Figure 1.--This school in Zamboanga was administed by the U.S. Navy. A young officer in his dress whites seems to teaching the course. It is a little difficult to tell, but the student seem to be both Americans and Filapinos. Zamboanga was a province of the Philippines on the southern island of Mindanao. Zamboanga City was a military stronghold in the south for both Spain and the United States. Eastern Zamboang Province was heavily involved in the Moro War (1899-1913). "The Monkeys Have No Tails in Zamboanga" was a song, probably written during the Spanish-American War or the subsequent Moro Rebellion. It was popular with American soldiers during the Pacific War.
We have very limited information on Philippine schools at this time. We have no information on the Spanish colonial era. As far as we can tell, the Spanish gave very little attention to public education and had no interest in appropriating the needed funds. We suspect that schooling in the Spanish Philippines was very limited, especially outside the main cities. We suspect the situation was similar to that of many Latin American countries, although most of those countries achieved independence in th early-19th century. There were presumably schools in the major cities, but probably very few schools in the countryside. This changed with Spanish-American War (1898). After the United States acquired the Philippines in the Spanish-American War, American administrators began a major program to create a public education system. Today that does not sound like anything special. But at the time it certainly was. The Philippines was only the second non-Western country to have a widespread public education system. (The first was Japan.) American officials organized the building of schools throughout the country, including rural areas. Here we see a newly built school in the countryside during 1911 (figure 1). The Japanese after invading the Philippines found it very difficult to get parents to have their children study in Japanese and were not about to fund the existing American public school system. As a result of the American emphasis on public education, the Philippines has a substantial functioning public education system at the time of independence following World War II, a rarity in the Third World. The only other non-Western public school systems were in the liberated Japanese colonies (Korea and Taiwan).
Pre-colonial Era ( -15th Centuries)
We have very limited information on Filipino schools at this time, especially before he arrival of the Spanish. As in most tribal societies, as far as we know with few exceptions, there were no formal schools as we know them. rather adopted the skills of their parents, learning the sills at their side, essentially vocational education. Fathers trained his sons in warfare, hunting, agriculture, fishing, and other activities. Mothers trained her daughters who stayed at home to cook, garden, home making, housekeep, and other activities. One source describes schools on Panay (central Philippines) apparently an influence from Borneo to the south. There was a 'barangay' (neighborhood) school house called a Bothoan. A respected elder would teach boys in reading, writing, and arithmetic. The language was presumably Arabic. There was also instruction in weapons, and lubus .
Spanish Colonial Era (16th-19th Century)
We have also have limited information on the Spanish colonial era. As far as we can tell, the Spanish s in Spin itself gave very little attention to public education and had no interest in appropriating the needed funds. the idea of public schools was a German Protestant invention (18th century). The Spanish did found schools. This was primarily the work of missionaries at first, but even after Spanish control was well established, the Church played a central role as it did in Spain and Latin America. Schooling in the Spanish Philippines was very limited, especially outside the main cities. We suspect the insinuation was similar to that of many Latin American countries, although most of those countries achieved independence in the early-19th century. There were presumably schools in the major cities, but very few schools in the countryside. An issue here is language. Filipinos spoke many different languages and included people at various cultural levels. The Spanish introduced Spanish as the colonial language. There were were quite a number of primary schools and a few coleigos (secondary schools). The Spanish founded universities. The two most important were Universidad de San Carlos (1595) and the Universidad de San Tomas (1611), but these institution were more like coleigos until modern times. The vast proportion of Filipioo children did not attend school throughout the Spanish era. Many of the schools were essentially private Catholic schools. They commonly involved fees. Boys and girls attended separate schools, at least in the cities where most of the schools were located. The colegios and universities were only for the Spanish and mestizos. Finally the colegios and universities began admitting native Filipinos. A royal decree called for the establishment of a public school system (1863). Even so, only a small portion of the population attended school, even in the cities. There were schools in the cities, but the vast proportion of the population lived in the countryside.
American Commonwealth (1899-1946)
There were profound changes at the tun of the 20th century. After the United States acquired the Philippines in the Spanish-American War (1898), American administrators began a major program to create a public education system.
The United States had a strong tradition of public education. Today that does not sound like anything special. But at the time it certainly was. The Philippines was only the second non-Western country to develop an extensive a public education system. (The first was Japan.) Notably, Europeans controlled much of Asia, but none established public school systems. American officials organized the building of schools throughout the country, including rural areas. United States made it a priority to provide all Filipinos children the opportunity to attend school. Even while American troops were fighting Filippo guerillas, they were also opening school at first in the cities. American soldiers and sailors were the first teachers. Americans founded a normal school to train Filipino teachers was founded (1901). Trained teachers were recruited in America. There was no compulsory religious instruction, but Catholic private schools were free to continue operating. Here we see a newly built school in the countryside during 1911 (figure 1). The Government chartered the University of the Philippines (1908). This was the country's first comprehensive public university with post secondly advanced studies. There was also the opportunity to study in America. Promising students were offered the opportunity to attend American universities. They became known as 'pensionados' s result as the scholarships (pensiones) that were granted. This was financed by the Filipino Government that the United States was establishing. Many future Filipino leaders were former pensionados. The Americans organized democratic elections. President Quezon established a National Council of Education (1936). It was an advisory body on educational matters. The council made important recommendations for the future the educational system of an independent Philippines. The Commonwealth Government began implementing most of the Council's recommendations. In addition to standard academic schooling, vocational and adult education programs were established. A Constitution was approved (1935). It addressed the issue of a national language, committing to developing national language--Filipino. President Quezon wanted the schools to promote a revival of native culture and what he saw as desirable Filipino values. President Quezon issued a Code of Ethics which was required to be taught in all schools. His goal was to strengthen the moral fiber of the Filipinos people and promote a love of the country especially among the youth. As the Philippines moved toward independence, the Commonwealth Government began to make changes in the school system. The Commonwealth Government passed the Educational Act of 1940. The primary course was reduced from 7 years to 6 years. The minimum age for admission to Grade 1 was increased to 7 years. The school year was o changed from June-March to July-April. The United States planned to grant the Philippines independence in 1943. This did not occur because the Japanese launched the Pacific War and invaded the Philippines (1941). The Japanese seized control of the Filipino Government, including the schools. They wanted to use the schools to promote the occupation and reorient Filipino thinking. The Japanese language, was made a compulsory subject in all schools. Japanese culture was also promoted. Japanese Catholic priests were sent to the Philippines to assist in this effort. The basic idea was that the Americans were evil exploiters and that that Japan, an fellow Asians, was favorably disposed to all Asian people, including the Filipinos. The Philippines was to become part of the Greater East Asian Co-Prosperity Sphere. Some Filipinos bought this line, but not many. Japanese brutality and incompetent economic management convinced most Filipinos that the Japanese were exploiting the Philippines as an imperial possession. Economic condition rapidly deteriorated. The Americans were welcomed back as liberators (1944-45), but massive damage had occured, especially in Manila. The United States, as promised, granted the Philippines independence (1946).
As a result of the American emphasis on public education, the Philippines inherited has a substantial functioning public education system at the time of independence following World War II. This was a a rarity in the Third World. The only other non-Western public school systems were in Japan and the the liberated Japanese colonies (Korea and Taiwan). Britain helped provide India with the rudiments of public school system, but only was educating a small fraction of the school-age population. The Philippines in contrast had a fully functioning public school system. There was a serous issue--language. No one knows just how many languages there are in the Philippines, some estimates approach 200. There are about 20 important languages. About half of the country are native Tagalog or Cebuno/Biscaya speakers. The rest of the country speak languages of varying importance. So an early issue to be addressed by Filipino educators was the language of instruction. One regional superintendent conducted what is known as the Iloilo Experiment, using the vernacular language, meaning the local language. This was eventually seen as a mistake primarily because it was seen as decisive. According to one Filipino educator, "... 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." The solution was developing a Filipino language as mandated by the Constitution. Here the Philippines has chosen Taglog as a base language even though only about a quarter of the country speaks Tagalog and there are roughly the same number of Cebuno/Biscaya speakers. English is commonly taught as a second language. Formal education typically spans 14 years and is structured in a 6+4+4 system: 6 years of primary school education, 4 years of secondary school education, and 4 years of higher education, leading to a bachelor’s degree. This is shorter than most countries and in recent years has been extended by adding 2 more years of secondary schooling. to . English was the language of instruction in the Philippines during the American era. The new Constitution prescribed that both Filipino Tagalog) and English are the official language of instruction and communication. After primary school where vernacular languages are commonly used, the language of instruction is almost always English, especially in the country’s urban areas and at most of the nation's universities. There is an extensive pre-school system. The country has over 3,600 primary schools nearly 1,000 secondary schools. There sere 950,000 primary and 500,000 secondary students, meaning only about half of th children continue on to secondary school. Private schools educate a small portion of primary school children, but about 10 percent of secondary children. [Philippine Statistics Authority]
