Historical Foundations of Education Report

( 7000 B.C. – 5000 B.C.
)
(7000 B.C. –
A. Aims 5000 B.C)
1. Security and Survival
2. Conformity
3. Preservation and transmission of
traditions to the incoming generations
B. Types of Education (Informal)
Vocational and Religious (animistic)
C. Contents to be Studied
Survival and Superstitions
D. Agencies of Education
Home and environment
(7000 B.C. –
E. Organization of Grades Levels 5000 B.C)
None
F. Methods of Instruction
1. Informal
2. Observation and imitation
3. Simple telling and demonstration
4. Participation
G. Financing
No financing
H. Outstanding Contribution to Education
- Started the rudiments of education from which evolved the
modern educational system today.
( 5000 B.C. – 4000 B.C. )
(5000 B.C. –
A. Aims 4000 B.C)
1. Training of Scribes, Bookkeepers and Teachers
2. Training the Learners to be good
A. Types of Education
Writing, Mathematical, Language, Vocational, Professional, and
Art Education
C.Contents to be Studied
Reading, writing, little arithmetic,
Astronomy, Architecture, agriculture
and hydraulics, Art, Vocational
training, Law
D.Agencies of Education
Home, School, Temple Schools,
Apprentice Schools
(5000 B.C. –
E. Organization of Grades
4000 B.C)
There were already organized classes
1. Imitation and Copying
2. Preparation of Tablets
G. Financing
- Large amount had to be spent for acquiring higher education

- Cuneiform Writing
( 3000 B.C. – 300 B.C. )
A. Aims (3000 B.C. – 300 B.C)
1. Training of Scribes
2. Religious
3. Utilitarian
4. Preservation of Cultural Patterns
B. Types of Education
1. Religious, Vocational-Professional, Military, Priesthood, Home
Arts, Writing, Reading and Language Education
2. Education for Public Administrations
Reading, writing, language, religion,
artistry, Mathematics, astronomy,
engineering, architecture, physics,
medicine, embalming, dentistry, law,
music, arts, Physical Education and
military
(3000 B.C. – 300 B.C)
Home, Temple Schools, Military
Schools, Court Schools and
Vocational schools
1. The young studied at home.
2. At age
5, the
boys
attende
d the
reading
and
writing
(3000 B.C. – 300 B.C)
Apprenticeship, dictations, memorizations, copying, imitation,
repetition, observation and participation
G. Financing
- The pupils and students had to pay certain amount of school fees
even in the lower schools. Hence, education was not universal.

- Geometrical measurement and surveying
( 3000 B.C. )
(3000 B.C.)
A. Aims
1. Intellectual
2. Religious
3. Cultural
Religious, Intellectual,
Vocational, Domestic and
Military Education
(3000 B.C.)
1. Literature for the Brahmans
2. In college or PARISHADS: astronomy, history, grammar, law,
medicine and mathematics
3. Dancing
4. Sports
5. Linguistics, philosophy and theology
6. Military training
Home and Monasteries
E. Organization of Grades (3000 B.C.)
1. The child was taught at home till age 5
2. At 5, the child attended higher schools
3. The women were given only domestic education
Imitation and Memorization
G. Financing
- The teachers or GURUS were remunerated by means of gifts
from parents of the children

- The decimal system of arithmetical notation
( 3000 B.C. – 1900 A.D. )
(3000 B.C. – 1900 A.D. )
A. Aims
1. Ideological and ethical (moral) learning
2. Cultural Development
3. Civil Services
Ideological, Moral, Language,
Vocational, Domestic, Civic and Military
Education
- Maxims and doctrines of ethical and political nature
(3000 B.C. – 1900 A.D. )
Home, Private Schools, House of teacher or rich pupil, deserted
pagoda, any place
1. Elementary – training was formal and rigorous
2. Higher Education – preparation for taking the government
examinations
The Confucian Method, Direct and exact imitation and
Memorizations
(3000 B.C. – 1900 A.D. )
G. Financing
- Pupils paid tuition fees

- The administration of Civil Service Exam
( 1250 B.C. – 70 A.D. )
(1250 B.C. – 70 A.D. )
A. Aims
1. Moral
2. Preparation for destiny
3. Holiness
4. Observance of Religion
Religious, Civic, Democratic,
Vocational, Human Relations
and Physical Education
(1250 B.C. – 70 A.D. )
1. History of the Hebrews and God’s relationship with them
2. The Jewish Law or Mosaic Law (Bible)
3. Psalms and proverbs
4. Explanations of festivities
5. Music, sacred and common
6. Reading and writing
7. Foreign Language
Home, Public School, Temple, Institutions for
lay prophets and Schools or colleges for
scribes
(1250 B.C. – 70 A.D. )
1. Elementary Education – for ages 6-156 and compulsory to all
male children
2. Higher Education – for lay prophets, rabbis and scribes
E. Methods of Instruction
Oral, Memorization, Audio-visual aids, Exposition and Temple
worship
G. Financing
- The teachers were not paid regularly but allowed to receive
gifts from the parents of their students
H. Outstanding Contributions to Education
Monotheism, The Ten Commandments and The Bible
( 1600 B.C. – 300 B.C. )
(1600 B.C. – 300 B.C. )
A. Spartan Education
B.Early Athenian Education
C. Later Athenian Education

(1600 B.C. – 300 B.C. )
A.Aims
Military and Discipline
B.Types of Education
Military, Moral Training,
Music, Gymnastic and
Vocational Education
C.Content to be Studied
Paramilitary Exercise, Moral
and social habits for the
state, Reading and writing,
Speech and Gymnastics
C.Agencies of Education
- The state was the sole agency of
education
(1600 B.C. – 300 B.C. )
E. Organization of Grade Levels
1. At birth, weak children were disposed or abandoned
2. At early age, children were taught habits of
silence, obedience, respect, bravery, etc.
3. At age 7-18, the boys lived at the barracks-like
educational building
under the supervision of a PAIDONOMUS, a state
official
4. At age 18-20, the boys took professional war training
4. At age 20-30, all took an oath of allegiance
and dispersed to military posts for war
maneuvers
5. At age 30, the man was a full-pledged citizen,
obliged or compelled to marry and took his seat
in the assembly or council
- The girls stayed at home but they were also

organized into packs to develop group spirit
courage and loyalty
(1600 B.C. – 300 B.C. )
Training, Participation, Testing, Discipline and Motivation
G. Financing
- All financing was shouldered by the state

1. Military Education
2. The development of patriotism and discipline
(1600 B.C. – 300 B.C. )
A. Aims
1. Good citizenship
2. Individual excellence
3. Many-sided development
Civic Training, Moral Training,
Physical Education, Intellectual
Education and Arts
(1600 B.C. – 300 B.C. )
C. Content to be Studied
1. Reading by the alphabet method
2. Writing on wax and tablets
3. Arithmetic for market use
4. Homeric and other poems
5. Music
6. Gymnastic
7. Physical education exercises
8. Military training exercises
Private Schools, Home and State
(1600 B.C. – 300 B.C. )
1. From birth to 7, children were taught at home
2.From 7-16, the boys went to two schools: Didascaleum and
Palaestra
3. At 16-18, the boys were free from literary and music studies
4. At 18, the boys took the EPHEBIC oath
5. At 20, the boys attained full citizenship
Imitation, Participation, Discipline and Human Relations
(1600 B.C. – 300 B.C. )
G. Financing
Students paid tuition fees
1. Free development of all human capacities
2. Olympic Games
(1600 B.C. – 300 B.C. )
A. Aims
1. By the sophists – pragmatic and utilitarian
2. By Socrates – development of the power of thinking
3. By Plato – control by intellectual rulers
4. By Aristotle – rational living
Moral, Professional, Intellectual, Vocational, Domestic training,
Physical, military and civic training
Science, philosophy, aesthetic and cultural education
(1600 B.C. – 300 B.C. )
C. Content to be Studied
1.Lower elementary level - Reading, writing, arithmetic, poetry
and gymnastics
2.Higher elementary level - Physical and military exercises,
grammar, rhetoric, declamation, argumentation and public
speaking
3.Secondary schools - Geometry, astronomy drawing, grammar,
and rhetoric
4. Higher Level - Philosophy, mathematics and science.
Palaestra, Didascaleum, Gymnasium, Rhetorical schools and
Philosophical schools
(1600 B.C. – 300 B.C. )
Home education - Primary education - Secondary education -
Higher education
Lecture, memorization, question and answer, developing the
natural talents and achieving happiness
G. Financing
The pupils or students had to pay school fees
1. The Socratic method of teaching
2. The realm of philosophy
3. Mathematics
4. Art and classical literature
( 750 B.C. – 450 A.D. )
(750 B.C. – 450 A.D. )
A. Early Roman Education
B. Late Roman Education

(750 B.C. )
A. Aims
Utilitarian, Moral, Military, Civic and political, Religious
Physical and military training
Civic, moral, religious and vocational training
1. Ballads and songs glorifying traits esteemed by Romans
2. The Laws of the Twelve Tables
3. Religious ceremonies and usages
4. Physical and military exercises
5. Domestic chores
6. Vocational
(750 B.C. )
Home, shop, farm, military camp, forum, private
schools
1.Early training for young children at home
2.Later, the boys went with their fathers to the shops
and farms
3.At 16, the boy became citizen taking on TOGA VIRILIS
of
manhood solemnized by religious ceremonies.
4.He then entered military camp
E.Methods of Instruction
Direct imitation,
memorization and discipline
G.Financing
Education was free except for
private schools
(750 B.C. – 450 A.D. )
A. Aims
Oratorical and Civic
Speech, civic and literacy training
Vocational education
Elementary - Reading, writing and calculation
Secondary - Grammar, history, mythology and natural sciences
Higher education - Rhetorical
University - Applied science and professions
(750 B.C. – 450 A.D. )
School of litterator, School of Grammaticus, School of Rhetor
and Athenaeum
1. At age 7-10, boys and girls entered the litterator.
2. At age 10-16, boys entered the school of the Grammaticus
3.At 16 or older, boys entered the school of the rhetor for two
or three years.
4.Those who hurdled the school of the rhetor went to the
Athenaeum for a professional course.
Memorization, drill and writing exercises, public speaking practices
(750 B.C. – 450 A.D. )
G. Financing
Private schools were supported by the fees of the students
1. Methods of organization, management and administration
2. Romans organized body of civil law
A. Aims
Moral and Salvation
B.Types of Education
Moral and Spiritual Training
Music Education
1. Moral and spiritual values
2. Requisites for baptism
3. Church doctrines
4. Music in connection with Church worship
Home, Church, Catechumenal School, Catechetical School and
Cathedral School
At home – at the catechumenal school – catechetical school –
cathedral school
Catechetical Method, memorization, exposition and exhortation
G. Financing
Students availed of free education
H. Outstanding Contributions of Education

Conversion of more than one-half of the world into Christianity
with the highest ideals of spirituality and morality
( 500 A.D. – 1400 A.D. )
(500 A.D. – 1400 A.D. )
A. Monasticism
B.Scholasticism
C. Chivalry
D. Guild System
A. Aims
Spiritual and Moral
Moral, religious, literary and manual training
1. Seven Liberal Arts: Trivium and Quadrivium
Trivium – grammar, dialectic and rhetoric
Quadrivium – geometry, arithmetic, music and astronomy
2. Greek and Roman classical culture and literature
C. Agencies of Education
Monastic Schools
At 10 – monastic schools
At 18 – monastic order
F. Method of Instruction
Catechetical method, dictation, memorization, language,
discipline, meditation and contemplation
G. Financing
Pupils paid some fees and the State shouldered some expenses
1. Opposed the vices and corruption of the medieval world
2. Europe acquired industrial skills and a concept of true dignity
of manual labor
A. Aims
Reasoned faith and intellectual discipline
Religious and intellectual education
Theology and Religious Philosophy
Parish schools, monastic and cathedral schools, palace schools,
and university
At 14, enters a university
Bachelor
Continued studying (4-7 years)
Licentia docendi
Master
Lecture, repetition, disputation and examination
Scholastic Method
Aristotelian Logic
G. Financing
Students paid fees
1. Organization of the university
2. Emphasis on intellectual learning
A. Aims
Morality, Responsibility, Horsemanship,
Gallantry, Religiosity and Social graces
Social, military, religious and moral training
For boys - Good manners, etiquette, horse riding
For girls – religion, music, dancing, household duties
Home, court, castle, tournament field and fields of battle
1. Birth-7 years old - taught by his mother
2. 7-14 years old - sent to the castle.
3. 14-21 years old - a squire attending to the lord
4. 21 - inducted as a knight
Observation, imitation, practice, apprenticeship,
motivation and discipline
G. Financing
Pupils did not pay fees
Emphasis on the learning of social graces and rules of etiquette
A. Aims
Preparation for commercial and industrial
life (Vocational preparation )
Vocational, Reading, writing, arithmetic and Religious education
Crafty and commercial business to be learned
Burgher school, Chantry school, Guild school
Apprenticeship – Journeyman – Master Craftsman
Observation, imitation and practice
G. Financing
Burgher schools supported by cities
Chantry schools supported by wealthy merchants
Apprenticeship was free

Vocational training and apprenticeship
( 700 A.D. – 1350 A.D. )
A. Aims
Scientific, Practical, Religious and
Vocational
Science, Vocational, Religious and Artistic designing education
Focused on Math, Science, Literature, Philosophy, History
Elementary and Secondary school, Kuttab and University
At 5 – elementary At 14 – secondary University
Lecture, observation and experimentation
G. Financing
Elementary education was free but higher education was not

1. First to use zero and the decimal system of notation that gave
digits the value of position
2. Using the laboratory and experimental method in the
teaching of science
( 1350 A.D. – 1500 )
(1350 A.D. – 1500 )
A. Italian Humanism
B. Northern Humanism
A. Aims
Academic freedom, abundant living
and liberal education
Literary, aesthetic, physical, moral, religious
and intellectual training
1. The Greek and Roman classics for appreciation
2. Varied human interests that make life truly beautiful
3. The world of nature; appreciation of the things of nature
Lower or elementary schools, Secondary or court schools
Universities
1. Girls were taught by tutors at home
2.The boys had to go through school step by step: elementary,
high school and university
Lecture, Writing themes, Development of self-expression and
Sufficient motivation
G. Financing
Rich children paid fees but the poor children did not
H. Outstanding Contribution to education
1. It provided the foundation of modern academic freedom
2.Renewed interest in the study of the Roman and Greek
classics
A. Aims
Social, Religious, Moral, Literacy, Literary and Democratic
Social, Religious, Moral, Literary, Literacy and Democratic education
Biblical and classical literature
Elementary schools, Secondary schools, Universities
E. Method of Instruction
Individualized instruction , Double translation , class-a-year
practice
F. Financing
The students paid fees in all the schools
G. Outstanding Contribution to Education
1. The class-a-year practice
2. Emphasis on the social purposes of education
A. Aims
Religious, Moral, Elegant expression and rational inquiry
Religious, Moral, Character, Literacy, Music education
Universal compulsory and free education
1. Religion with the Bible and other religious materials as texts
2. Singing and physical education
3. Reading, writing and arithmetic
Home, Civil authorities, Church, Vernacular primary school,
Classical secondary school – first State school system (Saxony
plan) and University
1. Education of the masses in the vernacular elementary schools
2. Training of leaders in the secondary schools and universities
Excessive formalism, Religious indoctrination
G. Financing
In the vernacular elementary schools, education was free but in
the higher schools the students had to pay tuition fees.
1. The development of the state school system
2.The class-a-year plan which became the model of a graded
school organization
A. Aims
Religious moralism and Complete obedience to church
Religious, Moral, Professional education
Teacher training
1. 4 R’s – Reading, writing, arithmetic and religion in elementary
2. More advanced study of classical literature
3. Math and logic
Elementary schools, secondary schools, higher schools
(universities) and teacher training schools
1. The Jesuit secondary schools were open only to boys.
2. Spiritual preparation (novitiate) for 2 years
3. In higher school, there was a 3-year liberal arts course
4. 2 years of teacher training (juniorate)
5. Practice teaching for 5 years
6. Theological course for 4 years
General method
Grading pupils according to their ability
They made the pupils recite to the class
Phonetic method
G. Financing
In all schools, tuition fees were free.

1. La Salle’s conception of the role of the teacher as a basis of a
real profession
2.The Jesuits’ better type of professional training especially in
teacher education
3. The Christian brothers’ grouping of pupils according to ability
and the use of the phonetic method of teaching reading
A. Verbal Realism
B. Social Realism
B. Sense Realism
A. Aims
1.Complete knowledge and understanding of
environment
2. Development of values
3. Development of the whole man
Literary, Liberal and Practical education
The curriculum of the verbal or literary realists was encyclopedic
that is they covered almost all subject matters
Home, Public day school, Academy and University
1. Birth-6 years old, the child was taught at home
2. At age 7, the boy had to enter public day school
3.Between ages 12-21, the boy should be given his entire
education in the academy
4. Upper courses were taken in the university
Tutorial, reading widely and thoroughly, incidental method
G. Financing
Pupils in the lower schools were free but those of the higher
schools had to pay tuition fees especially in private schools.
Practical education that would enable man to adjust himself to
his environment
A. Aims
Pragmatic utilitarian , decision making and social relations
1. Practical and social education
2. Physical, moral and intellectual learning
1. History as a study of man’s past experiences
2.Philosophy as a study of human behavior, responsibilities and
duties
Tutor, Academies and Ritterakademie
The boy started with a tutor, then attended either the academy or
the Ritterakademie. For a professional course, he attended a
university.
Tutorial system, Observation and social contact
G. Financing
The pupils had to pay fees to the school and their tutors
H. Outstanding contribution to education
Tutorial system, finishing schools and private military academies
A. Aims
For a harmonious society, scientific, religious, intellectual
and practical
1. Scientific type of training
2. Liberal education
Children were taught reading, writing, vernacular, English,
drawing and music, physical exercises and group sports
Model educational institution for scientific investigation
Textbook
The ladder system of organization of grade levels was adopted
Internal administrative school organization by Comenius
1. All schools should begin on the same date each year and students should
not be admitted except on the same date
2. There should be a systematic organization of the schedule of class work
3.Each class should have a separate room, separate teacher, separate
textbooks, and separate tests
4.School days should be organized in accordance with the age of the child.
Older children stayed 6 hours in school while younger ones were to study
only 4 hours a day
5. No homework
6. A half hour of relaxation should follow each study period
7. Morning hours were to be devoted for intellectual subjects and the
afternoon for physical and aesthetic subjects
G. Financing
Attendance in the lower vernacular schools was free but in the
higher schools the students had to pay school fees
H. Outstanding contribution to education

1. The emphasis on science in the curriculum
2. Development of the textbook
3. The internal administrative organization of a school
4. The ladderized system of grade level organization
A. Aims
Formation of character and good habit formation
Physical, Moral and Intellectual education
In elementary, drill subjects such as spelling, arithmetic, and
grammar and later history, geography and elementary science
were offered
In higher schools, classical languages and mathematics, English

and in addition, drawing, geography, history, anatomy, ethics,
dancing and practical and fine arts as hobbies were studied
Religiously motivated elementary school, Humanistic secondary
school, Humanistic college or university, Tutor
E. Organization of Grade levels

All the pupils had to pass through the three levels of schooling:
elementary, secondary school and college
1.All methods were based on the laws of habit formation: desirable
habits of thinking and acting
2. Drill and exercise
3. Discipline – corporal punishment was used extensively.
G. Financing
Pupils were admitted free in the vernacular elementary schools but
paid fees in the higher schools

Formal discipline as an educational process
Habit formation
A. Aims
Intellectual freedom, Living a life guided by reason, Aristocracy of
intelligence
Aristocratic, intellectual and social education
Scientific and philosophical arguments were emphasized.
Content included philosophy, science, art, literature and social
refinement, polished manners, formal etiquette, and codes of
self-interest. There was no religion
Secondary and higher schools, Encyclopedia, Fashionable salons
E. Organization of Grade Level
The students went through the elementary, secondary and college.
Sense-based and application of reason
G. Financing
They paid tuition fees

1. Training of creative thinking and reasoning (logic)
2. Use of the inductive method in making generalizations
Philippine Educational System during
American Period
 1898 – Americans occupied

Manila; reopened schools
where American soldiers
were the first teachers.
 English – medium of
instruction.
 Education should be universal and
freefor
all regardless of sex, age, religion and
socioeconomic status of the individual .
 Education was the means of giving

people
an orientation towards a democratic way
of life.
 Act no. 74 – established the public
primary school in 1901 and
intermediate school in 1904 which
provides free public education .
 Thomasites - group of professionals

sent by the United State
Government who were assigned to
teach English language.
• Act No. 372 – required all provinces
tomaintain a provincial high school.
• 1901 – Philippine Normal School

wasfounded to train teachers.
• 1908 – University of the Philippines

was
established.
Focus of the Educational System during
American Period
Train Filipinos in the

democratic way of life,
citizenship, moral
character and
fundamentals of
vocational education.
American influences in the educational
system and curriculum
Use of English language as
medium of
instruction
 Providing formal education
 primary education
 intermediate education
 secondary education
 Vocational education

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( 7000 B.C. – 5000 B.C.

H. Outstanding Contribution to Education

H. Outstanding Contribution to Education

H. Outstanding Contribution to Education

H. Outstanding Contribution to Education

B.Early Athenian Education

C. Later Athenian Education

- The girls stayed at home but they were also

H. Outstanding Contributions to Education

A. Early Roman Education

B. Late Roman Education

H. Outstanding Contributions of Education

Continued studying (4-7 years)

H. Outstanding Contribution to Education

H. Outstanding Contributions to Education

H. Outstanding Contribution to Education

H. Outstanding contribution to education

In higher schools, classical languages and mathematics, English

E. Organization of Grade levels

H. Outstanding Contribution to Education

H. Outstanding Contribution to Education

 1898 – Americans occupied

 Education was the means of giving

 Thomasites - group of professionals

• 1901 – Philippine Normal School

• 1908 – University of the Philippines

Train Filipinos in the

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