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THE TRUE FUNCTIONS OF EDUCATION1

A life that is not consecrated to a great ideal is like a stone wasted in the fields, without becoming a
part of any edifice
- Jose Rizal

I am one of those who believe that we must fight Communism with all the means at our disposal. But as
a humble Filipino who has had some experience in the educational service of our people during the past
thirty years – a full generation – I must agree with those who would make of our educational system
nothing but a crude weapon for propaganda. Education has not been conceived by mankind to fight
against anything except ignorance. Its main function is to enlighten, to develop, to build, not to fight or
to destroy. Education is a constructive force, perhaps the greatest and noblest constructive force ever
set in motion by the mind of man.

To those who have become quite upset by the treat of Communism, let us advice calm and self –
examination. Let us remind them that, perhaps, it is their misdeeds, their failure to help and to serve the
people, rather than the nature of our educational system that has been responsible for much of the
tendency among our disinherited class to fall prey of Communist ideas. To such people, let us say:” Don’t
make the educational system your scapegoat for the mistakes that you have committed.”

Not that I consider our present educational system perfect, or even good enough. What I mean is
that it should not be perverted into a propaganda instrument, into a tool to fight anything other than
ignorance. As a matter of fact, I have my own serious criticisms not only against our present educational
system but also against some of the educational theories that have been purveyed to our people in
recent years.

More than once in the recent past, especially in a speech before the Association of the University
Professors in May 1951, and in my commencement address at the University of the East in March, 1952,
I expressed strong opinion against petty – minded educational officials as well as against the high –
sounding educational nostrums here and abroad that many of our educators seem to accept without
criticisms. In an article published in Manila Times, April 29, 1953, I said:
Petty problems (of education), not the really big ones, engross our
attentionand scatter our effects. How much time and energy have
we not dissipated onsuch petty problems as: Shall we requirethis
language, or that subject, or not?Shall we abolish this bureau
of the department of education or not? In themeantime, the

1
Bread and Freedom: Jose P. Laurel; pp.98 – 102
 problem thatis really important remains unsolved; namely,
the problem of providing an education that is responsive and
adequate to the nature, the demands, and the idiosyncrasies and
aspirations of our people – the Filipino people. And I say that this is a
problem which is none but the Filipinos alone, and by themselves,
can and must face and solve.

Before the Philippine Association of the University Professors, I reviewed briefly some of the
catchwords and slogans formulated in recent years, in the course of the commendable efforts of thinkers
and reformers to bring about earlier realization of the Christian goal of university and the world
integration. Here are some of them, and my comments on them.

Education for Peace. This has been a rallying cry heard from the educational institutions all over
the world in the last 20 years or more; that is to say, after the bitter disillusionment of lovers of peace
and democracy after the World War, and yet, wars have become more frequent. There have been two
world wars in less than a generation, and there are wars in various parts of the world today (1953).

Education for Freedom. This is another educational watchword in recent years. It is an appealing
and comforting slogan, and yet, millions of people all over the world are languishing today under some
form of political, economic or social servitude. Millions of the masses in the Philippines and other
underdeveloped countries never receive the boons of education; let alone what is supposed to be called
“educational freedom.”

Education for Democracy. Here is another slogan that has become current in many countries,
especially since the inception of what is commonly known as the “cold war”. It is the title of many books
and pamphlets written and distributed in many countries threatened with Communism. And yet, what is
meant by education for democracy for whom? For the small class of well – to – do people in a country,
or for all, regardless of social station? The truth of the matter is, to many people democracy is not a fixed
formula and oftentimes those who talk loudest about democracy are the ones who least understand, or
practice, its principles and processes. For instance, some colonial powers preach democracy, and their
citizens at home enjoy democracy, but they maintain their sovereignty over large populations in direct
violation of the democratic principle of “the consent of the governed.”

Education for universal citizenship, for universal brotherhood. This is a most thrilling slogan,
especially for millions in many parts of the world who are weary of conflict, who hate war as a useless
carnage, who are eager to see the end of the “dog – eat – dog” practices in economic competition and
rivalries, and who have suffered bitterly from the intolerance and racial discrimination of more advance
people. Surely, we are very far today from the reality of universal brotherhood preached by Jesus Christ.

What is the use then of all these catchwords and slogans that our educational leaders, who fly
back and forth frequently between Manila and foreign capitals, and talking every time they return as
though they brought a message of salvation for our people from the gods of wisdom abroad? And, yet,
inspite of such frequent missions to what may be called the modern Oracles of Delphi, our people do not
get the education that they need, the administration cannot even give all of the children of school age
the free primary education that is ordained by the Constitution.

There are not even enough schoolhouses for children, and in any province of Batangas, Parents –
Teachers Association have had to raise funds in order to build some; there are not enough well – trained
teachers for the public schools, and the small number now in the service cannot be paid a decent salary.
If instead of consulting the “Oracles of Delphi” abroad, our leaders would only work harder and concent
had greater faith in ourselves, if we were only more obedient to our own Constitution, we would perhaps
be much better off than we are today.

Our Constitution (Section 5 , Article XIII, General Provisions) ordains: “All schools should aim to
develop moral character, personal discipline, civic conscience, and vocational efficiency, and to teach the
duties of citizenship.” How has this mandate of the constitution been obeyed, or carried out by the
powers that be? Certainly not in any manner that could bring satisfactory results.

How can our schools develop moral character among the young, when the schools themselves
have become the centers of shocking scandals in such matters as procurement of supplies, the selection
of textbooks, or in the case of private education, and the diploma mills? And, where will both teachers
and pupils get the inspiration for developing moral character when they see all around them high officials
who have been involved in all sorts of irregularities.

Every right – thinking person knows that “an ounce of character is worth more than a ton of
Knowledge”, especially if the knowledge is merely used for more refined racketeering purposes, and even
if knowledge happens to come from foreign “Oracles of Delphi” abroad.

The truth is, the wonderful institution established by mankind, known as education, can have only
one function that is the pursuit, in the words of Mabini, of truth, honor and justice. It can only have one
sublime and overriding purpose: the recognition and dignification of the human personality. Education
is not meant for propaganda, for fighting against ‘isms: is meant, if ‘isms are concerned, to examine them
dispassionately and then evaluate their propriety; is meant or cultivating man so that he will love truth
and honor and loving these, will always behave and act with justice to himself and to his fellowmen.

Mabini, in his “Rise and Fall of the Philippine Revolution,” wrote the following precepts which, to
my knowledge, have not been matched in beauty and nobility by any of the gaudy and high sounding
pronouncements that have come from the foreign oracles. “True honor is gained by cultivating our
intellects in order to learn to know the truth, and educating our hearts to accustom them to love it.
Through knowledge of the truth we come to know our duties and justice, and by complying with our
duties and doing justice we shall be respected and honored, whatever stations in life.” And to those
sublime words of Mabini on the meaning and purpose of education, let me add his famous precept on
patriotism which our men in public life are only too prone these days to forget or ignore. “He alone,” said
Mabini, “possesses true patriotism who, whatever the position he fills, be it high or low, strives to do for
his countrymen the most good possible.”
 And how pertinent is this sublime admonition of Mabini – to quote him once – “Let is never lose
sight of the fact that we are on the first step of national life, that we are called upon to go up, and that
we can only ascend by the ladder of virtue and heroism; above all, let us not forget that if we do not
grow, we must die without having been great, without being able to reach manhood (as a people) which
is the way of the degenerate race.”

In our quest for the suitable type of education for our people, I am convinced more than ever
before, that we have to look for the geniuses of our own race for inspiration and enlightenment, to the
great Filipinos of the past, for a reinvigorated morality and sense of justice that alone can truly bring us
salvation, freedom and happiness.

When all is said and done, we cannot defeat Communism if we do not practice justice, e cannot
be good democrats if we have no virtue and honor; and we cannot subdue the forces of gross and
ruthless materialism with corrupt, tarnished and dishonest weapons. We cannot ascend the mansion of
progress except “by the ladder of virtue and heroism.”