favored it. They have done their best with the useless laws of the government.
They have founded and taught schools, paid the teachers, and have made the textbooks,
notwithstanding their immense toil. They have also introduced many of the arts and
crafts. The friars have gone farther than the laws for they provided for girls’ schools

before the famous decree of 1863. The passage of those regulations has robbed the
parish priest unjustly of much of his supervisory power, which has been conferred except
in so far as morality and religion are concerned, on the civil authorities. It belongs by
right to the friars, who only use that power as it should be used. The parish priest knows
the people thoroughly, and as no laymen do. The Filipino cannot be identified with the
Spaniards notwithstanding all efforts of the Spanish government. Navarro enforces his
arguments by quotations from Escosura, whom he criticises harshly for his expressions.
While modern ideas from abroad have made better sea communication, internal
communication has become worse. Good roads are especially needed and the small
barrios ought to be merged together whenever possible. That the friars do not oppose
education is shown by the many schools that they maintain in Manila and the provinces.
They should be allowed to establish normal schools under their own direction. The
parish priest can best overcome the evil introduced by the free masons. The studies
chosen for the Filipinos must be fitted to their capacity. Our author suggests the
personnel of the Superior Board of Public Instruction, in which he places a majority of
ecclesiastics, and this Board should revise the school laws. The majority of the Filipino
students return to their homes with plenty of vices but little learning, although looked up
to greatly by their fellow townsmen. This horde brings disaster and ruin upon the people.
The rector of the university should have more power over the life and morals of the
students, for only thus can the Filipino students become really useful to Spain.

The second selection is a chapter written by Fr. Eladio Zamora, also an Augustinian.
Almost the last friar writer on the matter, since he writes after American occupation, his
remarks may be assumed to be the present friar attitude. He begins with a quotation from
the preface of Grifol y Aliaga to the effect that until 1863 there had been no real
legislation concerning education, for the many decrees, etc., were isolated. It is rather the
friars, says Zamora, who are the first educators, teaching themselves or paying teachers
from their own funds. After 1863, the friars continue to encourage education as
supervisors. They build schools, and visit the distant barrios whenever possible. On
Sundays it is their custom to inspect the copybooks, etc. The distance of barrios and
villages from one another makes teaching difficult. Many of the priests become
suspected as having a bad influence, for many criminals resort to the barrios. The
government orders the fusion of barrios into villages, but the order is not obeyed. In
1863, the government takes control of the schools founded by the friars. Under the new
regime, so long as the parish priest has supervisory action, the schools flourish, but when
that action ceases, so does progress in the schools, and attendance becomes only nominal
and a record on paper. The intention of the government to have all teaching in Spanish
fails of its purpose, for the scholars can not understand it. The famous Maura decree of
1893 gives the local supervision to local municipalities, a law that soon gives rise to
serious trouble. Many unjustly blame the parish priest for the ignorance of Spanish, but
he has no time to teach Spanish amid the multiplicity of his duties. Besides, it is easier
for the few Spaniards to learn the languages of the natives than for the Filipinos to learn

Spanish. The friars have not shunned the teaching of Spanish, as is proved by a citation
from Zúñiga. If the Tagálog actors are allowed to use their native language in the theater,
because they do not know Spanish, is it consistent to demand that all sermons and
teaching be in Spanish? In spite of the early laws requiring Spanish to be taught to the
Filipinos, it is impossible for Spanish to supplant all the numerous dialects. Zamora
reproduces portions of an open letter by W. E. Retana to Minister Becerra, in which
Retana decries the intellect of the Filipino, and declares that it is absurd to think of
teaching him in Spanish, but that the best way of teaching it would be to settle 500,000
Spanish families in the islands. Zamora gives a résumé of the history of the university of
Santo Tomás and the college of San Juan de Letran. The religious corporations have kept
abreast of the times in the manner in which they have fostered education from the
earliest period, and many schools are due to them, some being founded by the tertiary
order of the Dominicans. Zamora criticises the capacity of the Filipinos, asserting that
they are teachable and quick in imitation, although they never attain excellence in
anything, but that they are utterly devoid of originality. They have greater capacity than
the American Indian, and make fine clerks and the like, but they are lazy, and do not
strive to rise beyond a certain point. They learn vices but not virtues. The Augustinians
are the last of the religious orders to take up superior education, by establishing an
institute at Iloilo, because a secular institution was planned for that place by Minister
Becerra in 1887–1888. Zamora emphasizes the importance of arts and crafts for the
Filipinos.

The appendix to our volume is brought to a close with a very brief statement in regard to
American education in the Philippines since 1898. A bibliographical list of works
treating of education will enable the student to follow the course of American work. The
statement is concluded by the abstract of a philosophical address by Dr. T. H. Pardo de
Tavera before the American and Filipino teachers in Manila in May 1906, in which he
points out the beneficent results of Anglo-Saxon teaching.

The Editors

November, 1906.

DOCUMENT OF 1721–1739
Events in Filipinas, 1721–1739. Compiled from various sources.

Source: This document consists of citations and synopses from various authors fully credited in the text.

Translation: The translations and synopses are made by Emma Helen Blair.

EVENTS IN FILIPINAS, 1721–1739
The Marqués de Torre-Campo “brought with him commission to take the residencia of
Bustamante;1 and as it found him already dead, many were the charges that resulted
against him—which it would not be difficult to prove, since the minds of the people
were so inflamed against him, as we have seen. Some of his friends, it appeared, were
accomplices in his delinquencies; some denied the charges, and, as these could not be
proved against them, it was necessary to declare them innocent; others excused
themselves by his violent proceedings, and by their fear that he would kill them if they
did not obey him. Don Esteban Iñigo, who was charged, among other things, with the
exportation of rice, which caused a great famine in the islands, replied that he had
undertaken this trade with the governor because he could not resist the latter, and feared
that if he did not do so he would lose the rice and all his property. Other persons alleged
other [reasons for their] exemption [from legal process], always blaming the deceased—
who, as he had no one to defend him, came out of this residencia the most wicked man
that can be imagined.”2 (Zúñiga, Hist. de Philipinas, p. 469.)

The Council of the Indias gave answer to the royal Audiencia [of Manila] that they had
received the [papers in the] investigation of the death of the governor, and were giving
the matter due attention; and at the same time came another order from the king to the
Marqués de Torre-Campo, in which the latter was commanded to take cognizance of this
affair and punish the culprits. The governor, who, it appears, had little inclination to
plunge into this labyrinth, a second time consulted Father Totanes3 and the Jesuits—who
told him that, just as he had before stayed the execution of the first order, he ought to do
the same with this one, until his Majesty, advised of the governor’s reply [to the first
order], which had not yet been received, should make another decision. Father Totanes in
his advisory statement exaggerated the ruin of the fortunes of the citizens of Manila, the
arrears [in the incomes] of the charitable funds, the scarcity of rice, and the lack of those
who might give alms (on account of which, he said, many died of hunger), the cause of
all these evils being the mariscal. The father expatiated on his acts of violence, and the
consternation of the city, with which he strove to exculpate the action of the Manila
people, who had no other recourse, in order to escape from such a throng of calamities,
than to depose the governor from his office. “But to what tribunal,” he said, “were they
to resort in order to deprive him of his office? He had suppressed the royal Audiencia,
and held the archbishop and the ecclesiastics prisoners; and the city [council] was
composed of an alcalde-in-ordinary who was a nephew of the governor, and two regidors
who were his henchmen. Not having any one to resort to, they tried to arrest the

governor, in order to free themselves from so many calamities; he resisted, turning his
weapons against the citizens, who wounded him mortally in defense of their own lives;
but this should be regarded as the misfortune of the mariscal rather than the fault of the
citizens.” This statement, which veritably is a seditious one, they presented to the king,
in order to show him the erroneous opinions of the religious of Philipinas; but it was a
calumny, for Father Totanes was not the oracle of the islands, and most of the regulars
thought as did the Jesuit fathers—who, while condemning in their advisory report the act
of the Manila people, said only that the latter were worthy of the royal clemency. With
this came to a halt all the severity with which at first this process was undertaken, and,
the minds of people gradually becoming cool, the prosecution entirely ceased, and all
these who were inculpated remained unpunished; the archbishop alone, he who had
taken least part in these commotions and disturbances, was chastised4—a worthy prelate,
who in imitation of Christ carried on his own shoulders the sin of his people. (Zúñiga,
Hist. de Philipinas, pp. 514–517.)

Signature of Joseph Torrubia, O.S.F.

[From original MS. in Archivo general de Indias, Sevilla]

[As soon as the Spaniards abandoned the fort of Lábo in Paragua, the Moro pirates
renewed their incursions. When Zamboanga was reestablished, they attempted to capture
it, but were repulsed with loss. In 1721–23 expeditions were sent out against the Moros,
but they failed to accomplish anything.5 The sultan of Joló sent an ambassador to Manila
in 1725, to form a treaty of peace with the Spaniards; this was accomplished in the
following year at Joló, the Spanish envoy being Miguel Arajón, the alcalde-mayor of the
Parián at Manila. By this treaty, among other provisions, the island of Basilan was
restored to Spain. Nevertheless, soon afterward the perfidious Moros made several raids
against Indian villages, captured many vessels and burned them, and committed many
acts of cruelty,—the worst probably being the case of a vessel from Cebú, whose crew
were all killed by the pirates, who then tortured to death the Spanish captain. Later,

letters were received from Radiamura (the son of Maulana) and other friendly chiefs in
Mindanao, asking for prompt action by the Spaniards against the Moro pirates, who,
they claimed, were threatening them with attack because of their friendship to the
Spaniards. Governor Torre Campo organized a punitive expedition for this purpose, but
the royal treasury was so depleted that the costs had to be met by donations from the
citizens of Manila and Cavite. The armada was placed under command of Juan Angel de
Leaño, with directions to surrender the vessels and men to General Juan de Mesa when
they should reach Iloilo; and the governor gave the commanders definite instructions,
and powers for forming a treaty with the “kings” of Joló and Mindanao. “The result of
this expedition is not definitely stated, except that it was successful; the fort of La
Sabanilla at Tuboc was taken, and a great number of the rabble [canalla] were slain, and
among them some princes and datos (the remembrance of which still continues among
them, to the honor of our arms); and a treaty for the cessation of hostilities was drawn
up, which the Moros, well punished, asked for.” (Concepción, Hist. de Philipinas, x, pp.
134–157, 184–198.)]

[On July 23, 1726, the galleon “Santo Christo de Burgos” was driven by a storm on the
rocks at Ticao, a long, narrow island adjoining San Bernardino Strait, and so badly
wrecked that it could not be repaired. The auditor Julian de Velasco was on board the
vessel, on his way to Mexico; as the official of highest rank on the ship, he held a
conference with the officers, pilots, seamen, and other persons of experience, and it was
decided (after several vain efforts had been made to save part of the cargo) to burn the
ship and its contents, great part of which were ruined by the water. This was a great loss
to the citizens of Manila, as all their investments for this year were thus destroyed.
(Concepción, Hist. de Philipinas, x, pp. 157–167.)]

[Torrubia enumerates the armed naval expeditions sent against the Moro pirates during
1721–34, as follows: (1) An armada commanded by Antonio de Roxas sailed from
Manila on July 10, 1721; it seems to have accomplished little, but cost the treasury
much. (2) Another was commanded by Andrés Garcia; he fought with a Moro fleet—
date not given, but probably in 1722—at Negros Island, and won a notable victory. (3) In
1723 a fleet set out under command of Juan de la Mesa y Aponte, warden of Fort
Santiago at Manila; they went to Mindanao and captured from the Moros the fort at La
Sabanilla, “slaying an immense number of that rabble, and among them several princes
and datos.” (4) In February, 1731, four galleys were sent from Manila under command of
Ignacio Irriberri; at Zamboanga they collected the vessels already there—two fragatas,
four despatch-boats or champans, one taratana, one falua, eight caracoas of Bisayans and
two others of Lutaos—and went to attack Joló, at which they found six forts defended by

cannon. Here they had a fierce battle with the Moros, of whom many were slain,
including two datos; then they ravaged the adjacent island of Talobo, destroying its salt-
works (“which are the entire livelihood of that people”); and laid waste the district of the
dato Salicaya, who, with many of his people, was slain. In the same year Captain Pedro
Zacharias Villareal, with some vessels of the same fleet, attacked the island of Capual,
near Joló, and burned three villages and many boats, and ravaged the fields, destroying
their cattle and the salt-works there. (5) In November, 1731, Zacharias was sent by
Valdés Tamon with a squadron from Manila to Zamboanga; at that very time, the sultan
of Mindanao, Maulana Diafar Sadibsa, was asking aid from the Spaniards against his
tributary Malinog, who had rebelled against him and had secured the support of more
than thirty of the principal villages on the Rio Grande of Mindanao. This rebellion was
caused by Malinog’s refusal to obey Maulana’s demand that he restore to the Spaniards
the captives and spoil which Malinog, in conjunction with the Joloans, had carried away
in 1722–23 from Negros and Panay. It was learned that Malinog was negotiating with
the Dutch for succor, which they were inclined to grant him. At a council of war (in
which the Jesuits were prominent) held in Zamboanga, it was decided to send Zacharias
with a fleet to Tamontaca, to aid Maulana and punish Malinog. The latter’s fort—which,
like that in Joló, was constructed by a Dutch engineer—at the entrance to his river, was
captured by the united forces and large amounts of military supplies were destroyed.
Two leguas further up the river, they attacked Malinog’s principal town, defended by six
forts; many of the Moros (including their general, Tambul) were slain, three of their
villages were burned, and their lands devastated. Returning to Zamboanga, the Spaniards
harried the coasts of Joló and Basilan, so thoroughly that, later, “in order to terrify the
Moros, it is only necessary to say, ‘Here comes Zacharias.’” (6) In January, 1733, a fleet
under Juan Antonio Jove went to aid Maulana; but Malinog made a sudden attack on
Tamontaca, which he destroyed with fire and sword, and slew Maulana, whereupon the
Spaniards, disheartened, returned to Manila. (7) Maulana’s successor, Radiamura, asked
aid from Manila, which was granted; the citizens subscribed more than nine thousand
pesos in silver, and a fleet of forty-eight vessels was equipped. Under command of
Francisco de Cardenas Pacheco and Captain (soon afterward made sargento-mayor)
Zacharias, this fleet left Zamboanga on February 18, 1734, and went to Tamontaca. At
Tuboc they attacked the sultan of Tawi-Tawi, but the Bisayan auxiliaries of the Spaniards
fled, panic-stricken, and the Moro allies of the sultan swarmed in upon the Spaniards,
compelling them to retreat. They then went against Malinog at Sulangan; at sight of the
Spanish fleet, he set fire to his village and forts, and fled up the river to Libungang—a
place which was strongly fortified by both nature and art. A fierce assault was made on
this stronghold, but the Moros could not be dislodged; they killed many Spaniards with
their unceasing discharge of balls and small weapons, and finally, by poisoning the
water-supply, compelled the Spaniards to raise the siege. Then the latter went to
Sulungan, and remained there until that place was well fortified, and the passage of the
river securely closed to Malinog, who was thus shut in from his allies the Joloans and

Camucones. On April 20, Radiamura was solemnly crowned as king by the Spaniards;
and he agreed to allow the entrance of Christian missionaries, the building of churches,
and the establishment of Spanish forts and garrisons, in his territories; also to
acknowledge his vassalage to Spain by furnishing a quantity of wax, cacao, and other
products of the country. Afterward, Zacharias made a raid on Basilan, devastated the
lands, and seized much and rich booty; “so great was the spoil of the ‘enchanted island’
that, when the men had laden our armada and the captured vessels [which numbered
over three hundred], they had to burn many articles because they could not carry them
away.” (Torrubia, Dissertacion, pp. 68–90.) Cf. Concepción’s and Montero y Vidal’s
accounts of these expeditions.]

Title-page of Dissertacion historico-politita

[The Marqués de Torre Campo, after eight years of clement and upright government,
was succeeded by Fernando de Valdés y Tamón, a knight of the Order of Santiago, who
took possession of his office on August 14, 1729. As an experienced and able soldier, he
gave his first attention to the fortifications and military equipment of Manila, which had
been sadly neglected. He tried to purchase 1,500 guns with bayonets, but the Dutch
refused to sell him these firearms. In May, 1730, the pirates of Joló sent out a large
expedition, with 3,000 men, against the islands of Palawan and Dumaran, where they
plundered the villages and carried away many captives. They besieged the fort at Taytay
(the principal town in that part of Palawan) during twenty days, but were obliged to
retire with considerable loss, including some of their datos. As it was evident that the
islands could have no peace or safety until severe punishment was inflicted on these
pirates, an expedition with over 600 men was sent from Manila in February, 1731, under
the command of General Ignacio de Iriberri. This force attacked the town of Joló, which
was well defended with forts and artillery; and after a fierce contest the Spaniards
captured the place, and burned the houses and boats of the Moros. They also ravaged the
islands of Talobo and Capual, near Joló, and destroyed the salt-works there, from which
the pirates obtained much wealth; and returned to Manila in the month of June. A
prominent chief of Mindanao, named Malinog, had revolted against Maulana Diafar,
sultan of Tamontaca, securing the aid of many datos on the Rio Grande, and negotiating
with the Dutch for their aid; in November, 1731, a small squadron was sent from Manila,
in answer to Maulana’s petition for aid against the rebels; with the aid of the Spaniards
the rebels were routed, their forts destroyed, and their villages and plantations ravaged
and burned. Malinog, however, kept up the contest, so that another Spanish expedition
was sent (January, 1733) against him; but while his town was besieged by the
Tamontacans and the Spaniards he slipped away with 300 pirogues and invaded
Tamontaca, where Maulana was slain by his foes.6 His son Amuril asked Governor
Valdés y Tamón for aid against Malinog, which was granted; and in February 1734 an
expedition left Zamboanga under command of General Francisco Cárdenas Pacheco,
who placed a detachment of the armada under Pedro Zacarías Villarreal. Their campaign
against the Moros was bravely fought, but was only partially successful, on account of
the fierceness and overwhelming numbers of the Moros. The latter committed numerous
depredations wherever and whenever they could find opportunity, and the Manila
government took measures for the erection of lookout towers and fortifications at the
coast villages, and for sending coastguard galleys and other vessels to the points most
likely to be menaced by the pirates, so as to be ready to meet or follow up any Moro
vessels that might attack the Indian villages or Spanish forts. In 1735, 2,000 Joloans and
Mindanaos attacked the fort at Taytay, but they were finally repulsed with great loss. In
this conflict, as often on like occasions, the native soldiers in the garrison were
encouraged and incited by the friars in whose spiritual charge they were, to resist the

fierce foe who attacked them.7 In 1735, Mahamad Ali-Mudin was raised to the sultanate
of Joló, in virtue of the abdication of his father Maulana. The latter plotted to obtain
possession of the fort at Zamboanga by treason, but the scheme was unsuccessful; the
news of this so angered Maulana (who was then ill) that he hastened his own death. The
new sultan of Joló professed (1736) friendship to the Spaniards, and even joined them in
a campaign against the Tiron pirates; but in secret he encouraged the latter, and sent
them warning of the movements against them. (Montero y Vidal, Hist. de Filipinas, i,
pp. 438–452; his account is largely taken from Concepción’s Hist. de Philipinas, x, pp.
198–238, 337–375.)]

Map showing new route from Manila to Acapulco; presented to Governor Fernando Valdés Tamón by the pilot,
Enrique Hermán, 1730

[Photographic facsimile from original MS. map in Archivo general de Indias, Sevilla]

[On June 18, 1733, the royal magazines at Manila were destroyed by fire, with all their
contents, which included the supplies for the two vessels which were soon to go to
Acapulco. The royal treasury had not the funds to make good this loss, and the galleons
must sail at a certain time, in order to secure favorable winds; the governor therefore
appealed to the citizens and merchants for help to meet the expenses of equipping the
vessels. They responded with a donation of 30,000 pesos, which the governor duly
reported to the king, asking that in view of the zeal and loyalty thus displayed by the
citizens their interest might be cared for in the pending dispute regarding the Manila-
Acapulco commerce. The losses sustained in the above fire were estimated by the royal
officials at 66,807 pesos. (Concepción, Hist. de Philipinas, x, pp. 226–230.)]

Plan of infantry barracks in Manila; drawn by the military engineer, Thomas de Castro y Andrade, 1733

[Photographic facsimile from original MS. in Archivo general de Indias, Sevilla]

The governor, not finding any corrective for the injuries which the Moros were causing,
held a conference of the principal citizens of Manila. It was resolved therein that, so far
as the funds in the royal treasury would permit, some small armadas should be
despatched against the Moros; and that the coast-dwellers should be gathered [into larger
villages] at certain places, at the rate of five hundred tributes to each one, in order that
they might be able to resist the pirates and build some little forts, which would inspire
respect in the enemy.8 This precaution had already been taken by some of the religious in
charge of doctrinas—who, not finding any other remedy, had built some fortifications

around their churches, in order to guard these and that the Indians might take refuge
there when the Moros came. Others had built some small forts on lofty places, in order
to protect the villages from the affronts of those robbers; and at night the fathers would
go to visit these posts, and watch lest the sentinels fall asleep, performing at the same
time the duties of parish priest and military officer. As a consequence of this order [by
the government], there was no coast village which did not build some fortification for its
defense, but no aid was given to them from the royal treasury. But the religious
ministers, out of their own stipends, paid the overseers and artisans; and by dint of
entreaties, persuasions, and threats obliged the people to give the materials and the day-
laborers [peones], expending much money and patient endeavor for the sake of building
these little forts. When the alcaldes-mayor saw these fortifications, now completed, they
began to wish to subject them to their own authority; and they secured that in every one
should be stationed a warden subject to the alcalde’s orders, and that a certain number of
men for the service of the fort should be furnished to the warden by apportionment [from
the respective villages]. The warden regularly sent these men to work on his own grain-
fields, or compelled them to redeem the [compulsory] service with money. This they had
to do, usually leaving the fort abandoned—which is, for this reason, very burdensome to
the people; and here comes to be verified what Señor Solorzano says, that all which is
decreed in favor of the Indians is converted into poison for them. (Zúñiga, Hist. de
Philipinas, pp. 526–528.)

[In October, 1733, a Spanish coastguard vessel captured a Dutch ship near the southern
coast of Mindanao, and seized its despatches and instructions, “among these, the turban
and crown which they were carrying as a present for Malinog.” When this event was
learned at Batavia, great indignation was aroused among the Dutch, and they sent three
warships, which anchored in Manila Bay (June, 1735) and demanded satisfaction; the
Dutch would not allow any vessel to enter or leave the bay, and threatened to seize the
patache “San Christoval,” which was expected to arrive from Acapulco. Warning was
immediately sent to the commander of the latter, at the Embocadero; but the ship was
already wrecked on the shoals of Calantás. The silver on board, 745,000 pesos belonging
to the merchants and 773,025 to the royal situado, was transported by boat to Sorsogón,
and the men removed the cargo to land and erected fortifications for its defense in case
of necessity; the hull was then destroyed by fire, to prevent its being used by enemies.
The Manila government, seeing that it had no funds for defense against the Dutch, and
that the Acapulco galleon imprisoned in the bay might lose the favorable winds for its
departure, finally came to a settlement with the Dutch, paying 6,500 pesos as satisfaction
for the captured Dutch vessel and its contents; the Dutch ships thereupon retired.
(Concepción, Hist. de Philipinas, x, pp. 375–410.)]

[In 1736, a controversy arose between the Recollects and Jesuits in northern Mindanao.
The Indians of Cagayan, and the Recollect minister in charge there, Fray Hipolito de San
Agustín, maintained a close and friendly communication with the native chiefs of Lake
Lanao, who finally asked the Recollects (1736) to send missionaries to Larapan, a
Malanao village, in order to instruct and baptize their people. The Jesuits were jealous of
the Recollects, according to Concepción, and incited a heathen chief named Dalabahan
in the mountains of the Cagayan district to attack the Malanaos, thinking that the latter
would blame their Cagayan friends for the hostilities; but the latter were able to
exonerate themselves from this suspicion, and remained on amicable terms with the
Malanaos. The demand of these for Recollect missionaries had to go to Manila; the
Jesuits, hearing of it, opposed the request, alleging that the Lanao territory belonged to
them. The governor allowed the Jesuit claim, and the Malanaos appealed to the king
himself; but “this remonstrance had no result, these unfortunate people being left in their
barbarism—from which resulted to us most serious damages, as will be seen in due
time.” (Concepción, Hist. de Philipinas, xi, pp. 54–66.)]

[In January, 1737, the new archbishop, Fray Juan Angel Rodriguez, took possession of
his see; he belonged to the Order of Mercy, and was a native of Medina del Campo,
Spain. “He began to govern like an angel” (Concepción; in allusion to his name). “He
lessened the number of days for church processions, in order to give opportunity for the
business of the courts, and for the necessary work of the people; he prohibited the
processions at night, on account of the troubles which are wont to occur in them; he
regularly attended the choir, and introduced the use of the Gregorian chant; he taught the
sub-chanters plain-song, which they did not know,” etc. (Zúñiga, Hist. de Philipinas, pp.
535–536.)]

In the year thirty-seven, Governor Tamon issued a commission and powers to the
licentiate Don Joseph Ignacio de Arzadun y Revolledo, in order that he might, in
accordance with the royal laws, which decree that the provinces shall be visited every
three years, fulfil that duty in those of Pampanga, Pangasinan, and Ylocos. There he was
to inspect the fortresses, and the arms, ammunition, gunpowder, balls, and other military
supplies, also their condition and circumstances; and to review the troops in the
garrisons. He must investigate the mode and form in which the wages due them were
paid, and the fictitious enrolments of men in the garrisons. He must also make lists of the
warrants which the alcaldes-mayor might have issued; and if he found that these had not
been confirmed by the general government, he must annul them. He must abrogate the
enjoyment of exemptions, proceeding against those who should be guilty, in such
manner as he should find most convenient; he might allow claims, and render definitive
judgment in those of less value and amount than twenty pesos, placing the others in a
condition to be judicially decided. He received full commission for the exercise and

office of the said visitation, being appointed deputy (and a warrant for his title thereto
being issued) in the offices of governor and captain-general in the provinces which were
entrusted to him, for whatever emergencies might arise or which he might encounter,
with superintendence over the other deputies who might be in those provinces. It is true,
this is the royal provision; but it also is a fact that the governors profit by their
opportunities, when any auditor resists their unjust maxims, and the dread of this often
constrains the auditors to unbecoming acts of compliance; and they live as parasites,
dependents on that quarter, in order to secure a shameful liberty and an inactive sloth.

Señor Arzadun set out on his commission, which he fulfilled with integrity; he was an
unassuming and affable man. Without causing injuries to individuals, he reformed many
abuses; and by mild measures he added two reals to each whole tribute. This peaceable
result ruffled some persons, and led to various disputes with the ecclesiastical judge,
provisor, and vicar-general, which ended in favor of the said auditor. Nor did he fail to
have noisy controversies with some other persons; but all this ended as peacefully as
possible.

Another controversy, no less disagreeable, occurred at that time between the fathers of
the Society [of Jesus] and the mestizos of Santa Cruz. The latter complained, in a
petition presented to the royal Audiencia, that with occasion of undertaking to build a
bridge across a lagoon which extends from their village to that of Quiapo the fathers had
compelled them to sign an obligation for two hundred and fifty pesos in favor of the
superintendent of the work, for its cost and materials; and, for the payment of this,
assessments had been levied in their village among the mestizos, and various persons
had been arrested for not making their payments for this sum, part of which was not yet
collected. On examination of this complaint, it was ordered that the auditor who was on
duty for that week should proceed to the investigation of these statements; and the
completion of such bridge was placed in his charge—for which he was to employ the
means and measures that would be mildest, these being entrusted to his good judgment.
In virtue of this order, the licentiate Don Pedro Calderon Henriquez, auditor of this royal
Audiencia, made the investigation and examined the witnesses, which resulted in
verifying the complaint made. It appeared from the judicial inquiry that the land of that
village belonged to the Society; and the auditor drew up a formal statement, saying that
the inhabitants of that village, who possessed no landed property, were paying ground
rents that were exorbitant. He declared that the money for the cost of that bridge ought
not to have been levied among the Sangleys and mestizos, even though they belonged to
that village; and that consequently the owner of the land ought to pay it—citing laws i
and v of título xvi, book iv of the Recopilación. [Here follows a relation of the various
legal proceedings in this controversy; after hearing all the evidence in the case the
decision of the court was against the Jesuits. It was shown that part of the land in
question did not belong to them, and they were ordered not to disturb the tenants of it in
their possession, and not to collect rents from them. They proved their title to other

lands, but were warned that they must no longer exact, as they had been doing, three and
one-half pesos as ground-rent for the sites occupied by the huts which the colonists
erected within the grain-fields so that they might more conveniently cultivate the lands.
“By this sentence the Jesuits lost some three thousand pesos a year for the [rents of the]
ground-plots of the houses; each married man had paid them three pesos, and each
unmarried man and widow a peso and a half—and this, besides, for houses and lands
which belonged to those people.” The Jesuits pleaded ecclesiastical immunity, and
claimed that they had a right to the rents in question. A long and clamorous dispute
arose, in which manifestoes were issued on both sides; it appears to have lasted from
March 28, 1738, to July 1, 1739. The Jesuits appealed to the king, but Auditor
Calderon’s sentence was sustained. (Concepción, Hist. de Philipinas, xi, pp. 79–89.)]

1 The following summary of events, sometimes in full translation and sometimes abridged, is obtained from the
histories of Concepción, Zúñiga, and Montero y Vidal, the source of each paragraph being indicated at the end. ↑
2 “As the latter [i.e., Bustamante] could not defend himself, and it was for the interest of the religious orders and of
the principal citizens of Manila that the blame for what had occurred should recoil upon Bustamante, they
accumulated against him numberless charges—most of them formulated by his assassins, by the officials who had
defrauded the exchequer, by those who were debtors to the treasury, and by all who, instead of making amends for
their offences in a military post, had been replaced in their offices by Archbishop Cuesta” (Montero y Vidal, Hist. de
Filipinas, i, pp. 430–431). ↑

3 Sebastian de Totanes was a noted member of the Franciscan order in the islands. He was born in the village of
Totanes in Spain, in 1687, and entered that order in 1706. After finishing his studies he gave instruction in the Toledo
convent for several years, departing thence (1715) for the Filipinas missions, which he joined two years later. He held
various high offices in the order there, among them being that of minister provincial (1738–41); he also administered
the churches in Sampaloc (1721–29), Lilio (1732–35), and Pagsanhan (1735–38). In 1746 he went to Europe as
procurator of his order to Roma and Madrid, and died at the latter city, on February 13, 1748. He left a grammar and
manual of the Tagálog language, which is regarded as one of the beat works of its kind; it was published at Sampaloc
in 1745. (See Huerta’s Estado.) ↑
4 “Although the archbishop had not, in strictness, any direct connection with the assassination of the head of
government of the islands, his connivance with the seditious element, the fact that the authority was entrusted to him,
and his tolerance and lenity in the investigation and punishment of the criminals, aroused against him the wrath of the
[home] government; and, in spite of his advanced age, he was transferred to the bishopric of Mechoacan, in Nueva
Espana” (Montero y Vidal, Hist. de Filipinas, i, p. 432). ↑

5 “In order to curb these so bold and inhuman actions, it was necessary that the squadrons should sail from Manila;
for if they should be permanently stationed at Samboangan the expenses would be insupportable in so barren a region.
If this establishment had been fixed in Yloylo, a fertile and abundant land, and sufficiently near to the Moros, the
consumption of provisions on the voyages would have been more endurable; while at the same time there might
remain in Samboangan a regular garrison of thirty-five men, and it would be a landing-place sufficient for our vessels
when on a cruise, which from that port could go more quickly for any emergency. Moreover, in Samboangan there is
not an adequate number of boats, nor is there in Yloylo—enormous sums being spent on the walls [of those forts]

alone, without their being able to hinder the passage of the Moros, or prevent their infesting the provinces.”
(Concepción, Hist. de Philipinas, x, pp. 184, 185.) ↑

6 This account does not agree with the historical sketch given by N. M. Saleeby in his Studies in Moro History,
Law, and Religion (Manila, 1905) pp. 57–59; but this is not surprising, as Concepción probably had but inaccurate and
second-hand information regarding the rulers of Joló and Mindanao. According to Saleeby, Manāmir, a great-grandson
of Dipatwān Qudrat (the Corralat of the Spanish writers), was declared sultan after the death of his father Barahamān;
but the government was usurped by his uncle Kuda, and civil war followed, which must have lasted more than thirty
years. Kuda was finally murdered by some Sulus whom he had invited to aid him against Manāmir, who therefore
obtained the ascendency for a time. But the Sulus fomented discord between Manāmir and his brother Anwār, which
brought on even worse hostilities and murders, weakening both sides. Manāmir was assassinated by his nephew
Malīnug, and his sons Pakīr Mawlāna and Pakāru-d-Dīn were obliged to leave Magindanao, and retired to Tamontaka;
and the larger part of the towns of Magindanao and Slangan were destroyed by fire. Sultan Anwār died at Batawa and
Malīnug assumed the sultanate after his father’s death, and kept up the fight. “After a tedious, desultory war, Malīnug
fled up the Pulangi to Bwayan. Pakīr Mawlāna then got possession of all the lands about Magindanao, and peace was
made soon after. Malīnug died a natural death, and some time later his two sons visited Pakīr Mawlāna.” This account
is cited from Capt. Thomas Forrest’s Voyage to New Guinea and the Moluccas (London, 1779), a voyage made in
1774–76; Forrest obtained his information directly from Pakīr Mawlāna himself. That ruler, however, could not have
been the one mentioned in the text; Mawlāna is apparently an official or a hereditary title.

From Forrest’s original account (pp. 201–206) we take the following items in regard to the above events: “The
following short account of the history of Magindano, is drawn from original records, in the possession of Fakymolano,
elder brother to Paharadine the present Sultan, and father to Kybad Zachariel, the present Rajah Moodo; they are
wrote in the Magindano tongue, and Arabic character. I took it down from Fakymolano’s own mouth, who dictated in
Malay.

“Before the arrival of Serif Alli, the first Mahometan prince who came from Mecca to Magindano, the latter had kings
of her own. For the towns of Magindano, Selangan, Catibtuan, and Semayanan had, or assumed, the right of taking
from the banks of the Dano, that portion of earth, on which the sovereigns were to be consecrated. The towns of
Malampyan and Lusuden, are said to have been the first who joined Serif Alli: the other four soon acceded. Serif
married a daughter of the last king of the royal line, and on this marriage founded his title to the crown. About the time
that Kabansuan son of Serif Alli reigned, a person named Budiman, was Pangaran (a title much used in Sumatra, and
inferior to Sultan or Rajah) of Sooloo. Budiman had a grandson, who became his successor; his name was Bonsoo,
and he was related to the family that governed at Borneo: which family came also from Mecca, and the head of it was
brother to Serif Alli. Bonsoo had two children; a daughter, Potely, by a wife; and a son, Bakliol, by a sandle or
concubine. Bakliol, the bastard, robbed his sister Potely (a name which signifies princess) of her right, threw off his
dependence on Magindano, and assumed the title of Sultan, his fathers having been only Pangarans of Sooloo.
[Potely’s daughter, Panianamby, married Kudarat (the Corralat of Spanish writers), who was succeeded by his son
Tidoly; the latter had two sons, Abdaraman and Kuddy. Abdaraman was succeeded by his son Seid Moffat]; but, being
an infant, Kuddy his uncle usurped the government, and went to Semoy, carrying with him the effects of the deceased
Sultan. Thence he invited the Sooloos to support him against the lawful heir. [They, however, treacherously slew
Kuddy, and plundered his camp, seizing therein many pieces of heavy cannon. Seid Moffat’s party then obtained
control, but the country was torn by dissensions and civil war. Finally, Seid Moffat was assassinated by his nephew
Molenu, but left two sons, Fakymolano and Paharadine; they were obliged to leave Magindano, which town and

Selangan were nearly destroyed by fire, and the country was laid waste. After several years of petty war, Molenu was
driven up the Palangy to Boyan.] Fakymolano then got possession of all the lands about Magindano, and peace was
made soon after, about thirty years ago. Molenu died a natural death, leaving by concubines, two sons, Topang and
Uku, also a natural daughter Myong. Fakymolano had about this time given up the Sultanship to his younger brother
Paharadine, on condition that Kybad Zachariel, his own son, should be elected Rajah Moodo. Topang and Uku, for
some time after the peace, visited Fakymolano and his son; but afterwards, on Paharadine’s marriage with Myong,
their sister, they grew shy, as the Sultan took them greatly into his favour. Topang had from his father large
possessions, which made him formidable to Rajah Moodo; he was also closely connected with the Sooloos, and had
married Gulaludines, daughter of Bantillan, once Sultan of Sooloo. By this time Rajah Moodo had got himself well
fortified at Coto-Intang, which is within musket shot of the Sultan’s palace, and within cannon shot of the strong
wooden castle of Topang; both of which lie on the south side of the Pelangy. The Sultan Paharadine has no children by
his consort Myong; but had by a concubine, a son named Chartow, now arrived at maturity. Whether Myong, who is
said to have entirely governed the Sultan, favoured Chartow, or her elder brother Topang, is uncertain; but she was
believed the cause of the coolness that prevailed between the Sultan and Rajah Moodo; who, though duly elected, and
acknowledged lawful successor, yet, when I came to Magindano, in May, 1775, had not visited his uncle for above a
year. Fakymolano, Rajah Moodo’s father, lived at that time, just without the gate of his son’s fort.” Some of the
allusions in this account need explanation, which is partly obtained elsewhere in Forrest’s pages. “The town, that goes
properly by the name of Magindano, consists at present, of scarce more than twenty houses. They stand close to, and
just above where a little creek, about eighteen foot broad, runs perpendicular into the Pelangy, from a small lake about
one mile distant, and about half a mile in circumference. This small lake is called the Dano; the creek I have just
mentioned, is the Rawass (or river) Magindano; and from the banks of the lake or Dano, a little earth is taken, upon
which the Raiah Moodo (that is young king) must stand when he is consecrated Sultan. The Rajah Moodo is elected
by the states, and succeeds the Sultan; similar to the king of the Romans succeeding the emperors of Germany. A
Watamama (that is, male child) is also elected, who becomes Rajah Moodo, when Rajah Moodo becomes Sultan.”
“The town of Selangan may be said to make one town with Magindano, as communicating with it by several bridges
over the Rawass; it extends about one mile down the south side of the Pelangy, forming a decent street for one-half of
the distance. In the lower part the town extends about half a mile, in several irregular streets; where many Chinese
reside. In the town of Selangan altogether, may be about two hundred houses; below the Sultan’s palace, about twenty
yards, is a brick and mortar foundation remaining of a Spanish chapel.” The spelling of proper names in Forrest’s
remarks is more or less phonetic and Anglicized; the reader may compare them with the accurate spelling furnished
above by Dr. Saleeby. In VOL. XLI of this series (pp. 280, 281) will be seen a map of the valley of the Pulangui River,
with the towns on its banks and its tributaries; the original is in the British Museum, and is evidently the basis for two
maps which Forrest published in his Voyage (at p. 200). (Cf. these, and the map of the Rio Grande in U. S. Gazetteer,
p. 662.) The date given in VOL. XLI was furnished at the Museum as approximately correct; but Mawlāna’s map was
given to Forrest in 1775, and the latter says (p. 186) that it was deposited in the British Museum. The sultan of
Mindanao ceded to the English, at Forrest’s request, the island of Bunwoot, now called Bonga; it forms the shelter to
Polloc harbor. The town of Mindanao or Magindano was at or near the site of the present Cotabato—“population,
3,000. The Chinese control the commerce of the place.” (U. S. Gazetteer, p. 475.) Forrest says (p. 185): “The Chinese
settled at Magindano are not permitted to trade higher [up the river] than Boyan; the Mindanoers being jealous of their
superior abilities in trade.” ↑

7 The pay of native auxiliaries from Bohol was (in 1733) reckoned at a monthly wage for each man of “thirty
gantas of rice, four silver reals, a span [mano] of tobacco, and one chinanta of salt.” (Concepción, Hist. de Philipinas,
x, p. 311.)

“The Indian’s largest unit of weight is a chinanta, which they divide into 10 cates of the province, which are 20 of
standard weight [de romana]; the cate contains 8 taels of the province, which are 16 of standard weight.” (Encina and
Bermejo’s Arte Cebuano, Tambobong, 1894, p. 159.) ↑
8 The governor sent orders to the alcaldes-mayor that “all the rancherías or visitas close to the coast should be
compulsorily united, either to the larger villages or to each other, so that even the smallest village should exceed, if
possible, five hundred tributes—in consequence of which measure all should fortify themselves, as the lay of the land
should permit.... All these measures were at that time admirable, and would have been thoroughly effective if the
inclusion of the smaller villages in the larger ones, or their consolidation, had been carried out more energetically by
those whose duty it was. For this undertaking, and to stir up the negligent and careless, the armadas were more
necessary than for opposing and restraining the Moros; they gave but little attention to the latter, and still less to the
former, and everything was left in the same necessity, and the same condition, [as before].” (Concepción, Hist. de
Philipinas, x, pp. 364, 368.) ↑

BIBLIOGRAPHICAL DATA
The matter in this volume is obtained from the following sources:

1. Events in Filipinas, 1721–1739.—From various sources, fully credited in
the text.

2. Primary instruction.—In its various parts, as follows: I—from Vicente
Barrantes’s La instrucción primaria en Filipinas (Madrid, 1869), condensed
from pp. 97, 98, 147–151, and 166–168 (from a copy belonging to the
Library of Congress); II—from Daniel Grifol y Aliaga’s La instrucción
primaria en Filipinas (Manila, 1894), extract from preface (from a copy
belonging to the Library of Congress); III-XVII—from the above book, pp.
1–7, 11–16, 117–132, 148–157, 132–136, 41–52, 61–100, and 425–445,
401–405.

3. Dominican educational institutions, 1896–1897.—From an unsigned and
undated MS. belonging to Rev. T. C. Middleton, O.S.A.

4. Report of religious schools, 1897.—Same as no. 3.

5. Educational institutions of the Recollects.—Same as no. 3.

6. The friar viewpoint.—In two parts. I—from Estudio de algunos asuntos
de actualidad (Valladolid, 1897), by Eduardo Navarro, O.S.A., chap. vii,
pp. 123–165; II—from Las corporaciones religiosas en Filipinas
(Valladolid, 1901), by Eladio Zamora, O.S.A., chap. v, pp. 235–273, from a
copy belonging to Rev. T. C. Middleton, O.S.A.

7. Education since American occupation.—Editorial, and compiled from
various sources, fully credited in text.

APPENDIX: EDUCATION IN THE
PHILIPPINES
Primary instruction. In various parts as follows.

I. First governmental attempts. Vicente Barrantes; 1869. II. Organized effort
of legislation. Daniel Grifol y Aliaga; 1894. III. Royal decree establishing
plan of primary instruction in Filipinas. José de la Concha; December 20,
1863. IV. Regulations for the normal school. Ut supra. V. Regulations for
schools and teachers of primary instruction. Ut supra. VI. Interior
regulations of schools of primary instruction. Ut supra. VII. Decree
approving regulations of municipal girls’ school.——Echague; 1864. VIII.
Regulations for the municipal girls’ school. Manila Ayuntamiento; 1864.
IX. Circular giving rules for the good discharge of school supervision.——
Gándara; 1867. X. Decree approving regulations for women’s normal
school.——Malcampo; 1875. XI. Regulations for women’s normal school.
Ut supra. XII. Royal decree creating women’s normal school. María
Cristina and Francisco Romero Robledo; 1892. XIII. Royal order approving
regulations for women’s normal school. Francisco Romero Robledo; 1892.
XIV. Regulations for 66]women’s normal school. Ut supra. XV. Decree
elevating men’s normal school to the grade of superior. Hermenegildo
Jacas; and A. Avilés and Manuel Blanco Valderrama; 1893. XVI.
Regulations of superior normal school for men teachers. Manuel Blanco
Valderrama; 1893. XVII. School legislation, 1863–1894.

Dominican educational institutions, 1896–1897. [Unsigned and undated.]

Report of religious schools, 1897. [Unsigned and undated.]

Educational institutions of the Recollects. [Unsigned and undated; 1897?]

The friar viewpoint. In two parts. I. Education. Eduardo Navarro, O.S.A.;
1897. II. Eladio Zamora, O.S.A.; 1901.

Education since American occupation, 1906.

Sources: The above documents are obtained as follows: The first document is obtained in
its various parts from the following: I—from Vicente Barrantes’s La instrucción primaria
en Filipinas (Madrid, 1869), condensed from pp. 97, 98, 147–151, and 166–168 (from a
copy belonging to the Library of Congress); II—from Daniel Grifol y Aliaga’s La
instrucción primaria en Filipinas (Manila, 1894), extract from preface (from a copy
belonging to the Library of Congress); III–XVII—from the above book, pp. 1–7, 11–16,
117–132, 148–157, 132–136, 41–52, 61–100, 425–445, and 401–405. The second, third,
and fourth are obtained from MSS. belonging to Rev. T. C. Middleton, O.S.A., of Villanova
College. The fifth is obtained from the following sources: I—from Estudio de algunos
asuntos de actualidad (Valladolid, 1897), by Eduardo Navarro, O.S.A., chapter vii, pp.
123–165; II—from Las corporaciones religiosas en Filipinas (Valladolid, 1901), by Eladio
Zamora, O.S.A., chapter v, pp. 235–273 (from a copy belonging to Rev. T. C. Middleton,
O.S.A.). The last document is editorial and a compilation from sources fully indicated in
the text.

Translations: These translations and compilations are made by James Alexander
Robertson.

PRIMARY INSTRUCTION

FIRST GOVERNMENTAL ATTEMPTS

A royal order of November 3, 18391 prescribed that a committee be
specially appointed to draft a set of regulations for the schools of the
Philippines.2 The creation of this commission or board was delayed until
1855, being appointed by Governor Manuel Crespo, February 7, of that
year. The re-admission into the archipelago of the Jesuits on March 21,
1852, had given a new impulse to the teaching of Spanish in the schools,
that organization always having been greatly inclined to the teaching of that
language.3 The instructions given to the commission appointed by Crespo,
were as follows:

“1. To draft regulations establishing and making uniform the teaching in the
schools; with expression of what is to be taught in schools of both sexes,
paying especial attention in their measures to the encouragement of the
Castilian language.

“2. To determine the number of men and women teachers who are to be
appointed, this need to be regulated by the number of tributes of each
village.

“3. To report on the advisability of establishing a school for teachers in this
city, without neglecting at the same time to state whatever is of service for

it, and appears advisable for the end and object to which the expediency of
this matter is directed.

“The commission was also recommended ‘to draft a plan and project for the
establishment of a normal school in the city of Manila, from which teachers
instructed and suitable for teaching in the provinces might graduate.’”

The report of this commission, March 7, 1861, shows but few meetings and
but little accomplished, since its creation, until the year 1860. In the last
months of that year and the first of 1861 their deliberations began to take
form and were completed. Already on August 10, 1860, Governor Solano
had commissioned an official of the secretary’s office to draft a project for
reform along similar lines to the one which the commission was to draft. He
completed that draft on the twenty-first of the same month, and his results
may have spurred on the commission to finish its work. The fundamental
points given to the above-mentioned official are as follows:

“1. Establishment in Manila of a normal school, as a seminary for teachers.

“2. That the pupils of such school, who are candidates for teachers, proceed
from the various provinces in the proportion of one to each 50,000 or
60,000 inhabitants, their expenses to be paid from the local funds.

“3. That in the normal teaching, the studies with application to industry and
the arts predominate.

“4. That the certificate shall not be issued to any pupil at the end of his
course, unless he can write and speak Castilian fluently.

“5. Regulation of schools in the villages, all of them to be supplied with
well-endowed pupils from the normal school.

“6. Prohibition to teach to all who cannot prove their ability by the proper
certificate and good deportment.

“7. That the supervision in teaching belong to the provincial chiefs; and in
regard to the moral and religious to the parish priests.

“8. That the normal school have a practice school for boys, under the charge
of the pupils.”

Doubtless the commission was influenced by the work of the above-
mentioned official. The chief point of debate in the meetings held by the
commission was that of the teaching of the Spanish language. One of the
most influential and active members of the commission was Fray Francisco
Gainza, then vice-rector of the university of Santo Tomás. He voted against
the teaching of Spanish in the schools on the grounds that a unified
language might open the door to Protestantism in the islands, but he was
overruled by the votes of all the rest, even Fray Domingo Treserra, a
Dominican. Governor Lemery, who took charge of the islands in the early
part of 1861, also charged the Jesuit José Fernandez Cuevas to draw up a
project for educational reform.

The next step and the greatest one yet attained in the matter of primary
education was the decree of December 20, 1863,4 with its attendant
regulations (q.v., post). The normal school provided for by this decree was
formally opened January 23, 1865, although it had been in operation since
May 17, 1864. As might be expected it was found that there were more
scholars from the island of Luzón, who took advantage of this normal
school, than from the Visayas and Mindanao, on account of the distance. On
this account Barrantes advocates the founding of another school in Cebú.
Teachers from the normal schools were placed in charge of their schools
with great ceremony, in accordance with an order of the government, July
18, 1868. The most serious obstacles against which the Board of Education
had to struggle were irregularity of attendance and the matter of vacations,
as it was necessary to designate a distinct period in each province, and it
was utterly impossible to follow the regulations. Also the management and
supervision fails in great measure because it is diverted from the direct
oversight into the hands of secondary officials.

In 1836 there was but one school of primary instruction in Manila, which
was attended by 80 pupils. In 1867, there were 25 schools, with an
attendance of 1,940 children, a number which advanced by 1868 to 30
schools with 3,389 children. The results in the provinces were also

remarkable for the same period. In 1867, thirty-eight provinces showed 593
schools and in 1868, 684, with 25 more in course of construction. (Pp. 147–
151.)

Barrantes’s conclusions (pp. 166–168) are interesting. Among them are the
following:

“We believe that we have demonstrated that the backwardness of primary
instruction in Filipinas is purely relative, and cannot be imputed to the
country or to any class, and much less to the ecclesiastical corporations, but
to the spirit and letter of the laws of Indias and the royal decrees, which did
not succeed in giving legal life in that colony to a service which did not
exist, or was not at that time understood, in the mother-country.

“We have demonstrated that before 1865, primary instruction, properly so-
called, was a vain shadow in the archipelago, since all the duties, all the
administrative responsibilities of the department weighed upon public
officials incompatible in purity with those duties and responsibilities; upon
public officials, who, not being administrative, could and ought to drive out
that imposition; upon public officials to whom no element or aid was given,
while they were loaded with a leonine contract of an absurd and
inconceivable character. And we have demonstrated this with the proof that
the true responsibilities, in spite of the express text of the law, have not
been exacted, because it was impossible to exact them or even the
administrative public officials subject to them.

“We have demonstrated that this confusion of principles could and ought to
engender a struggle between classes in the eighteenth century, prejudicial at
the bottom to primary instruction, whenever, in order to unburden itself
mutually of unjust responsibilities, the administrative element threw the
responsibilities upon the ecclesiastical element, accusing it of being hostile
to the teaching of Castilian; and this element not being able, in its turn, to
investigate the accusation, acted in such wise that it appeared to accept it.”

There are not schools in almost every village, and the identification of the
Filipinos with the Spaniards has not progressed so far as has been declared,

especially in the matter of intelligence; and “it is not certain that the
condition of the institutions of teaching authorizes one to believe the
Filipinos capable of making use of political rights so grave and so
dangerous as the electoral right, in the form that they ask.”5

ORGANIZED EFFORT OF LEGISLATION

[In his preface to his book La instrucción primaria en Filipinas (Manila,
1894) Daniel Grifol y Aliaga, who occupied an official post in the
department of public instruction in the General Division of Civil
Administration, and was secretary of the administrative board on school
questions in the Philippine Islands, speaks as follows.]

Until the end of the year 1863,6 when the memorable royal decree, which
established a plan of primary education in Filipinas, arranged for the
creation of schools of primary instruction in all the villages of the islands,
and the creation of a normal school in Manila whence should graduate
educated and religious teachers, who should take charge of those
institutions, was dictated, it can be said that there had been no legislation in
regard to primary instruction in these islands; for, although it is certain that
orders directed for the purpose of obtaining the instruction of the natives,
and very especially, the teaching of the beautiful Spanish language, are not
lacking, some of those orders being contained in the Leyes de Indias and in
the edicts of good government [Bandos de Buen Gobierno], it is a fact that
those orders are isolated regulations, without connection, and the product of
the good desire which has always animated the monarchs of España and
their worthy representatives in the archipelago, for the advance and
prosperity of the archipelago, but without resting on a fixed foundation, for
lack of elements so that such foundation might exist.7

Before the above-mentioned epoch the reverend and devout8 parish priests
came to fill in great part, and voluntarily, the noble ends of propagating
primary instruction through these remote regions, with the aid of the most

advanced of their scholars themselves, who devoted themselves to the
teaching of their fellow citizens, receiving scarcely any remuneration for
their work and trouble, and without being regarded as teachers or having
any certificate which accredited them as such.

The above-mentioned royal decree of December 20, 1863, and the
regulations of the same date, established and unfolded a true plan for
primary instruction, which has served as a basis for the innumerable
number of orders relative to the said department, which have been dictated
from day to day, both by the government of the mother country and by the
former superior civil government, by the general government, and by the
General Division of Civil Administration of these islands, in order to attain
the degree of perfection which this most important department of public
administration—the foundation of the culture and the welfare of the villages
—obtains in Filipinas today.

That same accumulation of orders,9 which have produced the rapid
advancement of public instruction in this archipelago, has been the motive
for a certain apparent confusion, which, in reality, does not exist, for there is
observed in those orders an admirable harmony, which is explained if one
bear in mind that they have all been dictated for one and the same end, with
one desire, and for the same purpose: namely, that of obtaining the greatest
advancement of education in this far-distant Spanish province, and that of
benefiting the noble class of teachers.

The confusion to which we refer, which, we repeat, is in its essential no
more than apparent, must disappear from that moment in which all the
orders in regard to the matter are methodically compiled, arranging them so
that they might give as a resultant that harmonious whole of which we
spoke before.

So we understood it, when we had to occupy ourselves in its detailed study,
when we took charge of the department of public instruction in the General
Division of Civil Administration [Dirección de Administración civil]; and
for the purpose of being able to fill the office which had been committed to
us to the best of our ability, we undertook the work of compiling, arranging,

and annotating all the orders relative to primary instruction in these islands.
When we had made considerable progress in our task, it occurred to us that,
by publishing the compilation which we were making for our own private
use, we might, perhaps, be doing a good service to the teaching profession,
to the local inspectors of primary instruction, and to all persons who are
engaged in this department, by reason of their duty....

This book will also serve to make patent the very great interest with which
the government of his Majesty and the worthy authorities of the archipelago
have viewed this important department,10 dictating continuously orders
inspired by the most genuine sentiments of patriotism, directed through
obtaining the greatest degree of instruction and culture for the natives of
this rich country, and above all, so that all of them might speak the
harmonious Castilian language, in order that that language may be one
more bond of union between these islands and the mother country.

ROYAL DECREE ESTABLISHING A PLAN OF PRIMARY
INSTRUCTION IN FILIPINAS

Exposition

Madam:

The constant desire and permanent rule of conduct of the august
predecessors of your Majesty have ever been to introduce into the territories
under your glorious crown across seas, the light of evangelical truth, and
with it the principles of a civilization suitable for their respective
necessities. The governments and their delegated authorities, with the
powerful aid of the missionaries, and of the clergy in general, both secular
and regular, have tried to accommodate their policy in regard to the
Philippine Archipelago to these principles. But the extent of so vast a
territory, the character and customs of a portion of its population, and the
lack of an organized system of primary instruction, have been the reason
why the knowledge of the Castilian language, and in consequence of the
ignorance of that language, the propagation of the most elementary ideas of
education remain in a remarkable condition of imperfection and
backwardness. It is unnecessary to explain the evils that such a condition
occasions to the natives in the casualties of social life, in their relations to
the public authority, in the exercise of those relations which are confided
partly to the said natives, in the onward march and progress, in fine, of that

country so fertile in the sources of wealth. It is reserved for your Majesty to
bring to this condition of affairs the remedy suitable for it, which for some
time the superior authorities of Filipinas have been demanding, and in
regard to whose urgent application the royal commissary, appointed to
study the administration of said islands, has lately called the attention of the
government. For this object is directed the subjoined project of a decree and
the regulations which accompany it. They have been formed by the aid of
the documents submitted by said functionaries. They agree in spirit, in
tendency, and even in the prime basis of the solutions which they propose.
Said project setting forth from the necessity of broadening as much as
possible the teaching of the holy Catholic faith, of the language of the
fatherland, and of the elementary knowledge of life, of creating capable
teachers for that purpose, the lack of whom is the principal cause of the
above situation, and that the basis of all education is the solid diffusion of
our holy religion, establishes by means of its ministers a normal school
under the care of the fathers of the Society of Jesus, whose pupils will have
the right and express obligation of filling the position of teachers in the
schools for the natives with pay, advantages, and rights during the exercise
of that duty, and later after its honorable discharge, and who shall be
capable of attracting the youth of the country to this now humble class [of
employes]. It provides the means for joining teachers of both sexes until
they graduate as teachers from that institution, and until a normal school for
women teachers respectively is organized. It creates in all the villages of the
archipelago schools for elementary primary instruction of boys and girls,
with the obligation of attendance on the part of such, and with Sunday
classes for adults.11 It confers on the parish priests the immediate inspection
of said schools, with powers suitable to make that inspection effective, and
the exclusive direction of the teaching of the Christian doctrine and ethics is
vested in the prelates. And as a complement to the system which it
establishes, it demands for the future, although after the expiration of a
suitable time, the knowledge of the Spanish language as a necessary
requisite for the exercise of public charges and duties, and for the
enjoyment of certain privileges inherent thereto.

The application of all progress in a country presupposes pecuniary
sacrifices, and although not excessive, some are contained in the

establishment of the projected plan. Nevertheless, if the expense which is
produced is divided among the different villages of the archipelago, and
charged to their local funds, it is to be expected that it will neither be felt
very sensibly nor will the general budget of the island be obliged for the
moment to contribute an advance, certainly difficult today, when the
calamities which have happened recently in one part of the Filipino territory
have caused so considerable and extraordinary an expense to bear down
upon it.

The minister whose signature is affixed, taking as his fundamental the
above reasons, the Council of State having been consulted, and with the
concurrence of that of the minister, has the honor of submitting for your
Majesty’s approval the subjoined project of a decree. Madrid, December 20,
1863. Madam, at the royal feet of your Majesty,

José de la Concha

Royal decree

In view of the reasons which have been explained to me by my minister of
the colonies, after having consulted with the Council of State and with the
concurrence of the Council of the ministers, I therefore decree the
following:

Article 1. A normal school for teachers of primary instruction is established
in the city of Manila, in charge of and under the direction of the fathers of
the Society of Jesus.

Said school shall have the organization prescribed by its regulations and the
expenses caused therein shall be defrayed by the central treasury of ways
and means.12

Art. 2. Spanish scholars, natives of the archipelago or of Europa, shall be
admitted into said school under the conditions prescribed by the regulations.

After the termination of the studies prescribed by the said regulations, such
scholars shall obtain the title of teacher.

The pupils of the normal school, to the number and in the class designated
by the regulations, shall receive a free education; and those who take
advantage of such provision shall be obliged to exercise the duties of
teacher in the native schools of the archipelago, for the space of ten years
following their graduation from the institution.

Art. 3. In each one of the villages of those provinces, there shall be at least
one school of primary instruction for males, and another for females, in
which education shall be given to the native children and Chinese of both
sexes.

The regulations shall determine the proportion of the increase in the number
of schools for each village in proportion to its population.

In all the schools there shall be a Sunday class for adults.

Art. 4. The instruction given in said schools shall be free to the poor.
Attendance on the part of the children shall be compulsory.

Art. 5. The schools for males shall consist of three classes; to wit: entrada
[i.e., entrance]; ascenso [i.e., promotion, or intermediary]; and termino [i.e.,
final], of the second class, and termino of the first class. They shall be
supplied with teachers graduating from the normal school in accordance
with the qualification which they shall have obtained at the conclusion of
their studies, their promotions depending upon their seniority and merit
combined.

The schools of termino of the first class, namely, those of Manila and its
district, shall be supplied with teachers by competitive examination among
the teachers, with the certificate from the normal school, with experience as
teachers.

Art. 6. Classification of the schools, in accordance with the preceding
article, shall be made by the superior civil governor,13 after consultation

with the superior commission of primary instruction, and after the report of
the chief of the province. Once the respective classification is fixed it can
be changed only in the same manner.

Art. 7. The teachers shall enjoy the salary and other privileges prescribed by
the regulations.14 Said salary, as well as the foundation of the school,
acquisition, and conservation of school supplies and equipment, and the
rent of the building where there shall be no public building, shall constitute
an obligatory expense on the respective local budget.

Art. 8. In the villages where the superior civil governor so decrees, as its
small population so allows, the teachers shall fulfil the duties of
secretaries15 to the gobernadorcillos, enjoying for such duties [concepto] an
additional pay proportioned to the local resources.

Art. 9. The teachers appointed from the normal school cannot be discharged
except for legitimate cause and by resolution of the superior civil governor,
after a governmental measure drawn up with the formality set forth in
article 6, and after hearing the interested party.

Art. 10. Examinations shall be held in the normal school at periodic times,
and in the manner determined by the regulations, in order to choose a
person with the title of assistant teacher. Those who obtain such certificates
shall manage the schools for the natives in the absence of teachers, and
shall in all cases exercise the duties belonging to their class in the schools
which are to have such assistants according to the regulations. Said
assistants shall have the salary and perquisites prescribed by the regulations,
the first being an obligatory expense on the local budget.

Art. 11. The mistresses of schools for native girls need the corresponding
certificate for the exercise of their duties. Until a normal school for women
teachers is established, that certificate shall be issued in the form prescribed
with the fitness determined by the regulations. The salary and perquisites
which they are to receive shall be fixed by the same regulations, the first
being an obligatory expense on the local budget, as are the other expenses
expressed in article 7 regarding the schools for males.

Art. 12. Teachers and assistants shall be exempt from the giving of personal
services so long as they exercise their duties, and after ceasing to exercise
them, if they have exercised them for fifteen years. After five years of duty,
the teachers, and after ten, the assistants, shall enjoy distinction as
principales.16

Art. 13. The teachers of both sexes and the assistants shall have the right, in
case of disability for the discharge of their duties, of pension under the
conditions prescribed by the regulations.

Art. 14. Teachers and assistants with certificates, who shall have exercised
their duties suitably for ten and fifteen years respectively, shall be preferred
in the provision of posts of the class of clerk, established by the decree of
July 15 last, without the necessity of furnishing proofs of fitness, as well as
in the provision of employments not subject to the abovesaid royal decree
which are to be appointed by the superior civil governor,17 and do not
demand conditions of special fitness in which the above are lacking.

Art. 15. The superior inspection of primary education shall be exercised by
the superior civil governor of the islands, with the aid of a commission
which shall be established in the capital under the name of “Superior
Commission of Primary Instruction.” Said commission shall be composed
of the superior governor as president, of the right reverend archbishop of
Manila, and of seven members of recognized ability appointed by the first
named.18 The chiefs of the provinces shall be provincial inspectors, and
shall exercise their duties with the aid of a commission composed of the
chief, of the diocesan prelate, and in the latter’s absence, of the parish priest
of the chief city, and of the alcalde-mayor,19 or administrator of revenues.20

The parish priests shall be the local inspectors ex-officio and shall direct the
teaching of the Christian doctrine and morals under the direction of the
right reverend prelates.

The regulations shall designate the powers of the commissions and above-
cited inspectors.

Art. 16. After a school has been established in any village for fifteen years,
no natives who cannot talk, read and write the Castilian language shall form
a part of the principalía unless they enjoy that distinction by right of
inheritance. After the school has been established for thirty years, only
those who possess the above-mentioned condition shall enjoy exemption
from the personal service tax, except in case of sickness.

Art. 17. Five years after the publication of this decree, no one who does not
possess the above-mentioned qualification, proved before the chief of the
province, can be appointed to salaried posts in the Philippine Archipelago.

Art. 18. The superior civil governor, the chiefs of the provinces, and the
local authorities, shall have special care in promoting the fulfilment of the
requirements of this decree, adopting or proposing, according to
circumstances, the necessary measures for their complete fulfilment.

Art. 19. Decrees [cedulas] of petition and request shall be sent to the right
reverend archbishop and the reverend bishops of the Philippine
Archipelago, in order that they may arouse the zeal of the parish priests for
the exact fulfilment of the duties vested in them by this decree, in what
relates to the supervision of the teaching of the natives, and very specially
to that of the holy Catholic faith and the Castilian language.

Art. 20. Special regulations shall detail minutely the organization of the
normal school and of the schools of primary instruction for the natives.

Given at the palace, December 20, 1863. It is rubricated in the royal hand.
The minister of the colonies,

José de la Concha

REGULATIONS FOR THE NORMAL SCHOOL FOR
TEACHERS OF PRIMARY INSTRUCTION FOR THE
NATIVES OF THE FILIPINAS ISLANDS21

Of the object of the normal school

Article 1. The object of the normal school is to serve as a seminary for
religious, obedient, and instructed teachers, for the management of schools
of primary instruction for the natives throughout the whole archipelago.

Art. 2. The scholars shall be resident, and subject to one and the same rule
and discipline. For the present the number of day pupils fixed by the
superior civil governor may be admitted, provided that their antecedents
give hope that they can pursue their studies with advantage, and that their
deportment corresponds to the good name of the institution.

Art. 3. In the same locality of the normal school, although with the fitting
independence and separation, there shall be a school of primary instruction
for non-resident boys, whose classes shall be managed, under the
supervision of a teacher of the normal school, by the pupils of the same.

Of the branches and duration of the studies

Art. 4. Education in the normal school shall comprise the following
branches:

1. Religion, morals, and sacred history.

2. Theory and practice of reading.

3. Theory and practice of writing.

4. An extensive knowledge of the Castilian language with exercises in
analysis, composition, and orthography.

5. Arithmetic, to ratio and proportion, elevation to powers, and extraction of
roots, inclusive, together with the decimal metric system with its equivalent
of local weights and measures.

6. Principles of Spanish geography and history.

7. Idem of Geometry.

8. Common acquaintance with physical and natural sciences.

9. Ideas of practical agriculture with reference to the cultivation of the
products of the country.

10. Rules of courtesy.

11. Lessons in vocal and organ music.

12. Elements of pedagogy.

Art. 5. During the sessions of the normal school, the teachers shall speak
only the Castilian language, and the scholars shall hold their classes and
other literary acts in the same language. They shall be strictly prohibited
from expressing themselves in any other language, even in their daily
recreations and common intercourse within the precincts of the institution.

Art. 6. The studies mentioned in article 4 shall run for three years, and
during the six months of the last term [curso], the scholars shall have
practical exercise in teaching, by teaching in the classes of the primary
school annexed to the normal school, which is established by article 3.

Scholars shall not pass from one course to another without proving their
efficiency in the general examinations, which shall be held at the end of
each year.

During the first four years of the installation of the school the studies shall
be completed in two years.

Art. 7. The scholars of the normal school who shall have completed the
courses of their studies and shall have obtained by their good deportment,
application and knowledge, the mark of excellent [sobresaliente] in the
final examinations for the three consecutive years shall receive a teacher’s
certificate, in which shall be expressed their creditable mark, and they shall
be empowered to teach schools of ascenso. Those who shall not have
obtained the mark of excellent, but that of good [bueno], or fair [regular] in
the above-mentioned examinations, shall also receive a teacher’s certificate
with their corresponding mark expressed therein and they shall be able to
teach schools of entrada. Finally, those who shall have failed in said
examinations, if after they shall have repeated the exercise, shall have
merited approval, shall only receive certificates as assistant teachers.

Art. 8. If any one of the scholars of the normal school shall desire to
continue his studies for another year, in order to perfect himself therein, he
may do so, on condition of paying from his own funds his annual board, if
he shall be a resident student, and if, in the judgment of the director of the
institution, no inconvenience arises from his remaining in it.

Of the scholars of the normal school

Art. 9. The resident scholars of the normal school shall be divided into
regular [de número] and supernumerary22 resident pupils. Both those who
aspire to the said classes and to the class of day scholars, so long as there
shall be any of the latter, must have the following qualifications:

1. To be natives of the Spanish dominions.

2. To be fully sixteen years old, that requisite to be attested by certificate of
baptism or any other equivalent public document.

3. To suffer from no contagious disease, and to enjoy sufficient health to
fulfil the tasks suitable for the duties of teachers.

4. To have observed good deportment which shall be proved by certification
of the chief of the province and the parish priest of the village of his birth or
habitation.

5. To talk Castilian; to know the Christian doctrine and how to read and
write well: proof of which shall be made in an examination held before the
director and teacher of the school.

Art. 10. The regular resident scholars shall receive their education free, and
shall pay nothing for their support, treatment, school equipment, and aid
from the teaching force.23

Art. 11. The regular resident scholars shall be obliged to fulfil their duties
for ten years as teachers in the schools of primary instruction for the
natives, to which they shall be assigned by the superior civil government. In
case of not fulfilling that obligation they shall be indebted to the state for
the expenses incurred in their education and teaching. The same thing shall
happen if they leave the normal school before the conclusion of their

studies without legitimate cause and by their own will or that of their
parents, or are expelled from it for lack of application, or bad conduct. The
model for calculating the expenses caused by said scholars during a given
period shall be the board paid during the same period by a resident
supernumerary scholar.

Art. 12. Places as regular resident scholars shall be supplied by the superior
civil government to natives of the provinces of the archipelago, in
proportion to the respective census of the population. As the number of
aspirants for the places of supernumerary resident scholars continues to
increase, the class of regular resident scholars will continue to decrease, the
reduction beginning with those belonging to the provinces nearest the
capital. Said class shall be suppressed when it happens that there are among
the supernumerary [resident] scholars enough teachers with whom to supply
the schools of the archipelago. In any event, the regular [resident] scholar,
who shall have entered the school, shall have the right to keep his place,
and such place shall only be suppressed when his course shall have been
ended.

Art. 13. The supernumerary resident scholars shall pay the institution eight
pesos per month for their board, and their rank in the school and other
things will be equal to that of the regular scholars.

Art. 14. Only those young men shall be admitted as day scholars who,
besides possessing the requirements demanded from the resident scholars,
shall live in Manila or in its neighborhood, under the charge of their parents
or in charge of a guardian and under such conditions that it can be assumed
that they will find in their domestic hearth examples of virtue and morality.
Such class of scholars shall receive school equipment free, and if they are
poor, their textbooks.

Of the director, teachers, and dependents of the normal school

Art. 15. The normal school shall be directed and governed by the fathers of
the Society of Jesus. At the head of the same there shall be a director to
whose authority shall be subordinate the teachers, scholars, and inferior
employes, and such director shall have the duty of directing the education
and teaching, presiding at the literary ceremonies, visiting the rooms,
watching over order and domestic discipline, correcting those who infringe
the rules, and expelling pupils in the cases and under the conditions
expressed in the interior regulations of the school, and he shall inform the
suitable authority of the extraordinary measures and determinations of a
serious nature which he believes it necessary to take.

Art. 16. Under the director’s authority there shall be at least four teachers,
one of whom must be at the same time spiritual prefect of the school,
charged with directing the consciences of the scholars, with presiding at
religious ceremonies, and with distributing the food of the divine word.
Under his peculiar charge also shall be lessons in sacred history, morals,
and religion. Another of the teachers shall fill the special post of prefect of
customs, and his principal occupation will be to accompany the scholars
and to have care of them in the ceremonies of the inner life of the
institution. The other two teachers shall be occupied principally in the
teaching of other matters.

Besides the director and teachers, the school shall have the brother
coadjutors who shall be considered necessary. There shall also be one
porter, and the other indispensable subordinates.

Art. 17. The salaries to be received by directors, professors, coadjutors, and
subordinates, as well as the allowance for expenses of materials, shall be
fixed by the superior civil governor by agreement with the right reverend
archbishop of Manila, information of which shall be given to the
government for its approval.

Of examinations

Art. 18. At the end of each month in each one of the classes of the normal
school, there shall be a private examination in all the subjects studied
during that period. A like exercise shall be held at the end of the first
semester each year, in regard to the branches studied during that time. At
the end of the course, a general examination shall be held. This exercise
shall be public and in the presence of the authorities and persons of
distinction in the capital, and shall be terminated with the announcement
and distribution of prizes.

Of holidays and vacations

Art. 19. The holidays of the normal school shall be Sundays, feast days, Ash
Wednesday, the day set aside for the commemoration of the faithful dead,24
and also the saint’s days and birthday anniversaries of their Majesties and
the prince of Asturias, and the saint’s day of the superior civil governor.

The shorter vacations shall extend from Christmas eve to Twelfth-night,
during the three carnival days,25 and from Holy Wednesday until Easter.
During said vacations, the resident scholars shall remain in the institution.

The longer vacations shall last one and one-half months, and shall be during
the time of the greatest heat. The resident scholars may pass to the bosom of
their families for the period of the longer vacations.

The scholars may go once a month to the house of their parents or
guardians.

Of rewards and punishments

Art. 20. The degree of excellence of the scholars shall be recompensed by
honorable marks, which shall be kept in the book of the institution; and by

annual prizes, whose solemn distribution shall take place at the termination
of the public examinations.

Art. 21. Punishments shall be: public censure; deprivation from recreation
and the walk; banishment and separation from the other scholars; and if
these are not sufficient, the definitive punishment shall be expulsion from
the school. Expulsion shall irremissibly take place because of any
contagious disease, for notable laziness and lack of application, for serious
lack of respect to the teachers, and for bad conduct or depraved morals.

Art. 22. As a reward shall also be the public reading of the marks of good
deportment, application and progress; and as punishment the reading of the
contrary marks. That shall be done monthly for that purpose, assembling in
one place all the scholars with their teachers, in the presence of the director.

Of the interior regulations of the school

Art. 23. An interior regulation for the school shall be made, which shall
specify the daily distribution of time on the part of the scholars, the order of
their studies, and the division of classes, religious and literary exercises,
conduct, food, and clothing, as well as the duties of the scholars respecting
the teachers, and those of their parents and guardians in respect to the
institution.

Of textbooks

Art. 24. The director of the normal school shall propose at the approval of
the superior civil government, a list of books which can be used as
textbooks by the scholars, to which the masters shall subject their
explanation. Such list shall be revised according as is advised by
circumstances.

The teachers shall give their lessons in the courses of which it is advisable
for this system to make use, under the authority of the director.

Of special examinations to obtain certificates as assistant
teacher

Art. 25. Examinations shall be held in the normal school every six months,
to choose those who shall be given certificates as assistants. Those who
present themselves at said examinations shall have the qualifications
described in article 9, for those who aspire to enter the school. They shall be
conversant with the matters prescribed in article 4; and their examinations
shall be public and held before the director and teachers of the normal
school.

Art. 26. There shall be no other mark in such examinations than those of
passed or failed.

Of the issuance of teachers’ and assistant teachers’ certificates

Art. 27. The superior civil governor shall have the right to issue certificates
as teacher and assistant at the proposal of the director of the normal school.

Art. 28. Certificates as teachers shall contain the mark which shall have
been obtained and the class of schools for which such persons are qualified.

Madrid, December 20, 1863. Approved by her Majesty.26

Concha

REGULATIONS FOR THE SCHOOLS AND TEACHERS OF
PRIMARY INSTRUCTION FOR THE NATIVES OF THE
PHILIPPINE ARCHIPELAGO

Article 1. The teaching in the schools for natives shall be reduced for the
present to the elementary primary grade, and shall comprise:

1. The Christian doctrine and principles of morality and sacred history
suitable for children.

2. Reading.27

3. Writing.

4. Practical teaching of the Castilian language, principles of Castilian
grammar, with extension of orthography.

5. Principles of arithmetic, which shall include the four rules for integers,
common fractions, decimals, and denominate numbers, with principles of
the decimal metric system, and its equivalents in the usual weights and
measures.

6. Principles of general geography and Spanish history.

7. Principles of practical agriculture, with application to the products of the
country.

8. Rules of courtesy.

9. Vocal music.

The primary teaching of girls will include the matters expressed by numbers
1, 2, 3, 4, 5, 8, and 9, of the present article, and the needle-work suitable to
their sex.

Art. 2. Primary instruction is obligatory for all the natives. The parents,
guardians, or agents of the children shall send them to the public schools
from the age of seven to the age of twelve, unless they prove that they are
giving them sufficient instruction at home or in private school. Those who
do not observe this duty, if there is a school in the village at such distance
that the children can attend it comfortably, will be warned and compelled to
do so by the authority with a fine of from one-half to two reals.28

The parents or guardians of the children may also send them to school from
the age of six years and from that of twelve to fourteen.

Art. 3. The teachers shall have special care that the scholars have practical
exercise in speaking the Castilian language. In proportion as they become
conversant with it, explanations shall be made to them in that language, and
they shall be forbidden to communicate with one another during class in
their own language.

Art. 4. Primary instruction shall be free for children whose parents are not
known to be wealthy. That shall be proved by certification of the
gobernadorcillo of the village, visoed by the parish priest.

Paper, copybooks, ink, and pens, will be free to all the children.

The parents, and for lack of these, the children who shall be well known to
be wealthy, in the judgment of the gobernadorcillo of the village, with the
confirmation of the parish priest, shall pay a moderate sum monthly, which
shall be assigned by the governor of each province after conferring with the
parish priest and the gobernadorcillo.

Art. 5. The parish priest shall direct the teaching of Christian doctrine and
morality, and they shall be charged to give at least once a week the fitting

explanations in the locality of the school, in the church, or any place which
shall be assigned.

Art. 6. Schools shall have two months of vacation per year, during the time
designated by the superior civil government, at the proposal of the chief of
the province. The vacations may be continuous or divided into two or three
periods.

Of textbooks

Art. 7. The Christian doctrine shall be taught by the catechism which is in
use, and approved by ecclesiastical authorities. For reading, the syllabary
prescribed by the superior civil governor, the Catechism of Astete, and the
Catechism of Fleuri, shall be used. For writing, the Muestras de carácter
español [i.e., Samples of Spanish characters] by Iturzaeta shall be used.29

As a text for the other matters included in the teaching, according to article
1, a book shall be compiled which shall contain them all as clearly and
concisely as possible, and in addition, ideas on geometry and common
knowledge of physical and natural sciences. Such book shall also serve for
the last exercises in reading.30

Until the book mentioned in the preceding paragraph is compiled, teaching
in matters not enumerated in the first paragraph of the present article shall
be in the form prescribed by the superior civil governor.

Of the schools

Art. 8. In every village, if its population shall permit, there shall be a school
for boys and another for girls.31 Those villages which have a population of

5,000, shall have two schools for boys and two others for girls. Those which
have a population of 10,000, shall have three schools, and so on, increasing
at the rate of one school for each sex for every 5,000 inhabitants, whenever
an average of more than 150 children shall have attended all the existing
schools during the last three months.32

In the visitas, very distant from the villages, whose population reaches 500
inhabitants, there shall also be a school for each sex, and if there is more
than one visita, and together they have that number of souls, the schools
shall be established in the most central.

If the number of children of one school exceeds eighty there shall be one
assistant, and if it exceeds one hundred and fifty, two.

Art. 9. Schools shall be located in the most central part of the villages or
barrios, and must be built well lighted and ventilated, with dwelling rooms
for the teacher and his family; but such dwelling shall be independent [of
the school] and have a special entrance.33

Art. 10. The schools shall conform to the classes fixed by article 5 of the
royal decree of this date.

Of the teachers

Art. 11. The rank of teacher in the public schools of primary instruction
belongs to the pupils of the normal school who are qualified with the
suitable certificate, who shall be fully twenty years old, and possess the
other requirements expressed in article 20.

Art. 12. Teachers shall enter the schools of entrada or ascenso, in
accordance with the right which their respective certificates give them,
according to the terms of article 7, of the regulations of the normal school
for male teachers, approved by her Majesty on this date. After three years of
teaching, the teachers may be promoted to the next class, whether of

ascenso or término of the second class. When two or more teachers aspire to
schools of higher rank, if their respective certificates are equal, he who has
taught longer shall be preferred. If the certificates are not equal, he who
possesses a certificate for a school of ascenso shall be preferred to him who
has one for a school of entrada.

Art. 13. In case of the absolute lack of candidates with the necessary
certificate, those who hold lower certificates may be appointed teachers for
a school of the upper class, but it shall be ad interim, and they shall receive
the pay belonging to the class of their certificate, until they complete the
time of exercise with good mark, in which case they shall be appointed
regularly.

Art. 14. For the lack of teachers with a certificate, those who are twenty
years of age and have the other requirements prescribed in article 12, and
have a certificate as assistant, may govern schools, and shall receive the pay
of teachers of the third class.

Art. 15. For the lack of candidates possessing certificate as assistant, those
who prove in the examination held before the provincial commission of
primary instruction sufficient capacity and are of the abovesaid age, may
govern ad interim the schools with the title of substitute, and shall receive
the pay mentioned in the preceding article.

Art. 16. The position of teachers of the término schools of the first grade,
namely, those of Manila and its district, shall be supplied in the manner
determined by article 5 of the royal decree of this date, to wit, by
competition among the teachers with certificate from the normal school,
and practice in teaching. The time of such practice shall be at least one year.
The competition shall be held with preceding edict for the term of three
months, before a commission composed of the director, or, in his absence,
of one of the teachers of the normal school, one of the individuals of the
Superior Board of Primary Instruction, another of the provincial board, the
senior parish priest as local supervisor, and one member of the
ayuntamiento.

Art. 17. A graded list shall be formed of the assistants, in which, without
prejudice to the right which is conferred on them by article 14, they shall be
promoted according to seniority, commencing with the class of entrada, and
continuing to those of ascenso, término of the second grade, and término of
the first grade.

Art. 18. The appointment of teachers and assistants shall belong to the
superior civil governor.

Art. 19. The issuing of certificates of regular teachers and assistants shall be
attended to by the superior civil governor, in the manner prescribed by
article 27 of the regulations of the normal school of this date.

The certificates of substitute teachers shall be issued by the same authority,
at the proposal of the respective provincial commission, the examination
papers of the party interested and the record of his examination first having
been sent.

Art. 20. In order to be a teacher, assistant, or substitute, one must, in
addition to the qualifications respectively expressed in the preceding
articles:

1. Be a native of the Spanish domains.

2. Prove his good religious and moral deportment.

3. Be of suitable age.

The assistants may begin teaching in the capacity of such in the schools at
the age of seventeen.

Art. 21. Positions as teachers or assistants cannot be exercised:

1. By those who suffer from any disease, or have any defects which
incapacitate them for teaching.

2. By those who shall have been condemned to corporal punishments,34 or
are incapacitated for exercising public duties.

Art. 22. Teachers of entrada shall receive from eight to twelve pesos per
month; those of ascenso, from twelve to fifteen; those of término of the
second grade, from fifteen to twenty.

The superior civil governor shall fix, by recommendation of the provincial
commission and report of the superior, the sum to be received by the
teacher between the greatest and least amount assigned, keeping in mind as
an average the material cost of living and the number of pay children who
attend the school.

Teachers of término of the first grade, or those of the schools of Manila,
shall receive the pay prescribed in the municipal budget of that city. That
pay must be at least equal to that which is assigned as a maximum to
teachers of término of the second class.35

Art. 23. Teachers shall enjoy in addition the following advantages:

1. A dwelling apartment for themselves and family in the schoolhouse, or
reimbursement if they rent one.

2. The fees paid by well-to-do children.

3. The privileges and exemptions mentioned in articles 12 and 14 of the
royal decree of this date.36

Art. 24. Teachers shall have, in accordance with article 13 of the same royal
decree, the right of pension and half pay after twenty years of service, and
four-fifths’ pay after thirty-five years of service, whenever in one or the
other case they shall have reached the age of sixty years, or be incapacitated
for the performance of the duties required by their profession.

Art. 25. Assistants, when they perform the duties of such, shall receive pay
of four, six, or eight pesos per month, according as the school is entrada,
ascenso, or término of the second grade, or the amount assigned in the

municipal budget of Manila if the school is término of the first rank. They
shall receive, in addition, the fourth part of the fees of well-to-do children;
and shall enjoy the exemptions expressed by articles 12 and 14 of the royal
decree of this date. They shall also have the right of pension in the same
proportion and in the same manner as that prescribed for teachers.37

Of women teachers

Art. 26. Women teachers for girls shall be twenty-five years old at least, and
shall possess the other qualifications that are demanded from the male
teachers.

Art. 27. For the provision of schools, women teachers with certificates shall
be preferred. That certificate, until the normal school for women teachers is
established, shall be issued by the superior civil governor, on the
recommendation of the commission established by article 16, associated
with a woman teacher with certificate and examination in the matters which
constitute the teaching of girls.

For the lack of women teachers with certificate, those who show sufficient
ability before the respective provincial commission of primary instruction,
shall be appointed as substitutes.

Art. 28. Women teachers shall receive monthly pay of eight pesos if they
have a certificate, and six if the contrary be true, and all the fees of wealthy
girls. They shall also have the right to live in the school, and in case they do
not live there, to a reimbursement to pay their rent.

Of Sunday schools

Art. 29. Teachers shall be obliged to take care of the Sunday class which
shall be established in each village for the teaching of adults. Said class will
be free with the sole exception of the wealthy.

A special order of the superior civil governor, after a previous conference
with the Superior Board of Primary Instruction, shall prescribe the duration
and method of the above-mentioned classes.38

Of the supervision of the primary instruction among the natives

Art. 30. Superior supervision will be in charge of the superior civil
government, with the aid of a commission composed of the diocesan prelate
and six and seven members of recognized qualifications, appointed by the
former. The director of the normal school shall be a member ex-officio.39

Art. 31. The chiefs of the provinces shall be provincial supervisors, and
shall exercise their office with the aid of a commission presided over by the
same and composed in addition of the diocesan prelate, or, in his absence,
of the parish priest of the chief city, and of the alcalde-mayor, or
administrator of finances. The respective reverend and learned parish priests
shall be the local supervisors of primary instruction.40

Art. 32. The duties of the local supervisors shall be:

1. To visit the schools as frequently as possible, and see that the regulations
are observed.

2. To admonish those teachers who commit any fault, and suspend them in
case they commit any excess which, in their judgment, does not permit
them to continue in charge of the school, and to give information thereof to
the provincial supervisor.

3. To promote the attendance of the children at the schools.

4. To give in writing orders of admission into the schools, with expression
as to whether the teaching shall be free or paid.

5. To propose, through the medium of the provincial supervisor, whatever
they believe advisable for the progress or improvement of primary
instruction.

6. To exercise, in regard to the teaching of Christian doctrine and morals,
the direction expressed in article 4.

Art. 33. The provincial supervisors shall exercise, with the aid of the
respective commission, their oversight over the schools of the province, and
shall have authority, the said commission having been conferred with, to
approve or disapprove the suspensions of teachers imposed by the local
supervisors, giving account in both cases to the government, with remission
of the record in the case.

Supervisors shall send to the above-mentioned authority monthly reports
concerning the number of pupils of both sexes in each school on the last
day of the month, with mention of those who pay, with the number of those
who have entered and left, and the average attendance at the school during
the month, with what remarks are deemed advisable.

Art. 34. The Superior Board of Primary Instruction shall consult the
superior government of the islands:

1. In regard to the approval of textbooks.

2. On measures in regard to the dismissal of teachers, declarations of the
grades of schools, and assignment of pay to the instructors.

3. In everything else concerning the execution of this plan, and especially
concerning the doubts arising from the same.

Final resolution

Art. 35. Instructions shall be compiled comprising the principal ideas of
pedagogy, and explaining minutely the duties of teachers, and the details of
school organization and the progress of instruction. A printed copy of these
instructions shall be given to every schoolteacher of the natives, of both
sexes, and they shall be charged to learn them and observe them.

Another copy shall also be sent to every provincial chief and parish priest.

Madrid. December 20, 1863. Approved by her Majesty,

Concha

INTERIOR REGULATIONS OF THE SCHOOLS OF
PRIMARY INSTRUCTION FOR THE NATIVES OF THE
PHILIPPINE ARCHIPELAGO

Of the interior arrangement of the schools

Article 1. The edifice destined for a school must consist at least of a room
proportioned in size to the number of children, an antehall, and a dwelling
for the teacher and his family.

The furniture shall be composed of the following chattels: One table with
drawers, one chair, one inkwell, and one bell for the teacher; desks with one
lid, and benches for the children, one inkwell for each two children, one
blackboard with an easel, one clock, and four chairs.

In the front of the hall, a crucifix shall be placed under a canopy, and under
that the picture of the chief of the state.

The schools for girls shall have the same fixtures, and in addition, scissors,
needles, thimbles, and sewing thread.

Of the teachers

Art. 2. Teachers and assistants must be in the school half an hour before
classes begin, in order to prepare everything necessary for the teaching.

The teacher will daily look after the cleaning of the schoolrooms, and all
the furniture in them.

He shall keep books entitled Libro de Matricula [i.e., Matriculation book]
and Registro diario de asistencia [i.e., Daily register of attendance]. In the
first he shall note: 1—the number of matriculations; 2—the names and
surnames of the children; 3—their age; 4—the names and surnames of their
parents; 5—the profession of the latter; 6—whether they pay and what sum;
7—the date of their entrance into the school; 8—the progress of their
instruction; 9—the date when they leave school; 10—remarks on their
character and deportment.

In the register of attendance he shall note daily the number of children
absent and present, all in accordance with models which shall be drawn up.

He shall also keep a book with the list of those present, in order to note
those children who are late at school morning and afternoon, in accordance
with the corresponding model.

Art. 3. Before the fifth day of every month, the teacher shall send to the
provincial chief a list of those children present in the school on the last day
of the preceding month, in which shall be set down the names of those who
pay for their education, as well as of those who have entered and left during
the month, according to the respective model, and a copy of the Registro
diario de asistencia for the same time. These documents must be visoed by
the reverend or secular parish priest, for which purpose the teacher shall
present to him the books referred to above.

Of the pupils

Art. 4. Children of both sexes will be admitted to the schools from the age
of six to that of fourteen, but when they reach the latter age they shall cease
to attend them.

Children shall attend school with clean faces, hands, and clothing, and shall
not be received without fulfilling that requirement.

Art. 5. Children who suffer from any contagious disease shall not be
admitted. As soon as the teacher shall observe any disease in anyone he
shall advise his parents or guardians so that they may cease to send him to
school until he is completely cured.

Art. 6. Every child who arrives at the school after the beginning of the class,
without satisfactorily explaining the reason for his tardiness, shall be
punished in proportion to the lateness of his arrival.

When any child is frequently absent from school, without his guardians
giving the reason therefor, the teacher shall call it to the attention of such
guardians, and if such child continues to be absent in the same manner, the
teacher shall inform the religious or parish priest thereof.

Art. 7. Pay children shall meet their fees for the entire month, whatever be
the day of their entrance and departure from the school.

Of school days and hours

Art. 8. School days shall be all those of the year except the following: 1—
Sundays, and feast days marked in the calendar with two or three crosses; 2
—All-Souls’ day; 3—from Christmas until the day after Epiphany; 4—Ash
Wednesday; 5—the six days of Holy Week; 6—the day of St. Joseph of
Calasanz;41 7—the saint’s day and the birthday anniversaries of their
Majesties, the king and queen, and of his royal Highness, the prince of
Asturias; 8—the feast day of the village; 9—the saint’s day of the superior
civil governor and of the bishop of the diocese.

Art. 9. Classes shall begin every season at seven in the morning, and shall
conclude at ten; and in the afternoon they shall begin at half-past two, and
end at five.

During the months of April, May, and June, there shall be no school in the
afternoon, but the morning classes will last one hour longer, ending at
eleven instead of ten.

Of the progress of education

Art. 10. In the morning at the hour assigned by the parish priest supervisor,
the teachers, both for boys and girls, shall assemble with their pupils in the
church and shall hear mass, during which they shall recite a part of the
rosary. After the conclusion of mass, boys and girls shall go out separately,
formed in two rows headed by their teachers and with the cross in front
shall walk through various streets, whenever they may do so, to their
respective schools. At seven, the children shall enter their class, salute the
teacher, form into two ranks, and the teacher shall inspect the cleanliness of
their bodies and clothing. Then they shall kneel down with their faces
toward the front of the hall, and shall make the sign of the cross while
repeating the prayers which the master shall say slowly. These prayers, as
well as those which shall be said at the end of class, shall be those
prescribed by the bishop of the diocese. The roll shall be called; the class in
writing shall last until eight o’clock; the class in reading until nine; the
grammar class until ten; prayers, as at entrance, and salutation; departure
from the school whence they shall go to the church to leave the cross in the
same manner as they took it. In the afternoon, the children shall also
assemble at the church, and shall do the same as in the morning until
reaching the school. At half-past two they shall enter, salute, have
inspection of cleanliness, prayers, and roll call as in the morning; arithmetic
class until half-past three, lessons in doctrine, ethics, and sacred history
until half-past four; and what time is left they shall alternate day by day
with rules of deportment, principles of geography and history, and

principles of agriculture, until five. At the latter hour they shall leave the
school, taking the cross back to the church, whence the children shall retire
to their homes.

Sunday afternoon shall be exclusively employed in a general review of
doctrine, ethics, and sacred history, lessons in vocal music, and in reciting a
portion of the rosary, until the hour when the salve and the litanies are sung
in the church, at which they shall be present accompanied by their teachers.

On Sundays and feast days marked with two or three crosses the children
shall go to hear mass headed by their teacher, and then shall go to visit the
regular or secular parish priest. Conferences in regard to Christian doctrine
and ethics shall be at the hour that the latter prescribes.42

Every three months, on the day prescribed by the parish priest, the teacher
shall take the children, who are ready for it, to confess and receive
communion.

Of rewards and punishments

Art. 11. Ordinary rewards shall consist of vales [i.e., merits], namely, a card
or a bit of paper with the abovesaid word, and shall serve to liberate the
scholars from the punishment which they deserve for slight faults.
Extraordinary rewards shall consist of letters of advice to the parents of
those who excel in application and good deportment; and a letter of
recommendation of those who are excellent to the regular or secular parish
priest.

Art. 12. Punishments will be in proportion to the degree of fault, and shall
consist: 1—to remain standing or kneeling for the maximum time of one
hour; 2—to do additional reading or writing; 3—to remain in the school
writing or studying one hour after the end of the class; 4—in any other
moderate and proportionate correction, at the judgment of the parish-priest
supervisor, in accordance with the degree of the fault.

In no case shall any punishment not comprehended in the preceding article
be imposed. The teacher who infringes this rule shall be admonished twice
by the parish-priest supervisor, and if he does not correct himself shall be
suspended from his employment.

Of examinations

Art. 13. Every year, at the time of election of justices for the villages,
examinations shall be held in the schools. They shall be presided over in the
chief provincial cities by the provincial commissions of primary instruction,
and in the villages by the parish priest together with the gobernadorcillo and
two persons appointed by the first.

A reward according to rank, which shall consist of books, samples,
thimbles, scissors, or any other object analogous to the subject, shall be
given at the judgment of the examiners to the child who excels in the
exercises of the doctrine, reading, writing, arithmetic, and grammar. For this
object each school shall contribute twenty reals per year.

Art. 14. The orders of these regulations may be modified by the superior
civil governor, after the previous report of the superior commissions of
primary instruction. The regular and secular parish priests shall inform that
authority of their results and of the reforms which are necessary, especially
in what refers to the duration of class hours and their distribution.

Madrid, December 20, 1863. Approved by her Majesty,

Concha

DECREE OF THE SUPERIOR CIVIL GOVERNMENT
APPROVING THE REGULATIONS OF THE MUNICIPAL
GIRLS’ SCHOOL OF MANILA

Manila, February 15, 1864. Having examined the regulations made for the
municipal girls’ school created in this capital and in conformity with the
modifications advised by the Government Section of the Council of
Administration, said regulations are approved. Let it be communicated and
proclaimed.

Echagüe

REGULATIONS FOR THE MUNICIPAL GIRLS’ SCHOOL
PROPOSED BY THE EXALTED AYUNTAMIENTO OF
MANILA

CHAPTER I

Object and character of the municipal school43

1. The object of this school in charge of the sisters of charity is to give the
girls of this capital the inestimable benefit of a fine education and the
elementary instruction, with all the solidity and amplitude advisable.

2. In their education is included the theoretical and practical teaching of
Christian religion and ethics, which our own self respect, and our respect
due to our fellows impose on us.

3. Therefore, so far as possible, the scholars shall hear mass and recite the
rosary daily. They shall be obliged to confess and receive communion as
soon as their age permits it, monthly, or at least every two months. They
shall celebrate the act of communion on the day, and at the hour and place
which shall be designated by the directress, after conferring with the
superior. The feast of the Immaculate Conception and that of the
Presentation of the most holy Virgin shall be celebrated in the school with
all possible solemnity.

4. Instruction shall embrace two kinds of subjects: the first the necessary, to
which all the girls must attend in their respective classes; the others
optional, to which they shall apply themselves according to the wishes of
their parents.

5. The [required] subjects are: Christian doctrine, politeness, reading,
writing, Castilian grammar, arithmetic, the decimal metric system, and the
needle-work suitable for their sex, such as sewing, darning, and cutting. On
the other hand, the optional subjects are: geography; general history; special
history of España; elements of natural history; embroidery in white, with
silks, corded silk, beads, and gold, and other like needle-work.

6. To these subjects can be added any other subjects which experience shall
advise in the future, and which is not outside the sphere of elementary
knowledge.

CHAPTER II

Pupils of the municipal school

7. All the children who so solicit, within the number permitted by the size
of the building, and according to the order of their presentation, whenever
their moral condition does not make them unworthy the company and
intercourse of those who are well brought up, shall be admitted without
distinction, from the age of five years.

8. Permission to admit girls shall be in charge of a member of the exalted
ayuntamiento, who, after having informed the corporation thereof, shall
send for that purpose to the directress of the school a signed paper, in which
will be noted the name and personal qualifications of the girl.

9. Teaching will be free for all pupils in all necessary and optional subjects
named in these regulations, without prejudice of which, in case of enlarging
the scope of teaching to other optional subjects, which occasion expense,

the quota which must be paid by the girls who receive lessons in the said
subjects shall be assigned.

10. The directress of the school, conferring with the superior and
commission of supervision, created by article 26, is authorized to dismiss
any girl who deserves it, informing the member of the ayuntamiento who is
charged with the admission. Cases for expulsion shall consist of: a
contagious disease, special laziness, and lack of application, stubbornness,
and serious lack of respect toward the teachers, bad deportment, and morals
harmful to the other scholars.

11. In case of a contagious disease, a medical examination at the wish and
expense of the parents shall precede the resolution to dismiss the girl. For
the cause of lack of application or stubbornness, the scholar who incurs
these faults shall not be dismissed except after the attempt by reasonable
means to correct her, and warnings, once, twice, and thrice, to the parents of
the party interested. But when the deportment and irregular morals of any
pupil concern the innocence of the other girls, she shall be dismissed
without delay, with the advisable reservation. Nevertheless, both in such
case and in the preceding, all due consideration shall be observed toward
the girl and her parents.

12. Girls who, without any legitimate cause approved by the directress of
the school, shall be absent from class thirty consecutive or interspersed
times, in the same year, shall not receive a reward in their examinations.
Sickness, necessary absence from this capital, and the bad weather which
makes the streets impassable shall be a sufficient excuse.

13. For the admission of boarders and half-boarders, the resolutions drawn
up in special regulations shall be observed. Until such regulations are
published the directress of the school may admit half-boarders exactly in
the manner in which pupils are received, namely, as arranged by articles 7
and 8 of this same chapter.

CHAPTER III

Classes and studies

14. Teaching in all the necessary subjects embraced in the municipal school
is divided into three classes: lowest, intermediate, and upper.

15. In the lowest class shall be taught Christian doctrine and the beginnings
of reading and sewing.

16. In the intermediate class shall be taught Christian doctrine, principles of
sacred history, and the general history of España, reading, writing,
principles of Castilian grammar, with practice in orthography, principles of
arithmetic, and of the decimal metric system, overcasting, drawing threads,
backstitching, gathering, and plaiting, darning, and sample work.

17. The upper class shall be taught writing, Castilian grammar, orthography,
arithmetic, history of España, the decimal metric system, plaiting, making
button-holes, crocheting, and cutting.

CHAPTER IV

Distribution of time for classes and studies

18. All classes shall begin in the morning at eight o’clock, and in the
afternoon at two, and shall close at eleven in the morning and at five in the
afternoon.

19. Girls of the lowest class shall employ the first hour of the morning in
sewing, the second in praying and Christian doctrine, the third in reading;

and the same in the afternoon.

20. Children of the intermediate and upper class shall employ the first hour
of the morning in writing; the second, in praying, reading, Christian
doctrine, and arithmetic; the third, in needle-work. In the afternoon of
Mondays, Wednesdays, and Fridays, the first hour shall be employed in
grammar, general history, special history of España, and exercises in
orthography; the second, in reciting the most holy rosary, and in hearing the
explanation of Christian doctrine and sacred history; the third, in needle-
work. Tuesdays, Thursdays, and Saturdays, in the morning, the same as on
Mondays, etc.; but in the afternoon of Tuesdays and Saturdays, the first
hour, in lessons in politeness, orthography, and the decimal metric system;
the second, in reciting the holy rosary, and in hearing on Tuesdays the
explanation of natural history, and on Saturdays that of the holy gospel; the
third in needle-work.

CHAPTER V

Holidays and vacations

21. There shall be a holiday for all the classes on the afternoon of
Thursdays in that week that shall have no feast day; and in the morning and
afternoon, the feast day in commemoration of the deceased faithful, the
saints’ days, or anniversary of the birthdays of our sovereigns (whom may
God preserve), and the feast of St. Vincent of Paul.

22. There shall be thirty days of general vacation after the examinations
which shall take place at the end of May, but the last fortnight shall have
only holidays in the afternoon.

CHAPTER VI

Rewards and punishments

23. There shall be a private examination in the classes at the end of each
month, and some reward shall be given.

24. At the end of the course, after the public examinations, the solemn
distribution of prizes shall take place. These prizes shall consist of silver,
and gilded medals, and of rewards of merit and religious subjects, and other
like objects.

25. The punishments which shall be imposed on the pupils shall consist of
detention and remaining on the knees for a moderate time, loss of place of
honor in the class, occupation of a seat separated from the other girls, and
tagged with a card declaring the fault.

CHAPTER VII

Supervision and oversight

26. A commission composed of three women appointed by his Excellency,
the superior civil governor, on recommendation of the ayuntamiento, one of
whom shall be relieved annually, shall be created for the supervision of the
school. The functions of this commission shall be those only of supervision
and oversight. In consequence of that they must inform the superior
authority of any fault which is noted with the fitting remarks for its
correction.

Approved by his Excellency, the superior civil governor, Manila, February
15, 1864.

CIRCULAR OF THE SUPERIOR CIVIL GOVERNMENT
GIVING RULES FOR THE GOOD DISCHARGE OF
SCHOOL SUPERVISION

The duties imposed by articles 30–33 of the regulations approved by her
Majesty, December 20, 1863, for the schools and teachers of primary
instruction in this archipelago, both on this superior government and on the
chiefs of the provinces and the reverend and learned parish priests, charging
them in their respective spheres with the supervision of so important a
service, cannot be easily fulfilled without a preceding conference between
this directive center and its delegates in regard to the transcendental points
of doctrine, and of detail which the supervisions are called upon to resolve.

The briefest enunciation of the supervisory functions is sufficient to make
its seriousness understood. The local functions especially, which are
exercised in their villages by the reverend and learned parish priests,
enclose the future of education. These are:

1. To visit the schools as often as possible, and see that the regulations are
observed.

2. To admonish the teachers who commit any fault, and suspend them in
case they incur any excess, which in their judgment does not allow such
teachers to longer continue in charge of the schools, advising the provincial
supervisor thereof.

3. To promote attendance at the schools by the children.

4. To give the orders of admission into the schools in writing with
expression as to whether the education is to be free or paid.

5. To propose, through the medium of the provincial supervisor, whatever is
thought to be advisable for the encouragement or improvement of primary
instruction.

6. To exercise the direction which is expressed in article 4, in regard to the
teaching of the Christian doctrine and ethics.

On the fulfilment of these sovereign requirements depends the development
and conservation of the improvements which are being introduced into the
department. Without a supervision, exercised with assiduity and
intelligence, one cannot imagine, and never will there exist without doubt,
good schools or intelligent teachers. The happy fact of her Majesty
entrusting that supervision to the reverend and learned parish priests,
assures its good outcome and shows well the foresight and practical spirit
which shine forth throughout the regulations.

So deep is this conviction in me, that I do not hesitate to direct myself under
this date to their Excellencies, the most illustrious prelates and the reverend
father provincials of the religious orders, petitioning them in harmony with
the request; and charge that her Majesty directs to them in article 19 of the
organic royal decree of December 20, 1863, that they incite the zeal of the
parish priests for the exact observance of their duties in what relates to the
supervision of instruction. Besides this you, as chief and supervisor of that
province, will please charge upon them the study of chapter ii, título vi, of
the regulations dictated for the Peninsula, July 20, 1859, as a text or legal
precedent; and as doctrine the wise observations which the author of the
Diccionario de educación y métodos de enseñanza [i.e., Dictionary of
education, and methods of teaching] a very respectable authority in
pedagogy, to whom the Peninsula owes in great measure the progress of its
primary instruction. “Supervision,” it says, “is one of the most efficacious
means for the improvement of schools, and the acceleration of its onward
progress toward perfection, but only when it is done with intelligence, faith,
and perseverance, and at the same time, benevolent severity. The more

serious are its consequences, the more difficult is the mission of the
supervisor, and the more rare the qualities with which he ought to be
adorned.

“It is necessary for him who shall exercise this duty to know how to
examine things in their most minute details. He must see them at the same
time in their make-up in order to judge of the harmony or unity existing
between the means and the ends to which they are directed. Obliged to see
and observe by himself whatever passes in the schools, he must for that
reason descend to the level of the least intelligent teachers, and of the most
dull and stupid scholars.

“The self-love of some, the ignorance of others, and the indifference and
coldness of the majority of persons with whom he will have to do, are
obstacles which can only be destroyed by a zeal, a strength of indefatigable
will, and a constancy which, instead of becoming weak, increases its power
in proportion to the resistance which is offered to it.

“The supervisor must have studied the schools and the legislation of this
department very carefully, and further he must have a certain tact and
delicacy in his intercourse with men, which can only be acquired by
experience, and for lack of experience, by serious and profound thought.
Without that, it will be difficult, if not impossible, to accomplish all the
good that the supervision may produce, and attract all the party of the
commissions and of the intelligent and influential persons, whom it is of
great importance to interest in favor of and for the profit of education.”44

So notable a synthesis of the honorable task charged upon the supervisors,
and of the rules of deportment which must be presented, indicates at once
the evolution which the requirements contained in article 32 of the
regulations of December 20, 1863, will have to receive in practice.
Nevertheless, this superior government will explain them to you, point by
point, so that you may all be able to penetrate more and more into the
delicate functions which you are going to perform.

I

Inspection of schools

The ocular supervision, to which the first part of these rules refer, is chiefly
an act of policy and good internal system. The supervisor shall observe
whether the school is clean and well taken care of, in order to inspire the
children with ideas of order and personal neatness, which may have so great
an influence on their future life; whether the interior regulations approved
by her Majesty on the same date, and cited so often, are scrupulously
observed; and whether the progress of the teaching is that prescribed by
article 10. Such supervision must be frequent, at the least semi-annual,
when, in accordance with article 5 of the school regulations, they give
lessons in Christian doctrine and ethics to the children.

On one of these inspections, combined with the communications existing
between the village and the chief city of the province or district, the
supervisor shall devote himself to the examinations of the matriculation and
record books referred to in article 2 of the interior regulations, in order to
viso in fitting time the monthly report of entrances and departure, or the
movement of the school, which, in accordance with article 3, the teacher
must send before the fifth of each month to the provincial supervisor. This
report is very important, as it must serve as data for the compiling of the
general information of the province which must be published in the Gaceta
de Manila [i.e., Manila Gazette],45 in accordance with the circulars of this
superior government on the twelfth of the current month.

Lastly, if the supervisor is zealous, as is to be hoped, on the occasion of all
inspections, in investigating thoroughly the progress of the children and the
instruction of the teacher, he shall endeavor not to exact from either
scholars or teacher things beyond their strength, and shall adjust his actions
and words to the measure of good sense. He shall bear in mind that the

result of his visit depends in that act on the impression which the supervisor
produces on the teacher and on the children. In no case ought he to appear
as a melancholy censor, or a too indulgent friend. His corrections must be
mild when they are directed to the chief of the institution, in order that he
may not become contemptuous in the eyes of his scholarship. If he merits
an energetic correction, it shall be given with great reserve, bearing in mind
that the second requirement of the above-mentioned article 32, places in his
hand energetic means of action. In exchange, praises must be public, but not
exaggerated, or told in such a manner that the teacher or the scholars shall
grow arrogant. In a word, simplicity, prudence, and affability must rule
these actions, the most transcendental of the supervisors’ function, for they
can render sterile in a moment the cares of the government, the sacrifices of
the villages, and the lofty interests of the present and future, which the
education of children represents for the country and for the families.

II

Correction and suspension of teachers

This is the most delicate power which the regulations give to the
supervisors. From the last paragraph preceding is inferred the frugality with
which it ought to be used. Faults of religion, public or private morals, or of
zeal in the fulfilment of one’s duties, will be the only things which
authorize supervisors to initiate the governmental measure demanded by
article 9 of the regulations for the discharge of teachers and assistants who
have graduated from the normal school.

The abandonment of the Castilian language in the explanations or in the
material ceremonies of the school, will also be considered as one of the
most serious faults of the teacher, according to circumstances, in the tenor
of law v, book i, título xiii, of Recopilación indiana, animated and reformed
by the imposition of heavy penalties in the concluding requirements of
chapters 25 and 26 of the Ordinances of good government of February 26,

1768, articles 5 of the regulations for normal school, and 3 for those of
schools for primary instruction.

As it would scarcely be right that the authority of correcting and punishing
be not accompanied by that of compensating, especially since the reverend
and learned parish priests are authorized by the fifth clause of the above-
cited article 32, to promote the progress or improvement of education, they
will also be empowered to propose annually after the examinations
justifiable recommendations for the granting of a prudent number of medals
of civil merit to the teachers or assistants, who have most distinguished
themselves. The supervisor, consulting with the commission of the
department, shall remit the document with his report to this government,
which, consulting in due time the superior commission, will grant or refuse
the recompense within the maximum limit of two medals per province.

When extraordinary and excellent services are proved, the more honorable
distinction may be obtained from the government of her Majesty. This shall
all be without prejudice to the promotions and rewards of organic character,
that is to say, those which are granted to teachers by articles 11 and 12 of
their own regulations.

III

School attendance

Education is compulsory. This concluding requirement of the regulations
exists in the laws of public instruction of almost all nations. Nevertheless,
in its application, the governments pay attention to the social circumstances
of the country. In our country parents incur a fine who do not send their
children to school, the fine being from one-half to two reals, according to
circumstances (art. 2, of school regulations).

Before having recourse to this coercive means, a zealous supervisor has
other means of greater efficacy. The parish priest, venerated by his

parishioners, ought to excite the consciences of the heads of the family, and
make them comprehend their responsibility before God and men in
depriving their children of education. If an instinctive duty counsels them to
give their children bread, the duty to give them an education (the bread of
the soul) is a sacred one, without which Christian man cannot live. The
mothers of the family ought to be for the supervisor, under this point of
view, the preferred object of their supplication, warnings, and tender and
salutary counsels.

The goad of their own interests so powerful in the human heart ought also
to be excited for this noble end. The law has considered them very carefully
and it is fitting for the supervisor to unfold before the eyes of the parents so
that their simple intelligence may well understand that not only ought they,
but that it is profitable for them to send their children to school, for after the
schools have been established for fifteen years in the village of their
habitation those who cannot speak, read, or write Castilian:

Cannot be gobernadorcillos.

Nor lieutenants of justice.

Nor form part of the principalía; unless they enjoy that privilege because of
heredity—a right which will continue to rapidly disappear, in proportion as
the instruction develops, and as only those who possess an education
become principales.

Lastly, after a school has been established in the village for thirty years,
those who unite [in themselves] said circumstance can enjoy the enviable
exemption of personal services.

Another more pressing thing must also be recalled to the attention of the
parents daily and hourly if possible. Five years after the publication of the
regulations, no one who cannot prove that he can talk, read, and write
Castilian, can be appointed to any remunerative post in this archipelago.

So important requirements of articles 16 and 17 of the organic royal decree
of December 20, 1863, recommended by article 18 to this superior

government and the authorities of its dependency shall be fulfilled with all
exactness. From December 20 of the last year, 1868, no one who cannot
prove in the terms expressed in article 17 that he can talk, read, and write
Castilian, shall be appointed in the archipelago, not even for the most
insignificant and material posts of the offices of state or of the villages
(such as agents, fagot-gatherers, tax assessors, collectors, etc., etc.).

If these inducements, or those which their religious and social zeal inspire
in the parish priests, do not produce the desired result, then is the time when
the supervisors must have recourse to the gobernadorcillos for the
imposition of the fines authorized by article 2 of school regulations.

IV

Admission into the schools

Both clear and simple are the prescribed regulations in regard to this point.
The supervisors perfectly understand the duties which are delegated to them
and the best method of fulfilling them.

Without ever losing sight of the fact that education is free for poor children,
they shall also bear in mind that this same principle of charity, which the
state proclaims and which is imposed as an obligation, counsels them not to
allow the admission of children under the term “poor” whose parents can
and ought to bear some sacrifice. It is important for the gobernadorcillos to
understand that if at any time they unduly issue certificates of poverty
according to the tenor of article 4 of the regulations, the parish priests shall
refuse to approve them, and the consequent permission for the child to enter
the school. And in case this abuse is again committed they will inform the
provincial supervisor.

V

Propositions for improvements

The just initiative conceded in this matter to supervisors by the regulations,
must not be used without moderation, since innovations in public
instruction are of great consequence. One single error is enough to lose a
generation. Fortunately, as has already been said, the fact that the functions
of supervisors are entrusted to the reverend and learned parish priests is a
guarantee for the state and the heads of families, that, in religion and ethics,
the cardinal basis of all solid instruction, reforms of principle or method
shall not be introduced arbitrarily. In regard to the equipment, of which the
experience and development of the respective institutions continue to advise
the supervisors, it is to be hoped that they will harmonize with the general
profit, which does not always build upon the best, but on what is good and
possible.

A fertile field is offered by the lamentable condition of primary letters; by
the scarcity of buildings for schools and teachers; by the grievous
disproportion among the children who can and who cannot read; and
between those who go and those who do not go to school, etc. Some data
collected by this superior government, in consequence of the circular of
March 1, 1866, show the following picture which is recommended by its
very nature to the study of supervisors, although its accuracy must be a
matter of doubt on all points.

Report of primary education of these islands with relation to the data of
approximate accuracy which were sent to this superior civil government by
the chiefs of the provinces and districts herein expressed, in observance of
the circular of March 1, 1866.

Provinces or Number of Number of School Number of Buildings for
districts villages souls attendance schools possible
Boys Girls Boys Girls Schools Teachers
Abra 8 23,140 876 569 10 10
Albay 30 210,954 4,385 3,079 22
Antique 19 88,243 1,930 1,663 21 21 16
Bataán 12 45,177 1,005 704 16 16 10
Batanes (Isla) 7 8,639 632 336 6 6 2
Batangas 20 279,930 3,340 80 85 33 1
Benguet 27 11,587 29 1 1
Bontoc 7,000
Bohol 31 192,734 15,736 17,948 31 31 31
Bulacan 23 241,698 6,485 2,162 47 55 17
Burias 2 1,800 78 102 2 2 2 2
Cagayan 19 63,059 4,093 5,451 22 22 14
Camarines Sur 33 95,630 1,176 6 36
Camarines 9 26,499 480 9 9 8
Norte
Capiz 31 191,818 5,072 4,436 35 28
Cavite 6 65,225 2,045 713 16 16 16 1
Cebú 45 314,517 6,734 4,414 45
Calamianes 5 13,851 718 298 6 6 6
Cottabato 7 3,913 128 70 3 3
Corregidor 1 550 39 43
(Isla)
Davao 2 937 107 81 1
Ilocos Sur 23 163,758 4,603 1,993 20 22 23
Ilocos Norte 15 135,868 2,440 1,056 30 30 20
Iloilo 39 375,500 7,960 6,193 67 64 39
Infanta 3 7,250 558 3 2
Isla de Negros 41 144,594 1,829 1,776 30 24 29

Provinces or Number of Number of School Number of Buildings for
districts villages souls attendance schools possible
Boys Girls Boys Girls Schools Teachers
Isabela de 1 439 1 1
Basilan
Isabela de 10 29,674 3,199 2,820 16 16 9
Luzón
Laguna 28 129,064 4,689 1,438
Lepanto 48 8,851 4 4
Leite 40 154,530 5,107 3,156 89 40
Manila 29 275,218 1,940 903 25 13
Marianas (Islas) 8 6,308 511 440 10 6 6
Masbate y Ticao 9 11,716 425 425 56 56 9
Mindoro 17 45,630 2,426 6
Misamis 22 67,285 5,684 5,684 20 20 19
Marong 12 49,859 934 558 12 12 9
Nueva Ecija 18 80,463 2,561 1,408 36 34 16 8
Nueva Vizcaya 6 12,091 1,481 1,764 6 6 6
Pampanga 28 188,694 1,580 517 52 52 21
Pangasinan 29 171,503 13,228 11,685 40 40 23
Porac 1 6,950 60 35 2 2 1
Principe 3 2,080 239 174 6 6
Romblón 5 21,992 2,594 2,319 6 5
Samar 35 138,799 2,585 36 36 35
Surigao 30 29,158 2,522 1,686 30 30 30
Tayabas 17 94,509 3,211 624 14
Unión 12 91,089 6,333 5,525 26 26 12
Zambales 21 72,506 1,080 832 21 21 20
Zamboanga 3 8,982 231 100 2 1
Total 900 430,316 136,108 91,608 840 783 650 61

To study and remove the causes of that lamentable statistics; to cause all the
children who ought to attend the schools; to promote the development of
neglected institutions and the rebuilding of those destroyed; to establish
schools in villages which have none; to persuade the justices to protect
them, and the heads of families to visit them: beautiful and never-failing
task for a supervisor of primary instruction! A thousand times more
beautiful and more fertile, if a father of souls exercises it with his ardent
charitable spirit, with his wide experience in the moral needs of the
villages!

The fathers are also petitioned and requested to earnestly study and prepare
for the installation of the Sunday schools, or the schools for adults
established by article 29 of the regulations. In regard to that article, by the
tenor of the same, this government shall confer with the superior
commission of primary instruction, when the local supervisors, having been
established and working in the proper manner, the danger of such
innovation complicating their labors, disappears.

VI

In respect to the direction of moral and Christian teaching which that
requirement fittingly gives to the reverend and learned parish priests
subordinate to their respective prelates, this superior government limits
itself to assuring them of its most decided support, and the support of the
provincial supervisors of primary instruction. Thus educated there is no
doubt that the new generations will respond to what is demanded of them
by so wise a law, which is destined to unite purity of religious sentiments
which form the heart of youth with the duties of patriotism, dignity, and
intelligence, which form the civilized man.

I ought, lastly, to say a word on the transcendental act of the examinations,
only in order to have the parish priests note that article 13 of the interior
regulations did not take account of the royal order of August 28, 1862,
which made biennial the period of the session of the ayuntamientos. They

must then pay strict heed to the article in regard to holding examinations
annually. It will be advisable for them to submit a short review to the
children when they go to them every three months for confession and
communion.

The provincial supervision entrusted to the alcaldes by article 15 of the
organic royal decree, shall be exercised with the aid of a commission
composed of the diocesan prelate, or in his absence, by the parish priest of
the chief city, and the administrator of the public finances. Where the chief
of the province is not the alcalde-mayor, he shall also form a part of the
commission, but in the generality of cases, as is well known, he presides
over it. Although the above-cited article 15 refers to regulations for schools
and teachers for the organization of the provincial center, article 31 of this
last order has been limited to a repetition of that precept, almost in the same
terms, leaving the dictation of measures which regulate their supervisory
action to the judgment of this government. This would be a most important
task if the organization of the provincial governments in the archipelago
corresponded to the necessities of public administration in all its branches.
It would be, I repeat, a most important task, if this superior government
could lay aside the difficulties which it would create for itself for the future,
by dictating principles of which it is the first to doubt the application, and
even recognizing, as it does, the most exquisite care in all the chiefs of the
province. To this consideration of a practical nature answers perhaps the
indicated vacuity of the regulations for schools.

On the other side, the organization initiated December 20, 1863, by its
character of ad interim in so far as it refers to the directive centers of the
provinces, seems now to feel the need of reform which afflicts those
centers, when among other things it names repeatedly the provincial chiefs.

This superior government ought, then, to limit itself for the present to
inciting their zeal, so that they may energetically aid it in the noble work
undertaken by it, namely, to establish the primary instruction in these
islands upon a solid foundation, without demanding from them an initiative
incompatible with their occupations. It is enough that they do not render
sterile the occupation of the parish priests. Enough on their part is the pure

and simple observance of the royal decrees of December 20, 1863. The
immediate installation of the provincial commissions, which has not been
attended to at this date, will also permit the chiefs to delegate to the
reverend parish priest of the chief city the functions which they cannot
accomplish by their own efforts. Only they shall be very careful to send
monthly statements to this superior government, in accordance with the
circular of the twelfth of the current month, explained by the
communication to the alcalde of Tayabas on the twenty-second of the same
month; for this data will serve me in the exercise of the superior supervision
with which the regulations have entrusted me. Nevertheless, it is to be
hoped that the provincial chiefs will make compatible with their many
attentions those things which are so grateful to an intelligent man that they
engrave their indelible memory on the heart of new generations.

Although I am also told that the condition of the country and the humble
organization which primary instruction has at present, advise us not to
expect from the supervision all the fruit which it is called upon to produce,
when, placed under the immediate direction of an initiative and responsive
center, it may exercise in regard to the matters of the department the
oversight which belongs to it by right, this consideration, although a
powerful one, does not prevent me; and it is impossible, in a mediocre
organization of public instruction, to renounce the establishment of general
supervisors, considered in all countries as the key of the pedagogical
edifice. The royal order of June 6, 1866, supplementary to the regulations of
the civil professions of the colonies, opens the door or combinations which
permit, without great sacrifices to the state, or to the villages, the
appointment annually or for the period which her Majesty designs, of a
public functionary of recognized ability to visit the provinces in the
character of supervisor general and to promote, hasten, and give unity and
scientific direction to the development which the institutions of primary
instruction are acquiring. In this sense a respectful report will be sent to the
government of her Majesty in a short time.

May God preserve your Excellency many years. Manila, August 30, 1867.

Gándara46

DECREE OF THE GENERAL GOVERNMENT
APPROVING, WITH THE CHARACTER OF ad interim,
THE REGULATIONS FOR THE NORMAL SCHOOL FOR
WOMEN TEACHERS OF PRIMARY EDUCATION IN THE
DIOCESE OF NUEVA-CACERES

Manila, June 19, 1875. In consequence of the provision of article 20 of the
decree of this general government dated the ninth of the current month and
at the recommendation of the General Division of Civil Administration, I
have ordered the approval ad interim of the subjoined regulations for the
normal school for women teachers in the diocese of Nueva-Cáceres.

Let it be communicated, published, and brought to the notice of the
government of his Majesty for his approval.

Malcampo

REGULATIONS ad interim FOR THE NORMAL SCHOOL
FOR WOMEN TEACHERS OF PRIMARY EDUCATION IN
THE DIOCESE OF NUEVA-CACERES

CHAPTER I

Object of the school

Article 1. The normal school for women teachers in the diocese of Nueva-
Cáceres has as its object:47

1. To turn out religious, moral, and intelligent women teachers for the
schools of primary education in all the grades which are established in the
villages comprised in the provinces and districts of the diocese of Nueva-
Cáceres.

2. To offer, in the school of Santa Isabel, already destined as a girls’ practice
school of the normal school for women teachers, a model for all other
public and private schools.

3. To serve those scholars who aspire to teaching, so that they may see and
carry out for themselves in the said practice school, the application of the
systems, methods, and processes of teaching.

Art. 2. The normal school for women teachers of the diocese of Nueva-
Cáceres shall also serve to give to those young women, who do not wish to
be teachers, the knowledge comprised in the program of the same.

Art. 3. The practice school shall form an integral part of the normal school
for women teachers, and shall, at the same time, serve as a municipal public
school for poor children of the capital of the province and the surrounding
villages.

CHAPTER II

Subjects taught and duration of studies

Art. 4. The teaching of the normal school for women teachers in Nueva-
Cáceres shall be divided:

1. In teaching for candidates to the teaching profession.

2. In teaching for the scholars who are not candidates for teachers.

3. In teaching for girls.

Art. 5. The teaching for those included in paragraph 1 of the preceding
article shall include:

1. Religion, ethics, and sacred history.

2. Theory and practice in reading.

3. Theory and practice in writing.

4. Knowledge of the Castilian language, with exercises in analysis,
composition, and orthography.

5. Arithmetic, with the metric system of weights and measures and their
local equivalents.

6. Principles of geography, and history of España and Filipinas.

7. Principles of hygiene and domestic economy.

8. General principles of education and methods of teaching, and their
practical application in the girls’ model school.

9. Work of all kinds suitable for women, especially those of the most
general utility and application to domestic life, such as sewing, weaving,
embroidery, the cutting of garments, and ironing.

10. Useful knowledge.

Art. 6. Teaching for girls shall include the same courses with the exception
of the general principles of education, and methods and processes of
teaching, such processes extending to the elementary and superior grades.

Art. 7. In the lessons, exercises, and teaching practice, as well as during the
hours of recreation, and in the common intercourse among the scholars
within the school, only the Castilian language shall be used.

Art. 8. The studies mentioned in article 5 shall be pursued for three years, in
accordance with the schedule which shall be made out by the instructresses
of the school. That schedule, after having been reported to the board of
supervision and oversight, shall be sent annually for the approval of the
general government.

The course shall begin July 1, and end May fifteenth.

Art. 9. Every lesson given to the pupils of the normal school shall
necessarily consist of an explanation by the teacher, and of intelligent
recitation and practical application by the scholars.

Art. 10. The schedule of the school, and the distribution of time and work
during the same, shall determine the necessary practice of those aspiring to
become teachers in the girls’ school, both as supervisors of order and class,
and as assistants or teachers, but always under the direction of the head
teacher.

The said schedule of the normal school shall determine the time which the
pupils are to devote to the practice school, but such time shall never be less
than four months for each term.

Art. 11. The scholars who are candidates for teachers may not pass from
one grade to another without having proved their sufficiency in the general
examination which shall be held at the end of every scholastic year.

Art. 12. When studies have been finished in the manner dictated by the
schedule of the school, the scholars shall stand an examination in order to
obtain the corresponding certificate, and for those exercises the fitting
regulations shall be made.

Art. 13. If any one of the scholars who are candidates for teachers wishes to
continue one year longer in the school in order to perfect and increase the
knowledge which she has acquired, she may do so, but under condition of
paying the annual board from her possessions, if she should be a boarder,
and if it is not unadvisable in the opinion of the directress that she remain in
the institution.

Art. 14. The scholars of the normal school who shall have completed the
courses of their studies, and who shall have obtained for their good
deportment, application, and knowledge, the mark of excellent in the final
examinations of the three consecutive years, shall receive teachers’
certificates, with expression in the certificate of their honorable mark. Such
persons shall be empowered to take charge of ascenso schools. Those who
shall not have obtained the mark of excellent, but that of good or fair in the
above-mentioned examinations, shall also receive teachers’ certificates,
with the corresponding mark mentioned therein; and such persons may take
charge of entrada schools. If those who shall not have passed in the said

examinations, after the exercise has been repeated, shall deserve a passing
mark, they shall receive assistant teachers’ certificates.

CHAPTER III

Of the staff of the school

Art. 15. The normal school for women teachers in Nueva-Cáceres shall be
organized under the direction of the sisters of charity, and shall make use of
the elements of the staff and equipment of the school of Santa Isabel.

Art. 16. The staff of the normal school shall consist of the following:

1. A directress, who shall have charge of the teachers, scholars, and inferior
employes of the institution. In her charge shall be the economic part, the
direction, order, and discipline of the same, and the allowances which
correspond to it, according to the schedule and regulations of the school.

The directress shall preside over the literary ceremonies of the school
whenever the provincial chief, the reverend bishop of Nueva-Cáceres, or
the board of supervision and oversight, does not attend them. She shall visit
the classes and the practice school, in order to investigate the explanations
of the teachers and the progress of the scholars. She shall correct those
faults which she observes, and recommend to the board of supervision and
oversight the expulsion of those pupils in the cases and conditions which
are expressed in the interior regulations of the school, informing the above-
mentioned board of the extraordinary measures which she believes it
necessary to take.

2. A head teacher in the practice school, in charge of the communication of
the teaching to the girls, responsible for their instruction, and for order and
discipline in her department.

She must employ herself in the direction and management of the teaching
of systems, methods, and processes determined upon in the board of
instructresses, always with the approval and under the presidency and
immediate authority of the directress.

The head teacher shall also have the duty of carrying out the orders of the
schedule in reference to the practice of those scholars who are candidates
for teachers, and shall explain the studies determined by paragraphs 2 and 3
of article 5.

3. Three teachers for the theoretical and practical teaching of the studies
included in the school schedule, except those which the directress, the
regent of the practice school, and the professor of religion and ethics have
under their charge.

4. Two assistant teachers for the practice school, one for the upper section,
and the other for the elementary section.

5. One virtuous and learned secular who shall be charged by the reverend
diocesan bishop with the teaching of religion, ethics, and sacred history.

6. A sister to act as portress and the women servants or subordinates who
are considered indispensable.

Art. 17. The interior regulations shall assign to each one of the teachers the
duties which they shall have in charge for the moral and religious education
of the scholars, whom they shall accompany, and watch during study hours,
recreation hours, and during the other occupations prescribed by the same
interior regulations.

CHAPTER IV

Of scholars and their admission

Art. 18. Scholars in the normal school shall be resident and day pupils, and
shall be divided into the following classes:

1. Scholars who are candidates for teachers, and who are supported from
the local funds.

2. Scholars who are candidates for teachers, and who are supported by their
parents or benefactors.

3. Scholars who are not candidates for teachers, and who are supported by
their parents or benefactors for the purpose of acquiring the education and
teaching of the normal school, in order to apply them to the family and to
the uses of domestic life.

4. Girls who attend the practice school.

Art. 19. The scholars included in paragraph 1 shall always be boarders.

Those included in paragraphs 2 and 3 may be boarders or day pupils,
whenever they possess the qualifications which are prescribed in these
regulations.

Art. 20. In order that any resident scholar sustained by the public funds may
be admitted, the following requirements are necessary:

1. She must be a native of the diocese of Nueva-Cáceres.

2. She must be fully seventeen years old,48 and not past twenty-three. Those
requirements shall be proved by her baptismal register, or by any other
equivalent public document

3. She shall not have any contagious disease, or any chronic disease or any
physical defect which makes her ridiculous whether because of lack of
respect or because it incapacitates her for teaching.

4. She shall prove good moral deportment by means of a certification,
issued by the gobernadorcillo, principalía, and parish priest, of the native

village or habitation of the party interested, and investigated by the
provincial chief.

5. She shall talk Castilian, know the Christian doctrine, how to read and
write, the four rules of arithmetic for integers, and have some slight
smattering of Castilian grammar, in order that she may pursue to good
effect the lessons of the school schedule.

6. She shall be chosen by the provincial chief at the recommendation of the
gobernadorcillo, of the parish priest, and of the principalía of the village in
whose charge shall be the expense of her support in the school.

7. She shall be tested by an examination of the matters comprised in
paragraph 5 of this article before the school tribunal formed by the
instructresses of the same and necessarily presided over for this purpose by
the reverend diocesan. The result of that examination shall be given to the
president of the board of supervision and oversight, so that he may inform
the provincial chief who has control of the village, for economic reasons.

Art. 21. The same requirements shall be exacted from resident scholars
whose support is not taken care of from the local funds, except those
included in paragraph 6 of the preceding article. These resident scholars
shall pay to the institution a monthly board of six pesos, and shall receive
the same teaching and the same treatment as those supported by the local
funds.

Art. 22. Only those young women shall be admitted as day pupils who,
besides possessing the qualifications demanded of the resident pupils, shall
live in Nueva-Cáceres or in its environs, under the authority of their
parents, or under the care of a person of the family, in such circumstances
that it may be assumed that she will find at the domestic hearth the
necessary examples of virtue and morality, so that her deportment may not
be harmful to the other scholars.

Art. 23. If the villages let three months pass without proposing to the chief
of the province the young woman who ought to enter the normal school as a
resident pupil supported from the local funds, it will be understood that they

renounce this right, and the vacancy, after such announcement, shall be
filled by the board of supervision and oversight. It must be kept in mind that
the young woman chosen must possess all the qualifications prescribed in
article 20, and, all things being equal, she who is a native of the province, to
which the village belongs, will be preferred.

Art. 24. The women teachers already established, who desire to improve
their education, or who shall be obliged to do so, after a preceding
investigation and by accord of the suitable authority, may be admitted as
resident pupils in the normal school, under condition of paying the board of
six pesos per month. In order to be admitted as resident pupils they must
possess the qualification of being single and of not exceeding the age of
twenty-three. In any other case, or the size of the institution not permitting,
they shall be received as day pupils, shall receive their instruction free and
must submit to the requirements of article 22.

Art. 25. As soon as all the villages of the diocese of Nueva-Cáceres have a
public school for girls directed by a woman teacher from the normal school,
the number of resident pupils supported from local funds shall be reduced
to twenty-five. With this number the vacancies, occurring through the death
of the teachers in charge, or for other causes, shall be filled.

Art. 26. The resident pupils sustained from the local funds shall be obliged
to fulfil their duties for ten years in the girls’ public school of their own
village, or of any other school which the general government assigns to
them in the diocese of Nueva-Cáceres. They can only become exempt from
this obligation by returning to the local funds, after the fitting measure has
been taken, the sums spent on their support, education, and instruction. The
same thing will be true when they leave the normal school before finishing
their studies, without legitimate cause, and by their own wish or that of their
parents, or are expelled from it for lack of application, or bad deportment.
The standard for calculating expenses caused during the given period shall
be the board which the village has satisfied for this purpose, plus 6 per cent
annually, as interest on the sums advanced.

CHAPTER V

Of the directress of the school and the teachers of the same

Art. 27. The directress shall have charge of the interior government and
administration of the institution. She shall have special care and shall be
responsible for the instructresses, scholars, and subordinates performing
with exactness their respective obligations. She shall watch over the
conduct of the scholars, both resident and day. She shall cause the
fulfilment of the study schedule, shall impose the punishments which are
authorized by the regulations, shall have charge of the effects of the house,
shall keep the books, shall render the accounts, shall form the monthly and
annual budgets, and shall carry on the correspondence with the board of
supervision and oversight and with the parents or guardians of the scholars.

Art. 28. One of the teachers shall act as substitute during the sickness and
absence of the directress, being approved beforehand by the general
government. Another teacher shall exercise the duties of secretary.

Art. 29. The school teachers shall observe the class hours, the practical
exercises, the conference, and the duties imposed on them by the
regulations.

CHAPTER VI

Of examinations

Art. 30. At the end of each month, in each one of the classes of the normal
school, there shall be a private examination in all the matters studied during

that period. A like exercise shall be held at the end of the first semester, in
regard to the matters studied during it. General examinations shall be held
at the end of the course. This exercise shall always be public and presided
over by the board of supervision and oversight. Persons of distinction and
the parents and guardians of the scholars shall be invited to it. At the end of
the general examination the distribution of rewards shall take place.

Art. 31. The examinations of all classes prescribed in these regulations, as
well as of those which shall be prescribed in the future, and in which the
board of supervision and oversight intervenes, shall always be held in the
building of the normal school.

CHAPTER VII

Of holidays and vacations

Art. 32. Holidays in the normal school shall be Sundays, feast days, Ash
Wednesday, day for the commemoration of the faithful dead, and also the
saints’ days, and birthday anniversaries of their Majesties and the princess
of Asturias, the saint’s day of the governor general and that of the diocesan
bishop.

The short vacations shall extend from Christmas eve to Twelfth-night, the
three carnival days, and from Holy Wednesday until Easter. During the said
vacations the resident scholars shall remain in the institution.

The long vacations shall last one and one-half months, and shall be during
the time of the greatest heat. The resident scholars may pass the long
vacations in the bosom of their families.

CHAPTER VIII

Of rewards and punishments

Art. 33. The directress shall keep a register with as many columns as there
are subjects taught, as contained in the school schedule. In it, she shall note
the degree of progress of the pupils, and shall make the necessary remarks
regarding their character, ability, application, and deportment. This register
shall be presented to the board of supervision and oversight at the end of
each month. That board shall examine it, and in view of that examination,
shall take the advisable measures.

Art. 34. The deportment, application, and progress of the scholars, shall be
rewarded with marks of honor, which shall be placed on their certificate of
studies and in the school book; and further, with the annual prizes, whose
solemn distribution shall take place after the termination of the
examinations at the end of the course.

Art. 35. The punishments which shall be imposed on the scholars shall be:

1. Secret admonition.

2. Loss of recreation and the walk.

3. Censure in the presence of the scholars.

4. Seclusion and separation from the other scholars.

5. Strict suspension from course.

6. Loss of course.

7. Expulsion from the institution.

The punishments included under nos. 1, 2, 3, and 4, shall be imposed by the
directress.

Those included under nos. 5 and 6 [shall be imposed] by the board of
teachers presided over by the board of supervision and oversight.

That included under no. 7 shall be imposed by the general government on
recommendation of the board of teachers, and after a report of the reverend
diocesan bishop and of the board of supervision and oversight.

Art. 36. The rewards obtained and the punishments suffered by the scholars
shall be noted in the school registers, and mention will be made of them in
the certificates which are issued.

CHAPTER IX

Of textbooks

Art. 37. The board of supervision and oversight shall recommend, with the
approval of the general government, a list of the books which may be used
as textbooks by the scholars, and to which the teachers shall subordinate
their explanations. This list shall be revised according as conditions warrant
it.

CHAPTER X

Of the issuing of certificates

Art. 38. The General Division of Civil Administration has the power of
issuing, in the name of the governor general and in the tenor of the order of
article 8, of the decree of September 9, 1874, teachers’ certificates at the
recommendation of the board of supervision and oversight.49

Art. 39. The teachers’ certificates shall contain the marks which they shall
have obtained and the class of the school for which the certificates entitles
them.

CHAPTER XI

Of the interior regulations of the school

Art. 40. In the daily distribution of time on the part of the scholars, the
order of the studies, the division of the classes, the religious and literary
exercises, the intercourse [trato], food, and clothing, as well as the duties of
the scholars toward their teachers, and the duties of the parents and
guardians in regard to the institution, the teachers and scholars shall obey
the interior regulations of the school of Santa Isabel, which were enacted by
the diocesan prelate and approved by the superior government in the year
1868, until the interior regulations of the normal school for women teachers
shall be drawn up by the board of inspection and oversight, and approved
by the general government.

CHAPTER XII

Of the supervision and oversight of the school

Art. 41. Besides the superior supervision which belongs to the general
government, and to the superior board of public instruction in regard to the
normal school for women teachers in Nueva-Cáceres, the reverend diocesan
prelate shall exercise the moral and religious supervision which belong to
him in accordance with the laws, and the literary supervision, and that of
the internal organization, to which the fervent and evangelical zeal with
which he has promoted the creation of the institution gives him a right. In
this regard, he shall recommend whatever occurs to him for the prosperity
and improvement of the same.

Art. 42. For the constant and active oversight and supervision of the school,
there shall also be a board composed of the alcalde-mayor of the province
of Camarines Sur,50 as president, of the reverend diocesan bishop, or in his
absence of the ecclesiastical governor, and of the administrator of public
finances.

Art. 43. For the relations of the board of supervision and oversight with the
reverend diocesan bishop, article 1 of the circular of the superior
government, dated May 17, 1864, shall be observed.51

Art. 44. The board shall observe and cause to be observed with all exactness
whatever is prescribed in these regulations, as well as in the regulations
which are to be drawn up for the interior management of the school, in the
matter of examinations for obtaining a teacher’s certificate, and in the
schedules of teaching.

Art. 45. The board shall visit the normal school for women teachers in a
body at least once each three months; shall examine the affairs of the same;
shall ask or cause the instructors to ask questions of the scholars in regard
to the teachings of the schedule, shall note and make the remarks which it
judges advisable for taking or recommending, according to circumstances,
the measures which it judges fitting for the prosperity and better
organization of the institution.

Art. 46. The board shall designate its member who shall be charged, in his
turn, with the exercise of immediate and efficient oversight of the school for
each month.

Art. 47. The board, or the member of it who shall be so chosen, shall
execute, and cause to be executed, the measures of the same; shall oversee
the observance of the regulations; shall visit the school frequently; shall
assist in the professorships and at the practice school; and in examinations
shall have the authority determined by the regulations.

Art. 48. The board shall inform the general government concerning the
condition of the school every three months, and at the end of each course

shall make a detailed report in regard to the results obtained and the
methods which it is advisable to adopt, so that they may be more
satisfactory.

CHAPTER XIII

Of the bookkeeping of the school

Art. 49. The staff and equipment expenses of the normal school shall be
met:

1. By the sums assigned at present in the provincial budgets for the staff
expenses of the sisters of charity charged with the teaching in the school of
Santa Isabel, and with those which are included for the increase of two
teachers.

2. With the sums which shall be assigned in the municipal budgets for the
support of the scholars and the equipment of the institution.

3. With the sums which are at present included in the municipal budgets of
Nueva-Cáceres for the practice school since it is a girls’ public school.

Art. 50. The board of supervision and oversight shall report annually the
budgets of receipts and expenses of the school. That report shall be made by
the directress, and shall be sent to the General Division of Civil
Administration without prejudice to the obligation of the chiefs of the
province to include in the municipal and provincial receipts and expenses
the sums which belong to this object.

Art. 51. For the collection and distribution of funds as well as for the
rendering and approval of accounts, the order prescribed by the laws in
force and the special orders dictated by the General Division of Civil
Administration shall be followed.

Transitory regulations

Art. 52. The board of supervision and oversight shall draw up a project of
regulations for the examinations to which those who are candidates for
teachers’ certificates must submit themselves, as well as for the placing and
promotion of the same.

Art. 53. Until the staff of the school is complete, the directress shall confer
with the reverend diocesan prelate for the application in so far as may be
possible, of article 16 of these regulations.

Manila, June 19, 1875. Approved.

Malcampo

ROYAL DECREE CREATING IN MANILA A NORMAL
SCHOOL FOR WOMEN TEACHERS IN CHARGE OF THE
AUGUSTINIAN NUNS OF THE ASSUMPTION
ESTABLISHED IN THE ROYAL SCHOOL OF SANTA
ISABEL OF MADRID

Exposition

Madam:

Primary instruction in the Philippine Archipelago demands reforms for its
invigoration, and to assure, at the same time, the teaching of the Castilian
language and the greatest facility possible for the religious education—the
elements of culture which are the necessary basis for superior studies which
are indispensable for the youth of that beautiful archipelago, without
distinction of origin or of class.

Until prudent and meditated reforms, harmonized with the respect, which
deep-rooted and traditional customs merit, succeed in establishing a
complete organism in the management of public instruction, the
undersigned minister esteems the creation of a superior normal school for
women teachers in the city of Manila as an imperative necessity, since
experience proves, by that formerly created in Nueva-Cáceres, the
undeniable advantages of a like nature in that country.

Since the two principal objects of primary education in Filipinas is to
inculcate in the heart of studious youth love for religion and the Castilian
language, it is certainly beyond discussion that whatever attempts in this
sense to improve the qualities of intelligence and of the religious character
which distinguish the Filipino woman,52 must redound, in consequence, to
the greater degree of culture and of the well-being of that society, so
intimately bound up with the destinies of the most glorious Spanish
traditions.

For the attainment of this proposition, the undersigned believes that the
most efficient form for the ends of an education, suitable for the habits and
traditions, perfectly compatible with the greatest progress of modern
culture, is to confide the direction of the superior normal school for women
teachers in Manila to instructors of well-known intelligence and excellent
moral endowments, who give, together with testimonies of knowledge,
examples of virtue and zeal in which that youth may be inspired. Therefore,
there is nothing more in harmony with this aspiration than to give the
direction of the Manila school to the congregation of the Augustinian nuns
of the Assumption, who are established in this capital. Their efficiency is
proved by the long and brilliant period of teaching to which they have
devoted themselves in the school of Santa Isabel in Madrid.

Consequently, then, with personal fitness, adorned with the certificates
which are requisite for teaching and of true ability for the same, the superior
normal school for women teachers in Manila can be founded upon secure
foundations of the most brilliant future, which assure and prove the noble
aspirations of a culture which so much distinguishes that country, for whose
destiny and prosperity the government of your Majesty is trying to the best
of its ability to continue to establish as many beneficial institutions as
necessity inspires.

The undersigned minister, relying on the preceding considerations, has the
honor to submit the subjoined project of a decree for your Majesty’s
approval.

Madrid, March 11, 1892. Madam, at the royal feet of your Majesty,

Francisco Romero Robledo

Royal decree

At the recommendation of the minister of the colony, in the name of my
august son, King Don Alfonso XIII, and as queen regent of the kingdom,

I decree the following:

Article 1. In order to attend to the necessities of primary education in the
Philippine Archipelago, and with the object of turning out fitting women
teachers, to whom to entrust the development, progress, and successful
direction of the same, a superior normal school for women teachers is
created which shall be established in Manila.

Art. 2. The direction and personal oversight of said centre of education shall
be in charge of the congregation of the Augustinian nuns of the Assumption,
established in the royal school of Santa Isabel of this capital.

Art. 3. The sums for the staff and equipment of the above-named school
shall be assigned in the general budgets of expenses and receipts of
Filipinas for the present year, and shall be distributed in the following
manner: 7,900 pesos for the teaching force and management, and 4,500
pesos for equipment.

Art. 4. For the management of teaching in this school, there shall be five
regular instructresses, two assistants—one of the department of letters, the
other of sciences—one music and singing instructress, and another for hall
gymnastics, and one professor of religion and ethics who shall also be the
chaplain of the institution.

Art. 5. To obtain the post of regular instructress in the school created by this
decree, the holding of a teacher’s certificate of superior primary instruction

shall be an indispensable condition. Such academical studies shall have
been carried on in the national normal schools.

Art. 6. The directress and regular instructresses shall be appointed by royal
order by the minister of the colonies, from the aspirants who solicit said
posts from the above-mentioned congregation of the Augustinian nuns of
the Assumption.

Art. 7. The teachers’ certificate which shall be given in this school shall
comprise two grades—elementary and superior.

The teaching corresponding to the first shall be in three courses. The second
shall include one course more [than the first].

Art. 8. In the three years included in the elementary grade, studies shall
consist of the Castilian language, expressive reading and caligraphy,
religion and ethics, arithmetic and geometry, history, geography in general,
and, in especial, that of España and Filipinas; principles of physics,
chemistry, physiology, and natural history, principles of law in application
to the common exercises of life, pedagogy, scholastic organization and
legislation, special pedagogy applied to deaf mutes and the blind, principles
of literature and the fine arts, general hygiene and domestic economy,
French, English, drawing, and singing, gymnastics, needle-work, and
practice in teaching. For the upper grade, the same studies shall be pursued,
enlarged as may be advisable.

Art. 9. The division and extent to which the previous branches shall be
studied, as well as the number of elections of each one, shall be prescribed
in the regulations.

Art. 10. The conditions which shall be demanded from the scholars for
entrance into this school, shall also be prescribed in the said regulations.

Art. 11. The courses shall commence on the first day of June of each year
and close March 31 following.

Art. 12. To the normal school shall be annexed the corresponding school for
girls supported by the municipality where candidates for teachers’
certificates may acquire the practical knowledge indispensable to those who
devote themselves to this profession.

Art. 13. All the orders which prevent the fulfilment of the contents of this
decree shall be null and void; and the minister of the colonies shall be
authorized to settle any doubts which may arise in the application of the
same, as well as to dictate the measures which their observance demands.

Given in the palace, March eleventh, one thousand eight hundred and
ninety-two.

Maria Cristina

The minister of the colonies:

Francisco Romero y Robledo

ROYAL ORDER 241 OF THE MINISTRY OF THE
COLONIES APPROVING THE REGULATIONS FOR THE
SUPERIOR NORMAL SCHOOL FOR WOMEN TEACHERS
IN MANILA

Your Excellency:

In accordance with the order of article 13 of the royal decree, of the
eleventh of the present month, by virtue of which a superior normal school
for women teachers is created in Manila, and for the purpose of facilitating
the institution of said school, and of regulating the exercise of its functions
from the beginning:

His Majesty, the king (whom may God preserve) and in his name, the
Queen Regent of the kingdom, has considered it advisable to approve the
subjoined regulations by which the abovesaid teaching centre is to be ruled.

I inform your Excellency of this by royal order for your information, and
for the following ends, it being at the same time the will of his Majesty that
this resolution, as well as the regulations to which the same alludes, be
published entire in the Gaceta of Madrid, and in that of Manila, in
accordance with the rulings of the royal decree of October 5, 1888. May
God preserve your Excellency many years. Madrid, March 31, 1892.

Romero

[Addressed: “Governor general of the Filipinas Islands.”]

Cagayán de Misamis, May 19, 1892. Let it be fulfilled, published, and sent
to the General Division of Civil Administration, for the purposes abovesaid.

Despujol

REGULATIONS OF THE SUPERIOR NORMAL SCHOOL
FOR WOMEN TEACHERS IN MANILA

TÍTULO FIRST

OF THE OBJECT OF THE NORMAL SCHOOL

CHAPTER I

Article 1. The normal school created by royal decree of the eleventh of the
present month has as its object:

1. The turning out of suitable women teachers, who shall have charge
afterward of the schools of primary instruction for girls, so that these will
well and faithfully meet the necessities of the present time.

2. To serve as a model so that the scholars who attend it may acquire an
exact knowledge of the methods, which must be employed with good
results in directing and developing the intellectual, moral, and physical
qualities of the girls who will later be entrusted to their direction and care;
and in so far as possible also consider its establishment for good results in

teaching according to the systems by which they may rule those girls who
shall be entrusted to them at the end of their course.

Of the subjects to be taught

Art. 2. The subjects which must be the object of study for the pupils who
attend this school shall be those described in article 8 of the above-cited
royal decree, comprising the three courses for the elementary grade, and
one additional course for the superior.

The subjects which shall be taught in the normal school of Manila are as
follows:

1. Religion and ethics (this course will include the explanation of the
catechism and sacred history).

2. Castilian grammar.

3. Expressive reading.

4. Arithmetic.

5. Caligraphy.

6. General geography and the geography of España and Filipinas.

7. History of España and Filipinas.

8. Hygiene and domestic economy.

9. Needle-work.

10. Geometry.

11. Room gymnastics.

12. Pedagogy.

13. Natural sciences.

14. Music and singing.

15. Practice in teaching.

16. Principles of literature.

17. Designing, with application to needle-work.

18. Principles of law and its application to the common exercise of life.

19. French.

20. English.

21. Pedagogy for deaf mutes and the blind.

22. Fine arts.

Elementary grade

The first and second year shall include studies from 1 to 11 inclusive, and
the same instructress may unite the pupils of both years in one class.

The third year shall be an enlargement of the same studies, adding the
studies from no. 12 to no. 15 inclusive.

Superior grade

For the superior grade of the fourth year, all the subjects of the preceding
years shall be studied in an enlarged form, adding the studies of nos. 16 and
17, and substituting geometry for drawing.

From no. 18 to no. 22 the studies shall be optional, the study of all or any of
them being at the desire of the pupil, after the conclusion of the studies of
the fourth year.

Art. 3. Lessons shall be alternate, weekly or bi-weekly, according to the
importance of the subjects with relation to the course.

Each election shall last in general one hour, more time being given to the
lessons in needle-work, which shall be daily, and in the other lessons to that
which is believed to be for the advantage of the pupil.

Of school equipment

Art. 4. Since the effort must be made to try to give to the teaching in this
institution the greatest possible practical character, it shall be furnished with
sufficient scientific equipment. Accordingly then, it must have:

1. The equipment for teaching suitable for each subject whose budget
formed beforehand by the directress, shall be submitted to the approval of
the governor general, in order that the sum assigned for this purpose may be
annually expended on it.

2. Since the economic condition of some of the pupils of this center will not
permit them to acquire a certain class of books, which it would be necessary
for them to know, the governor general shall assign the said center a copy of
the books, which have application to the school of which these regulations
treat, and the ministry of the colonies shall send them for the
encouragement of the public libraries.

The books shall be submitted to the approval of the directress, and her
permission shall be necessary so that the pupils can make use of them. She
shall also make the necessary rules in order for their consultation, whenever
she considers it advisable.

CHAPTER II

Of the teaching force

Art. 5. The school shall have the teaching force prescribed in article 4 of the
royal decree of the eleventh of the present month.

Art. 6. One of the regular instructresses shall exercise the duties of
directress. Her appointment shall belong to the minister of the colony on
recommendation of the reverend mother superior general of the
congregation of the Augustinian nuns of the Assumption.

Art. 7. The duties of secretary and librarian shall be filled by the
instructresses appointed by the directress.

Art. 8. The appointment of assistant instructresses shall be made by the
directress.

Art. 9. The appointment of an assistant professor of religion and ethics, who
shall also be chaplain of the institution, shall be made by the directress, with
the consent of the diocesan.

Art. 10. The teaching force of the school will receive remuneration in the
following manner:

Pesos
Instructor-directress, with an annual salary of 1,000
Five regular instructresses [profesoras numerarias], with a 3,500
salary of 700 pesos each
One instructress of music and singing with an annual salary 475
of
One instructress of room gymnastics 400
Two assistant instructresses, one for the section of sciences, 950
and the other for the section of letters, with an annual salary
of 475 pesos each
One assistant instructor of religion and ethics, who shall 475
also be the chaplain of the institution, with an annual salary
of
Total 6,800

Administrative force

One secretary 250
One assistant clerk for secretary 200
One portress 200
Three serving women at 150 pesos each 450
Total 1,100

CHAPTER III

Of the directress

Art. 11. The duties of the directress of the school are as follows:

1. To observe and cause the laws, decrees, regulations, and other superior
orders to be observed.

2. To adopt the measures advisable for the conservation of scholastic order
and discipline.

3. To see that the instruction is given in the proper manner, for which
purpose she shall frequently visit the different rooms and take care that the
material aids which each subject demands are not lacking.

4. To call and preside over the board of instructresses and the disciplinary
council, and to execute their decisions or send those decisions for superior
approval if they require it.

5. To appoint the instructresses and the subordinates whose pay does not
exceed five hundred pesos, after informing the governor general of said
appointments.

6. To send the requests of the instructresses, employes, pupils, and
dependants, to the governor general with her report; with the understanding
that the course of instruction will not be granted to those who do not submit
their conduct [to her], in order that there may be no complaint against her.

7. To represent the school in judicial matters in which the school may be a
party, or to delegate someone else to represent it.

8. To recommend the measures which she believes conducive to the growth
and improvement of the school, and which are not among her duties.

9. To see to it, with the greatest of zeal, that the instructresses observe all
the duties which are prescribed for them in the regulations which are to be
drawn up by the cloister for the interior management of the school.

10. To preside over all the meetings held by the cloister and to direct their
discussions.

11. To direct the teaching, in accordance with the schedules presented by
the instructresses and approved by the governor general.

12. The administration of the economic part of the institution, receiving the
sums which are assigned for its support, and distributing them in
accordance with the approved budget, whose preliminary project must be
drawn up in due time.

13. The formation of the schedule of teaching hours, and the designation of
the place where it is to be carried on, after conferring with the
instructresses, so that the result may be more satisfactory. She shall send to
the general government a copy of the schedule made out for each course.

14. To inform the governor general opportunely of the pupils who have
entered for each course, and to draw up the Memoria anuario [i.e., Annual
report]. She shall send copies of these reports to the governor general and
the minister of the colonies.

15. To form tribunals for the term examinations53 and revalida.54

16. She shall confer directly with the governor general and must act through
the medium of the latter when she shall have communication with the
supreme government.

17. When vacancies occur in the teaching force of the school, the directress
shall take the necessary measures so that the teaching may not suffer the

least loss, and shall immediately inform the ministry of the colonies, so that
they may be advised as soon as possible.

18. The directress of the school shall take the necessary measures so that the
pupils may not be deprived of the frequency of the sacraments, of the holy
sacrifice of the mass, and of other religious acts.

Of the instructresses

Art. 12. The instructresses shall be under the immediate orders of the
directress in whatever concerns school matters.

Art. 13. They shall lend their aid to whatever the directress of the institution
demands, endeavoring constantly to attain the greatest aggrandizement and
splendor of the same.

Art. 14. In the absence or sickness of the directress, the senior instructress
shall fulfil her duties, and if there should be two or more instructresses
appointed at the same time, she who shall be designated by the governor
general.

Art. 15. That instructress who shall fulfil the duties of directress for any of
the above-mentioned causes, shall not receive any remuneration therefor,
and only in case of vacancy shall she receive the difference in pay.

Art. 16. Each one of the instructresses shall give a list to the secretary of the
pupils who in her judgment may be admitted to the ordinary examinations,
according to the number of failures, in the first fortnight of the month of
March.

Art. 17. Regular instructresses may use as a distinctive mark in all the acts
which concern the institution the professional medal suspended from the

neck by a cord made of the colors scarlet, sky-blue, and turquoise blue.

Art. 18. The medals mentioned in the preceding article shall be—that of the
directress, of gilded silver, and those of the instructresses, white of that
metal.

CHAPTER IV

Of the secretary

Art. 19. The obligations of the secretary shall be:

1. To inform the directress of matters which occur in the government and
administration of the school.

2. To draw up papers, and record the reports and communications which are
offered, according to the instructions of the directress.

3. To make the entries of entrance examinations, and term examinations of
the pupils.

4. To petition and despatch the necessary resolutions for the attestation of
the documents presented by the pupils.

5. To superintend matters of receipts and disbursements.

6. To fulfil the duties of pay-mistress of the institution; to collect and
distribute fees for inscription55 and academical fees.

7. To take charge of the archives, and of the classification of the documents
under her charge.

8. To issue with the proper authorization and in accordance with the
documents which are in her care, the certificates demanded by those

interested or by those who legally represent them.

9. To record the minutes of the board of instructresses, and of the
disciplinary council.

10. To keep all books and registers necessary for the successful progress of
the institution.

11. To open a register in which shall be recorded both the merits acquired
by each one of the scholars and the faults of any consideration which the
same ones may commit during the course of their studies, and according to
those data their study certificates shall be made out.

12. To record and sign all the certificates ordered by the directress and on
which the latter shall place her O.K.

Art. 20. The secretary shall receive as a remuneration for her services one
per cent of the receipts of the institution, and for certificates, the fees
assigned in these regulations, in addition to the one per cent of the
academical fees as a compensation for the loss of money and of the
responsibility which she has in the collection thereof.

Art. 21. The secretary shall always be responsible for the correct drawing
up of papers, and for the accuracy of the documents which she issues.

Art. 22. The regular instructress appointed by the directress shall act as
substitute for the secretary during the absence and sickness of the latter and
during vacancies.

CHAPTER V

Of the librarian

Art. 23. The duties of the librarian shall be:

1. To make an inventory of the works existing in the library, to classify the
volumes, and stamp them with the seal of the institution.

2. To name, after conferring with the directress the hours during which this
subordinate department will be open, and to watch after the good
preservation of the books which are committed to her care.

CHAPTER VI

Of the assistants

Art. 24. The assistant instructresses shall have the following duties in the
institution:

1. To act as substitutes for the regular instructresses in their absence and
sickness in their respective section.

2. To take care of the classes and whatever belongs to the duties of any
regular instructress, in case of a vacancy, until that vacancy is filled in
accordance with the royal decree of the eleventh of the present month.

3. To aid the secretary in the extraordinary labors, and those suitable for that
office when she asks it. In this task the two assistants in the sciences and
letters shall alternate in each course.

CHAPTER VII

Of the subordinates

Art. 25. The portress shall have charge of the principal door of the building,
and both she and the servants shall execute whatever the directress orders
them in regard to the order, arrangement, and cleanliness of the institution,
and its furnishings.

Art. 26. The help cannot leave the edifice so long at it is open to the public
without express orders from the directress.

Art. 27. The help of the school are prohibited under penalty of discharge to
receive any tip from the pupils for the services which they give in fulfilment
of their obligations.

CHAPTER VIII

Of the board of instructresses

Art. 28. The board of instructresses shall be composed of the regular
teachers of the institution.

Art. 29. The directress shall consult the board of instructresses:

1. In the compiling of the annual and monthly budgets of the school.

2. In the making of the list of studies mentioned in these regulations.

3. In any other matters, both concerning the teaching force and the
government and management of the school, in which she believes it
advisable to hear their opinion.

Art. 30. She shall also convoke them:

1. For the annual opening of the studies.

2. When any matter is held in the school which in the opinion of the
directress merits the presence of all the instructresses.

3. At least twice during each term [curso], so that the instructresses may
propose whatever their experience declares to them as conducive to the
perfection of teaching.

Art. 31. Affairs shall be settled by a plurality of votes and in case of tie the
president shall decide.

Art. 32. The secretary shall record the minutes, which, after approval by the
corporation, shall be copied in a book, the president authorizing the copy
with her rubric, and the secretary with her surname.

In the margin of each minute, the names of those members who were
present at the session shall be noted.

Art. 33. It is the secretary’s duty to record the reports and communications
in fulfilment of the decisions of the board. Nevertheless, the corporation
may, when it deems it advisable, charge any other of its members with the
recording of any document of this class.

CHAPTER IX

Of disciplinary Councils

Art. 34. The Council shall be composed of at least five members.

Art. 35. The school secretary shall be secretary of the disciplinary Council.

Art. 36. The directress shall convoke the disciplinary Council whenever
anything occurs which the Council ought to know.

Art. 37. The decision of the disciplinary Council shall be verbal and
summary, and they shall always endeavor to decide definitively on the same
day on which the matter is submitted to their hearing.

The order of procedure shall be: Hearing of the deed; deciding whether it is
suitable for them to try; the examining of antecedents and witnesses in
order to bring out the truth clearly; to hear the accused who shall be cited in
the proper manner; and the rendering of the verdict.

If the accused fails to appear of her own wish, the Council shall settle the
matter, judging the fault as an aggravating circumstance.

After the minutes have been recorded and signed by the secretary all the
members shall affix their rubrics to them.

Art. 38. The Council shall not impose other penalties than those enumerated
in these regulations, but they may punish the same pupil with several of
them.

Art. 39. The verdict shall be published when and as the Council determines;
but immediate advice of the penalties imposed shall be given to each pupil,
to her father, guardian, or care-taker.

TÍTULO II

OF THE ECONOMIC MANAGEMENT

CHAPTER I

Of the annual budgets

Art. 40. The directress of the school, in conference with the board of
instructresses, shall annually compile the annual budgets of receipts and
expenditures, both ordinary and extraordinary.

Art. 41. In the ordinary budget of receipts shall be included the amount of
the fees for matriculation, degrees, and certificates.

The extraordinary budget shall be composed of the funds which it is
calculated will be received in the school in any other way.

Art. 42. In the ordinary budget of expenses, the following shall be included
under its proper heading:

1. The salaries which shall be received by the directress, instructresses,
employes, and help of the institution.

2. The amounts which are calculated to be necessary for the rent,
preservation of the edifice, and its equipment.

3. Expenses of the secretary.

4. Expenses demanded by the teaching and conservation of scientific
equipment.

5. One item for unforeseen expenses, which shall not exceed four per cent
of the amount of the ordinary expenses of the institution.

Art. 43. In the extraordinary budget shall be figured the expenses which are
believed to be necessary for the improvement of the edifice, for the
purchase of school equipment or furniture, or for any other object not
included in the preceding article.

Art. 44. The directress shall send the budgets to the general governor with a
memorandum, if she believes it necessary.

CHAPTER II

Collection, distribution, and payment of accounts

Art. 45. The school shall be guided in matters of collection, distribution of
funds, and payment of accounts, by the general rule of accounts.

TÍTULO III

OF TEACHING

CHAPTER I

Of the opening and duration of the term [curso]

Art. 46. The ordinary examinations of studies shall be held in the school
from the first to the thirtieth of April, and the extraordinary examinations
from the first to the thirtieth of June. The first day of July of each year shall
be celebrated in the school by the opening of classes. All the instructresses
and assistant teachers shall be present at the ceremony, and the authorities
and corporations of the village and those persons who are deemed
advisable, in order to give it more solemnity and pomp, shall be invited to
it.

Art. 47. The opening ceremonies shall be presided over by the directress,
whenever the governor general does not attend.

Art. 48. The ceremony having begun, the secretary of the school shall read a
short and simple résumé of the condition of the institution during the
preceding year, expressing therein the changes which have occurred in the
staff of instructresses, the number of scholars matriculated and examined,
the progress made by the teaching, improvements made in the building,
increase in scientific equipment, the economic situation, and all the other
bits of information which can contribute to give a complete idea of the
progress of the institution.

This document shall be printed and afterward inserted in the official
newspaper of Manila, publishing therein as an appendix the tables which
will serve to prove what was explained in the memorial.

This memorial, together with the inaugural address, which shall be read by
the directress, or one of the instructresses, shall be made into a single
volume, and copies of it shall be sent to the ministry of the colony, the
general government, and scientific and literary corporations.

Art. 49. After the conclusion of the reading, prizes shall be distributed, and
the ceremony shall close by the president saying: “His Majesty, the king
(whom may God preserve), and, in his name, the queen regent of the
kingdom, declares the academic term of such and such a year open in the
superior normal school for women teachers in Manila.”

Art. 50. Lessons shall begin on the day following the opening of studies,
and shall terminate on March 31.

Art. 51. Lessons shall not be suspended during the course, except on
Sundays, whole feast days, saints’ days, and birthday anniversaries of the
king, queen, and prince of Asturia, on the day for the commemoration of the
dead, from December 23 until January 2, the three days of the carnival, Ash
Wednesday, holy Wednesday, Thursday, Friday, and Saturday, and Easter
and Pentecost.

CHAPTER II

Of the order of classes and methods of teaching

Art. 52. Five days before beginning lessons, a representative table shall be
affixed in that place in the edifice assigned for announcements expressive
of the studies which are taught in the school, the instructresses in charge of
them, the textbooks for their study, and the rooms, days, and hours in which
the lessons are to be given.

Art. 53. Explanations in all classes shall be in Castilian.

Art. 54. Instructresses shall follow in their teaching the schedules approved
by the superior government, in accordance with section 11, of article 11,
and shall try to excite emulation among the scholars by contests which shall
prove their progress.

Art. 55. The scholars seriously lacking in class in the respect due the
instructress shall be expelled from the class by that act and judged by the
disciplinary Council.

Art. 56. The instructress shall note daily for the abovesaid purposes, failures
of attendance in the scholars, and shall hand in a list of names whenever she
thinks it advisable.

She shall also note the manner in which they have answered in the lessons,
and to the questions which she has asked them; as well as the acts of
restlessness, and the pranks which they have committed.

Art. 57. At the end of each month the instructresses shall hand to the
secretary a list of the pupils in their classes, with a note regarding the failure
of attendance, lesson, and deportment, which they have incurred, and the

qualifications of their memory, intelligence, application, and conduct, so
that the persons in charge of them may understand their behavior.

Art. 58. At the end of each month, the instructresses shall also hand in a list
of those pupils who have most distinguished themselves in their progress
and conduct.

Art. 59. The instructresses shall endeavor to conclude the course of any
studies at least twenty days before the conclusion of the term, in order to
devote the remaining lessons to a general review which may prepare the
scholars for the examination.

CHAPTER III

Of material equipments for instruction

Art. 60. There shall be a sufficient number of rooms in the school, light,
well arranged and ventilated, and large enough so that the pupils whom it is
calculated will attend may be accommodated.

The seats shall be arranged conveniently and the chair of the instructress
shall be elevated so that she may see all her pupils and be distinctly heard.

There shall be a blackboard or oilskin56 near the chair of the instructress for
writing and drawing the figures demanded in the teaching.

Rooms for drawing shall be arranged in the manner suitable for these
studies.

Art. 61. In addition there shall be:

1. An image of our Lord Jesus Christ, and a picture of his Majesty, the king,
in all the classes.

2. The globes, maps, and other objects which are required for the
knowledge of geography.

3. The synoptical pictures which are required to facilitate the study of
history.

4. A cabinet for physics with the apparatus and instruments indispensable
for teaching this study profitably.

5. A classified mineralogical collection.

6. Another zoological collection, in which shall be found the principal
species, and if not, then plates which represent them.

7. A botanical garden and its herbarium systematically arranged.

8. A collection of all the solids and instruments deemed necessary for the
teaching.

Art. 62. The directress shall see that collections in the cabinets of natural
history are formed as completely as possible from the natural products of
the archipelago.

Art. 63. Each instructress shall have under her charge the conservation of
the material equipment owned by the school for the teaching of her course
of study.

TÍTULO IV

OF THE SCHOLARS

CHAPTER I

Of the qualifications which the scholars must possess in order
to be admitted to matriculation

Art. 64. In order that the studies of the normal school may produce
academical effects, they must be carried on with strict submission to what is
prescribed in these regulations.

Art. 65. In order to enter the superior normal school for women teachers,
one must pass an examination of the branches of Christian doctrine and
sacred history, Castilian grammar, arithmetic, geometry, geography, history
of España and Filipinas, hygiene, and needle-work.

Art. 66. The exercises of which the examination for entrance shall consist
shall be three in number, in the following form:

Written exercises

1. The writing of a letter or dissertation upon a theme of Christian doctrine,
and sacred history, hygiene, or the history of España or of Filipinas.

2. Solution of an arithmetical problem.

3. Execution of a simple geometrical drawing.

Oral exercise

1. Explanatory reading of a complete sentence.

2. Grammatical analysis of a sentence.

3. Answer of a question in geography, and another in each one of the
subjects of Christian doctrine, sacred history, hygiene, and history of
España or of Filipinas. If any one shall have submitted a theme on any one
of these four matters for the dissertation of the written exercise, that subject
shall be excluded from the oral exercise.

Practical exercise

Execution of needle-work, under the supervision of the tribunal.

Art. 67. Judges of the entrance examination shall be three instructresses
regularly appointed by the directress.

The proofs of this examination shall be the same marks as those for
obtaining a course [ganar curso].

The pupils shall pay two and one-half pesos for academical fees, which
shall be distributed at the close of examination among the instructresses
who are judges of the tribunals.

Art. 68. In order to be admitted to matriculation, one must have passed the
age of fourteen; petition therefor must be made to the directress of the
school; and the petition must be accompanied by the baptismal certificate of
the petitioner, by the certificate of good conduct issued by the parish priest
of her district, a medical certificate stating that she has proved that she does
not suffer from any contagious disease or physical defect which
incapacitates her for the duties of teaching, the authorization of her father,
tutor, guardian, or husband (if the candidate should be married), and the
corresponding personal cedula.

CHAPTER II

Concerning matriculation

Art. 69. On the sixteenth of May annually, the matriculation of the school
shall be announced in the official gazette of Manila.

Art. 70. The announcement shall state:

1. The time when the school shall be open for those who have matriculated.

2. The necessary qualifications for admission to the school, and the manner
in which these qualifications shall be proved.

3. The fees which must be paid by the pupils.

Art. 71. The matriculation which shall be open from June 1, shall be divided
into ordinary or extraordinary, according as it is effected in the months of
June or July. In the last five days of this term, the secretary’s office shall be
open from eight in the morning until four in the afternoon, and on the day
which closes the matriculation period, until eight o’clock at night.

Art. 72. Matriculation, whether ordinary or extraordinary, shall be made by
means of cedulas of inscription57 made in accordance with the model
approved by the general government.

The price of each cedula shall be 1.25 pesos, which shall be paid without
distinction by the pupils in the secretary’s office of the institution.

Art. 73. Those who desire to enter the school, or come from another
institution, shall have a written petition in the form prescribed in the
preceding article.

The passing of the entrance examinations and the date thereof in the school
shall be entered in the registration of the first study in which the pupil is
matriculated.

Art. 74. The pupils, who shall not have matriculated for any reason in the
month of June, may do it in the month of July, by paying double fees.

The extension of this last period of time is absolutely prohibited, and the
tribunals of examination shall not allow that scholar to be examined whose
matriculation is not in accord with this provision.

Art. 75. On July 1 of each year, all the fees paid by those who have
matriculated in the term which closes on the day before shall expire, and in
virtue of that those pupils who shall not have been examined at that date, as
well as those who shall have been suspended, shall require a new
matriculation for the following term.

Art. 76. The fees for matriculation shall be paid in two instalments in
papeles de pagos al estado,58 half at the time of matriculation, and the other
half in the month of February. Those halves of paper shall be united with
the personal document of the pupil.

Art. 77. All the registers of matriculation of each term shall be closed on
July 31, and, on the following day, the directress shall inform the general
government of the result of the inscriptions in all the branches of study.

Art. 78. Any scholar who shall have matriculated in the school may go to
any other official school for the purpose of continuing her studies. Those
who so desire shall send a petition to the director, and she shall grant it
whenever it is not for the purpose of escaping some punishment.

The transfer of those who have matriculated from one institution to another
shall only be conceded from the beginning of the term until January 31. If
the necessity for such transfer is not proved, the superior government shall
be consulted. It shall be accomplished by means of a special inscription for
such cases, made out according to a model which shall be sent ex-officio
and registered, together with the extract and the study sheet59 of the one
interested, to the institution to which the transfer shall have been asked.
Said cedula shall be free, and shall confer right to continue the course and
be admitted to examination.

Art. 79. Those who are transferred to other institutions shall pay beforehand
the academical fees, in accordance with the special inscriptions made for

that purpose.

The upper part of the right hand section of these inscriptions shall remain in
the documents of the student as a proof of her transference. The lower part
[of the right hand section] shall be delivered to her, while the other sections
which shall constitute the new matriculation of the pupil, shall be sent ex-
officio in a registered package to the directress of the other institution. In
the primitive inscription, said transference shall be noted by the secretary
rendering useless at the same time and diagonally the examination coupons
with a stamp [cajetín], reading “transferred.”

Art. 80. The pupils transferred shall present themselves in the new
institution within a fitting period.

The inscriptions sent by post shall be united with the others of the same
study with the number of order corresponding to them.

Art. 81. The fees for matriculation in the school shall be paid in two
instalments: the first when the inscription of the respective studies is
proved; and the second in the month of February.

These fees shall amount to 7.50 pesos for all the studies corresponding to
each term.

Art. 82. In order to prove the inscription of matriculation the secretary of
the school shall follow the following rules:

1. The inscriptions shall be divided into as many groups as there are studies
corresponding to each term, enumerating them in correlative order in those
groups [i.e., from 1, up].

She shall authorize them with her signature and the seal of the institution,
and shall note in addition the name of the study, the number of order in the
upper part, leaving for the month of September its repetition in the other
sections.

2. A printed paper in accordance with a model shall be supplied to the
pupils in the lodge of the portress of the school, with the object of setting
forth the group of studies in which they are to matriculate, taking care that
after their names they write very distinctly their two surnames, both
paternal and maternal.

3. Such paper shall be handed to the secretary of the school, and at the same
time the papel de pagos al estado. The one interested shall receive the
coupon attached to the same, and the matriculation shall thus be legal, even
if the respective inscription shall not be received until the following day.

4. According as the matriculation of each group is made, the list of the
pupils shall be made in accordance with the correlative order of its
numeration, so that on the second of July, at the commencement of all the
classes, the instructors may have said list at their disposal.

This list shall be completed with another list of those pupils who have
matriculated in the month of July, and further with those transferred from
other institutions, so that the list of the instructor may always be in accord
with the book of matriculations in which shall be noted if possible the
following:

First, those who are to receive honor; second, those of ordinary
matriculation; then, those of extraordinary matriculation; and lastly, those
transferred from other centers of teaching; all with one single correlative
numeration, so that the last number may always correspond to the total
number of inscriptions.

5. After the matriculation has closed, charge shall be taken of the
corresponding books, and it shall be ordered that the secretary devote
herself during the months of July and August to finishing the details of each
inscription, repeating the name of the pupil and that of the group as often as
it is noted in the printed form, and noting on the other side the extracts of
his study sheet, all with great neatness and distinctness.

The directress shall communicate to the general government the result of
the inscriptions on the first of August in the form prescribed.

CHAPTER III

Obligations of the pupils

Art. 83. From the day in which the pupil is entered in the register she shall
be subject to the scholastic authority within and without the institution.

Art. 84. Pupils shall be obliged to be punctual in attendance at the class
during the whole term. If they shall cease to be punctual for some time
without there being any cause therefor which appears legitimate to the
instructress, the latter may exclude them from the ordinary examinations,
and when they present themselves for the extraordinary examinations in
June they cannot aspire to more than a passing mark.

Art. 85. All the pupils shall be obliged to obey and respect the directress
and instructresses, both within and without the institution, and to heed the
admonitions of the help, charged with the conservation of scholastic order
and discipline.

Art. 86. In the register of matriculation of each pupil shall be noted the
rewards which she obtains and the punishments which she suffers, by virtue
of the decision of the disciplinary Council as well as those imposed by the
directress and instructresses, if it be they who resolve to punish her. In both
cases the fault, for which the penalty shall have been imposed, shall be
mentioned.

Art. 87. The pupils shall be prohibited from addressing their superiors
orally or in writing in a body. Those who infringe this rule shall be judged
guilty of insubordination.

Art. 88. Pupils shall attend school decently dressed. The directress is
authorized to forbid any jewel which takes away from the decorum which

ought to rule in an institution of teaching.

CHAPTER IV

Of the examinations

Art. 89. The ordinary examinations of the studies shall be held in the school
and at set periods, and the pupils shall pay for this purpose the academical
fee of 2.50 pesos for each group.

These fees shall be paid in hard cash in the secretary’s office of the school
during the month of March, and the pupils shall receive a receipt which
shall authorize them without the need of any other academic document, to
take the examinations, both ordinary and extraordinary, in the respective
group.

Half of the amount of these academic fees shall be assigned to the scientific
equipment, and as pecuniary aids to superior and poor pupils; and the other
half shall be used for the formation of a common fund, which shall be
distributed in equal parts among all the regular instructresses of the school.

Art. 90. The instructresses shall hand to the secretary ten days beforehand a
list of the pupils who may be admitted to the ordinary examinations, and
another list of those who shall remain for the extraordinary examinations.

Art. 91. On the first of April, the register books shall be distributed among
the respective tribunals, the secretaries of the same taking charge of them.
After examining them, the examinations shall be begun, commencing with
the pupils with registers containing honorary marks, and by those who
obtained the mark of excellent for the last term, without any suspension if
they shall so petition in a request sent to the directress of the school.

The others shall follow the strict correlative order of the inscriptions, the
secretary of the tribunal seeing to it that the pupils sign in the place
indicated for that purpose, and after the presentation of their personal
cedula,60 and the other requisitions which the tribunal may consider
necessary, if there shall be any doubt concerning their personality.

Art. 92. Examinations shall be announced sufficiently beforehand, as well
as the locality, day, and hour, in which they shall be held. On each day,
moreover, shall be announced the correlative numeration of those persons
who shall be examined on the following day.

Those who shall not be present at the ordinary examinations shall remain
for the extraordinary examinations.

Art. 93. Each study shall be the object of a special examination and
tribunals for term examinations, and competitions for ordinary rewards
shall be formed by the instructress of that course and two other
instructresses, also officials of the analogous branches designated by the
directress, whenever they are not related within the third degree to the
pupil.

One of the judges may be replaced by the assistant instructresses.

The term examinations shall consist of questions which shall be asked for at
least ten minutes by the judges on three lessons of the schedule of the
studies chosen at random.

Art. 94. The ceremonies shall be held in the following manner:

1. As many numbers as the lessons contained in the schedule of the study
shall be placed in an urn by the judges.

2. The secretary of the tribunal shall draw three numbers in the presence of
the pupil, and the three lessons bearing that number shall be the object of
that exercise. The numbers which are drawn from the urn shall be returned
to it at the end of the exercise.

3. In the studies of translation and analysis, two lessons shall be chosen by
lot, and at the end of the examination on them, the secretary of the tribunal
shall open the book which shall have served as textbook for these exercises
and shall assign to the pupil the passage which she is to translate and
analyze.

4. There shall be a blackboard or a square of oilskin in all the places where
examinations are held, so that the pupils may write or make the figures
which the judges order them, or which they may believe to be necessary in
order to answer fully the questions asked them. Moreover they shall have
the apparatus and objects which may be deemed necessary by the tribunal.

Art. 95. At the close of the examinations of each day, the judges, in secret
session, and in view of the marks which they ought to have taken during the
exercises, shall rank the pupils examined.

These marks shall be: excellent, notable, good, passed, and suspended.

The secretary shall place a list in the lodge of the portress of the school
during the days of the examination on which shall appear the marks which
the pupils shall have obtained in the examinations.

Art. 96. The marks obtained in the examinations shall be immediately
entered in the general register in alphabetical order which shall be started
with all those who have matriculated in the school, on the first of
September, according to the form approved by the General Division of
Public Instruction. In this way, before May 5, they can send to the general
government the lists of matriculation as well as of ordinary examination,
with their grades, in order that the general summary may be published in
the Gaceta on the fifteenth day of the same month.

Art. 97. Pupils suspended and those who do not present themselves at the
ordinary examinations shall be admitted into the extraordinary examination
without other official document than the said voucher stating that they have
paid the academical fees in March.

If the first of July arrives without that having been attended to they lose all
their fees, and shall have to matriculate again for the following course in
accordance with the regulations.

Art. 98. Having noted in the general register the grades of the ordinary
examination, they shall proceed, under the supervision of the secretary of
the school, to cut the second section of the inscription of the pupils who
have passed, in order to join it on their respective documents. The same
operation shall be repeated at the end of the examinations in June, except in
regard to the pupils who have not passed, to whom the inscriptions refer.

Art. 99. The marks given by the judges shall be decisive and no appeal of
any kind shall be received in regard to them.

Art. 100. Those admitted to the extraordinary examinations shall be:

1. The pupils included in the lists of the instructresses as admissible to
them.

2. Those admissible to the ordinary examinations who did not appear.

3. Those suspended.

4. Those who desire to obtain a better mark than they obtained in the
ordinary examinations.

Art. 101. All the rules relating to the ordinary examinations are applicable
to the examinations held in June.

CHAPTER V

Of rewards

Art. 102. Every year rewards, which shall be ordinary and extraordinary,
shall be granted in the school.

Ordinary rewards shall be of two kinds: those of the first kind shall consist
of matriculation of honor;61 and those of the second in the payment of
matriculation and academical fees, books, medals, etc.

Art. 103. Two ordinary rewards shall be granted, one in each course, if the
pupils do not exceed fifty in number. If they exceed that number by another
fifty or the fraction of fifty pupils, an equal number of honorable mentions
may be conceded to them.

Art. 104. The pupils who obtain rewards of the first class shall be entitled to
ask the directress for matriculation of honor completely free in the
following term and in the same school, whenever such persons do not have
unfavorable marks or antecedents in their academical deportment.

Art. 105. The pupils who shall have obtained the mark of excellent in all the
examinations of the same term, may become candidates for admission to
the competitive exercises for rewards of the first class.

In order to be admitted to the exercises for rewards of the second class, it
shall be required that the candidates prove a lack of resources and shall
have obtained three marks of excellent in the same term.

Art. 106. Competitive exercises for ordinary rewards shall be held three
days after the termination of those for term examinations of the studies, the
judges for such exercises being the instructresses who shall have formed the
tribunal, during the examination of the branch which was the object of the
competition.

Art. 107. In the extraordinary examinations a certificate of honor and grace
as teacher of primary elementary teaching, and another as superior shall be
conceded.

Art. 108. The competitive exercises for these rewards shall be begun on the
twentieth day of June, at twelve o’clock in the morning, before a tribunal

composed of five instructresses, under the presidency of the directress.

Art. 109. Those scholars who shall have obtained the mark of excellent in
all the exercises may become candidates for the degree of elementary and
superior revalida for extraordinary reward.

Art. 110. The cloister of instructresses shall prescribe the subjects in which
the exercises for the rewards, both ordinary and extraordinary, shall be the
object.

Art. 111. The tribunal shall adjudge the reward to the pupil who shall have
handed in the best exercises; and the fact that she who does not receive a
favorable mark has competed for a reward shall be noted as a special merit
in her study certificate.

Art. 112. The judges shall not speak a word to the one taking the exercise.

Art. 113. The expenses occasioned by the judging of awards shall be paid
from the amount arising from the inscriptions and academical fees, three-
fifths being assigned for the pay of matriculation and the other two-fifths
for the purchase of books and supplies.

CHAPTER VI

Certificates and decisions

Art. 114. The certificates of the academical studies of the pupils may refer
to the branches of one single term, or those of two or more, and also to
those of the whole course [carrera] with or without the corresponding title.
The certificates solicited by the pupils, in accordance with the form printed
for that purpose, shall be issued by the secretary, on the payment in hard
cash of one peso and twenty-five centavos, if the certificate shall embrace
the studies of one group; and two and one-half pesos, if it shall embrace

more or those of all the course [carrera], the state seal which the
regulations in force prescribe being on account of the secretary.

Art. 115. Certificates made out with the object of a continuance of the
studies or the receiving of an academical degree in another institution shall
be sent ex-officio and registered, the suitable coupon only being delivered
to such person.

Art. 116. Certificates stating that the exercises for revalida, or rather that the
respective titles have been issued, shall also be given upon the petition of
those interested, for the payment of 1.25 pesos.

Art. 117. Those pupils who shall have obtained three or four honorable
mentions, and no conditions [nota de suspensa], shall be given all the
certificates that they need, without other fees than the amount for the state
seal.

Art. 118. Half of the amount of the fees of the documents which are issued
by the secretary of the school shall be assigned for printing, state seals,
registration of mail, and other like expenses, and the other half shall be
divided among the secretary and the employes of the secretary’s office,
whenever these amounts do not exceed a fourth part of their respective pay.

If they exceed such sum, the remainder shall be employed in improving the
archives and other dependencies attached to the secretary’s office.

CHAPTER VII

Of faults against academic discipline and means of checking
them

Art. 119. Slight faults are:

1. Inattention in regard to the [admonitions of the] help of the institution.

2. Injuries and offenses of slight moment to other pupils.

3. Faults of deportment in the schoolroom.

4. Indecorous words and unquiet acts and pranks.

Grave faults against academic discipline are:

1. Blasphemy, irreligious actions, and immodest actions and words.

2. Passive resistance to superior orders.

3. Insubordination against the directress and instructresses of the school.

4. Grave offenses or insults which wound the other pupils.

5. Any other action which causes grave disturbance in the academical order
and discipline.

6. The second occurrence of slight faults, and resistance in suffering the
punishment which shall have been imposed for them.

Art. 120. The checking of slight faults belongs to the directress and
instructresses, but the hearing of grave faults belongs to the disciplinary
Council.

Art. 121. Punishments prescribed for slight faults are:

1. Private censure by the directress of the school.

2. Idem, public before her companions.

3. Seclusion in the institution for the space of several days, which may not
exceed one week, but attendance at class and permission for the pupil to go
home for the night.

4. Increase of failure of attendance up to the number of five.

Art. 122. Grave faults shall be punished by the following penalties:

1. Public admonition, ex-cathedra, by the directress or instructress,
according as may be prescribed by the disciplinary Council.

2. Loss of the [studies of the] term.

3. Expulsion from the institution.

4. Disqualification to continue her course.

Art. 123. Punishments 2, 3, and 4, shall be imposed by personal action,
which shall be declared by the cloister in full session, the one interested
being heard for that purpose; but the confirmation of the governor general
shall be indispensable.

Art. 124. The pupil who shall not present herself to undergo the penalties
expressed in number 1 of the preceding article shall lose the term.

The penalty of expulsion shall carry with it the loss of the term. The pupil
expelled shall not be allowed to enter the school without the express
permission of the directress.

Art. 125. If a punishable act shall be committed in the school by those who
are subject by the laws to the judicial action, the directress, collecting the
data and advisable information, shall inform the court so that it may
proceed in accordance with law.

Art. 126. If the pupils, anticipating, or prolonging, their vacation, or for the
reason of scholastic disturbances, cease to attend their classes, they shall not
be admitted to the term examinations until the extraordinary examinations
of June. That fact shall be noted by the instructresses and handed to the
directress of the school.

TÍTULO V

REVALIDA EXAMINATIONS [i.e., examinations for a degree]

Art. 127. Pupils may receive the degree of a teacher’s certificate of primary,
elementary, or superior teaching, to which they may be admissible,
according to the studies which they have pursued during any time of the
year, if it is not in the month of May, the time when the instructresses in all
branches shall have their vacations.

Art. 128. Those who are candidates for a degree shall present a petition to
the directress accompanied by documents sufficient to prove that they have
taken the course and passed in the necessary studies in due time and form.
The petition shall be handed to the secretary so that she may give
information of what appears in the books, and ask the decision if the pupil
comes from another institution.

Art. 129. The paper having been drawn up, the directress shall grant
admission to the exercises or shall refuse the petition. In case of doubt she
shall consult with the cloister of the school.

Art. 130. The paper having been approved, the pupil shall pay six pesos for
the fees of inscription, and having done that, the secretary shall appoint the
day and hour for the first exercise.

Art. 131. Exercises for academical degrees shall be made by means of
inscriptions similar to those of matriculation, regulated according to the
form approved by the government. In them shall be comprised the extract of
the studies and the antecedents of the course of the one interested.

These inscriptions shall give a right to the repetition of each one of the
exercises of the degree in the case of suspension, but having been repeated

in one such exercise, the inscription remains null and void, and another one
is needed for a new examination.

Art. 132. The exercises mentioned in the preceding article shall not be held
in distinct institutions, but each pupil shall begin and end them in one and
the same institution. Among the candidates for the degree at any time, those
who shall have the best marks in their study certificate shall be preferred,
for the order of the exercises.

Art. 133. The exercises for degrees shall be four in number—one written,
one oral, and two practical—and shall last for the time deemed advisable by
the tribunal.

Art. 134. The tribunal for each exercise shall be comprised of three
instructresses, those of the branches examined, taking turns in composing it.

Art. 135. The written part for the candidates for the certificate of teachers of
elementary primary instruction shall consist in the writing of a capital
alphabet and another small alphabet on the ruled paper which is supplied to
them; in the writing by dictation of one or more sentences, which shall
occupy at least a fourth of the paper of the size of the stamped paper; in the
solution of three arithmetical problems chosen by lot from among twenty
prepared beforehand; and in the development of one pedagogical theme
from three chosen by lot from an urn containing thirty, for this last part
taking as a minimum half a sheet of paper the size of the stamped paper.

Four hours shall be allowed for these exercises.

Art. 136. The written part of the exercise of confirmation for the candidates
to the teacher’s certificate of primary superior education shall consist in the
solution of three arithmetical problems chosen by lot from among twenty
previously prepared, and the development of a pedagogical theme from
three drawn by lot from an urn containing twenty, of the matter suitable for
this grade, taking as a minimum one sheet of paper of the size of the
stamped paper.

Five hours shall be prescribed for these exercises.

Art. 137. When there are several candidates they shall take the written
exercises at the same time, but shall be conveniently located and watched so
that they may not aid one another.

Art. 138. Paper with the seal of the institution and rubricated by the
president of the tribunal, shall be furnished to those examined for all the
written exercises.

Art. 139. The oral exercises for those pupils who are candidates for the
elementary teacher’s certificate shall consist in answering nine questions on
the three branches which shall be chosen by lot from among all the others
constituting the general group of the studies of the elementary teacher; and
for the candidates to the superior teacher’s certificate, in the same exercise,
and in like manner for all the branches studied in the four terms.

Art. 140. After the termination of the written and oral exercises the practical
exercise in needle-work will begin. This last having ended, the tribunal in
the practice school shall be constituted, in the elementary or superior
section, according to the class of the pupil in point. Each one of them shall
draw a paper from an urn in which there shall be as many as there are
branches of study included in the corresponding grade; that is to say, those
studies of the elementary for the pupils of that class, and all the studies for
the superior, except that of music and singing, which shall not form a part
of this exercise.

The subject having been chosen by lot, the one examined shall draw a new
ticket from another urn from thirty prepared for that purpose. The number
of that ticket shall indicate the point which she is to explain on the
development of girls, the elementary spending ten minutes on the
explanation and the superior fifteen.

Art. 141. Immediately after the termination of an exercise, the exercise shall
be passed upon by secret vote, for which purpose the president shall
distribute to each one of the judges three tickets, one of which shall contain
an S (sobresaliente [i.e., excellent]), the second one A (aprobada [i.e.,
passed]), and another one shall be blank (suspensa [i.e., conditioned]).

Art. 142. If each one of the judges deposits a distinct letter in the urn the
president shall declare the graduate to have passed; in other cases she shall
be qualified according to the vote of the majority.

Art. 143. In order to be admitted to the second exercise, one must have
passed in the first; in order to be admitted to the third she must necessarily
have passed in the second; and in order to be admitted to the fourth one
must have passed the three preceding.

Art. 144. Pupils conditioned in the exercises for confirmation shall not
present themselves for new exercises until two months from the date of
their condition.

Art. 145. The exercises to which the preceding article refers can be repeated
indefinitely, whenever the above-mentioned time intervenes between each
two times.

Art. 146. When a pupil repeats the exercises in which she shall have been
conditioned, at least one of the judges who shall have participated in the
condition shall form part of the tribunal.

Art. 147. For fees of teacher’s certificate of superior primary instruction,
candidates shall pay in papeles de pagos al estado the sum of forty pesos,
besides presenting the fitting stamp which must be affixed to each
certificate, and paying in cash two pesos for expenses of issuing the
document.

The above-mentioned sum of forty pesos shall be reduced to thirty-five
when it is a question of a teacher’s certificate of elementary primary
instruction, and to seventeen and one-half for the change from elementary
teacher’s certificate to that of superior.

Half of the amount collected for the purpose of issuing the circulars shall be
assigned for printing and other like purposes, and the other half shall be
distributed among the secretary and the employes of that office.

Art. 148. The governor general, finding the documents regular, shall issue
the certificates with the mark of passed or excellent, which shall bear in
plain sight the coupon part of the respective inscriptions which the
directress of the school sends him for that purpose, on which he shall note
the approval of the exercises and the payment of the fees which the
regulations in course prescribe, accompanying it also with a registered copy
of the baptismal certificate of the graduate.

Of the practice school

Art. 149. A school of primary teaching, supported by the municipality, shall
be joined to the normal school, and, if possible, shall occupy the same
building with it, in which the pupils who are candidates for teachers can
learn what a school for girls is and practice in it, following the most
adequate method and procedure for the teaching of each subject, so that
during their course they may obtain the good results which must be
promised.

Art. 150. The practice school shall be divided into two sections, which shall
be called the elementary and the superior grades. There shall be one teacher
in charge of it with a superior certificate, and she shall be called “regent.”

Art. 151. The regent shall have one assistant, for whom it shall be sufficient
to possess a teacher’s certificate of elementary primary instruction, since
she shall be in charge of the section peculiar to the certificate which is
demanded of her.

Art. 152. The practice school shall not lose its character as a public school
for the girls of the village, and shall be supplied in the manner prescribed
for others of its class.

Art. 153. The superior normal school for women teachers in Manila shall
have at present only day pupils, until the necessities of instruction in the

archipelago counsel the admission of resident pupils exactly or in similar
form as the normal school for men teachers.

Art. 154. The Augustinian nuns of the Assumption may establish at their
account, if they deem it advisable, the admission of resident pupils in the
same institution of the school, whenever that is not to the prejudice of the
day pupils, or indeed in any other edifice contiguous to or distinct from the
school.

Art. 155. All the orders which prevent the fulfilment of the contents of these
regulations are abrogated, and the minister of the colonies is authorized to
decide the doubts which may arise from the application of the same.

Additional article

The directress and instructresses of the congregation of Augustinian nuns of
the Assumption shall have complete liberty for the observance of the
statutes of their order.

Madrid, March 31, 1892. Approved by his Majesty.

Romero

DECREE OF THE GENERAL GOVERNMENT ELEVATING
TO THE GRADE OF SUPERIOR THE NORMAL SCHOOL
FOR MEN TEACHERS IN MANILA, AND APPROVING
PROVISIONALLY THE NEW REGULATIONS OF THIS
SCHOOL

Normal school of teachers:
Your Excellency:

The normal school for men teachers in Manila, established by virtue of the
royal organic decree of December 20, 1863, for the purpose of being used
as a seminary for men teachers fit to take charge of schools of primary
instruction for the natives throughout the Philippine Archipelago, has been
fulfilling, since its foundation, the difficult task committed to it by the
government of his Majesty, filling the great space which was experienced in
these remote provinces from the primitive times of the conquest. With the
adoption of a system combining pedagogical instruction and education, at
the same time that it has diffused, so far as has been possible, the use of the
Castilian language, knowledge of evangelical truths, and the practice of
Christian morals, it has propagated the germ of true civilization in all the
islands, consolidating, with the most elementary principles of education, the
civil life of the villages in their diverse relations in regard to the social
organization, and especially with the diverse institutions which unite this
archipelago with the mother country.

The immediate truths of that foundation are the greater facility of
communication between the natives and the civil, military, ecclesiastical,

governmental, judicial, and administrative authorities, and the greater
development in the arts and industry, in agriculture and commerce, and in
the participation of the natives in the profession of letters and of sciences,
and in the exercise of authority and other subordinate charges in the
different state offices. Such results have been preceded by an initial period
of most laborious formation, for, although the normal school had to be ruled
from the beginning by organic regulations adapted to the needs of the
region and to the special circumstances of the time and of the individuals
for whom it was founded, it had to limit its sphere of action to the most
reduced horizons, in accordance with the remarkable state of imperfection
and backwardness of the scholars entrusted to it, and of the little time
allowable for their fitting instruction and education in the profession of
teacher. The perfection of the normal teaching and of its regulation was left,
therefore, for the provision of later supplementary orders. For, having seen
the moral impossibility of its complete application, according to the ideal
demanded of a perfect plan of pedagogical teaching, it had to be molded
according to the pressing needs of the villages and to the lack of a staff fit to
take charge from the beginning of all the schools of primary instruction in
the archipelago.

The absolute lack of suitable men teachers, with actual experience in
teaching, was the reason for the studies in the normal school being reduced
in the earlier years to supplying hastily the first intellectual and moral needs
of the villages. Those having been satisfied, the studies required in article 4
of the regulations for the acquisition of a teacher’s certificate of elementary
instruction were completed in three years. But although the resident and day
pupils had to be fully sixteen years old for admission into the normal
school, it resulted that, since the majority of them came from provinces
where they generally cease to attend school after the age of twelve, the few
ideas which they had learned in those schools were already obliterated from
their minds, especially the use and knowledge of Castilian. Consequently, in
order that the pupils might study the branches suitable for the teaching
profession with understanding of the authors of the textbook, and the
explanations of the instructors, it was indispensable to cause said studies to
be preceded by a preparatory year, in order that the legal qualifications of
ability to pursue their career might be obtained.

At the beginning, the textbooks had to be chosen from among the shortest
and most abridged, in consideration of the lack of development of the
intellectual faculties of the pupils. That produced in due time the advantage
that the new teachers, explaining to the children of their schools the same
authors by whom they had been formed, afterwards came themselves better
prepared to frequent the classes of the normal school. Furthermore, having
left aside the qualification of the young candidates being sixteen years old,
in order to enter the preparatory class, the halls of this normal school were
from that time filled by the most advanced pupils of the elementary primary
schools of the villages, without any notable interruption in the progress of
their studies from childhood until the completion of their course.

To this spontaneous and natural modification of the regulations, was due the
calling to the teaching profession of the most suitable and advanced pupils
whom the normal school now possesses; and if to them be added the best
students of the practice school who increased annually the number of the
preparatory class, the result is that said selection must greatly redound to
the very great advantage of the teaching force. It proceeded then to mitigate
the harmful exclusiveness of article 11 of the regulations for the schools and
teachers of primary instruction for the natives of this archipelago,
permitting the exercise as teachers to the scholars graduating from this
normal school of Manila, who had acquired the teacher’s certificate before
reaching the age of twenty.

Indeed, that the most opportune time for exercising the duties of teacher
with advantage and without loss of intellect is immediately after receiving
the certificate, is evidenced by the fact that the matters recently learned
remain yet fresh in the memory and in the mind of the young teachers; the
will is then more active and ready to communicate those matters to the
children, and enthusiasm consolidates in this case the vocation of the young
teacher and moderates his mind with the habit of work, so that he will
persevere in his profession for the rest of his life.

Granting the fondness of the native for instruction, and having seen the
increase in this last third of the century of public instruction in Filipinas,
thanks to the multitude and variety of official and private teaching centers,

it is more and more indispensable every day that the primary teaching of the
archipelago be propagated, perfected, and consolidated, giving the greater
extension and the preferred place to the pedagogical studies of the normal
school for men teachers, by adding to the course of teachers of elementary
primary instruction that of superior primary instruction. The intellectual
progress of Filipinas, and its hopes for the future, demand a greater
development in the instruction and education of the children; and
consequently, that the young men, who nobly aspire to become teachers,
may obtain the certificate and prerogative of teacher of superior primary
instruction. That such are the desires of the government of his Majesty, are
evident by the recent creation of a superior normal school for women
teachers in Manila, and the constant desire of enlarging the literary studies
throughout the Spanish domains.

The necessity of also extending the teaching of this normal school for men
teachers in Manila has been so widely recognized, that for some years past
the supplementary courses for obtaining the certificate of superior teacher
of primary instruction have in fact been studies in said center. It is so much
more easy to introduce said improvement, since it can be realized with the
same teaching staff, without any greater expense than the actual budget, and
even an increase in the years of study can be realized. For, during the first
three years, the pupils would study the branches corresponding to the
teachers’ course of elementary primary instruction, in order to obtain, after
passing the examinations of the third year, the certificate by virtue of the
examination for degrees only those who shall have obtained in said
examination the grades of excellent and passed, besides the fourth year
being entitled to obtain the certificate of superior teacher, the studies of the
normal school of Manila comparing throughout with those which are
pursued in the superior normal schools of the Peninsula.

To the professional exercise of the duties of teacher of superior primary
instruction, belong privileges, prerogatives, and emoluments, distinct from
those which are enjoyed by teachers of a lower rank. In such case the
término competitions of the first and second class would have to belong
exclusively to the teachers of superior primary instruction, and in the
contests for the ascenso schools they must be preferred to the elementary.

Said competition must take place before a competent tribunal, and must be
subjected to the official schedule of the various branches, whose study
prepares one for the certificate of superior teacher indispensable for such
competitions.

The case foreseen by article 12 of the regulations, namely, of the existence
among the supernumerary pupils of a sufficient number of teachers to
supply the schools of the archipelago, having been realized, the suppression
of the regular [de numero] resident pupils is now proceeding in this normal
school.

In accordance, then, with the previous exposition, he who affixes his
signature has the honor to recommend to the lofty consideration and
approval of your Excellency, so that you may deign to bring, if you judge it
suitable, to the notice of his Excellency the minister of the colonies, the
subjoined modification of the regulations of the normal school for male
teachers of primary instruction for the natives of the Filipinas Islands
approved by her Majesty, December 20, 1863. May God preserve your
Excellency many years. Manila, November 1, 1893. Your Excellency,

Hermenegildo Jacas

General Division of Civil Administration:
Your Excellency:

So powerful and conclusive are the arguments which the right reverend
father director of the normal school for men teachers in Manila adduces, in
order to petition your Excellency that said institution enlarge the scope of
the studies of its teaching, and have, therefore, in the future, the character of
superior, which the director who affixes his signature, honoring himself in
making them his own, recommends to your Excellency that taking them
under consideration, and in harmony with them, you deign to authorize the
subjoined project for a decree. Will your Excellency decide. Manila,
November 10, 1893. Your Excellency,

A. Avilés

Decree

General government of Filipinas: Civil Administration.

Manila, November 10, 1893.

This general government in the exercise of its powers and in conformity
with the recommendation of the General Division of Civil Administration
on this date, declares the following:

Article 1. In order to heed the necessities felt more sensibly each day for
broadening and perfecting the pedagogical studies for the purpose of
forming suitable teachers to whom to entrust the development and progress
of primary instruction in the archipelago, the normal school for men
teachers of this capital is declared a “superior normal school.”

Art. 2. Teachers’ certificates which shall be conferred in the future by this
institution shall include two grades—elementary and superior.

Art. 3. The studies corresponding to the first grade shall be divided into
three courses, and in the form established by the regulations, by which said
institution must be ruled, in its article 4.

Art. 4. For the superior degree the same subjects shall be studied with the
extension of those which are prescribed in the last section of article 4 of the
abovesaid regulations.

Art. 5. The teachers’ certificates, obtained in the superior normal school,
shall bear equal rights and privileges with those obtained in like institutions
in the Peninsula.

Art. 6. The same instructors as those at present in the normal school shall be
those charged to teach the subjects belonging to the fourth year.

Art. 7. The regulations drawn up by the director of the superior normal
school for men teachers who shall begin to rule with such character, at the
beginning of the next term of 1893–94 are provisionally approved.

Let it be communicated, proclaimed, and information thereof given to the
ministry of the colonies for its approval.

Blanco

REGULATIONS OF THE SUPERIOR NORMAL SCHOOL
FOR MEN TEACHERS

Of the object of the superior normal school

Article 1. The object of the superior normal school for men teachers in
Manila is to serve as a seminary for teachers who may take charge of the
schools of primary instruction in the archipelago.

Art. 2. The pupils shall be resident and subject to one and the same rule and
discipline. For the present the previous entrance examination shall allow the
entrance of day pupils provided that their number does not exceed sixty the
first year, and if their antecedents give hope that they can pursue their
studies to advantage and that their conduct will be such that it corresponds
to the good name of the institution.

Art. 3. [This article is equivalent to Art. 3 of the regulations of December
20, 1863 for the normal school; see ante, p. 86.]

Of the studies and their duration

Art. 4. The teaching in the normal school shall include two grades—
elementary and superior. The adequate teaching for the acquisition of
certificate of teacher of elementary primary instruction shall be distributed
over three terms, and one term more shall complete the teaching required
for the superior teacher’s certificate. The scholars who are candidates for
the certificate of teachers of elementary primary teaching must have studied
and passed in the following branches:

Christian doctrine explained, in three courses.

Elements of sacred history, comprising two courses.

Castilian language, with exercises of composition and analysis, according to
the four parts of the grammar, three courses.

Theory and practice in reading, two courses.

Theory and practice in writing, two courses.

Arithmetic, two courses.

Principles of geometry and surveying, one course.

Principles of geography and history for España and Filipinas, one course.

Principles of agriculture, one course.

Elements of pedagogy, one course.

Rules of etiquette, one course.

Elements of lineal and figure drawing, three courses.

Lessons in vocal and instrumental music, three courses.

Gymnastics, three courses.

The courses in catechism, sacred history, reading, writing, Castilian
language, arithmetic, and geometry shall have lessons daily; every other
day, geography, history, surveying, and pedagogy; bi-weekly the course in
etiquette.

There shall be daily lessons in the academies of music, gymnastics, and
drawing.

In order to obtain a teacher’s certificate of elementary primary instruction,
besides having passed in the branches belonging to the three above-
mentioned courses, a revalida examination shall be demanded after having
passed the examinations of the last course.

In order to obtain a superior teacher’s certificate, one is required: 1—to
have obtained the mark of excellent in the revalida examinations for the
teacher’s certificate of elementary primary instruction; 2—to have taken the
increased course in pedagogy, and in addition the legislation in force in
regard to primary instruction in Filipinas; 3—principles of religion and
ethics, universal history, algebra, industry, commerce, and the ordinary
phenomena of nature.

Art. 5. [Equivalent to Art. 5 of the regulations of 1863; see ante, p. 87.]

Art. 6. During the last six months of the third course, the pupils shall have
practical experience in teaching, by teaching in the classes of the practice
school annexed to the normal school established by article 3.

Pupils may not pass from one course to another without proving their
fitness in the general examination which shall be held at the end of each
year.

An extraordinary examination shall be given to the pupils of the third
course, who have not for any reason passed in the ordinary examination at
the end of the course.

Art. 7. The teachers of superior primary instruction may select by
competition the término schools of the first and second class; and in the

contests which are held they shall be preferred in the management, as
regular appointees, of the ascenso schools.

Art. 8. The pupils of the normal school, who shall have completed their
studies in the elementary course for teachers, having passed their final
examinations in proof of their courses, before receiving the teachers’
certificates of elementary primary instruction, shall be obliged to stand
another examination which shall be called the revalida examination; and in
their certificates shall be noted the honorable marks which they shall have
merited in said examination.

Teachers who shall have obtained the mark of excellent in the revalida
examination, shall be empowered to continue their studies, and to become
candidates for the superior teacher’s certificate, and can also take regular
charge of ascenso schools.

Those who shall not have obtained the mark of excellent in the revalida
examination, but that of good or fair, shall also receive teachers’
certificates, with the corresponding note, and shall be empowered to take
charge of entrada schools. Those who shall have failed in said
examinations, if, after the exercise has been repeated, they merit approval,
shall receive certificates as teachers of entrada.

Of the pupils of the normal school

Art. 9. Both the resident pupils of the normal school, and the day pupils
shall have the following qualifications for admission: 1—they must be
natives of the Spanish domains; 2—be fully thirteen years old, this
requirement to be proved by baptismal certificate or any other equivalent
public document; 3—not suffer any contagious disease, and enjoy sufficient
health to discharge the duties peculiar to the charge of teacher; 4—have
observed good deportment and prove same by certification of the parish
priest of the village of their birth and residence; 5—speak Castilian, know
the Christian doctrine, read and write well, know something of Castilian

grammar, as far as the regular verbs, inclusive, and the four fundamental
operations of arithmetic. All of this shall be exacted in a previous
examination held before a tribunal designated by the director.

Art. 10. Only those young men who have the qualifications demanded of
the resident pupils, namely, that they live in Manila, or its environs, under
the care of their parents, or the charge of a guardian, shall be admitted as
day pupils, and in such conditions that one can assume that they have
examples of virtue and morality at the domestic hearth. School supplies
shall be given to this class of pupils free of charge, if they are poor.

Of the director, teachers, and dependents of the normal school

Art. 11. [The same as Art. 15, of the regulations of December 20, 1863. See
ante, pp. 91, 92.]

Art. 12. Under the authority of the director there shall be at least six
teachers, besides one instructor in drawing, one for vocal music, and one for
gymnastics; three assistants, and the number of servants and dependents
necessary for the school. One of the teachers shall be at the same time the
spiritual instructor of the school, and shall have charge of the direction of
the pupils and of presiding over religious ceremonies. Under his peculiar
charge shall also be the lessons in sacred history, ethics, and religion.
Another of the teachers shall discharge the special duties of prefect of
morals, whose principal occupation shall be to accompany the pupils and
watch over them in the interior matters of the life of the institution. The
other four teachers shall be occupied chiefly in the teaching of other
matters.

The classes in vocal music, drawing, and gymnastics, shall be daily and last
one hour. A superior término teacher of the first grade shall be appointed for
the practice school which is joined to the superior normal school, and he
shall guide it under the supervision of the director.

Art. 13. The salary to be received by the director, instructors, assistants, and
dependents, as well as the expenses for equipment and the rent of a
building, shall be assigned annually in the budgets of the local funds of the
islands, in the proper chapter and article.

Of examinations

Art. 14. There shall be a review of all matters studied during that period at
the end of each month in each of the classes of the normal school. Every
three months there shall be private examinations of all the matters studied
during that time, with qualifications and promulgation of the marks
obtained by each pupil. A general examination shall be held at the end of
the term. This exercise shall be public and shall be held in the presence of
the authorities and persons of distinction of the capital, and shall close with
the proclamation and distribution of rewards.

Of holidays and vacations

Art. 15. The holidays for the normal school shall be Sundays, Thursdays,
feast days, Ash Wednesday, the day commemorated to the faithful dead, and
also the saints’ days and anniversary birthdays of their Majesties and the
prince of Asturias, and the saint’s day of the governor general of the
archipelago.

The short vacations shall extend from Christmas eve to January 2, and the
three carnival days. During said vacations the resident pupils shall remain
in the institution.

The long vacations shall last from the close of the examinations at the end
of the term in the second fortnight of the month of March until the first day

of June. Resident pupils shall pass the period of the long vacations with
their families.

Concerning rewards and punishments

Art. 16. The merit of pupils shall be recompensed with honorable marks
which shall be entered in the book of the institution, and with annual prizes,
whose solemn distribution shall take place at the close of the public
examinations.

Art. 17. Punishments shall consist of public censure, deprivation of recess,
and separation from the other pupils, and if this is not sufficient, definitive
expulsion from the school. Expulsion shall take place irremissibly for the
cause of contagious disease, for remarkable laziness, lack of application,
and for serious lack of respect toward the teachers, and for bad deportment
or depraved morals.

Art. 18. The public reading of the marks of good deportment, application,
and progress, shall also serve as reward; and as punishment shall also serve
the reading of the contrary marks. This shall be done every three months,
assembling for that purpose all the pupils in one place, with their teachers,
under the presidency of the director.

Of the interior regulations of the school

Art. 19. [This article is the same as Art. 23 of the regulations of 1863; see
ante, p. 94.]

Of textbooks

Art. 20. [This article, consisting of two paragraphs, is equivalent to Art. 24
of the regulations of 1863, except that it reads “general government” where
the latter reads “superior civil government.”]

Concerning special examinations for obtaining assistants’
certificates

Art. 21. Examinations shall be held four times each year in the normal
school for the obtaining of assistants’ certificates. Those who present
themselves for the said examinations shall have the qualifications
established in art. 9, for those who desire to enter the school. They shall be
conversant with some of the matters established in art. 4, in regard to the
subjects suitable for the acquisition of teachers’ certificates of elementary
primary instruction, according to the schedule approved by the superior
government. Such examinations shall be public, and shall be held before the
directors and teachers of the normal school.

Art. 22. [The same as Art. 26 of the regulations of 1863. See ante, p. 95.]

Of the issuing of teachers’ and assistants’ certificates

Art. 23. The General Division of Civil Administration has the right of
issuing certificates as superior elementary and assistant teachers, at the
recommendation of the director of the normal school.

Art. 24. [The same as Art. 28 of the regulations of 1863. See ante, p. 95.]

Of the competitive examinations to obtain a regular
appointment in the término schools of first and second grades.

Art. 25. The vacant término schools of the first and second grades shall be
supplied by competitive examinations. Such competitive examinations shall
be held whenever the General Division of Civil Administration considers it
necessary.

Competitive examinations shall be announced three months beforehand,
and all those who shall have obtained a teacher’s certificate for superior
primary instruction shall be entitled to participate in them.

Art. 26. The examinations shall take place before a tribunal composed of
five judges, appointed by the director from among the instructors of the
normal school, and shall be ruled by an official schedule drawn up by the
same persons, and approved by the superior government. In that schedule
shall be contained the matters of the studies peculiar to the teaching
profession.

Art. 27. The examination exercises shall be oral and written.

The oral exercises shall consist:

1. In the reply to questions chosen by lot in regard to religion and ethics,
pedagogy, Castilian grammar, arithmetic, principles of geography, history
of España and the world, principles of algebra and geometry, principles of
physics and natural history, and principles of agriculture. Questions in each
one of these matters shall be prepared for this purpose in distinct lists, and
numbered tickets shall be placed in an urn. The competitor shall draw three
tickets, and after reading the questions on religion and ethics for those same
numbers, shall reply to at least one of them. Then he shall draw three other
tickets for the examination in pedagogy; and so on, for the examination in

the other studies. In the drawing of the questions for each subject, there
shall always be twenty-five tickets. The questions which are answered shall
be replaced by others.

2. In the explanation concerning the capacity of children, in a point relative
to any of the subjects above named, the competitor shall read in a textbook
of the schools the bit that shall be indicated by one of the examining judges,
and shall proceed with the book closed to the explanation of what he has
read.

3. In reading from a printed book and a manuscript.

4. In writing on the oilskin the sentence dictated by one of the judges, and
then giving the grammatical and logical analysis of the same.

Written exercises shall consist:

1. In writing a page of capital letters according to the system of Iturzaeta on
the ruled paper given for that purpose, for which each competitor shall cut
the pen which he shall use immediately before the exercise.

2. In writing at the same dictation a composition in Castilian, which shall
not be less than one page long, on a subject assigned by the tribunal.

3. In solving in writing the arithmetical problems which shall previously
have been agreed on by the judges.

Paper bearing the stamp of the normal school, and the rubric of the
president of the tribunal, and a writing desk, shall be furnished to the
competitors for all their exercises.

The first exercise shall last an hour and a half, from the time when
everything necessary for the same is ready. One hour shall be granted for
the second, and for the third the period deemed advisable by the director.

In the marking of the first exercise, attention shall be paid only to the
caligraphy, and in the third to the solution of the problems. In the second

the writing, spelling, and especially the construction shall be marked.

All the competitors shall perform at one and the same time each one of the
written exercises under the eyes of the members of the tribunal, and placed
so that they cannot aid one another. The competitors shall not be allowed to
consult any book or writing for the second and third exercises. After the
time assigned for each one of the exercises, the competitor shall sign his
paper and hand it to the president or his substitute.

Art. 28. In case of tie in the exercises between two or more competitors,
consideration shall be given to the marks of the certificate, to the years of
experience, and to the greater merit contracted in the practice of teaching.

Art. 29. The schools obtained by competition shall be governed
permanently by the teachers who obtained them, and such teachers shall be
entitled to the emoluments prescribed in the budgets corresponding to their
rank.

Art. 30. The competitors who shall not, however, have passed those
examinations, shall be preferred to those of their own class who, although
they have the same marks in their certificates, shall not have obtained
approbation in such exercises.

Manila, November 10, 1893. Approved.

Blanco

SCHOOL LEGISLATION, 1863–1894

Plan of primary instruction in Filipinas. See ante, pp. 76–86.

Normal Schools

December 20, 1863. Regulations for the normal school for men teachers.
See ante, pp. 86–95.

July 22, 1864. Royal order, declaring a ticket for the passage of the Jesuit
fathers assigned to the normal school of Manila.

November 24, 1864. Decree of the superior civil government, in which are
dictated some precautionary measures for the installation of the normal
school. The number of regular resident pupils is fixed with expression of
those who belong to each province of the archipelago in proportion to the
respective census of the village, and that of supernumerary resident pupils.
Admissions of petitions of candidates for this class of appointments and
matriculation for day pupils is declared open.

November 29, 1864. Circular of the superior civil government, directed to
the chiefs of the provinces and of the districts, dictating rules for the
provision of the places of regular resident pupils in the normal school for
men teachers in Manila.

January 19, 1865. Royal order, approving the allowances for Jesuit fathers
and brothers of the normal school, and for equipment of the same.

May 30, 1865. Royal order no. 175, of the ministry of the colonies,
approving all the measures adopted by the superior civil government for the
inauguration of the normal school for men teachers, and expressing the
pleasure with which her Majesty saw the zeal manifested in the installation
of said institution.

July 17, 1865. Decree of the superior civil government, ordering that the
corporals and sergeants of the army who so desire be admitted into the
normal school for men teachers.

March 13, 1866. Decree of the superior civil government, dictating rules for
the establishment of a school of primary instruction for boys in the normal
school for men teachers.

June 25, 1866. Royal order, no. 293, of the ministry of the colonies, naming
the sum of ten pesos per month as the board for resident pupils of the
normal school for men teachers, and reducing the regular places to forty.

December 24, 1866. Decree of the superior civil government, ruling that the
vacancies of regular resident pupils of the normal school for men teachers
be filled by the pupils who attend the school of primary instruction,
established within the normal school, and by others who may solicit them.

March 22, 1869. Decree of the superior civil government, arranging that the
term in the normal school for men teachers begin in June and end in March,
the examinations being held in the latter month.

December 2, 1870. Order of the supreme government, modifying article 4
of the regulations of the normal school for men teachers, of December 20,
1863; and arranging that the fees for matriculation in the normal school be
reduced to six escudos per study.

November 23, 1871. Project of regulations for a normal school for women
teachers in Filipinas.

January 11, 1872. Royal order, ruling that the girls’ school of Nueva-
Cáceres be erected into a normal school and seminary for women teachers.

June 14, 1872. Decree of the superior civil government, reducing the places
for regular resident pupils of the normal school for men teachers in Manila
to thirty.

May 26, 1873. Order of the executive authority, authorizing the one
hundred villages of the diocese of Nueva-Cáceres to each send a young
woman to the girls’ school in said city, so that such young women may
afterward direct the schools in their respective villages.

May 4, 1874. Decree of the superior civil government, ordering that no
petition be sent to it for entrance into the normal school for men teachers
without the requisites prescribed in article 9 of the organic regulations for
said school, and that the petitions be sent through the medium of the
provincial chiefs.

May 21, 1874. Decree of the superior civil government, reducing the
number of places for regular resident pupils of the normal school for men
teachers in Manila to twenty.

July 28, 1874. Decree of the general government, reducing the number of
places for resident pupils of the normal school for men teachers in Manila
to fifteen.

August 17, 1874. Decree of the general government, ordering that those
pupils of the normal school for men teachers who have twenty voluntary
failures of attendance, or thirty involuntary, be stricken from the list.

June 9, 1875. Decree of the general government, constituting in the normal
school for women teachers of primary education the school of Santa Isabel
of the city and diocese of Nueva-Cáceres.

June 19, 1875. Decree of the general government, approving, with the
character of ad interim, the regulations for the normal school for women

teachers of primary education in the diocese of Nueva-Cáceres. See this
decree, as well as the regulations for the school, ante, pp. 142–160.

June 30, 1875. Circular of the government, directed to the governors of the
provinces of the diocese of Nueva-Cáceres because of the inauguration of
the normal school for women teachers in that city.

April 2, 1878. Decree of the general government, approving the
examinations held in September and December, 1877, in the normal school
for women teachers in Nueva-Cáceres, and ordering that a teacher’s
certificate be sent to those pupils examined.

June 22, 1880. Royal order of the ministry of the colonies, creating the
chair of the elements employed in the normal school for men teachers in
Manila, and ordering that a permanent sum of money be assigned in the
budget for this consideration.

September 27, 1880. Royal order, no. 875, of the ministry of the colonies,
approving the definitive institution of the normal school for women
teachers in Nueva-Cáceres and the regulations of the same, which were
approved in the character of ad interim, by superior decree, June 19, 1875.

September 27, 1880. Royal order, no. 880, of the ministry of the colonies,
ordering that twenty-five copies of the regulations approved by royal order,
number 875, of the same date for the normal school for women teachers in
Nueva-Cáceres, be sent to it.

March 11, 1892. Royal decree, creating in Manila a normal school for
women teachers in charge of the Augustinian nuns of the Assumption
established in the royal school of Santa Isabel in Madrid. See this royal
decree, as well as the royal order following, and the regulations, ante, pp.
160–210.

May 15, 1893. Announcement of the superior normal school for women
teachers, published in the Gaceta, giving information of the opening for
matriculation in that institution, the requirements for obtaining it, the fees to
be paid for it, and the material for the entrance examination.

November 3, 1893. Decree of the general government, creating the post of
professor of the practice school established in the normal school for men
teachers in Manila.

November 10, 1893. Decree of the general government, elevating to the
grade of superior the normal school for men teachers in Manila, and
approving provisionally the new regulations of that school. See this decree,
with following regulations, ante, pp. 210–228.

December 1, 1893. Decree of the general government, extending to the
superior normal school for women teachers the powers which the General
Division of Civil Administration has over that for men teachers.

December 15, 1893. Decree of the general government, dictating orders
supplementary to the superior decree of November 10, 1893, and to the
regulations of the superior normal school for men teachers approved on the
same date.

January 30, 1894. Royal order, no. 135, of the ministry of the colonies,
authorizing the continuance in the institution of the regular resident pupils
of the normal school for men teachers in Manila until the completion of
their course.

January 30, 1894. Royal order, no. 136, of the ministry of the colonies,
ordering that the rent of the house occupied by the normal school for men
teachers in Manila be paid from the budget of the local funds.

February 23, 1894. Decree of the general government, creating a
pedagogical academy in the superior normal school for men teachers in
Manila.

April 18, 1894. Royal order, no. 280, of the ministry of the colonies,
approving the superior decree which elevated to the rank of superior the
normal school for men teachers in Manila; the new regulations for the
same; the supplementary orders dictated by the superior decree of
December 15, 1893; and the appointment of a professor of the practice
school established in it.

April 30, 1894. Announcement of the superior normal school for men
teachers published in the Gaceta, naming date and conditions for the
entrance examinations into that institution, as well as for the examinations
of assistants, and for the extraordinary examinations for the term of 1893–
94.

June 15, 1894. Decree of the general government, modifying article 4 of the
superior decree of November 10, 1893, which declared the normal school
for men teachers in Manila to be a superior school; and article 2 of the
decree of December 15, of the same year.

July 20, 1894. Decree of the general government, approving the organic
regulations of the pedagogical academy of the superior formal school for
men teachers in Manila; with citation of regulations.

August 17, 1894. Decree of the general government, declaring that the
pupils of the normal school who have not passed in their examinations for
confirmation which they have to take in order to obtain the teacher’s
certificate of elementary primary instruction, have sufficient aptitude to
receive an assistant teacher’s certificate.

Schools of primary instruction

December 20, 1863. Regulations for the schools and teachers of primary
instruction for the natives of the Philippine Archipelago. See these
regulations, as well as the interior regulations of the same date, and the
decree of the superior civil government of February 15, 1864, approving the
regulations for the municipal girls’ school of Manila, with citation of
regulations, ante, pp. 96–125.

March 15, 1864. Decree of the superior civil government, appointing the
members of the Superior Board of Primary Instruction.

May 17, 1864. Circular of the superior civil government, addressed to the
provincial and district chiefs, giving rules for the better establishment of the
plan for primary instruction established by royal decree of December 20,
1863, and the regulations of the same date.

June 20, 1864. Royal order, prescribing the model for the staff and
equipment of the municipal school for girls in Manila.

October 19, 1864. Decree of the superior civil government, authorizing the
Conference of St. Stanislas Kostka62 of the Society of St. Vincent of Paul,
to establish a school for primary instruction for boys in the suburbs of San
Sebastian of Manila.

December 2, 1864. Decree of the superior civil government, in regard to the
special organization and powers of the provincial commission of primary
instruction in Manila.

March 1, 1865. Circular of the superior civil government, ordering the
provincial and district chiefs to send two reports of the villages of the
territory under their charge, in which schools for boys and girls could be
established, determining their respective category in accordance with the
accompanying models.

January 6, 1866. Royal order, approving the expense of 250 escudos,
charged to the local funds for defraying the expenses of the prizes of the
girls of the municipal school who show most progress in their examination.

March 1, 1866. Decision of the superior civil government, ordering the
director of the normal school for men teachers in Manila to assign an
examination for assistant teachers for the first days in June of that year.

March 23, 1866. Decree of the superior civil government, fixing at one
escudo per month the quota which must be paid by the children of wealthy
families who attend the school of primary instruction established in the
normal school for men teachers in Manila.

January 20, 1867. Decree of the superior civil government, prescribing the
rank of boys’ schools according to the number of inhabitants in each
village.

February 15, 1867. Circular of the superior civil government, to the
provincial and district chiefs, in regard to the dwelling house for the men
teachers, construction and repair of buildings for schools, and purchase of
furniture and equipment for the same.

February 16, 1867. Decree of the superior civil government, ordering that
the local funds pay the men teachers one peso per year for each boy who
attends the writing class, for school supplies and equipment.

June 22, 1867. Decree of the superior civil government, prescribing when it
shall proceed to establish in the villages schools for girls; and in regard to
the appointment of women teachers to take charge of them.

August 12, 1867. Circular of the superior civil government, to the
provincial and district chiefs, determining that they shall send monthly
reports of the number of boys attending the schools.

August 30, 1867. Circular of the superior civil government, giving rules for
the good discharge of school supervision. See this circular, ante, pp. 125–
142.

October 30, 1867. Circular of the superior civil government, ordering the
provincial chiefs to have the gobernadorcillos proclaim and, moreover, affix
to the street corners and in the courts, an edict whose purpose is to stimulate
school attendance and the teaching of Castilian; with citation of edict.

November 5, 1867. Royal order, creating a girls’ school under the advocacy
of Santa Isabel in Nueva-Cáceres, in charge of the sisters of charity, under
the supervision of the reverend bishop of the diocese.

November 12, 1867. Decree of the superior civil government, ordering that
those who pass in the examinations for substitute women teachers and do

not obtain a place for lack of vacancies, be authorized to occupy the first
vacancy which occurs.

January 4, 1868. Circular of the superior civil government, recommending
the provincial chiefs to send monthly reports of school attendance, and
charging them to arouse the zeal of the provincial and the local
commissions of primary instruction, so that Castilian may be taught in the
schools.

March 14, 1868. Decree of the superior civil government, revising article
26 of the school regulations, so that married women of any age and single
women after they have reached the age of twenty years may be appointed
teachers.

March 14, 1868. Decree of the superior civil government, ordering that
publication of works in the dialects of the country, with the exception of
prayer and devotional books and others similar to them, be only permitted
when they are printed in two texts, namely, in the dialects and in Castilian,
and that such books shall never be assigned for use in the schools.

April 26, 1868. Circular decree of the superior civil government, in regard
to the examinations of substitute men teachers; and approval of the
regulations of the same, with citation of regulations.

July 18, 1868. Circular of the superior civil government, ordering the
publication in the Gaceta of a statistical report [ensayo] of the schools; and
charging the provincial chiefs to send monthly reports showing the number
of children present in the same, and stating that Castilian is taught in the
same.

August 4, 1868. Statutes for the college-school of Santa Isabel in the city of
Nueva-Cáceres.

Título I. Creation, object, and dependency of the college school.

Título II. Of the school of primary instruction for day-school girls; their
admission, studies, school hours, and holidays.

Título III. Of the college and of the resident scholars. Object of the college,
conditions for admission therein, clothing, board, and food.

Título IV. Interior life of the scholars.

Título V. Studies; distribution of time.

Título VI. Of the frequency of sacraments, attendance, spiritual exercises,
holidays, vacations, and absences.

September 2, 1868. Decree of the secretary of the superior civil
government, publishing by order of his Excellency in the Gaceta a pastoral
of his Excellency, the bishop of Nueva-Cáceres, in which the latter urges
the parish priests of his diocese to observe very earnestly the duties
imposed upon them by the legislation in force for the education of children
and the progress of schools.

September 4, 1868. Circular of the superior civil government, to the
provincial and district chiefs, charging them that the respective documents
accompany recommendations for the issuing of certificates to teachers, and
show the pay, between the fixed maximum and minimum in each case,
which ought to be granted them.

September 4, 1868. Decree of the superior government, ordering that
petitions for money in order to satisfy the rent of the house for men
teachers, school equipment, etc., be sent to the sub-intendancy of ways and
means.

September 22, 1868. Circular of the superior civil government, to the
provincial and district chiefs, recommending to them the exact fulfilment of
the circular and regulation for substitute men teachers of April 26 of the
same year; that they compel the children of wealthy families to go to school
and pay the teacher the prescribed fee; that they contrive to have edifices
built for the schools in the villages where there are teachers; and that they
inform the latter of their obligation to supply necessary free equipment for
writing to the pupils, granting to the substitute as to the normal teachers,

one peso annually for said expenses, so that they may be able to exact from
them this obligation.

September 30, 1868. Decree of the superior civil government, ordering that
substitute teachers be furnished with their corresponding certificates.

October 24, 1868. Decree of the superior civil government, ordering that in
case of insolvency, the same methods be employed for the collection of the
quotas to be paid by the wealthy pupils to the teachers, that are used for the
realization of the public imposts.

October 27, 1868. Decree of the superior civil government, ordering that
pupils may attend schools of primary instruction until the age of eighteen,
voluntary attendance being from the age of fourteen.

August 5, 1869. Decree of the superior civil government, conferring a
commission upon the member of the Superior Board of Primary Instruction,
Don José Patricio Clemente, so that he may enter upon an extraordinary
visit of supervision of all the public and private institutions of primary
education of the province of Manila.

July 16, 1870. Circular of the superior civil government, ordering that when
the teachers ask leave to attend to their own affairs or because of a proved
illness, they present paid substitutes for themselves.

July 20, 1870. Decree of the superior civil government, ordering that for the
lack of assistants with circular, substitute assistants may be appointed for
the schools that have more than eighty pupils, by the provincial and district
chiefs, at the recommendation of the local supervisors, after conferring with
the respective teachers. They shall be given eight escudos per month
without right to any other fee.

September 13, 1870. Decree of the superior civil government, ordering that
the women teachers shall be paid one peso per year from the local funds for
each girl that attends the class in writing, for school equipment.

November 5, 1870. Circular of the superior civil government,
recommending the provincial chiefs to request the necessary money for the
payment of the teachers from the time that they begin their duties, their
salaries, rental for their dwelling house and other emoluments.

December 2, 1870. Order, no. 1179, of the ministry of the colonies,
approving the commission conferred by the superior civil government of
these islands on Don José Patricio Clemente, for a tour of inspection of the
schools of primary teaching in the province of Manila.

December 5, 1870. Order of the supreme government, decreeing the
appointment of a board ad interim of public instruction, and decree of
“cúmplase”63 of the superior civil government, dated February 23, 1871, in
which the above board is appointed.

December 7, 1870. Decree of the superior civil government, authorizing the
establishment of a free school of primary instruction for girls, in charge of
the sisters of charity in the school of Purísima Concepción [i.e., the most
pure conception] installed in the site called La Concordia.

December 17, 1870. Decree of the superior civil government, prescribing
that men and women teachers are entitled to receive their salary from the
day on which they prove by means of the local supervisors that they have
presented themselves and taken charge of the school which they have
obtained.

February 23, 1871. Decree of the superior civil government, dissolving the
Superior Board of Primary Instruction and ordering that all the antecedent
decrees in its possession be surrendered to the ad interim Board of Public
Instruction.

March 2, 1871. Decree of the superior civil government, ordering that the
ad interim Board of Public Instruction of these islands, apply so far as may
be possible, the regulations approved January 26, 1867, for the island of
Cuba; with citation of regulation.

March 4, 1871. Decree of the superior civil government, ordering the
publication of the plan of studies dictated for the island of Cuba, July 15,
1863, with commands to observe it, so far as might be possible and
applicable. Title of the above-cited plan referring to primary education.

April 27, 1871. Royal order of the ministry of the colonies, prescribing the
sums which must be paid for the installation of the girls’ school of Santa
Isabel established in Nueva-Cáceres.

May 7, 1871. Decree of the superior civil government, in regard to the
creation of schools and procedures which must be followed by the
documents which are drawn up for this purpose; the formation of reports of
the existing schools; the establishment of classes for adults and allowances
for the teachers for this extraordinary work; the teaching of the Castilian
language; supervision of the schools; examinations of the same and rewards
for the teachers and pupils who distinguish themselves in them; the pay of
the teachers; construction of schools and dwellings for them; material and
equipment which the schools must have; compulsory attendance at them;
the teaching of Castilian; charge that teaching be free to the poor; exact pay
for the teachers.

June 12, 1871. Decree of the superior civil government, ordering that the
men and women teacher substitutes be given their corresponding
certificates.

July 1, 1871. Decree of the superior civil government, prescribing the
textbooks which are to be used in the public schools of primary instruction.

July 19, 1871. Decree of the superior civil government, explaining article
14, of the seventh of May, of this year, relative to the pay of monthly quota
by the presence at the school of the wealthy children.

August 26, 1871. Decree of the superior civil government, determining that
the rights prescribed in articles 13, 14, and 15, of the seventh of May, of this
year, alone be granted, and extended to the teachers graduating from the
normal school, and to the substitutes examined with certificates.

September 26, 1871. Decree of the superior civil government,
recommending to the provincial commissions of primary instruction,
strictness in the examinations of substitute teachers, and that the mark
which each one shall merit be placed in the minutes of examination.

October 9, 1871. Decree of the superior civil government, ordering that no
petition be admitted asking for permission to print and annotate the text in
these islands of works of different nature, whether literary or devoted to
public instruction, unless such is directed by the proprietors or authors
themselves or by those who are fully authorized by such.

October 12, 1871. Royal order of the ministry of the colonies, asking the
superior civil government of these islands for the names of the teachers who
distinguished themselves by their zeal for the good of teaching, their
intelligence and power to work, in order to inform the Ministry of Public
Works [Fomento], so that, if it deems it advisable, it may reward them as
those of the Peninsula, by sending them collections of books for the
formation of popular libraries.

January 13, 1872.64 Circular of the superior civil government, arousing the
zeal of provincial and local authorities, and the parochial clergy so that they
may urge forward the propagation and progress of primary teaching and the
construction of ways of communication.

February 14, 1872. Decree of the superior civil government, ordering that
the president of the provincial commission of primary instruction in Manila
be present at all the meetings held by the commission, with power to
delegate for other urgent occupation his authority to the most important
member of the ayuntamiento; that two members of the ayuntamiento be
present as members [of the board]; that the secretary of the civil
government of the province be a member ex-officio of said commission;
that announcements be published for the convocation to a meeting; and that
such meeting may be held by the president, three members, and the
secretary.

September 30, 1872. Decree of the superior civil government, granting to
the provincial and district chiefs, right of participation in the taking of
possession and leaving by the teachers of primary instruction.

February 21, 1873. Decree of the superior civil government, in regard to the
salaries of teachers, men and women, and their assistants.

March 12, 1873. Circular of the superior civil government, recommending
that the Castilian language be taught in the schools of primary instruction.

May 27, 1873. Circular of the superior civil government, ordering that the
provincial commissions of primary instruction propose the most advisable
measures so that teaching may be obligatory for all and gratuitous for the
poor.

May 30, 1873. Circular of the superior civil government, ordering the
provincial chiefs to send a report made in accordance with the subjoined
model, in which shall be given the number of villages and schools in each
province, the men and women teachers who taught in them, and the number
of children who attended and those who studied Castilian.

June 10, 1873. Circular of the superior civil government, charging the
provincial chiefs with the exact observance of the superior decree of
February 21 of the same year, in regard to the salaries of teachers and
assistants.

July 26, 1873. Decree of the superior civil government, ordering the
governors of the archipelago to send a detailed note of the names,
qualifications, and circumstances, of the regularly-appointed teachers, who
shall distinguish themselves most in each province, in order that he may
recommend them to the government of his Majesty, so that if he considers it
well he may reward them with popular libraries according to the royal order
of October 12, 1871.

October 10, 1873. Decree of the superior civil government, charging the
provincial supervisors of primary instruction to acquire a Quadro sinóptico

de las islas Filipinas [i.e., Synoptical chart of the Filipinas Islands] by Don
Leon Salcedo, for teaching in the schools.

September 9, 1874. Decree of the general government, prescribing that
appointments, issuing of certificates, licenses, promotions, and other things
belonging to those functionaries, as well as in general all the affairs of
government and progress, belong to the General Division of Civil
Administration.

September 24, 1874. Decree of the general government, ordering that the
vice-presidency of the ad interim Board of Public Instruction be held by the
director general of civil administration.

March 31, 1875. Decree of the general government, ordering the provincial
chiefs to construct schools and dwelling-houses for the teachers.

October 29, 1875. Royal order, no. 648, of the ministry of the colonies,
copying the royal decree of the same date, in which among other extremes,
referring to secondary education and to superior education, the powers
entrusted to the ad interim Board of Public Instruction be declared ended.

January 15, 1876. Decree of the general government, declaring at an end the
powers entrusted to the ad interim Board of Public Instruction.

January 15, 1876. Decree of the general government, ordering among other
extremes bearing on secondary and superior education, that the matters
referring to public and private instruction be managed and despatched by
the general government in its functions of civil administration, and that the
Superior Board of Primary Instruction be called Superior Board of Public
Instruction of Filipinas, with the organization which is prescribed.

May 17, 1876. Royal order, no. 388, of the ministry of the colonies,
ordering that the zeal of persons conversant with the various dialects of the
archipelago be stimulated, so that a grammar may be compiled in each
dialect for the teaching of the Castilian language in the schools of primary
letters, for the purpose of obtaining the diffusion of said language; and that,

with like object, the reforms which it is advisable to introduce in legislation
in regard to primary instruction, be proposed.

June 7, 1876. Royal order, no. 324, of the ministry of the colonies, ordering
among other extremes referring to secondary and superior education, that
the Superior Board of Primary Instruction be reestablished in the manner
prescribed in article 15 of the royal decree of December 20, 1863.

July 22, 1876. Circular of the general government, giving rules for the
observance of royal order, no. 388, of May 17, of the same year.

August 16, 1876. Decree of the general government, reëstablishing the
Superior Board of Primary Instruction, and designating the persons who
were to compose it.

June 5, 1877. Royal order of the ministry of the colonies, approving the
preceding decree.

September 10, 1878. Circular of the General Division of Civil
Administration to the provincial chiefs, ordering them to furnish localities
for the schools, either by renting or constructing buildings; that the teachers
be paid their salaries and fees promptly; that a proof report, in accordance
with the subjoined form, be sent of the situation of each province, to the
department of primary instruction; and that the petitions of the teachers,
asking for some favor or demanding their salary, be sent to said center with
the fitting information.

November 6, 1878. Royal order, decreeing that instructors of primary
education in the colonies be paid half their salary during the time that they
are on leave in the Peninsula for sickness, and the other half to those who
act as substitutes for them.

May 20, 1879. Royal order of the ministry of the colonies, in which is
shown the pleasure with which his Majesty heard that a boys’ school had
been started in Nueva-Cáceres, at the expense of the reverend bishop of the
diocese.

July 14, 1880. Royal order, no. 625, of the ministry of the colonies, in
regard to places for the taking of possession by the teachers, transfers,
cessation of duties, and licenses that the same may enjoy.

July 14, 1880. Royal order, no. 668, of the ministry of the colonies,
ordering that the provincial chiefs proceed to the construction of edifices for
schools, with dwelling-houses for the teachers, by making use of the
personal services [of the natives]; charging the gobernadorcillos of the
villages with the keeping and conservation of the equipment; paying the
expenses with the amount of a fourth part of the fee paid to the teachers by
well-to-do children; ordering that the teachers be paid monthly a sum equal
to the fourth part of their salary for school equipment; imposing on them the
obligation to keep an inventory book of the apparatus and equipment of
their respective schools, as well as other books of matriculation and daily
attendance; ordering that the General Division of Civil Administration make
annually at auction the purchase of the necessary school supplies; and
dictating other important measures for the purchase, distribution, and
conservation of school equipment and supplies.

September 1, 1880. Circular of the General Division of Civil
Administration, animating the provincial chiefs to contrive to have Castilian
taught in the schools by all the means in their power.

October 5, 1881. Circular of the secretary of the royal Audiencia of Manila,
communicating the decision of the entire tribunal of September 23, of the
same year, by which it is ordered that the judges of first instance may avail
themselves for written recognizances of the [services of] men teachers with
certificates who have graduated from the normal school.

December 27, 1881. Decree of the General Division of Civil
Administration, ordering that the boys’ schools of Manila and its suburbs
have a competitive contest.

March 10, 1882. Circular of the secretary of the royal Audiencia,
transcribing a letter of the supreme tribunal, in which it was communicated
that the government assembly of the same had approved the decision of the

entire tribunal of the abovesaid Audiencia, of September 23, 1881, in
reference to the fact that written recognizances be made by men teachers
graduating from the normal school established in the villages.

March 24, 1882. Circular of the General Division of Civil Administration,
prescribing the salaries to be received by substitute teachers without
certificates.

September 12, 1883. Decree of the general government, in regard to
compulsory teaching of the Castilian language in the schools; punishments
of the teachers who do not keep it; annual inspection of the governors of the
schools, giving account of the result in each one of them; examinations in
the same, and the rewards and recompenses for the scholars and teachers
who distinguish themselves in them; provision of the ascenso schools and
término schools of second class for aid and correction to the parents of
children from seven to twelve years old who do not attend the schools.
Declaration that those employes who cannot talk, read, and write Castilian,
cannot receive their prescribed pay. The provincial chiefs are ordered to
send a proof report of the primary instruction in their respective territories
and a secret memorandum in regard to the same matter. An assembly shall
be called for a gathering, in which the authors of the best grammars written
in the dialects of the country for the teaching of Castilian shall be rewarded;
it is recommended to the General Division of Civil Administration that it
study and recommend the increase which it is advisable to give to the pay
of the teachers, and the creation of a special body of paid provincial
supervisors.

September 25, 1883. Circular of the General Division of Civil
Administration, sending to the provincial chiefs the form to which the proof
report of primary instruction in their respective territories, which they were
to make by virtue of the order in the first transitory prescription of the
preceding decree, must conform.

September 25, 1883. Decree of the General Division of Civil
Administration, convoking an assembly for rewarding the [authors of the]

best Castilian grammars written in the principal dialects of the country for
the schools, and fixing the conditions of said assembly.

October 6, 1885. Decree of the general government, granting to the original
Hispano-Tagálog grammar, of the right reverend father Fray Toribio
Minguella,65 the privileges established in rule 6 of the preceding decree;
holding a new assembly for the reward of Castilian grammars written in the
Visayan, Cebuyan, Ilocan, Vicol, Pangasinan, or Pampango; and marking
the conditions of this new assembly.

February 17, 1886. Circular of the General Division of Civil
Administration, recommending to the provincial supervisors of primary
instruction to immediately copy for the local reverend or learned
supervisors the orders received from said center in regard to teachers.

June 30, 1887. Decree of the general government, encouraging the
provincial chiefs and the reverend parish priests, to contrive by all means to
have the Castilian language taught in the schools, imposing on them the
obligation of personally making the tour of annual inspection, at least to the
schools, and another tour by the secretaries of the [local] governments,
giving account afterwards of the progress in said teaching and
recommending at the same time recompenses or punishment which the
teachers deserve on account of their interest or neglect.

July 11, 1887. Circular of the General Division of Civil Administration,
charging the provincial chiefs with the exact observance of the orders
dictated in regard to primary instruction for the purpose of having Castilian
spoken in all the villages; they shall employ rigor in the examinations of
substitute teachers, and be careful that the assistant substitutes who are
appointed be persons suitable for teaching.

January 13, 1888. Decree of the general government, declaring a
competition in the boys’ término school of the first class among teachers
with certificates from the normal school, who shall have had one year’s
practice in teaching and giving rules for the holding of said competitions;
with programs for the oral examination in said competitions.

July 31, 1888. Circular of the general government, addressed to the
provincial chiefs ordering that they make an extraordinary inspection of the
school, after which they shall remit to the said general government the
various data which are expressed, so that an exact idea of the condition of
those schools may be formed.

January 16, 1889. Decree of the general government, ordering that the
allowances which they receive in hard cash for school equipment be not
paid to the men and women teachers; and creating a board for the purchase
of said equipment, and prescribing rules for the provision of the above-
mentioned supplies to the schools.

January 16, 1889. Decree of the general government, ordering that the sums
which are given in coin for the rewards of the pupils, cease to be given to
the teachers, and that the administrative board of school supplies created by
the preceding decree, purchase in the public market for said object, primers
of agriculture, and then grammars, geographies and other useful books.

January 29, 1889. Royal order, no. 75, of the ministry of the colonies,
enjoining the most punctual observance of the orders dictated for obtaining
the diffusion of the Castilian language among the natives of these islands,
and ordering that the ministry be informed of the results of the visits, which
the provincial chiefs are obliged to make to all the schools of the territory
under their command, in order to be able to judge rightly the progress
which is obtained, and to grant the due recompense to the teachers.

February 4, 1889. Decree of the general government, making regulations
for the schools of primary instruction in the archipelago. Division of the
various schools into sections and subjects which are to be taught in each
one of them; copy books; textbooks; compulsory attendance at the schools;
class hours; classes in religion; books of matriculation; and daily register of
attendance.

February 4, 1889. Decree of the general government, approving the
schedule to which the examination of regularly-appointed women teachers
must conform.

February 5, 1889. Decree of the general government, prescribing rules for
the construction and conservation of supplies for the schools, making use
for this of the services of the personal tax, and the gratuitous cutting of
timber in the public mountains, and recommending the reverend parish
priests to watch over the schools and see that this decree is fulfilled.

February 9, 1889. Circular of the General Division of Civil Administration,
prescribing the stamp tax which must be paid for the certificates of men and
women teachers, and assistants, and for the credentials of the same.

March 5, 1889. Decree of the general government, prohibiting boys and
girls in the schools from going out to receive the authorities; ordering that
whenever any authority who may inspect the schools comes to the village,
all the scholars of the same schools assemble therein with their respective
teachers; and that the provincial governors impose a fine of ten pesos on the
gobernadorcillos and teachers who infringe this decree.

March 30, 1889. Decree of the General Division of Civil Administration,
communicating the decision of the superior government, in which it is
ordered that the teachers be paid their salaries, house-rent, etc., in the same
villages of their residence, by the gobernadorcillos, with the sums collected
by imposts of the local treasury, and prescribing rules for effecting said
payment.

December 14, 1889. Circular of the general government, ordering the
observance of what is prescribed by articles 31 to 34 of the regulations of
schools in 1863; that the teachers keep a register of matriculation and
another of daily school attendance in accordance with the subjoined forms,
and an inventory book giving values of the equipment and supplies in their
schools; another of the books given to the children as prizes, and a blank
book, in which to copy the orders dictated in regard to primary instruction;
that the admission of children to the schools be preceded by a written order
of the religious or learned parish priest; that the teaching be divided into the
section determined by the superior decree of February 4, of this year; that
the class hours be from seven to ten in the morning and from half past two
to five in the afternoon; that the provincial supervisors send monthly proof

reports of the schools; that the teachers may sell the textbooks which are
sent them at the price fixed by the board; that they may make petitions for
the supplies that they need every three months; that instruction be
compulsory for children from six to twelve years old, while those from four
to six and from twelve to eighteen may attend voluntarily; and that private
schools be subject to the orders in force for titular schools.

June 30, 1890. Decree of the General Division of Civil Administration,
recommending the observance of the circular of the general government, of
December 14, 1889, and publishing it again in the Gaceta.

July 3, 1890. Circular of the General Division of Civil Administration,
ordering that the copies written by the children in the schools be dated and
signed by the same and conserved by the teachers.

January 16, 1891. Royal order, no. 58, of the ministry of the colonies,
relating to the provincial and municipal budgets of these islands for said
year, in which is ordered, among other extremes, the constitution of an
administrative board of school supplies.

May 1, 1891. Decree of the general government, designating the persons,
who being electors, were to form part of the administrative board of school
material.

March 2, 1892. Royal order, no. 116, of the ministry of the colonies,
approving the monthly allowance granted to the secretary and clerks of the
administrative board of school supplies.

July 29, 1892. Decree of the general government, increasing the salaries of
men and women teachers and assistants which were to be assigned in the
projects of the budgets of 1893; and ordering the form of the provision of
those places and the creation of territorial examining commissions of
teachers in Vigan, Nueva-Cáceres, Cebú, and Jaro.

August 3, 1892. Decree of the general government, giving information that
the ministry of the colonies had authorized by telegraph the increase of the
salary of the teachers proposed by said government.

August 8, 1892. Decree of the general government, giving information that
the ministry of the colonies had given telegraphic authorization to increase
the sum for school supplies to 100,000 pesos.

August 11, 1892. Decree of the general government, granting annual
allowances to men and women teachers with good marks, and more than
fifteen years of service.

October 19, 1892. Decree of the general government, ordering the
constitution of territorial examining commissions of teachers in Vigan,
Nueva-Cáceres, Cebú, and Jaro, prescribing the persons who are to form
them; as well as the creation of examining commissions, also of substitute
and assistant teachers in the normal schools in Manila and Nueva-Cáceres;
said commissions giving rules for examinations of substitute and assistant
teachers; and ordering that the provincial commissions of primary
instruction cease their duties of examining them.

December 8, 1892. Royal order of the ministry of the colonies, approving
the creation of a girls’ school in Yap (Carolinas).

February 27, 1893. Decree of the general government, prescribing the
distribution and classification of the schools of primary instruction of the
archipelago, and giving rules for their provision; with a table of distribution
and classification of the schools.

February 27, 1893. Decree of the general government, approving the
schedules for the examinations of men and women teachers, substitutes, and
assistants of primary instruction; with schedules cited.

March 29, 1893. Decree of the general government, declaring the book
entitled El pez de madera [i.e., The Wooden Fish],66 as a textbook in
reading for the public schools of the archipelago.

May 1, 1893. Decree of the General Division of Civil Administration,
granting free examinations for obtaining certificates as elementary women
teachers in the superior normal school for women teachers in Manila, who
shall be submitted to the schedules of that institution, and only during the

first two years following its installation, namely, in the courses for the years
1893–94 and 1894–95.

July 28, 1893. Decree of the General Division of Civil Administration,
allowing competition between various boys’ schools of the rank of término
of the first and second class and término schools, and contest for boys’ and
girls’ ascenso and entrada schools.

August 21, 1893. Decree of the General Division of Civil Administration,
allowing competition in the boys’ school of Bacalor (Pampanga).

August 23, 1893. Decree of the General Division of Civil Administration,
continuing for a fortnight the period for the admission of petitions in the
contest for teachers, decreed July 28 of the said year for the provision of
ascenso and entrada schools.

August 31, 1893. Decree of the General Division of Civil Administration,
continuing the time for the admission of petitions of men and women
teachers who wish to take part in the competitions announced by the decree
of July 28, and August 21, of the same year.

September 5, 1893. Schedules for the competitions at the girls’ término
schools.

September 29, 1893. Decree of the general government, in regard to the pay
of salaries to teachers’ assistants.

November 1, 1893. Decree of the general government, declaring a pamphlet
entitled Sistema métrico decimal de pesas y medidas [i.e., Decimal Metrical
System of Weights and Measures]67 a textbook for the public schools of the
archipelago.

November 24, 1893. Decree of the general government, allowing those who
are more than sixteen years of age and less than twenty and have a teacher’s
certificate to manage schools in the character of ad interim.

May 14, 1894. Decree of the general government, declaring the book
entitled Cartilla higiénica [i.e., Hygienic Primer]68 a textbook of
compulsory reading for the public schools of the archipelago.

July 20, 1894. Decree of the general government ordering two previous
payments to be made for traveling expenses to men and women teachers
and assistants who may be appointed to the charge of schools located in
provinces distant from those in which they reside, and who petition it.

[Grifol y Aliaga’s book concludes with two appendices. The first appendix
contains several official documents concerning legislation in education, the
titles of which are as follows:]

May 17, 1864. Circular of the superior civil government, to the provincial
and district chiefs, giving rules for the better establishment of the plan of
primary instruction established by royal decree of December 20, 1863, and
regulations of the same date.

November 29, 1864. Circular of the superior civil government, directed to
the provincial and district chiefs, dictating rules for the provision of the
places of regular resident pupils of the normal school for men teachers in
Manila.

May 20, 1865. Royal order, number 175, of the ministry of the colonies,
approving all the measures adopted by the superior civil government for the
inauguration of the normal school for men teachers, and expressing the
pleasure with which her Majesty saw the zeal shown in the installation of
said institution.

[The second appendix consists of an enumeration of the textbooks for the
superior normal school for men teachers in Manila; for the normal school
for women teachers in Manila; and for the schools of primary instruction.]

1 A royal order of November 19, 1815, provided for charity schools in the convents of friars and
nuns, for primary education, to give instruction in the Christian doctrine, in good morals, and in the
first letters to the children of the poor, from the age of ten to twelve. (Barrantes, Instrucción
primaria, p. 77.) ↑
2 Vicente Barrantes, from whom these extracts are taken, was for some years secretary to the
governor-general at Manila. See Report of Commissioner of Education, 1902, ii, p. 2219. ↑
3 Fred W. Atkinson, formerly general superintendent of public instruction in the Philippines, says:
“The early work of the Jesuits in training the Filipinos was commendable, and along right lines in
furnishing a common school education. It would have been productive of permanently good results if
this order had not been supplanted by the local padres, under whose direction the common branches
suffered through lack of attention.” See Report of Commissioner of Education, 1900–1901, ii, p.
1317. ↑
4 July 27, 1863, several copies of the plan of public instruction approved for the island of Cuba on
the fifteenth of the same month were sent by royal order to the governor of the Philippines, with the
object of having the proper measure drawn up, and the advisable plan proposed to the ministry, in
regard to the application of said plan to those islands. By decree of October 6, Echagüe created a
board of reform of the plan of studies, in order to meet the requirements of the preceding royal order.
See Montero y Vidal, iii, p. 403. ↑

5 See a summary of Barrantes’s book in Report 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.” See Census of Philippines, iii, p. 576. ↑
7 In the decree of the superior government, of May 7, 1871, occurs the following interesting
description of conditions of the schools in the Philippines: “There are at present an infinite number of
villages without schools; there are entire provinces without edifices where schools can be located;
there are also many schools, or rather all the schools of the archipelago, with the exception of a few
in the capital, which do not possess the material equipment for education and teaching; the children
have to sit on the ground, and remain there for hours and hours, packed together as if they were not
what they are; books are not given to them; they have no writing desks; they are not given pens, ink,

or books. Those schools do not merit the name of such; they are not schools, sad it is to say so: they
are pernicious collections of children, where since they do not gain anything morally or intellectually,
they lose much, and most of all in their good physical development; in fine those schools are an
expense, and show no result.” The same decree states the need of economic and administrative
reforms in the Philippines, and the need of “roads, canals, ports, postal communications, both inside
and outside the archipelago, telegraphs, professional institutions of superior instruction, an active life
without fetters for industry, trade, and agriculture;” but all this must be for the greatest use of the
greatest number, and all monopoly must be avoided. “To obtain it human means offer no other mean
more energetic, more prompt, and powerful, than the creation and organization of the village school,
and its supervision, and its location and erection in the most healthful and convenient place, clean,
neat, and modestly furnished, so that it may attract the glances of all,” and may thus be of the greatest
good. See Grifol y Aliaga, pp. 218, 219. ↑

8 The parish priests of the Philippines were called “reverend” or “devout” according as they were
regulars or native seculars. See Barrantes’s Instrucción primaria, p. 10. ↑
9 See the titles of these orders from 1863 to 1894, post. ↑

10 The Spanish government evinced a great interest “in giving the Filipinos a primary education
commensurate with the standing of a civilized nation; but the intentions of the government were
frustrated by ... the religious orders.” The “great error of the Spanish nation” consisted “in placing in
the hands of a few institutions [the religious orders] the future of her colonies in the extreme east,
institutions which did not exist in their native country, and which sought only the private interests of
the corporation or order to which they belonged. This entire plan of public instruction lived in the
minds of the Spanish legislators, but was never put into practice.” Tomás G. del Rosario, in Census of
Philippines, iii, p. 582. ↑
11 By 1894 there were 2,143 public schools in the Philippines, and 173 sets of provisions
regulating them, or tending to the intellectual development of the people. These laws were only
superficial. See Tomás G. del Rosario, Census of Philippines, iii, p. 593. ↑
12 The central treasury of ways and means (Grifol y Aliaga, p. 3, note 2) having been suppressed,
the expenses of this institution are at present [1894] defrayed as a charge on chapter 1, art. 1. of the
budget of the local funds of the central treasury. In the budget of 1893–94, the appropriation of
10,450 pesos was set aside in the following manner:

pesos
1 director, 800
6 professors, each 600 pesos, 4,800

pesos
1 drawing teacher, 600
1 vocal music teacher, 480
1 gymnastic teacher, 400
3 assistants, each 400 pesos, 1,200
15 resident pupils, each 120 pesos, for only three months, 450
Wages of the attendants and servants of the school, 600
For office expenses, conservation, and innovation of furniture, and other effects, 1,120
Total, 10,450

↑

13 The last classification made of the schools of this archipelago was that approved by superior
decree, February 27, 1893, which was published in the Manila Gaceta, May 10 following. (Grifol y
Aliaga, p. 4, note 5.) ↑

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 in Census of Philippines, iii,
p. 595. See also, ante, p. 80, note 20. ↑
15 Commonly called directorcillos (Grifol y Aliaga, p. 5, note 2). ↑
16 The principalia was formed of those natives who have occupied petty government posts in the
islands. See VOL. XVII, p. 331. ↑
17 It is to be understood that the office of superior civil governor is equivalent to the present office
of governor general (Grifol y Aliaga, p. 6, note 3). ↑
18 This superior commission, appointed by superior decree of March 15, 1864, was suppressed by
another decree of the superior civil government, February 23, 1871, in accordance with order no.
1183, of the ministry of the colonies, of December 5, 1870, by which was created the ad interim
Superior Board of Public Instruction (Grifol y Aliaga, p. 6, note 4). ↑
19 Now judge of first instance (Grifol y Aliaga, p. 6, note 5). ↑

20 Now manager or subdelegate of the public treasury. ↑
21 See Wm. B. Freer’s Philippine Experiences of an American Teacher, chapter viii, pp. 97–109,
for an account of methods used in normal instruction after American occupation. ↑

22 Those pupils styled throughout this translation “regular” or in Spanish de numero, are those
appointed directly by the government, the “de numero” (of the number) indicating that a certain
number were thus appointed. The supernumerary (literally, “above the number”) resident pupils are
all others. ↑
23 The clothing recommended by a sub-commission of the superior commission of primary
instruction, November 24, 1864, (Grifol y Aliaga, p. 20), for regular and supernumerary resident
pupils of the Manila normal school, was as follows:

Estimated price
pesos fuertes centavos
2 pairs of white pantaloons, 3 0
2 pairs of colored pantaloons, 3 0
2 white jackets, 2 0
1 coat of black alpaca, 2 50
2 black ribbons for the neck, 0 25
1 black cap, with the initials E. N. in silver, according to model, 2 0
2 pairs of shoes, 2 0
1 pair of chinelas [i.e., heelless slipper], 0 50
10 white shirts, 10 0
2 colored shirts, 1 50
12 pocket handkerchiefs, 1 0
12 pairs of socks, 1 0
4 pairs of underdrawers, 1 25
1 mat, 0 50
1 pillow, 0 75
4 pillow-cases, 0 75
4 sheets, 6 0
2 bed covers, 2 0
Clothesbrush, comb, scissors, etc., 1 0
Total 40 0

↑

24 i.e., All-Souls’ day. ↑
25 The three days preceding Lent. ↑
26 The United States government continued this school, and gave it the support ($8,880, Mexican)
formerly furnished by the Spanish government. See Report of Philippine Commission, 1900, i, p.
36. ↑

27 May 21, 1840, Governor Lardizábal communicated to the Audiencia a royal order of October 4,
1839, in regard to the necessary conditions to be observed for the introduction and circulation of
books in the islands, the previous designation of those deserving censure, given by his Majesty’s
fiscal, a censor being later appointed by the government, and another by the archbishop, the fiscal
again reviewing the qualification and the censure; and if “it should result that there was sufficient
grounds to prohibit the circulation of any work, because it contains principles, maxims, and doctrines
contrary to the rights of the legitimate throne, or to the religion of the State, the book is not only to be
taken back, but shipped back immediately.” In case of dispute between the two censors, the fiscal
was to decide (royal order, November 19, 1840). See Montero y Vidal, iii, pp. 29, 30. ↑
28 The important circular of the superior civil government of August 30, 1867 (concerning school
attendance), treats of the manner of exercise of the supervision of the schools by the parish priests
and provincial chiefs. Various other acts of legislation refer to the same matter. (Grifol y Aliaga, p.
118, note 1.) ↑

29 The first two books mentioned are: the Catecismo de la doctrina cristiana, by Gaspar Astete,
which has passed through many Spanish editions; and the Catéchisme historique, by Claude Fleury,
which has passed through many different editions in many languages. José Francisco de Iturzaeta has
published several works on educational subjects. ↑
30 James A. LeRoy (Philippine Life, p. 203) says of the textbooks used in the Philippines: “After
1863, and up to the American conquest, the catechism remained the chief feature of daily work in the
primary schools, often relegating all else to an insignificant place—much depending upon the
preparation, at best a scanty one, of the teacher. A badly printed little 150 page textbook, prescribed
by the government for the schools, was reader, writer, speller, arithmetic, geography, history of Spain
and the world (Spain overshadowing), Spanish grammar (quite commonly not taught, because the
teacher knew little or nothing of it), and handbook of religious and moral precepts (many pages).
This book, moreover, shows how pitifully inadequate was the Filipino child’s schooling at the very
best; for often not even this textbook was employed, perhaps because the teacher was not prepared to
use it.” ↑

31 The Philippine school report for 1892, entitled “Report of the children’s schools for both sexes,
at present in these islands, classified in accordance with the orders of his Excellency, the governor-
general, in his decree of July 29, 1892,” gives the following data. The schools are classified by
grades, i.e., into schools of entrada, ascenso, and finishing schools of the second and first rank; and
the order in charge of each village or province is also given. We condense from this report (a
manuscript belonging to Rev. T. C. Middleton, O.S.A.), the number of schools in the various
provinces, and the order or orders in charge of the same.

Augustinians
Province No. of Schools
Abra, 28
Antique, 57
Bontoc, 8
Ilocos Norte, 30
Lepanto, 20
Quiangan, 2
Tiagan, 9
Union, 35

Augustinians and Franciscans
Bulacan, 68

Augustinians and seculars
Cebú, 120
Capiz, 65
Ilocos Sur, 61
Iloilo, 95
Pampanga, 54

Augustinians, Franciscans, and seculars
Batangas, 46
Nueva Ecija, 49

Augustinians and Dominicans
Tarlac, 34

Augustinians and all other orders
Manila, 84

Franciscans
Albay, 88
Burias, 4
Camarines Norte, 20
Camarines Sur, 68
Isla del Corregidor, 3
Infanta, 4

Franciscans and Dominicans
Bataan, 36
Nueva Vizcaya, 16

Franciscans and Recollects
Misamis, 74
Leite, 89
Principe, 5
Samar, 76
Surigao, 59
Tayabas, 45

Recollects
Bohol, 94
Cavite, 50
Cottabato, 6
Calamianes, 10
Isla de Negros, occidental, 56
Isla de Negros, oriental, 34
Isabela de Basilan (?) 2
Masbate and Ticao, 23
Mindoro, 44

Paragua, 6
Romblon, 33
Zambales, 48

Recollects and Capuchins
Carolinas, orientales, 4
Carolinas, occidentales, 3

Recollects and Dominicans
Morong, 30

Recollects and seculars
Zamboanga, 15

Dominicans
Cagayan, 39
Islas Batanes, 14
Isabela de Luzón, 33
Laguna, 56
Pangasinan, 62

Jesuits
Davao, 11
Dapitan, 12

Capuchins
Marianas, 4

↑

32 LeRoy, ut supra, pp. 203–204, says: “The advance in primary instruction from 1863 to 1896
was altogether notable, though the figures revealing it are largely superficial, after all, in their
significance. The number of school buildings increased in the villages from seven hundred to twenty-
one hundred, but the number of pupils did not reach two hundred thousand, in all probability, as
against one hundred and thirty-five thousand in 1866.” ↑

33 Notwithstanding this admirable prescription, Tomás G. del Rosario, writing in Census of
Philippines, iii, p. 595, says concerning the sanitary qualities of the Philippine schools: “The

necessary sanitation was not observed in the schools, either to preserve the health of the children or
for personal cleanliness, an important purpose of every educational system. Many of the schools were
in the filthiest condition. They had no water-closets nor play-grounds, and no instruction was given in
physical culture or in social matters.” ↑

34 According to article 25 of the penal code in force in these islands, corporal punishments, in
addition to that of death, are perpetual chains, perpetual imprisonment, perpetual exile, perpetual
banishment, temporal chains, temporal exile, temporal banishment, imprisonment at hard labor,
lesser imprisonment, confinement, absolute perpetual and temporal disqualification, and absolute and
special perpetual and temporal disqualification for any public charge, right of active or passive
suffrage, profession, or trade. (Grifol y Aliaga, p. 123, note 2.) ↑
35 The provisions (Grifol y Aliaga, p. 123, note 3) in force in regard to the salaries of teachers and
assistants is that of the superior decree of July 29, 1892, which prescribes the following monthly
salaries:

Boys’ schools Pesos
Término schoolteachers of the first grade, 40
Término schoolteachers of the second grade, 30
Ascenso schoolteachers, 22
Entrada schoolteachers, 17
Assistants of the first class, 13
Assistants of the second class, 8
Girls’ schools
Término schoolteachers, 26
Ascenso schoolteachers, 20
Entrada schoolteachers, 15
Assistants of the first class, 12
Assistants of the second class, 8

↑

36 The superior decree of August 11, 1892, conceded annual allowances to men and women
teachers who had taught for fifteen years, and had a good record. By the decree of July 20, 1894,
traveling expenses were advanced to them. (Grifol y Aliaga, p. 124, note 3.) ↑

37 The post of assistants of the first class belongs only to boys’ término schools of the first and
second class, and in those of girls to término and ascenso schools. Schools of other grades belong to
assistants of the second class. Substitute assistants, namely, those who have no certificate, are entitled
only to the monthly pay of four pesos. (Grifol y Aliaga, p. 124, note 4.) ↑

38 Article 4 of the superior decree of May 7, 1871, rules that the teaching in the schools for adults
shall last eight months per year, and be given at night, employing two hours every Monday,
Thursday, and Saturday of each week. For the increased work, an amount of pay equal to what they
received during the day was assigned to the teachers. This decree, as is evident, took away the
dominical character given to the adult schools by these regulations of December 20, 1863.
Notwithstanding the benefit of the increase of a fourth part of the pay to which teachers are entitled
for the adult schools, very few such schools exist. In the budgets in force now, the figures for the
payment of salaries for the teaching of adults only reach the sum of 573 pesos distributed among the
provinces of Abra, Cebú, and Pampanga, in the proportion of 318, 210, and 45 pesos, respectively.
(Grifol y Aliaga, p. 126, note 1.) ↑
39 This Superior Council of Primary Instruction was suppressed by decree of the superior
government, February 23, 1871, in accordance with order no. 1183, of the ministry of the colonies,
December 5, 1870, by which was created the ad interim Superior Board of Public Instruction, in the
manner prescribed by this article and article 15 of the royal decree of August 16, 1876, approved by
royal order, June 5 of the following year. (Grifol y Aliaga, p. 126, note 2.) ↑
40 Article 12, of the royal decree of May 19, 1893, relative to the municipal regulation of the
villages of Luzón and Visayas, prescribes among the duties of the municipal captain that of
“supervisor of the offices, schools, and municipal services.” On account of this some have doubted
whether the supervision of the schools was taken away from the parish priests to give it to the
municipal captains. That doubt has been resolved by paragraph 4 of the provisional regulations of the
said royal decree approved by decree of the general government December 9, 1893, for in said
paragraph it is stated clearly and distinctly: “Without prejudice to the supervision in instruction
which belongs to the parish priest, according to the regulations of 1863, whose powers are not altered
in any way, the municipal tribunal shall constantly exercise a watch over primary instruction, etc.” In
our opinion, the above-mentioned doubt has no call for existence, since the above-mentioned article
12 of the royal decree of May 19, 1893, refers, as one can see by its own words, to the municipal
schools, and those which are established in the villages of the archipelago cannot have that character
attributed to them, since their expenses are not met by the municipal tribunals, nor does the
appointment of the staff belong to them, but both are in charge of the central management. We
believe, consequently, that the municipal captains have not even the secondary or supplementary

supervision over the present schools of the archipelago, which is given them by paragraph 4 of the
provisional regulations of December 9, 1893. (Grifol y Aliaga, pp. 126, 127, note 5.) ↑

41 José de Calasanz, or as he is sometimes called, Joseph de Calasanzio, was born at Peralta,
Cataluña, in 1556, and became a well-known ecclesiastic. On the occasion of a visit to Rome in
1592, touched with compassion at the neglected condition of the poor children, he renounced his
ecclesiastical honors in Spain and devoted himself to the work of teaching in Rome. There he
founded the Congregation of the Piaristes, consisting of regular clerics, about 1,600, whose object
was the charitable education of poor children. The congregation was approved in 1617 by Paul V,
who permitted members to take the simple vows and adopt their own rules. In 1621 Gregory XV
gave them the title of “Regular clerics of the poor, under the protection of the Mother of God, for
charitable schools.” The work soon spread to the rest of Italy, and to Germany and Poland. The
mother house is at Rome. Its founder, who died in 1648, and was canonized in 1767, refused to
accept the honors of bishop or cardinal. See Grande Encyclopédie. ↑
42 Article 9 of the decree of the General Division of Civil Administration, of February 4, 1889,
prescribes that on Sunday after mass the boys shall assemble at the school for an hour, so that the
religious or parish priest may give them the religious teaching that he deems advisable (Grifol y
Aliaga, p. 131, note 1). ↑

43 In 1868, the studies for the normal school for female teachers were given in this school. The
report on the education of girls presented by the friars at the exposition at Madrid in 1887 speaks as
follows of it: “While strictly speaking there is no other normal school for female teachers than that of
Nueva Cáceres, we believe, nevertheless, that this name can be given to the municipal school for
girls of this capital, which is the only institution for young women supported from public funds—that
is, from the funds of the municipality of Manila. It is true that schoolmistresses can, and actually do,
graduate from any girls’ school of this capital, and even from any private school, as, according to the
law in force to secure this title, the passing of the regular examination is sufficient; but we believe
that the only institution of this character in Manila which deserves the title of teachers’ school is the
municipal school, and we therefore include in the same chapter this school and that of Santa Isabel of
Nueva Cáceres.” See Census of Philippines, iii, pp. 615, 616. ↑
44 In the Madrid periodical Nuestro Tiempo of November 25, 1905 (pp. 317–331), is an article by
Eduardo Sanz y Escartin, of the Royal Academy of Moral and Political Sciences, entitled “La
instrucción pública en España” (“Public instruction in Spain”), which gives a good résumé of the
condition and needs of education in Spain at present. ↑

45 The Gaceta de Manila is the continuation of the Boletín oficial de Filipinas, [Official Bulletin of
Filipinas] which changed its name in accordance with a royal order of May 18, 1860. The first issue

of the paper under the new name appeared Tuesday, February 26, 1861, and by a royal order of
September 26 following, it was prescribed that all the villages of the archipelago should subscribe for
the paper. By a decree issued in February 1861, it was declared that “all the official orders published
in the Gaceta de Manila, whatever their origin, are to be regarded as official and authentic text.” The
Boletín was first issued in 1852, being the continuation of the Diario de Manila, first published at the
end of 1848. See Montero y Vidal, iii, pp. 306, 307; and Politica de España en Filipinas, iii, pp. 94,
95. ↑

46 General Gándara paid special attention to primary education, and very important measures are
due to him in the years 1867 and 1868. He was ably seconded by the secretary of the superior
government, Vicente Barrantes. See Montero y Vidal, iii, p. 491. ↑
47 Of the girls’ school of Nueva-Cáceres, Tomás G. del Rosario says (Census of Philippines, iii, p.
616): “This school was founded by the bishop of that diocese, Fray Francisco Gainza, who
inaugurated the studies on April 13, 1868, as a primary school for girls. On June 18, 1871, the studies
of the normal school for women were taught there, as they were in that of Manila, by a decree of the
government of King Amadeo, of Savoy. On May 26, 1873, the government of the Spanish republic
decreed that each of the towns of that ecclesiastical province should hereafter make allowance for a
similar number of young girls desirous of obtaining the title of teacher. Up to 1887, 177 girls had
obtained certificates as teachers from this educational institution. The sisters of charity are in charge
of the institution and of the education of the girls. This educational institution combined the
characteristics of a school of primary instruction, a college for the education of boarding pupils, and a
school for teachers, or normal school.” ↑
48 By decision of his Excellency the governor general, November 18, 1889, this article was revised
to the effect that girls could enter the normal school for women teachers in Nueva Cáceres from the
age of fourteen, although those with the teachers’ certificate could not teach until they reached the
age of twenty, according to the regulations. However, those older than sixteen and less than twenty
who hold teachers’ certificates may have the charge of schools, with the character of ad interim, so
long as there are not other teachers with all the legal conditions required; and they are confirmed in
these posts when they reach the age of twenty, according to the royal decree of November 24, 1893.
(Grifol y Aliaga, p. 45, note 1.) ↑
49 This article (see. Grifol y Aliaga, p. 244) is as follows: “The issuing of teachers’ certificates of
primary instruction, both normal and substitutes, their appointments to discharge the duties of the
public schools, prescribe promotions, licenses, and other things connected with these functionaries,
are in charge of the director [general of Civil Administration].” ↑

50 Now the civil governor of Ambos Camarines (Grifol y Aliaga, p. 50, note 2). ↑

51 This article (Grifol y Aliaga, pp. 401, 402) is as follows: “On the receipt of this circular, you
shall have a meeting called of the persons who shall compose that provincial commission, in
accordance with the above-cited art. 15 [of the royal decree of December 20, 1863]. Therein shall be
read the annexed regulations which shall be cited, and those of this circular; and that provincial
supervisory commission shall be declared as installed.” ↑

52 Of the position of woman in the Philippines and its cause, LeRoy says (Philippine Life, pp. 49,
50), although perhaps a trifle too strongly, as woman in the Philippines seems always to have enjoyed
a certain amount of freedom, as compared to her sisters in other oriental countries: “The position of
woman in the Philippines is not that typical of the Orient. If we may not say that the Philippines are
not at all oriental in this respect, at any rate it is perfectly safe to say that in no other part of the
Orient have women relatively so much freedom or do they play so large a part in the control of the
family or in social and even industrial affairs. It is a common remark that Filipino women, both of the
privileged and of the lower classes, are possessed of more character, and often too of more enterprise,
than the men. There seems every reason for ascribing this relative improvement in the position of
woman in the Philippines as compared with surrounding countries in the Orient to the influence of
the Christian religion and the position which they have assumed under the teaching of the Church and
the directorship of the friars.” ↑
53 Prueba de curso: the examination which is held at the end of each scholastic year or term, in the
months of May and June, or (if it could not be held at that time, or if the student fails to pass) in the
month of September of the new term. It must be taken by every pupil in order that he may matriculate
the following term.—Francisco Giner de los Rios, of Madrid, of the Free Institution of Teaching. ↑

54 Grado de revalida is the aggregate of exercises and examinations which must be taken by
students (in spite of having been examined every year) on the completion of any course (for example
that of elementary or superior schoolmaster or mistress), in order to obtain the certificate or diploma
of their degree. There are many degrees: doctor, licentiate, bachelor, primary schoolmaster, etc.—
Francisco Giner de los Rios. ↑
55 Inscripción: the entering of a student in the school register. This word is also used in general for
any record of a name, person, or thing, in a list or register.—Francisco Giner de los Rios. ↑

56 Encerado: a square of oilskin, used as a slate or blackboard. See New Velázquez Dictionary. ↑
57 Cedulas de inscripción are the documents which are given to the students, certifying that they
have been registered in the matriculation books.—Francisco Giner de los Rios. ↑

58 Literally, “Paper of payment to the State.” This is a kind of stamped paper with its stamp
authorized by the State, whose price varies according as the stamp represents the value of an impost

which is collected in judicial and many other affairs. In the centers of State teaching, the fees which
are to be paid by the students for their matriculation are not paid in money, but by presenting a
special paper which is bought in certain shops.—Francisco Ginder de los Rios. ↑

59 Hoja de estudios: the document on which are entered the studies which a student has had, and in
which he has been examined, with their official value.—Francisco Giner de los Rios. ↑
60 Cedula personal: an official document declaring the name, occupation, domicile, etc., of the
bearer, and serving for identification. See New Velázquez Dictionary. ↑
61 Matrícula de honor: a reward obtained by the best students of each class, by virtue of the term
examinations. By this reward they are registered free in the matriculation of the following year.—
Francisco Giner de los Rios. ↑
62 St. Stanislas Kostka (or Kotska) was born of a noble Polish family in 1550. While pursuing his
studies at Vienna (1563–66), in the Jesuit college, his predilection to the religious life was clearly
manifest, but since the provincial would not receive him there without the consent of his parents, he
ran away, and tried to gain admission to the Jesuit order in Dilingen, Germany. To avoid the pursuit
of his parents he was sent to Rome, where he was received into the order by St. Francis Borja in
1567. Naturally of a delicate constitution, the extreme bodily mortifications which he practiced in his
youthful enthusiasm undermined his health, and he died August 14, 1568, at the age of eighteen. See
Baring Gould’s Lives of the Saints (London, 1898), xiii, pp. 322–325. ↑

63 i.e., the decree of the government, ordering “let it be done.” ↑
64 Governor Izquierdo [1871–73] paid considerable attention to primary education, in which he
was aided by José Patricio Clemente, secretary of the superior government. See Montero y Vidal, iii,
p. 621. ↑

65 The Ensayo de gramática Hispano-Tagala (Manila, 1878) by the Recollect, Fray Toribio
Minguella de la Merced. Retana says of this book (Biblioteca filipina, p. 149): “In my opinion the
method of this book is the most suitable for study by Spaniards, who do not haze any knowledge of
Latin, studied after the ancient method.” Minguella published in 1886, Methodo práctico para que
los niños y niñas de las provincias Tagalas aprendan á hablar castellano (Practical method for boys
and girls to learn to talk Castilian). This latter book received a reward in public contest. ↑
66 The author of this book is Castor Aguilera y Porta. ↑
67 Its author is Ramón Irureta Goyena. ↑
68 By Benito Francia. ↑

DOMINICAN EDUCATIONAL INSTITUTIONS,
1896–1897
STATISTICS OF THE STUDENTS WHO STUDIED IN THE COLLEGES
OF THE DOMINICAN FATHERS IN THE YEAR 1896–1897

College and University of Santo Tomás

The college was founded by the corporation of the Dominicans in 1612, and
its foundation approved by King Felipe IV, in December, 1623,1 as appears
from the Recopilación de las Indias (ley liii, título xxii, libro i). It was
declared a university by brief of his Holiness, Innocent X, in 1645, and
King Carlos II received it under his protection and royal patronage in 1680.
Finally, King Carlos III, by a decree of March 7, 1785, conferred on it the
title of Royal, giving it the titles and honors of the universities of the
Spanish monarchy. The collegiates with beca (free) numbered thirty-six in
1896.

Pupils matriculated in 1896 in the different courses
Courses Degrees conferred
Course in Theology 15 2
Course 7 3
,, in Canons
Course 1,298 17
,, in Jurisprudence
Course 244 4
,, in the Profession of Notary
Course 857 8
,, in Medicine

Course in Pharmacy 169 2
Course 160
,, in Philosophy and Letters
Course 54
,, in Sciences
Practitioners of Medicine 205
Practitioners 38
,, of Pharmacy
Midwives 12
Total 3,059 [36]

College of San Juan de Letrán2

This college was founded under the title of San Pedro y San Pablo in the
year 1640, for the purpose of giving primary instruction to the poor and
orphaned children of Spanish parents. The most reverend master-general,
Fray Tomás Turco, confirmed its erection in 1644. The provincial chapter of
1652 accepted it as a house of the province at the request of the governor-
general with the approbation of the archbishop of Manila. In the year 1683,
it was called the college of San Juan de Letrán, and it has been so called to
our day.3

Course for 1896–1897
Rector and father professors 13
Brother masters of primary instruction 4
Resident [internos] collegiates 220
Half Resident collegiates 50
,,
Filipino assistants (servants) 8
[Total] 295

Class of day pupils

Matriculated in general studies for the bachelor’s degree 5,363
Matriculated for practical studies (specialists) 337
Total 5,700

Titles conferred
Bachelor of Arts 149
Professors of secondary instruction 4
Skilled agriculturalists and appraisers of lands 2
Skilled merchants 17
Skilled 5
,, mechanics

College of San Alberto Magno

This college was founded by the Dominican corporation in the year 1891, in
the village of Dagupan, in the province of Pangasinan. The building was
from the first constructed for the purpose for which it was destined.

Course of 1896–1897

Rector and teachers 8
Brother master of primary instruction 1
Resident pupils 96
Matriculated 842
Total 947

School of Santa Catalina de Sena4

This school is directed by the Dominican sisters and was founded in 1698.
In the year 1896 it had:

Nuns who acted as teachers 16
Lay sisters 15
Girls in residence 140
Servants and florists 52
Total 223

School of Nuestra Señora del Rosario, of Lingayén
(Pangasinan)

(Founded by the corporation, in 1890)

Nuns who act as teachers 7
Resident pupils 53
Non-resident pupils 13
Servants 10
Total 83

School of Nuestra Señora del Rosario of Vigan (Founded
in 1893)

Nuns who act as teachers 7
Pupils in residence 65
Servants 7

[Total] 79

School of Santa Ymelda of Tuguegarao (Cagayán)
(Founded in 1892)

Nuns 8
Pupils in residence 77
Non-resident pupils 10
Half pensioners 4
Servants 11
[Total] 110

1 This law is dated Nov. 27, 1623, q.v., VOL. XX, pp. 260, 261. ↑
2 In 1867 the college of San Juan de Letran was declared a college of secondary education. See
Montero y Vidal, iii, p. 485. ↑

3 This college was considered as the Institute of the university (note on MS.). ↑
4 The pupils of the schools directed by nuns are girls. ↑

REPORT OF RELIGIOUS SCHOOLS, 1897

Relation of the houses and number of pupils1 whom the
sisters of charity had in a school here in Filipinas in the
year 1897.

1. Here in Manila, they had all the schools which they have at present,
namely, the school of La Concordia, that of Santa Ysabel, that of Santa
Rosa, and that of Looban.

2. In the school of La Concordia, there were 39 sisters and 300 pupils.

In that of Santa Ysabel 14 sisters and 150 pupils.

In Santa Rosa, 11 sisters and 200 pupils.

In the school of Looban, 11 sisters and 170 collegiates.

3. In addition, they had here in Manila the military hospital, the hospital of
St. John of God, the municipal school, and the hospice of San José.

In St. John of God, there were 27 sisters and 400 patients.

In the military hospital, 24 sisters and 300 patients.

In the hospice of San José, 14 sisters and 250 destitute people, counting
poor, patients, and orphan children.

In the municipal school, there were 10 sisters and about 300 girls attended
it. At present they still have these charitable houses with the exception of

the military hospital and the municipal school.

4. Besides these houses here in Manila, they had in the provinces, the
schools which they still have.

In Jaro (Iloilo), the school of San José, in which were 12 sisters and 150
scholars.

In Cebu in the same capital, the school of the Immaculate Conception, with
28 sisters and 200 scholars. They have also the hospital and the house of
relief.

In Nueva Cáceres (Camarines), the school of Santa Ysabel, in which were
13 sisters and 170 scholars.

In Cavite they also had the hospital of St. John of God, and that of Cañacao.
In the former were 16 sisters and 170 patients, and in the latter 16 sisters
and 200 patients.

Relation of the number of pupils in the seminary schools
here in Filipinas in the year 1897.

1. All the seminary schools were in charge of Paulist fathers, except that of
Vigan. In the seminary of this city of Manila there were 5 fathers and 3
brothers, while the pupils or seminarists numbered about 40. In addition
they had the house which they own at present, in San Marcelino. There
were 6 fathers and two brothers whose efforts were devoted to propagating
and extending worship, and directing as well the sisters of charity.

2. In the seminary school of Jaro, there were, in the said year, 9 fathers and
2 brothers, and about 600 pupils of whom 200 were regular.

3. In the seminary school of Cebú, there were also 9 fathers and 2 brothers
resident, and the number of pupils was about 800, those resident numbering

about 300.

4. In that of Nueva Cáceres there was the same number of fathers and
brothers as in the seminaries of Jaro and Cebú, while the pupils numbered
about 700.

[Endorsed in English: “Congregation of St. Vi[n]cent of Paul.”]

1 Throughout the first portion of this document, by “pupils” must be understood “girls.” ↑

EDUCATIONAL INSTITUTIONS OF THE
RECOLLECTS

Beaterio de Santa Rita

It is located on the ground plot of San Sebastian, in a district of the same
name, outside the walls of Manila, where the Augustinian Recollect fathers
have a convent whose foundation dates from the year 1621, and a
magnificent iron church dedicated in the year 1891, in which is venerated
the miraculous image of our Lady of Carmel.

This beaterio, separated from the convent only by the portico which gives
entrance to the church, was founded about the year 1730, and was due
principally to our father Fray Andrés de San Fulgencio, who, acceding to
the reiterated urgings and petitions of some pious women, who desired to
live in retreat from the excitement of the world, built them a house, and
gave them the habit of manteletas, or Tertiaries of the Augustinian order.

The preferred occupations in which those pious women who have had the
good fortune to take our holy habit in this beaterio, have busied themselves,
have been, and are at present, beside their own sanctification, the solid and
Christian instruction and education of a certain number of girls; the
cleaning and renovating of our church of San Sebastian; and the
propagation of worship and devotion to our Lady of Carmel, for whom they
act as the perpetual attendants.

They lead a very austere life, and one completely abstracted from the world,
scarcely ever leaving the beaterio unless to go to the church, and it is a very

remarkable circumstance that in the two hundred years almost, which have
elapsed since their foundation, no sister who has taken the habit has
abandoned it in order to return to the world.

The inspection and direction of the beaterio belong to the father prior of the
convent of San Sebastian, who, with the consent of our father provincial,
dictates the suitable provisions for maintaining in that holy house the spirit
of piety with which it was founded.

School of San José of Bacolod, Negros

In the intermediary chapter, celebrated in the convent of Manila, October
31, 1895, the installation (in Bacolod, the capital of the island of Negros) of
a college of primary and secondary instruction, was determined upon. That
determination of the chapter was approved by the most reverend apostolic
father, commissary-general of the order, December 18, of the same year 95.
January 28, 1896, the very reverend father provincial, Fray Andrés Ferrero,
now his Excellency, the bishop of Jaro, petitioned his Excellency the
governor-general to have the kindness to authorize him as founder of a
school of primary and secondary instruction in the province of Negros
under the advocacy of San José, in which they could establish all the
courses, the study of which was required in order to obtain the degree of
bachelor of arts.

The superior government acceded to the petition by a decree dated February
21, of the same year, on condition of first receiving a favorable report from
the very reverend father rector of the royal and pontifical university of
Manila. In June of the same year they proceeded to the opening of the
school of Bacolod, which was placed under the said university. The
disasters that occurred in this archipelago in consequence of the
insurrection, have been the cause of this school running for only two years.

Seminary school of Vigan

The corporation of Augustinian Recollects had in its charge the seminary of
Vigan between the years 1882 and April, 1895. During that time various
courses were added, and, in July, 1892, the complete plan of studies for
secondary instruction was established in the said seminary, and it was
officially placed under the university of Manila.

School of Santa Rosa

The foundation of this school having been authorized by a royal decree of
September 22, 1774, its direction and government (besides that which by
right belongs to the diocesan ecclesiastical authority) was committed to the
senior auditor, who was afterwards called the president of the royal
Audiencia. He was aided by a council of four votes. Thus it continued until
December 17, 1891, in which in accordance with a royal order of October
6, of the same year, the general government of these islands appointed as
president of the assembly the very reverend father provincial of the
Recollects. From that time all the intervention and authority which thitherto
had been held by the presidents of the royal Audiencia, were delegated to
him.

The individuals composing the Administration Board are appointed by the
archbishop of Manila, at the proposal of the father president. The Board
informs his reverend Excellency, of the most important decisions which are
made so that he may approve them.

THE FRIAR VIEWPOINT

I

EDUCATION

The truth in this matter. If the means are sufficient and efficacious, the ends
will be obtained. Uniformity in the method.

There are matters of importance so transcendental in the progressive
evolution of peoples, and which determine in so efficacious a manner the
greater or less future and civilization of those peoples, that they cannot be
less than regarded by men who govern with the most profound attention and
persevering study, converting them into the object of their studies, of their
zeal, and of their energies. Perhaps nothing occupies the foremost place
with more reason and right than education. The desire of happiness is as
natural as it is legitimate in man. That desire is so noble and elevated an
aspiration, and man feels that desire in the bottom of his soul with so
irresistible a force than one may say without any kind of exaggeration, that
even unconsciously he is dragged along by it. Hence, every new step that he
takes, every ray of light that he perceives, every unknown point that he
discovers in that road, induces one to believe that it is one factor more for
arrival at a safe port, one greater facility which he acquires for the
attainment of that end. And since that end in man cannot be more than the
highest end, hence it is that he feels in an invincible manner the necessity of
its possession, which is that which constitutes the highest perfection of that
privileged creature [man]. Now, then, in order to attain possession of that
end, it is necessary to know it, and in order that it may have a practical
result, one must know the means which conduce to it, and perfect them so

that the result may be complete. Most marvelously is this trust filled by the
teaching which has as its direct object the education and perfection of the
faculties of man, which are the only means conducive to the knowledge and
possession of God—the supreme end, hence, the highest happiness of man.
Education is the object and noble finality of teaching, the unfolding and
perfection of the faculties of man, both in the physical order, and in the
intellectual, esthetic, and moral; to develop the physical energies, producing
the most perfect health and robustness of the body, to extend the horizons of
the intelligence, the greater number of points of knowledge conducing to
the discovery of truth proportioning it; increasing and ennobling man’s
sentiments for beauty, and directing the will along the road of the good and
the just, and removing it from their opposites, the evil and unjust. It is the
primordial object and noblest end of every man who governs to endeavor to
broaden, extend, and perfect instruction among the peoples under the
control of his government and direction.

It is the most sacred duty of every gubernatorial authority to excogitate and
choose the most suitable, safe, and correct methods of teaching for the
attainment of so sacred an end. It cannot be even doubted that the authors of
our traditional legislation for the Indias had other motives than the accuracy
and rectitude in the creation of the laws concerning instruction, or other
primordial end in it than the knowledge and adoration of God, the supreme
end of man on earth; and as a means, the knowledge of the divine
mysteries, of the revealed truths, in a word, of the Catholic religion, among
the human beings of the New World. Rapid without doubt was the progress
which the Catholic faith made in the immense territories of that unknown
world, notwithstanding the interminable series of difficulties which our
fervent missionaries, covetous to gain souls for God, were to meet in the
evangelization of so many races and so numerous peoples divided by so
diverse languages, which were so many other obstacles superable by their
strong desire and never-satisfied zeal. In order to conquer those difficulties,
and that that zeal might be more productive for the cause of religion, and
more advantageous for the believers, fifty-eight years after the immortal
Colón had discovered this world full of marvels, the first law was dictated
in regard to the creation of schools for the teaching of Castilian, signed by

Carlos V while governing at Valladolid, June 7, and reproduced July 17,
1550. Such is law xviii, título i, book vi, which reads as follows.

“Having made particular examination in regard to whether, even in the most
perfect language of the Indians, the ministers of our holy Catholic faith can
explain themselves well and fittingly, we have recognized that that is
impossible without committing great discords and imperfections; and
although chairs are founded where the priests who shall instruct the Indians
may be taught, this is not a fitting remedy because of the great diversity of
languages; and having resolved that it will be advantageous to introduce the
Castilian language: we command teachers to be given to the Indians, in
order to teach those who wish of their own accord to study it, in the way
which will be of least trouble and without expense to them. It has appeared
that this can be well done by the sacristans, as in the villages of these
kingdoms they teach reading, writing, and the Christian doctrine.”

But one can immediately understand that teachers who taught without any
charge, who might be sacristans, and Indians who wished to study
voluntarily, were not fitting factors to attain the most praiseworthy end
which the legislator proposed to himself; and in fact it could not have given
the desired result since eighty-four years afterwards, law v, título xiii, book
i, was issued by Felipe IV, without indicating the means, in Madrid, March
2, 1634, and repeated two years afterward, on November 4, which reads as
follows: “We ask and request the archbishops and the bishops to provide
and order the curas and missionaries of the Indians in their dioceses, by the
use of the mildest means, to arrange and direct that all the Indians be taught
the Spanish language, and in that language the Christian doctrine, so that
they may become more capable of understanding the mysteries of our holy
Catholic faith and so that other advantages may be gained for their
salvation, and follow in their government and method of life.” The
fulfilment of both laws [was] recorded by the royal decree of March 20,
1686,1 and those laws were at the same time extended to Filipinas, since the
desire of the legislator was the same in both parts, namely, “to consult upon
what is the most efficacious means for destroying the idolatries incurred at
present by the majority of the Indians as was true at the beginning of their
conversion, etc.,” as is said in the above-mentioned royal decree. From that

decree one infers a wholesome instruction for Filipinas; but it is no wonder
that the Filipinos have not learned Castilian, and that they abandon their
primitive superstitions with difficulty, when the Americans of greater
capacity than they, with greater means, with a powerful and constant stream
of Christian civilization, carried by numerous missionaries, and a greater
European emigration, after two centuries did not know the Castilian speech,
and the majority were sunk in their idolatries, a thing which does not occur
with the masses of the Filipinos, although they are not a little superstitious,
a quality exhibited in more or less degree by numerous peoples of Europa
after so many centuries of illumination.

For the same end and filled with the same spirit was issued the royal decree
of April 16, 1770, which, like the preceding one, was also extended to
Filipinas, as were also other later ones, all of which were animated by the
most Christian zeal, so that the Indians might learn better the mysteries and
doctrinal points of the Catholic religion, for the easier and surer salvation of
their souls. Without danger of taking from these laws any valuable data, in
accordance with the necessity which counsels it, let us reduce ourselves for
the moment to a review of the orders given directly for Filipinas which are
found in the celebrated ordinances, first in those given by Corcuera in the
year 1642, revised by Cruzat in 1696, and added to by their successors.
Among them is one, the 52d, of Governor-general Solis, marquis of
Obando, dated October 19, 1752. Among other things that ordinance says:
“Through my desires of aiding with the greatest exactness the spiritual and
temporal welfare of those vassals, supplying them with all the means of
acquiring and consolidating it, I have resolved to order, as by the present I
do order and command, said governors, corregidors, alcaldes-mayor, and
other justices of these islands, that exactly and punctually, and without
interpretation or opinion, they give and cause to be given the most
opportune measures, so that in the villages of their districts they demand,
establish, and found, from this day forward, schools where the children of
the natives and other inhabitants of their districts may be educated and
taught (in primary letters in the Castilian or Spanish language), seeing to it
earnestly and carefully that they study, learn, and receive education in that
language and not in that of the country or any other. They shall work for its
greater increase, extension, and intelligence, without consenting or allowing

... this determination to be violated, or schools of any other language to be
erected or started, under penalty of five hundred [pesos?] applied in the
manner decreed by this superior government.... For that purpose, and so that
it may have the fullest effect, I revoke, annul, and declare of no use and
value ordinance 29, which declares that Spaniards shall not be allowed to
live in or remain in the villages of the Indians; for in the future they must be
admitted to such residence. The alcaldes-mayor and justices shall see to it
that such people live in a Christian manner and according to the commands
of God; and they shall arrest, punish, and exile those who fail in this matter.
This is to be understood of the schools which are to be supported and
maintained at the cost of the villages themselves and of the funds which the
communal treasuries shall have assigned for those of the languages of the
country (for as abovesaid the latter must cease and shall cease in proportion
as the schools for teaching in the Castilian language shall be built and
established); and for the attainment of the duties and posts of governors and
other honorable military posts it shall be a necessary qualification that those
on whom they are conferred be the most capable, experienced, and clever in
being able to read, talk, and write, in the above-mentioned Spanish
language, and such posts must be given to such persons and not to others,”
etc.

In accordance with all that which is faithfully quoted in regard to this
particular, is ordinance 25 of the zealous Raón in 1768, which reads as
follows: “As it is very important that there be good schoolteachers for the
teaching of the Indians, and as it is advisable for them to learn the Spanish
language in order to know the Christian doctrine better, and since the salary
of one peso and one cabán of rice, which it is the custom to give them from
the communal funds each month, is very little, it is ordered that the
alcaldes, with the intervention of the curas, or missionary ministers, make a
computation of the salary which can be given in each village (in proportion
to its tributes) to the schoolteacher, giving an account thereof to the superior
government for its approval.... For, with the increase of salaries, better
teachers can be had and the end of law xviii, título i, book vi, as will be
related hereafter, can be better attained.” This is fulfilled at greater length in
ordinance or article 93, reading as follows: “In accordance with section 52
of the ancient ordinances, and 17 of those drawn up by governor Don Pedro

Manuel de Arandía, it is strictly and rigorously ordered the alcaldes-mayor,
and asked and petitioned from the father ministers, that each one, in so far
as concerns him, shall apply his zeal to the end that in all the villages there
should be one schoolmaster well instructed in the Spanish language, and
that he teach the Indians to read and write in it, the Christian doctrine, and
other prayers, as is ordered by the king, our sovereign, in his royal decree of
June 5, 1754, because of the most serious disadvantages which result by
doing the contrary to the religion and the state. For the attainment of so
important teaching, the salary of each teacher shall be paid punctually from
the communal funds, namely, one peso and one cabán of rice per month.
Permission is given to the above-mentioned alcaldes-mayor so that, in the
large villages and in proportion to the capacity of said teachers, they may
increase their salary by giving information thereof to the superior
government for its approval, as is stated in section 25. The above-
mentioned teachers shall be informed that, if they do not teach the Indians,
and instruct them in the Spanish language, they will be condemned to make
restitution of the pay which they shall have received, and shall be deprived
of holding any post in these islands and punished at the will of said
alcaldes. The latter, especially in their visit to the villages of their provinces,
shall investigate with particular care the observance of the abovesaid, and
shall inform the superior government.... It is to be noted that for any slight
omission of the alcaldes in regard to this most important point, they shall
incur the indignation of the superior tribunals, and shall be rigorously
punished and fined in proportion to their lack of zeal and fulfilment of this
section; for experience has taught that for particular ends and unjust laxity
or neglect they have proceeded hitherto with little zeal and with total want
of observance of law xviii, título i, book vi, which is corroborated and
confirmed by many royal decrees and by the abovesaid sections of the
ordinances preceding that law.”

Since we are decided to make an exact and complete adjustment of
accounts treating of this matter, we transcribe here, in order to attain that,
whatever has to do most especially with both ancient and modern
legislation, in order to remove at once the mask under which the detractors
of the religious orders have been masquerading, blaming them openly for
the backward state of the Filipino villages, for their deficiency in education