Under Spanish regulation there were established in these islands a system of primary schools. The Spanish ordinances provided that there should be one male and one female primary school-teacher for each 5. 000 dwellers. It is clearly shown in the study of the first Philippine Commission that even this unequal proviso was ne’er carried out. They say: “Taking the full population at 8. 000. 000. we find that there is but one instructor to each 4. 179 dwellers. ” There were no schoolhouses. no modern furniture. and. until the Americans came. there were no good text-books. The schools were and are now held in the abodes of the instructors. or in edifices hired by the municipalities and used by the principals as homes.

In some of the schools there were wooden benches and tabular arraies. but it was non at all unusual to happen a school without any seats for the students. In these primary schools. reading. composing. sacred history. and the catechism were taught. Except in a really few towns. the four simple arithmetical procedures were attempted. and in a few towns a book on geographics was used as a reading book. Girls were taught embellishment and needlecraft. From the get downing the schools were wholly under the supervising of the spiritual orders. who were disposed to stress secondary and higher instruction for a few students rathe than to farther and advance the primary instruction of the multitudes.

The consequence of this policy is that a few individuals have stood out conspicuously as educated Filipinos. while the great mass of people have either non been educated at all or furnished merely the basicss of cognition. geting simply the mechanical procedures of reading and authorship. The small school direction the norm Filipino has had has non tended to broaden his intelligence or to give him power of independent idea. One observes in the schools a inclination on the portion of the students to give back. like record player. what they have heard or read or memorized. without looking to hold thought for themselves. As a regulation. they possess mechanical accomplishment. and they excel in authorship and drawing.

The Spaniards made really small usage of this curious capacity. …It is stated on good authorization that when the Spaniards came here several of the folk of the Philippine Islands could read and compose their ain linguistic communication. At the present clip. after three hundred old ages of Spanish domination. the majority of the people can non make his. The Spanish curate for the settlements. in a study made December 5. 1870. points out that. by the procedure of soaking up. affairs of instruction had become concentrated in the custodies of the spiritual orders.

He says: “While every recognition should be made of their services in earlier times. their narrow. entirely spiritual system of instruction. and their impenetrability to modern or external thoughts and influences. which every twenty-four hours go more and more apparent. rendered secularisation of direction necessary. ” …It has been stated that in 1897 here were in these islands 2. 167 public schools. The ineffectualness of these schools will be seen when it is remembered that a school under the Spanish government was a purely sectarian. dirt school. with no prescribed class of survey and no definite criterions for each twelvemonth. and that they were in charge of duly certificated but barely professionally trained or progressive instructors. housed in unsuitable and insanitary edifices. [ 33 ] hose Numberss led some people to reason that less than 6 % of the population were go toing schools.

However that premise was wholly deceptive. because it takes into history all of the population. including babes and old people. when in world public school systems are meant chiefly for kids and adolescents. To cipher the per centum of kids on scholar age. it must be taken into history the figure of kids in Elementary School age ( ages 5 through 13 ) and adolescents in High School age ( ages 14 through 17 ) . That would give a entire per centum of around 20 % of the entire population. Since the 1887 nose count yielded a count of 6. 984. 727. [ 34 ] 20 % would be about 1. 4 million.

Besides. by 1892 the figure of schools had more than doubled to 2. 137. 1. 087 of which were for male childs and 1. 050 for misss. which means that the figure of kids go toing school besides did increase. to at least 500. 000. by conservative estimations. That’s about 35 % of the population in School age. Another claim normally heard was that based on the official figures there couldn’t be a school in every small town in the Islands. as Manuel L. Quezon declared old ages subsequently before the Filipino Assembly. However. since those official figures branded by the Philippine Commission itself put the entire figure of municipalities in the archipelago at 900. and the figure of public schools at 2. 167. those Numberss reveal that there was non merely one school in every municipality in the Islands. but in most instances two or more.

Neither was taken into history that the schools maintained by Spain were closed and in many instances looted and severely damaged during the Spanish–American War and the Filipino Revolution. Although the free and mandatory simple instruction system was temporarily reestablished by the Malolos Constitution. it was eventually dismantled after the Philippine–American War. that besides took a heavy toll upon the staying educational substructures. Finally. the Filipino Commission made no mention to the fact that the pioneering public school instruction introduced by Spain in the Philippines was the first of its sort in all of Asia. and the first to be established in any European settlement in the universe.

Such system was even in front of most of United States at the clip. where by 1900 merely 34 provinces had any sort of compulsory schooling Torahs necessitating attending until age 14. [ 35 ] As a consequence. the mean American at the clip was less educated than the mean Filipino. something that was specially true among the military personnels that fought in the Philippine–American War. since most of the soldiers by and large were of low societal beginnings. [ 36 ] The Manila-Acapulco Galleon Trade was the chief beginning of income for the settlement during its early old ages. Service was inaugurated in 1565 and continued into the early nineteenth century.

· The Galleon trade brought silver from New Spain and silk from China by manner of Manila. This manner. the Philippines earned its income through bargain and sell – that is. they bought silk from China for resale to New Spain and so bought American Ag for resale to China.

· The trade was really comfortable. But It neglected the development of the colony’s local industries which affected the Indios since agribusiness was their chief beginning of income. In add-on. the edifice and operation of galleons set excessively much load on the colonists’ one-year Polo Y servicio. resulted in cultural and commercial exchanges between Asia and the Americas that led to the debut of new harvests and animate beings to the Philippines notably tobacco that gave the settlement its first existent income which benefit extended to the common Indio.

· The trade lasted for over two hundred old ages. and ceased in 1821 with the sezession of American settlements from Spain.

Royal Society of Friends of the State

· Jose de Basco y Vargas. officially established the Real Sociedad Economica de Amigos del Pais composed of taking work forces in concern. industry and profession.

· The society was tasked to research and work the island’s natural premiums.

* The society led to the creative activity of Plan General Economico of Basco which implemented the monopolies on the areca nut. baccy. spirited spiritss and explosives. * It offered local and foreign scholarships and developing grants in agribusiness and established an academy of design. * It was besides credited to the carabao prohibition of 1782. the formation of the silverworkers and gold beaters guild and the building of the first papermill in the Philippines in 1825. * It was introduced on 1780. vanished temporarily on 1787-1819. 1820-1822 and 1875-1822 and ceased to be in the center of the 1890s. Royal Company of the Philippines

· March 10. 1785. Charles III created the Royal Philippine Company with a 25 twelvemonth charter.

· It was granted sole monopoly of conveying to Manila. Philippines ; Chinese and Indian goods and transporting them straight to Spain via the Cape of Good Hope.

· It was stiffly objected by the Dutch and English who saw it as a direct onslaught on their trade of Asiatic goods.

· It was besides vehemently opposed by the bargainers of the Galleon trade who saw it as competition. This bit by bit resulted into the decease of both establishments: The Royal Philippine Company in 1814 and the Galleon trade in 1815. * The buwis ( testimonial ) . which could be paid in hard currency or sort ( baccy. poulets. green goods. gold. covers. cotton. rice. etc. . depending on the part of the state ) . was ab initio was fixed at 8 reales ( one existent being 12. 5 centavos ) and subsequently increased to 15 reales. apportioned as follows: 10 reales buwis. one existent diezmos prediales ( tithes ) . one existent to the town community thorax. one existent sanctorum revenue enhancement. and three reales for church support

* Besides collected were the bandala ( from the Tagalog word mandala . a circular stack of rice chaffs to be threshed ) . an one-year implemented sale and requisitioning of goods such as rice. * Custom responsibilities and income revenue enhancement were besides collected. By 1884. the testimonial was replaced by the Cedula personal. wherein settlers were required to pay for personal designation. Everyone over the age of 18 was obliged to pay. Principalia – aristocracy category was the societal and educated category in the towns of colonial Philippines composed of the Gobernadorcillo ( Town Mayor ) . or the Cabeza de Barangay ( Chief of the Barangay ) who governed the territories and the awardees of the decoration of Civil Merit.

Exempted from forced labour during the colonial period

1. Were allowed to vote. be elected to public office and be addressed by the rubric: Don or Dona 2. Given certain functions in the Church. such as helping the priest in pastoral and spiritual activities

Disclaimer
-This article is non mine. I merely shared this research paper merchandise of seeking the Google.