AMERICAN COLONIAL EDUCATION  200,000 TOTAL STUDENT

REVIEWER POPULATION
 Socio economic census :
INTRODUCTION: 10 % female literacy
30% male rate
 THE SYSTEM OF PUBLIC  CURRICULUM FOR PRIMARY
EDUCATION – was introduced in the LEVEL consist of:
Philippines by American colonialism. - READING
 POSITIVE EFFECT ON FILIPINO - WRITING
WOMEN - ARITHMETIC
It increased their level of literacy - GEOGRAPHY
and gave daughters countless poor families - CHRISTIAN DOCTRINE
the opportunity to break away from
- SPANISH GRAMAR
traditional gender-related roles.
- MUSIC
 COLONIAL BUREAUCRACY AND
 Boys were given basic training in
ECONOMY- The kind of education the
AGRICULTURE while Girls in
filipino women received during the
NEEDLEWORK.
American Colonial Period prepares them to
 Mendoza-Guazon (1928) – describe that
respond to the demands.
villages classes are generally consisted of 2
 PUBLIC SCHOOLS are not actively
sessions a day. The FIRST was from 8 to
promotesgender equality.
11 am. The SECOND is from 2 to 5 pm.
 AMERICAN COLONIAL EDUCATION
 PUPILS are heavily subjected to VERBAL
– shaped the CONSCIOUSNESS OF THE
and PHYSICAL FORMS of discipline and
FILIPINO WOMEN in manner.
punishment.
 The AMERICANS WERE NOT the first
- Boys and girls were made to
to bring the concept of universal primary
stand still for hours with arms
education to the Philippines.
raised forward and whipped
 DURING 1863 mandated the establishment
with use of wood, bamboo stick
of a complete system of education in the
or leather strap.
country it consist: ELEMENTARY,
 That practices kept the school almost
SECONDARY & TERTIARY LEVELS.
deserted. Therefore, children often stayed
 DURING 1863it also mandated the
home and helped with farm and
establishment of TEACHER TRAINING
household chores.
SCHOOL and TRAINING CENTERS OF
 Before the education reform of 1863,
ARTS and TRADES in Manila and Iloilo
elementary training was left with the
as well as Nautical School.SPANISH was
priests and curates of the parish.
made the OFFICIAL MEDIUM OF
 FRESNOZA (1950:31) described the
INSTRUCTION IN ALL LEVELS.
program of education undertaken
 However, it did not significantly improve
 by the Catholic church during SPANISH
the level of literacy in the country.
COLONIAL.
 Many aspects of the decree were not
- The education of the females was
adequately enforced due to the strong
very minimal. It was limited to
resistance from CATHOLIC PRIESTS
daughters of well-to-do
and LACK OF FUNDS.
families and learning of
 DURING 1866 NUMBERED 1474 – state
rudimentary reading, writing,
supported village schools and 43% of these
arithmetic, religion and
schools were opened exclusively for
needlecraft.
GIRLS.
- Formal training beyond
 And DURING 1898 – the Americans
the primary grades were
occupied the island.
generally for MALE
 8,167 TOTAL NUMBER OF PRIMARY
PRIVILEGE.
SCHOOL
- Majority of SECONDARY &
VOCATIONAL SCHOOLS as
 well as COLLEGES were
exclusively for MALES.
- COLEGIO DE STA. ISABEL
founded in 1632– earliest school
for girls but were meant for
daughters Spaniards and local
elites.
- GIRLS were given heavy work
for needle work and other
home crafts, religion and
music.
- COLEGIO DE SAN
IGNATIUS 1595 and
COLEGIO REAL DE
SANJOSE 1601 – were the
earliest schools for boys
established in the country by
JESUITS.
 Spanish education laid great emphasis on
CASTILLIAN VALUES and NORMS OF
SEXUAL BEHAVIOR.
 Women from lower social classes had
limited access to catholic education. – They
are remained active in economic
production as traders, farm workers and
weavers.
AMERICAN COLONIAL EDUCATION
 During 1898, American Military
occupation of the Philippines brought
dramatic changes in the lives of many
Filipinos.
 U.S military officials established PUBLIC
SCHOOLS in strategic locations around the
country.
 First 3 WEEKS OF OCCUPATION
- 7 primary schools were open
- General Arthur MacArthur
requested large appropriation
for school purposes.
- General Otis took upon
himself to the task of
selecting the textbooks.
 PHILIPPINE COMMISION took over the
administration of the country.
 ACT 74 was passed on JANUARY 21,
1901 – provides free primary education and
the establishment of a normal and trade
school in Manila and an agricultural school
in negros.
- This act also provides for the
partitioning of the Island into
10 school division
 The NORMAL SCHOOL was established
for the purpose of training Filipinos to
become teachers and eventually take over
the duties of American military and civilian
teachers.
 On JUNE 1901 on Lawton and Sheridan
the American teachers were recruited and
the the first batch arrived.
 In the years followed until 1907 THE
PHILIPPINE ASSEMBLY took over
legislation, the commission passed several
more measures to expand the operations of
the school system.
- Decision making and
planning were highly
centralizedsuch that school
program was implemented
throughout the country.
 Thomasites were relieved from classroom
teaching and given supervisory powers over
the former.
PUBLIC ELEMENTARY AND
HIGHSCHOOL PROGRAMS
 It was during the INITIAL DECADE OF
COLONIAL RULE – thrust of education
began to take shape and response further to
the exigencies of American interest.
 AUGUST 1903 – Doctor David Barrows
was appointed as General Superintendent of
the Department of Public Instruction.
- He is a succeeded in
increasing the budgetary
outlay of public schools.
- He also revised the school
curriculum “making a sharp
distinction between the
primary and intermediate
courses”.
 The curricular programs for the
elementary and secondary levels
underwent several changes upon
recommendation of the groups organized by
legislative and executive bodies.
 The learning of basic literacy skills
through English as well as practical
training in various vocational and home
industries remained paramount among the
 priorities of the school program throughout
the American colonial period.
 Elementary education consisted of seven
grades. It put emphasis on English
grammar, writing, reading and
arithmetic.
 50% to 70% of the total number of hours
children spent daily in school devoted to
these courses.
- The boys were trained in
gardening, woodwork, basket
and mat weaving and clay
modeling.
- The girls were taught lace
making, sewing, and various
home related activities.
 In 1910, new curricular programs were
introduced at the intermediate level.
 Secondary education- established a few
years later than the primary and intermediate
schools.
- Secondary programs are
provided for advanced in
academic and vocational
training.
- Secondary education was a 4
year program
- It focuses on subjects in
literature, languages,
history and sciences as well
as practical arts.
 On 1912, another program was organized by
the Bureau of Education was the school of
household industries.
 Bureau of Education was a training
program designed to improve the women’s
skills in lace making, embroidery and
sewing.
 The trainees were chosen from different
provinces by provincial and other local
officials.
-Trainees underwent a 12 months
intensive training in needlecraft
and other home industries.
 Vocational home economics were
established in all rural high school.
TERTIARY EDUCATION
 On June 18, 1908 – The Philippine
legislature enacted into the law the creation
of the UP.
 On December 1, 1905 – The UP absorbed
the Philippines medical school
establishment.
 On 1910 – Colleges of Agriculture
 On 1910 – Engineering and Veterinary
Medicine
 On 1911 – LAW
 By 1924, The UP had about 17 different
schools and colleges offering wide variety of
degree programs for both men and women.
And 6 state colleges were established in
provinces.
 Only Nursing School was opened to one sex
(female).
 By 1947 there were 500 private
collegesand 128 special and technical
schools all over the country.
 Instituto de Mujeres established in 1900 by
a group of women graduates from
Assumption college, CEU and Philippine
Women’s University.
LITERACY AND SCHOOL OF
ATTENDANCE PROFILE
 By 1948- 16,472 Total number of public
elementary and secondary schools all over
the country.
- Compared to 2,000during at
the end of the Spanish rule.
- 1,648 – Total number of
private education from
elementary to college.
- 1/4 of the population were
already attending school by
the time the Americans left.
 In 1924, Dr. Paul Monroe of the University
of Columbia. He assessed the strengths
and weaknesses of the educational system.
- The Monroe report observed
that the majority of the girls
in secondary schools were
in vocational courses.
- The female graduates during
the first 2 decades of the
American period was very
low from 1908 to 1920.
- By 1948, 29% of all licensed
professionals were women –
midwives, nurses and
pharmacists.
 girls are crowned by Miss
 The major factor for American Philippines, Miss Luzon,
imperialist expansion underlies most in – Visayas and Mindanao.
POLITICAL, SOCIAL & ECONOMICAL  It took the 1935 Constitution, with its
policies programs the united states carried mandate for the state to provide protection to
out in the Philippines. labor, especially to working women and
 Establishment of free trade policies and minors.
expansion of commercial agriculture and
extractive industries – United states
succeeded in Philippines into a leading
supplier of raw materials and buyer of
manufactured goods.
 The Philippines exported: sugar, coconut
oil and copra, abaca and various native
crafts.
 In 1930, Philippine imports from US
increased in 91 times from 1,350,000
dollars to 84,878,000 dollars for the same
year.
 During the late 18th Century – The
Philippines was supplying many western
countries with its sugar, coconut oil,
tobacco and other commercial products.
 Women are known for their outstanding
skills in producing mats, baskets, slippers,
embroidery items and native delicacies.
 The most important change in pattern of
employment is the increase of women in
manufacturing, clerical work and
professionals as well as public service.
 By 1939, 1/4 of all women in the labor
force were in manufacturing industry.
 1909- Free trade between the US and the
Philippines began. Local landowners
intensified the production of sugarcane,
abaca, coconut and tobacco.
 By the end of the American Period, more
than 1/5 of all farmers were directly
producing export crops.
 In 1909 - In effort to promote Philippine
products abroad and encourage local
production and commerce, The American
colonial administration held an annual
trade fair.
- It was known as MANILA
CARNIVAL,the fair was the
single most important event
in the Philippines in those
days.
- One of the main attractions of
Manila Carnival was the
crowning of the carnival
queen and her consorts. The