Philippines in the Spanish Era

The Filipinos were agonizing under Spain because of the following reasons: instability of the
colonial administration, corrupt officialdom, no representation in the Spanish Cortez, denial of
human rights for Filipinos, no equality before the law, maladministration of justice, racial
discrimination, frailocracy, forced labor, tribute, and bandala and the abuses of guardia civil.

PHILIPPINE EDUCATIONAL SYSTEM DURING SPANISH TIME

In the year 1855, Spain realized the need of establishing a system of public education for the
Indios. Governor General Crespo then, organized a Commission and recommended remedial
measures to improve the elementary education in the country. Year 1861, the Commission
completed its report and forwarded it to Spain. In 1863, the Educational Decree was issued.
These are the provision of Educational Decree of 1863: 1. Establishments of Teacher Training
School, 2. Government supervises the public school system, 3. Use of Spanish language as
medium of instruction in all schools, and 4. Establishment of one primary schools for boys and for
girls in each of major town. In the year 1865, the “Escuela Normal Elemental”, a normal school for
male teachers in elementary grade was offered. In the year 1893, the normal school for male
teachers was training male teachers for secondary level. San Juan de Letran was the only official
secondary school at the end of Spanish regime. UST was the oldest university in the Philippines.
There were also Secondary Education for girls which was furnished by Santa Isabel, La
Concordia, Santa Rosa and Santa Catalina.

DEFECTS OF EDUCATIONAL SYSTEM DURING SPANISH TIME

1. Emphasis on Religion

Fear of God was emphasized. Obedience to friars was instilled in the mind of the people. Indios
were constantly reminded that they have inferior intelligence and were fit for manual labor only.
The will of God was also emphasized.

2. Absence of Academic Freedom

Most schools were not opened to the natives. Students were not allowed to express their opinion.

3. Obsolete method of teaching

Students were made to memorize and repeat the content of books w/c they did not understand.
Knowledge is measured in terms of the ability to memorize.

4. Racial Discrimination

Prior to educational decree of 1863, the schools were not opened to the natives. Spaniards
hesitated to consider the Indios as educable as themselves.

5. Limited Curriculum

Education was limited to the 3 Rs, that is, Reading, Writing and Arithmetic
MODERN PHILOSOPHY

At the close of the 18th & 19th century was the reign of Modern Philosophy. It was replete with
rebellious political and religious outlook. This was a deviation from the theory on divine life and
absolute monarchy. The proponents are: John Locke, Jean Jacques Rousseau, Charles Darwin,
Michael Bakunin, Friedrich Engels, Karl Marx, and Voltaire. Rizal imbibed from them deeply and
this helped him fashion his own philosophy and political theories. They challenged the Divine
Right Theory which ruled during that time. It is a theory which lends legitimacy to absolute
monarchy. This kept the supremacy of the rulers beyond question. Politics was merged with
religious belief and this served as persuasive sanction. According to John Locke, man is
endowed with natural gifts such as right to life, liberty and property and it was in the form of social
contract that men formed a civil society to protect these basic human rights. This theory speaks
that: kings derive their power from the people, rulers have the obligation to look after the people’s
welfare, and people have the obligation to support the government for the common good. For
him, revolution is legitimate when the government ceases to heed the need and complaint of the
people. Jean Jacques Rousseau claimed that natural goodness is inherent in man but false
values and social norms corrupt him. In his book Emile, he said “Everything was good when it
leaves the hands of the Creator but everything degenerates in the hands of man.” In his Book
Social Contract: he said that “Man is born free but everywhere in chains.” He believed that
people’s consent alone legitimizes government and the processes of lawmaking and decision
must be participated in by all of them. Charles Darwin was considered as a dangerous man of
England. In his book, The Origin of Species, he belied natural theology and the Bible, by positing
that man is a product of evolution and the outcome of the process of natural selection. Michael
Bakunin was a Russian anarchist who disdains all forms of authority believing that society must
be organized from the bottom upwards by a spontaneous cooperation or association. Hegel has a
passionate faith that destroying something old automatically creates something new and the new
set-up will be better. Marx and Engels proclaimed their hatred on the Capitalists. They predicted
disastrous economic crisis as the offshoots of a revolution and the ultimate success of the
proletariat. Voltaire claimed that pen is mightier than sword, manifested his passion on anti-
clericalism, secularization and toleration. He is deist who believes that one man can worship God
by admiring his creation without articles of faith, without priests, without miracles, in defiance of
the Roman Catholic doctrines.

RIZAL LAW

Sen. Jose P Laurel filed the Senate Bill 448 whose intention was to give Filipinos the knowledge
about the oppression they suffered during Spanish era through reading the two novels. During the
hearing, there were three senators who opposed on the bill namely, Sen. Decoroso Rosales,
Sen. Mariano Cuenco and Sen. Francisco Rodrigo believing that requiring teaching of Rizal in
school is a violation of religious freedom. For Cong. Paredes, Noli Me Tangere is an attack to the
clergy. However, for the Sponsors of the bill, they believed that it is in accordance with one’s
constitutional right. Cong. Joaquin Roces asserted that compulsion should be applied because
this was also employed by the Spaniards that suppress the development of the country. After the
arguments, a compromise was made. The word compulsory was removed and it was changed to
“Inclusion in the curricula of all public, private, colleges and universities”. Sen. Arturo Tolentino
called for unity among lawmakers and Filipinos. On the other hand, Sen. Rodrigo was convinced
of its wisdom of the latter’s inclusion and even suggested to his colleagues the inclusion of
“Freedom and Nationalism.” On June 12, 1956 after the approval of President Ramon
Magsaysay, RA 1425 became a law and today it is known as Rizal Law.