Figure 1.-- This EKC photo-back post card shows a Filipino primary school at the end of the American colonial era, either before or just after the Japanese occupation (1942-44/45). At the time, the Philippines was the only Asian-Pacific country other than Japan that had a public school system offering free education to all children. The teacher was Emiliana Espiritu. The school was located in Navotas, Rizal in southern Luzon. Navotas was a fising port. It is now part of the larger Manila area, but is still a fishing center.
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 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. The Japanese ordered major changes in the education system. The Japanese 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 and other teachers were sent to the Philippines to assist in this effort. The basic idea was that the Americans were evil exploiters and that that Japan, as 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. The Filipinos Japanese brutality and incompetent economic management. They insisted on cotton production to supply Japan's needs. The result was a smaller rice harbest and widespread hunger. This 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 soon after the Ware (1946).
