HISTORY OF PHILIPPINE EDUCATION SYSTEM:

by: Clarinda Aguinaldo

I. INTRODUCTION:

Education in the Philippines undergone graduated changes from early settlers

to the present. Education is of great importance because it’s a main avenue for
us Filipinos to achieve our social and economic success. Education in the
Philippines has a very deep history from the past in which it has undergone
several stages of development from ancient Filipinos or the indios[1], Spanish
occupation, American colonization and Japanese era up to the present system.

II. SYSTEM FROM ANCIENT FILIPINOS UP TO SPANISH PERIOD

The education during the Pre-Spanish time was informal and unstructured. The
fathers taught their sons how to look for food and other means of livelihood
while the mothers taught their daughters how to do household chores. These
are basically to prepare them to become good husbands and wives. During that
time they know how to read and write using the Alibata[2]. Then the Spanish
came and the education system became formal. Their objective is to teach the
natives the Christian Doctrines using the “Doctrina Christiana[3]” along with
cathechism, which main targets are the children because they can easily learn
and follow unlike adults who already have their own beliefs. There was a
separate during the Spanish time was Tagalog and Spanish. On the question of
race, of course the Ilustrados[4] and the mestizos[5] were give priorities to a
better education. The Segunda Enseñanza[6] curriculum is not open to the
native. In 1863 an Educational Decree mandated the school for boys and girls.
The medium of instruction during the Spanish time was Tagalog and Spanish. In
1863 an Educational Decree mandated the establishment of free primary
schools in each town, one for the boys and one for girls with the precise
number of schools depending on the size of the population. There were three
grades: entrada[7], ascenso[8], and termino[9]. The curriculum required
the study of Christian doctrine, values and history as well as reading and
writing in Spanish, mathematics, agriculture, etiquette, singing, world
geography, and Spanish history. Girls were also taught sewing.

The decree also provided for a normal school run by the Jesuits to educate
male teachers in Manila. Normal schools for women teachers were not
established until 1875, in Nueva Caceres.

Despite the Decree of 1863, basic education in the Philippines remained

inadequate for the rest of the Spanish period. Often, there were not enough
schools built. Teachers tended to use corporal punishment. The friars exercised
control over the schools and their teachers and obstructed attempts to
properly educate the masses, as they considered widespread secular education
to be a threat to their hold over the population. The schools were often poorly
equipped, lacking the desks, chairs, and writing materials that they were
required to have under the decree. Though classes were supposed to be held
from 7-10 am and 2:30-5 pm throughout the year, schools were often empty.
Children skipped school to help with planting and harvesting or even because
their clothes were ragged. For higher education, there were a few reputable
private institutions such as the University of Sto. Tomas, Colegio de San Juan
de Letran, and Ateneo Municipal. Though initially an institute of higher
education, UST was required by an 1865 decree to open public secondary
schools. Primary instruction was free and available to every Filipino regardless
of race or social class. Contrary to what the Propaganda of the Spanish–
American War tried to depict, they were not religious schools, but schools
established, supported and maintained by the Spanish Government and free
and the teaching of Spanish was compulsory. In 1866, the total population of
the Philippines was only 4,411,261. The total public schools was 841 for boys
and 833 for girls and the total number of children attending these schools was
135,098 for boys and 95,260 for girls. In 1892, the number of schools had
increased to 2,137, 1,087 of which were for boys and 1,050 for girls. By 1898,
enrollment in schools at all levels exceeded 200,000 students. As a result of the
implementation of public education, a new social class of educated Filipinos
arose, that came to be known as the Ilustrados. This new enlightened class of
Filipinos would later lead the Philippine independence movement, using the
Spanish language as their main communication method. Among the Ilustrados
who had also studied in Spain were José Rizal[10], Graciano López
Jaena[11], Marcelo H. del Pilar[12], Mariano Ponce[13] or Antonio Luna[14],
who were to lead later the cause of Filipino self-government and
independence.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic
under a Revolutionary Government. The schools maintained by Spain for more
than three centuries were closed for the time being but were reopened on
August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos,
the Military Academy of Malolos, and the Literary University of the Philippines
were established. A system of free and compulsory elementary education was
established by the Malolos Constitution[15].

A. HIGHER EDUCATION AND THE ORIGINS OF NATIONALISM

Higher education and the beginnings of nationalism seem paradox to the one
acquainted with the nationalist literature of the last two decades of the
19th century. To say nothing of Rizal’s scathing caricatures of the University of
Santo Tomas in his El Filibusterismo[16], Jose Ma. Panganiban’s harsh and
detailed dissection in La Solidaridad[17] of the university education open to
the Filipinos of the 1880’ only the most systematic of the critiques of the
Philippines higher education that regularly appeared in the pages of the Organ
of the Propaganda Movement. Even the Ateneo Municipal, which Rizal took
delight in contrasting with the other schools of Manila, did not escape the jabs
of his pen. The latter part of the century was precisely of a period when
extensive educational reforms were being undertaken; new faculties were
added to the university, teacher training was being improved in the normal
schools, and considerable expansion of the curriculum was taken place in
Letran and Ateneo Municipal. Rizal, of course would find a great distance
between the universities of Germany and Philippine Higher education, but the
defects of colonial education institutions were rather like those of the mother
country. Rather than academic incompetence, the chief complain of the young
Filipino students against education in their homeland was the narrow limits of
orthodoxy imposed on them, lack of what we call today academic freedom.
Filipino love of country, of course, did not begin with the 19 th century; revolt
against Spanish rule had occurred more than over the centuries even uniting to
some extent peoples of different provinces and linguistic groups. From the
colonist point of view, Spain showed herself quite impractical. For this
involuntary makes clear why there was a truly national revolution in the
Philippines as half century before in any other European colony in Asia. Only in
the Philippines was the colonial power so “impractical as to allow higher
education. This was wholly the work of religious orders.  If it is the fact that
Philippine higher education was instrumental in the evolution of nationalism in
the 19th century, and that it did provide competent leaders in the time of
radical transition in the Philippine society, it remains to ask in what way this
was done. Surely the Spanish Jesuits and Dominicans who provided that
education was not consciously promoting any movement towards Filipino
emancipation from Spanish rule; quite contrary was true, in spite of the
accusation made against them by certain Spanish superpatriots. Rizal saw more
clearly than his former professors what the role of their education had been
when he wrote to Blumentritt [18]in 1887, speaking of Filipinos of Madrid then
editing the shortlived predecessor of La Solidaridad, España en Filipinas. But if
we say that the 19th century Manila university institutions contributed, against
their explicit desire to the awakening of national consciousness in their
students, we must also say ironically, that it was precisely in their role as a
Catholic institution of learning that they failed to the considerable degree.

B. THE SCHOOLMASTERS OF CAVITE IN ARMS

On September 21, 1896, all the 37 maestros de niños [19]form 18 uplands and

lowland towns of Cavite were summarily expelled for disloyalty to Mother Spain
for abandoning their teaching post since the province rose up in arms in the
last day of August 1896. It was led by Artemio Ricarte[20]a schoolmaster of
San Francisco Malabon. Teachers were not only considered “shakers” of the
Philippine society, but in the 19th century, they were classed in the category of
the town principalia[21]like former gobenadorcillos, cabezas de barangay,
decorated personnel, cuadrillero (municipal police) and those who paid at least
P50 in land tax. Three non- Caviteños who were assigned teaching assignments
two whom became generals of the revolution were Artemio Ricarte, Juan
Cailles and one of the 3 martyrs of Cavite, Agapito Conchu, actually came to
Cavite as a teacher from Binondo.

C. FILIPINO REBOLUTIONARIES IN THE MAKING: THE OLD SCHOOL TIES IN

BATANGAS

Although some historians have held firmly to the idea that the Filipino masses
fueled the revoltion against Spainand later, against the United States, there
can be no doubdt that the province of Batangas elite Filipinos played a Central
role in both movements. Miguel Malvar[22], the leader of Batangas military
units during the two conflicts, was himself a man of wealth and political
influence, and most of his chief lieutenants had similar qualifications.

III. THE FILIPINOS AND AMERICAN EDUCATIONAL POLICIES AND INSTITUTIONS

The United States considered public Education second importance only to the
political development of the Filipinos. The Letter of Instruction of the Taft
Commission [23]to promote, extend, and improve the educational work
initiated by the Military Regime, and to give first priority to “the extension of a
system of primary education which shall be free to all,” such education “to fit
the people for the duties of citizenship and for the ordinary avocations of
civilized community.” In the reception of the Faribault plan it is impossible to
the state categorically what the Filipino was. The Filipino school under the
American rule opened on Corregidor Island, off Manila Harbor, in May 1898,
followed by the reopening of the city schools in Manila. The Taft Commission
had specific instructions to employ the vernacular in the primary schools. It
also had established a “common medium of communication” among the
Filipinos, who spoke different languages. This medium should be in English
language. Education and Public Health was a legacy of the Americans. I heard
from your teachings that Osmeña never bothered to learn English at that time,
even the father of Ninoy Aquino. Only Spanish culture. In 1903, Pensionado at
St. Louis Exposition, Filipino scholars were sent to US, graduate of high school
is the requirement and limited to upper class only. And it only means that the
chain was not break. I mean the style and the system of the Spaniards were
just repeated during the American occupation. The giving of the priorities to
the elite. The caciquism,[24] or patronage that public education is the biggest
threat to caciquism, and one good reason for accepting American rule in the
Philippines. It is not enough to lift the people from ignorance, they did not
empower the Filipinos only the elite. At the American occupation the education
was a complete social engineering. But Catholicism and Democracy can’t be
removed. During that time, the purpose of education is to militarize the
government, to pacify. But for Fred Atkinsons[25] he wants to industrialize
the education by creating vocational schools. According to Taft Atkinson is
lazy, he just want to travel. He was fired and replaced by David Prescott
Barrows[26], his educational philosophy is not industrialist but more on
Humanist. He was a director of Bureau of Non-Christian Tribes before he came
to the Philippines. He wants literacy not vocational job.

IV. THE MIND AND THE SPIRIT AT BAY

When the Japanese officially occupied Manila on January 3, 1942, the schools
throughout the country were still closed to education, public and private, was
in the state of animation. A year before war, Philippine educational system,
carefully planned by the early American administrators suffered a disastrous
setback when National Assembly passed passé the infamous Educational Act of
1940[27]. Low as the standard was of public education when the Japanese took
over the reins of the government, the public school system nevertheless
continued to symbolize the democratization of the Philippine society.
Consequently, on Feb.17, 1942, the commander-in-chief of the Imperial
Japanese army issued Order No.2 to Chairman Jorge B. Vargas wherein he laid
down the “6 basic principles of education. 1) to make people understand the
position of the Philippines as a member of the Greater East-Asia Co-
prosperity Sphere[28]….thus to promote friendly relations between Japan and
the Philippines to the furthest extent. Which Filipinos find being hard to
understand and were not clarified and they always fool the Japanese that they
really can’t understand and still keep on imposing orders.(2)to eradicate the
old idea of the resilience upon the western nations….and to foster a new
Filipino culture on the self-consciousness of the people as Orientals.(though we
really Orientals geographically but western in terms of civilization because we
inherited more from the Spanish)(3)to endeavor to elevate the morals of the
people, giving up over emphasis on materialism, (because for Japanese we
learned this Materialism from the Americans). 4) to strive for the diffusion of
the Japanese language in the Philippines and to terminate the use of English in
due course.( but still we are allowed to speak Tagalog) 5) to put importance to
the diffusion of elementary education and to the promotion of vocational
education( because they need manual labor and agriculture to produce fuel and
food for them after they destroy our farm because of the war). And to inspire
the people with the spirit of love and labor, (which I think they never had).
They also passed some systems of priority, and more letter of instructions but
they never made the Filipinos follow them for the main reason that Filipinos
always pretend that do not understand and they believed. During that time
Filipinos are more likely just to stay at home instead of studying because of the
war. They feel safer at home and children can play and relax. In short, no
enrollees because of the war.

V. TRACES OF FAILURES THAT ARE STILL PRESENT IN CURRENT EDUCATION

If you believe in the importance of education and subscribe to the notion that
an educated individual is always likely to behave in a proper and righteous
manner, then you cannot help but feel dismayed by what seems to be
education’s utter failure in the Philippines. The country is today a place where
bribery and corruption seem to have worked their way into every nook and
cranny of society. Money it seems is the only thing that matters to Filipinos.
The rich use it to get their way, while the poor are happy to sell their souls for
whatever they can get for it. Over the years the situation seems to have
steadily deteriorated due to what many believe are inherently bad traits of
Filipinos who are: envious, parochial, indolent, lacking morals, and so on.
Those are but a few of the negative traits Filipinos routinely heap on each
other. However, it must be pointed out that negative traits can eventually be
corrected by an education system that reinforces the good and deemphasizes
the bad. After all, isn’t that the essence what an ‘educated’ person is: a
civilized individual who has learned to subdue his baser traits while
accentuating his higher, nobler ones? From that perspective, Philippine
education is a failure. Both public and private schools have simply been
churning out ‘rudderless’ graduates who have caused the Philippines to go from
first to last in Southeast Asia over a period of six decades. Thus, it would be
difficult for one to argue that education in the Philippines has been anything
but an abject failure. And it will remain a failure until it begins to ‘remake’
Filipinos into that educated ideal they always should have been.

RECOMMENDATIONS

As a future teacher, I would recommend an intensive training of all the

incoming undergraduate teachers to be able to come up with the quality
students that are diminishing every year. The values we have right now are the
main root of all these problems. Sometimes I come to think of it that Spanish
occupation still has the great impact in our history of education. Although
there are traces of favoritisms and racial discriminations, the values we had
before are still incomparable to the present. During the Marcos Era,
fundamental aim of education foster for love of country, teach the duties of
citizenship and develop moral character, self discipline, and scientific
technological and vocational efficiency. I was already alive during that time so
it’s still vivid in my recollection all the things of the past. Comparatively he is
still the best president for me. There was less corruption in education, until
the following administrations came and the education became their one source
of corruption, like in purchasing of books, school materials, chairs and most of
all the construction of schools where they get plenty of overpriced materials on
building construction. Experimenting on different strategies on how to screen
tough students should be done by an independent body that cannot cheat the
results. Who won’t accept bribery just to pass the less knowledgeable but
capable of paying enough for the “price”. Everything should start from the
individual discipline, as saying goes during the 60’s “Sa Ikauunlad ng Bayan,
Disiplina Ang Kailangan”. I believe there is still hope for this nation in terms of
improving the educational system, first we should exercise our right to vote for
a good leader and that proves our integrity as an individual, as a true Filipino.

[1] Indios – Spanish colonial racial term for the native Austronesian people of the Philippines between the
16th and the 19th century

[2] Alibata – or baybayin/ syllabary, the pre- Filipino writing system using symbols representing the letters of
the alphabet with 3vowels and 14 consonants.

[3] Doctrina Christiana- Chriatian Doctrines, The first book printed in the Philippines has been the object of
a hunt which has extended from Manila to Berlin, and from Italy to Chile, for four hundred and fifty years.

[4] Ilustrados-they were the middle class who were educated in Spanish and exposed to Spanish liberal and
European nationalist ideals. The Ilustrado class was composed of native-born intellectuals and cut across
ethnolinguistic and racial lines

[5] Mestizos-  is a term traditionally used in Latin America and Spain for people of
mixed European and Native American heritage or descent.

[6] Segunda Enseñanza–secondary education. Or secondary instruction

[7] Entrada- entrance

[8] Ascenso- promotion

[9] Termino- term

[10] Jose Rizal-José Protacio Rizal Mercado y Alonzo Realonda (June 19, 1861 – December 30, 1896,
Bagumbayan), was a Filipino polymath, patriot and the most prominent advocate for reform in the
Philippines during the Spanish colonial era.

[11] Graciano Lopez Jaena-(December 18, 1856-January 20, 1896) was a Filipino journalist, orator, and
revolutionary from Iloilo, well known for his written work, La Solidaridad
[12] Marcelo H. del Pilar- was born in Kupang, San Nicolas, Bulacan, on August 30 1850. His parents were
Julian H. del Pilar and Blasa Gatmaitan. As a boy, he studied first in the college owned by Mrs. Herminigilda
Flores, then at the San Jose College, form where he transferred to the University of Santo Tomas. He
finished law in 1880.

[13] Mariano Ponce- was one of the pillars of the Reform Movement.

[14] Antonio Luna-Antonio Luna y Novicio (October 29, 1866 – June 5, 1899) was

a Filipino pharmacist and general who fought in the Philippine-American War. He was also the founder of
the Philippines‘s first military academy. Also autor of “Dos cuerpos de fundamentals de quimica.

[15] The Malolos Constitution was enacted on January 20, 1899 by the Philippine Malolos Congress, and

established the First Philippine Republic. The original was written in Spanish, which became the first official
language of the Philippines.

[16] El Filibusterismo-The sequel to Noli Me Tangere with its unarguably utopian vision, El

Filibusterismo offers a much bleaker picture of the last decades of the nineteenth century. Crisostomo
Ibarra, the reformist hero of the earlier novel, has come back to the Philippines as the enigmatic stranger
named Simoun, a rich jeweller.

[17] La Solidaridad-To safeguard and uphold the teachings and moral values of Rizal

“An immoral government would be an anomaly among a righteous people.” – Dr. J. Rizal

[18] Ferdinand Blumentritt (September 10, 1853, Prague – September 20, 1913, Litoměřice), was a

teacher, secondary school principal inLitoměřice, lecturer, and author of articles and books on
the Philippines and its ethnography. He is well-known in the Philippines for his close friendship with the
country’s national hero, Jose Rizal, and the numerous correspondence between the two provide a vital
reference for Rizal historians and scholars.

[19] Maestros de niños-elementary school teacher

[20] Artemio Ricarte- (October 20, 1866 — July 31, 1945) was a Filipino general during the Philippine
Revolution and thePhilippine-American War. He is considered by the Armed Forces of the Philippines as the
“Father of the Philippine Army”. Ricarte is also notable for never having taken an oath of allegiance to
the United States government, which occupied the Philippines from 1898 to 1946.

[21] The Principalía or noble class was the educated upper class in the towns of colonial Philippines,
composed of the Gobernadorcillo (Town Mayor), the Cabezas de Barangay (Chiefs of the Barangays) who
governed the districts, and the awardees of the medal of Civil Merit.The distinction or status of being part of
the Principalía could be both acquired or inherited as attested by the Royal Decree of December 20, 1863
(signed in the name of Queen Isabel II of Spain by the Minister of the Colonies, José de la Concha) regarding
the requirement of proficiency in Spanish language for those who are considered to be raised to this rank,
unless they enjoy this distinction or quality by right of inheritance.
[22] Miguel Malvar y Carpio (September 27, 1865 – October 13, 1911) was a Filipino commander who served
during the Philippine Revolutionand subsequently during the Philippine–American War. He assumed command
of the Philippine revolutionary forces during the latter conflict following the capture of Emilio Aguinaldo in
1901. According to some historians, he may have been a president of the Philippines but is currently not
recognized as such by the Philippine government.

[23] The Taft Commission, also known as Second Philippine Commission (Filipino: Ikadalawang Komisyon ng

Pilipinas) was established by United States President William McKinley on March 16, 1900. The Commission
was the legislature of the Philippines, then known as the Philippine Islandsunder the sovereign control of
the United States during the Philippine-American War

[24] Cacichism- Spanish caciquismo (“bossism”),  in Latin-American and Spanish politics, the rule of local

chiefs or bosses (caciques). As a class, these leaders have often played a key role in their countries’ political
structure.

[25] Fred Atkinson– was an American Director of Education in the Philippines from 1900 up to 1902. During

his time, he gave emphasis in providing Filipinos with vocational training.

[26] David Prescott Barrows- President of the University of California. 1873 – 1954.

[27] Educational Act of 1940-Also known as Commonwealth Act No. 586, the Education Act laid the
foundations for the present six-year elementary course and made provisions for its support.

[28] The Greater East Asia Co-Prosperity Sphere (大東亜共栄圏 Dai-tō-a Kyōeiken) was a concept created

and promulgated during the Shōwa eraby the government and military of the Empire of Japan. It represented
the desire to create a self-sufficient “bloc of Asian nations led by the Japanese and free of Western powers”

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A History of the System of Education in the Philippines – Its Implication for

the Present Generation
In ancient Philippines, children were given the rudiments of education. Such education
was both academic and vocation. The father trained his sons to be warriors, hunters,
fishermen, miners, lumbermen and ship builders. The mother on her part trained her
daughters in cooking, gardening, serving and other household arts.

It is said that in ancient Panay, there was a barangay school called Bothoan under the
charge of the teacher usually an old man. The subjects taught to the children in this
barangay school were reading, writing, arithmetic, use of weapons
and lubus (acquiring kinaadman or amulets).
Hence, education during that time was geared toward their needs. Because of
colonization by several foreign countries and several historical events, our education
underwent several changes although we also retained some of the ancient teachings
which are practical even during our time.

With the country’s celebration of independence in 1946, scarcely seven decades ago,
have come every aspect of educational system in line with the new status of a new
nation seeking to achieve and maintain political and economic independence and to
fashion a nation truly united out of social and cultural diversities.

Introduction of the Western or European System of Education

With the coming of Spain, the European system of education was introduced to the
archipelago. Primary schools, colleges and universities were established in our country
by the missionaries.

The principal aim of Spain in the Philippines during their regime was to make the native
Filipinos obedient and God-fearing Christians. For this reason, religion was a
compulsory subject at all levels – from the primary schools to the universities.

The first schools were the parochial schools opened by the missionaries in their
parishes. In addition to religion, the native children in these schools were taught
reading, writing, arithmetic and some vocational and practical arts subjects.

Later on, colleges for boys and girls were opened by the missionaries. These colleges
were the equivalent of our high schools today. The subjects taught to the students
included history, Latin, geography, mathematics and philosophy.

[blockquote type=”center”]What the Philippines needs is a realistic educational system

adaptable to local conditions.[/blockquote]

There was no co-education during the Spanish times. Boys and girls studied in separate
schools.

University education was started in the Philippines during the early part of the 17th
century. Originally, the colleges and universities were open only to the Spaniards and
those with Spanish blood (mestizos). It was only during the 19th century that these
universities began accepting native Filipinos.

It is interesting to note that for nearly 300 years, education in the Philippines was the
primary responsibility of the Catholic Church. The missionaries established the schools,
provided the teachers and facilities and decided what should be taught. It was only in
the last half of the 19th century that the government took an active part in promoting
education in the colony. In 1863, a royal decree called for the establishment of a public
school system in the colony.

Education under the Americans

The United States had a different approach dictated by what the Americans considered
to be their principal goal in coming to the Philippines – “to educate and to train in the
science of self-government.”

Consequently, it was not surprising that the United States considered educating the
Filipinos as one of its top priorities in the Philippines. Even while US troops were
consolidating their foothold in Manila in 1898, schools were already opened in the city.
But unlike the Spaniards who neglected to propagate their language, the Americans
made it a point to teach English to the Filipinos. The American soldiers were the first
teachers of the Filipinos.

In January 1901, free primary education was provided and a school for Filipino teachers
was established. It called for the recruitment of trained teachers in America. It
abolished compulsory religious instruction.

The Americans gave bright young Filipino students opportunity to take up higher
education in American colleges and universities. These Filipinos came to be known
as “pensionados” for their education in the United States was financed by the
government in the Philippines. Hundreds of Filipino  pensionados were able to study in
the US until 1928. From the ranks of these pensionados came the future civic, business
and political leaders of our country.

Education under the Commonwealth

Education continued to receive from the Commonwealth government the same
attention that the Americans gave it. President Quezon created the National Council of
Education in 1936 as an advisory body on educational matters. The council made
important recommendations to further improve the educational system in the
Philippines. Most of these recommendations were accepted and carried out by the
government.

Under the Commonwealth, vocational and adult education were given emphasis.
It was also during the Commonwealth regime that an organized effort to develop a
common national language was stared in compliance with the mandate of the 1935
constitution.

To help counteract the American cultural influence among the Filipinos, President
Quezon greatly encouraged the revival of native culture as well as desirable Filipino
values.

And to help strengthen the moral fibers of the Filipinos and to foster love of country
especially among the youth, President Quezon issued his famous Code of Ethics which
was required to be taught in all schools.

In 1940, several changes were made in the Philippine educational system by virtue of
the Educational Act of 1940. Under this law, the elementary course was reduced from 7
years to 6 years. The minimum age for admission to Grade I was raised to 7. The school
calendar was also changed so instead of the school year from June to March, it was
changed to July to April.

Education under the Japanese

Schools and churches were also used as propaganda tools of the Japanese. Nippon-go,
the Japanese language, was made a compulsory subject in all schools. In government
and private offices, classes in Nippon-go were opened to propagate the Japanese
language and culture. Japanese Catholic priests were sent to the Philippines to help
promote the idea that Japan, being an Asian country, was a friend of all Asian people’s
including the Filipinos.

The Iloilo Experiment

In 1948. Dr. Jose V. Aguilar, the Superintendent of the Iloilo school division initiated a
six year experiment with vernacular instruction in his school division. The experiment
involved seven control schools where English was used as the medium of instruction in
Grades 1 and 2 and seven experimental schools where the vernacular, Hiligaynon, was
used as the instructional medium. This was controversial. As late as 1963, the Dean of
the College of Education, Xavier University on the island of Mindanao, observed that
the vernacular instruction was not producing maximum results. It was curtailing full
instructional benefit. Instead of narrowing the regional gaps of the country, it was
widening it and was producing dangerous trends towards regional and cultural
imbalance.
Educational Thrust of the New Society and
Today
It was assumed that the most fundamental objective of education is the development
of an individual’s potential which will simultaneously improve society. Educational
policies have been geared to the accomplishment of better manpower production
through the understanding by the students of land reform, taxation, economic
production, anti-drug and anti-pollution and conservation education. To accomplish
these goals, the value and work oriented curricula were encouraged. However, many
parents and teachers were still confused because they did not understand the
philosophy, operations, and evaluations of this innovation in education. The concept of
an average layman or teacher in the “new society” was always associated with the
advent of Martial Law. This must be redirected to a functional definition of wholesome
integration of our economic, social and moral lives for a progressive Philippines. The
direction of education as envisioned by our educators can be best described by the
following changes:

1. A relevant and flexible curriculum. Educational content is focused on the

need of society which is for sound economy. This means better knowledge in
skills and food production, conservation of natural resources, technical
knowledge in harnessing mineral deposits and less emphasis on white collar
jobs which result only in producing the “educated unemployed.”
2. Productive-coordinated technocrats. The inevitable reorganization of the
Department of Education (DepEd) was a response to these needs. For centuries,
our educational system generally operated on a system of isolation where the
Bureau of Public, Private and Vocational Education worked almost
independently and promoted secrecy and privacy instead of attaining harmony
for the good of our country.
3. A quality teacher with effective methods of teaching. To teach effectively,
the teacher must have the solid foundations in terms of educational training
from reputable institutions, update his method of teaching by reading and
attending conferences, and should have the courage of trying out various means
or ways of maximizing learner. To do this, it becomes necessary to understand
the psychology of pupils and to be able to communicate with them in teaching-
learning situations. The increase in teachers’ pay should be a strong justification
for the better policy on the recruitment and retention of teachers.

Every time changes in our educational system occur to search for the solution for our
educational ills, some pressure groups interfere and say it is “unrealistic and
expensive,” which is not a valid reason. Courage and energy for action should be
sustained to invigorate the lives of the citizenry.

After four centuries and a half of being a colony of Spain, America and Japan, the
concern of the Filipino educators and policy makers is the Filipinization of the Filipinos
and Filipino institutions. Alejandro Roces, while holding office as the Secretary of
Education, voiced this concern thus: