The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1910-07-10
PROGRESS OF EDUCATION
I'm THE PHILIPPINE ISLANDS
Changed Methods and Plans
Adopted Following Ameri-
can Occupation.
FILIPINO TEACHERS TRAINED
Comprehensive Courses Offered,
and Number Of Special
Schools Started.
NY NEWTON ". GILBERT.

NY NEWTON W. GILBERT.
Perhaps in no respect have condi-
tions in the Philippine Islands been so
changed within the past decade as I
they have in the matter OF public In
struction. SPANS government Of her
far Eastern possessions needed no
weil-in.ormed public opinion for Its
success. The people were concerned
in obeying, not in making. laws. and
masses morally and socially, not to
give them greater political capacity.
1t was natural. therefore, that the |
schools should be under the control OF
the religious orders. and that emphasis
should be placed on religious rather
than on secular instruction.
II is the common belief that educa-
ton was entirely neglected under
Spanish rule. This impression is far
from correct. When their sovereignty
passed TO Americans there were in the |
Philippine Islands nearly 1000 public |
school teachers. These teachers. al
most equally divided in number as TO
sex. were stationed throughout the |
provinces, and few towns Of large size |
did not possess a public school.
Elementary Instruction.
But instruction was elementary In |
deed. Christian doctrine occupied the |
first place in the curriculum, and not
iinfreauently schooling began and
ended with that subject Usually. how
ever, children learned to read and
write their own dialect and obtain
some vague knowledge OF geography
and OF q carefully censored history of
Spain. The teaching OF Spanish. which
was prescribed by the regulations. did
not meet with general favor: and
since quito often tho teachers them
selves knew nothing of that tongue.
this regulation was largely disre-
garded in the provincial schools. In
Manila, however. the Ateneo Municipal,
under the direction OF the Jesuit faith
ers. gave a course which not only
fully complied with the regulations,
bu, which in some respects exceeded
them.
A few towns possessed simple school
buildings More often room in the
house OF the schoolmaster or mistress
served this purpose; and some
times because OF the lack of books
si,y altogether oral. Teachers were
most inadequately paid--so poorly in
deed that few graduates OF the nor
NAL school conducted by the Jesuits
atManila ever taught in the schools.
The official institution for secondary
education was the San Juan de Letran.
in charge OF the Dominican friars, al
gave an excellent course; and some
sixty-nine private colleges and
Latin schools both in Manila and
the provinces. maintained classes for
those who cared TO enter.
Two institutions of higher learning
we're open to students-the Royal and
Pontifcal University OF Santa Tomas.
comforting degrees in theology. canon-
zeal law, philosophy and letters. juris-
prudence and physical and chemical
science: and the Royal College of San
Jose, giving instruction In medicine
and pharmacy.
Such. in broad outline, was educa-
tion in the Philippine Islands prior to
their occupation by the United States.
Education Sccularized.
Almost the first statement made by
tho commission. sent here to inaug-
urate civil government, was that edu-
cation should be secularized and made
general throughout the Archipelago;
that the people should be taught the
theory of individual rights and the
means whereby these rights might be
obtained and safeguarded; that an
Intelligent public opinion should be
Ing public Office; and that as they
advanced In capacity the government
should moro and more be Entrusted to
the people OF the islands.
This Is the task which the schools
encountered.
One not familiar with the geography
OF the Philippines. nor with the social
and chronological condition of their
"A inhabitants can hardly comprehend
zation of the schools was attended. The
Archipelago is composed of thousands
OF islands. inhabited by people speak
ing different dialects and varying In
civilization from the primitive 1gorots
to highly cultured men and women.
Means OF travel were in the beginning
extremely uncertain: there We're few
'houses suitable for Americans In the
smaller municipalities; supplies We're
difficult to obtain: there were no
amusenlents, as we know them, and
malls from home came only at long
Intervals
Nevertheless, O. beginning was made,
and made on q. large scale. The COM
z, mission appointed general superin-
tendent of education and autho rizsd the
employment of thousand merican
teachers. It was decided that all in
struction should be given in English,
z and the teachers were sent throughout
the islands with such provisions as
could be made for their comfort.
Bureau Of Education.
The title of the general superinten-
uent mas since been changed 10 that OF
director of education; and now. with
two assistants. he is at the head of
the Bureau of Education-one Of the
four bureaus under the Jurisdiction of
the commission holding the portfolio
OF Secretary of Public Instruction.
The islands were divided into school
divisions, and to each Of these q
lsupertntendent was assigned who
should. under the direction of the
general superintendent, have charge
OF all work therein These divisions
at first embraced too much territory
the superintendent could not In per-
son superintend the work under his
direction, nor become sufficiently In
Innate with local conditions to adapt
the schools to meet them. The boun-
daries have several times been
changed. and until there are at pres
FL ent thirty-seven school divisions
Which. in general, correspond with