“Do you think of tearing out the entrails of seven millions of individuals by giving them other new ones in this manner all at once? For the peculiar idiom is born in the peculiar country, and develops with the individual, and there is no human strength, which in many years can tear it out. At one step from us lie Cataluña and Vascongadas, where no success is had in making the speech of Cervantes common to individuals for whom the resonant drapery of our rich language is very loose, and whom it suffocates. Much less could it be so [in Filipinas]!
“Those who make the greatest propaganda are not, indeed, the masters. As many masters as there are in Cavite, there are in Bulacan, for example, or more, and in Cavite the people talk fairly good Castilian, while in Bulacan they scarcely talk any. Why? Because in Cavite there are many Spaniards who live there, while in Bulacan there are perhaps not fifty. For the rest another citation and the conclusion. The famous student of Filipinas, now the bishop of Jaca, Fray Francisco Valdés, says: ‘There are many Indians who come to know quite well the material of the Spanish word; but the internal signification and the logical character of our beautiful language is for them an undecipherable secret. Our meanings [giros] and phrases are opposed to their peculiar fashion of conceiving and correlating ideas. From this discrepancy in the association of ideas, they produce literary products as nonsensical as the one below. This example is chosen from among innumerable others of the same kind, as it is the work of a master who passed among those of his class and was really one of the best instructed. The matter is an invitation elegantly printed and gotten up on the occasion of the mass called vara which the gobernadorcillos usually cause to be celebrated with great pomp on that day when they receive from the governor the vara or staff of command. It is as follows: On the nineteenth day, in the morning, and of the present full moon, the mass of my vara will be held in this church under my charge, for God has gratuitously granted me this honorable charge. I invite you, therefore, to my house, so that from that moment the vacancy of my heart having been freed, it may become full by your presence, until my last hour sounds on the clock of the Eternal.’” Come now Don Manuel, what do you say to this?[22]
“We might extend our remarks to much greater length[23] in this important matter in order to prove that the ‘Ordeno y mando’[24] of those who govern always falls to pieces before insuperable difficulties, and therefore to accuse the religious of being the reason why Castilian is not popular in Filipinas when we have the most eloquent data that in the villages ruled by secular priests of the country, there is less Castilian spoken than in the parishes ruled over by the friars, is an immense simplicity into which only the malevolent can fall or those who do not know those races by experience.—Consult Barrantes’s La Instrucción primaria en Filipinas; and Father Valdés’s El Archipiélago Filipino.”[25]
If the Spanish government desired that the Castilian language be rapidly diffused in Filipinas, the normal school or the teachers who graduated from it were not the most efficient and suitable means, but the establishment in the Filipino villages of five hundred thousand Spanish families. The servants of those families, and familiarity and converse with the native families would have done in a short time, what never would have succeeded by means of the normal teachers, and which the other educational schools in which the native dialects would not be allowed to be spoken, would have taken centuries in obtaining. It was observed that in the ports and in the capitals where the Spanish element was numerous, almost all the Indians spoke Castilian. Consequently, this same thing would have happened in the villages in which fifty or one hundred Spanish families would have been settled. Neither was it the mission of the parish-priest religious to teach Castilian to the Indians, nor did they have time to dedicate themselves to it. Neither would they have succeeded in that in a long time, not even with all their prestige and competency. Nor did they need as parish priests that the Indian should know Castilian, although as Spaniards they desired it, and very greatly. For, very strongly did it come to them that language, religion, and customs, are strong chains which united mother countries to colonies.
No one could be in a position to know the needs of the country, to feel its forces and appreciate its progress as could the parish-priest religious. Individual members of respectable communities consecrated to the spiritual and material happiness of the Indians, passed, but the spirit which guided their footsteps toward so noble an end, without separating itself any distance from the preconceived plan, always existed. When the opportunity to give greater amplitude to education, and to open up new and vaster horizons to the studious youth of the country, came, the parish priests were the ones who recognized that need and satisfied it. By a royal decree of June 8, 1585, King Don Felipe II arranged for the foundation of the college of San José, which was destined for the education and teaching of the children of Spaniards resident in Filipinas. Lessons in Latin, rhetoric, and philosophy, were given in that college by distinguished Jesuit fathers. The restrictions placed as to the number and quality of the pupils did not satisfy the need for more centers of learning, which the Filipino youth urgently demanded within a little time. His Excellency, the archbishop of Manila, Señor Benavides, a Dominican, projected the foundation of the college of Santo Tomás, aided by his Excellency, Don Fray Diego de Soria of the same order, bishop of Nueva Segovia.[26] With the one thousand pesos fuertes donated by Señor Benavides and the four thousand by Señor Soria, and the acquisition of the libraries of both, the works were commenced in the year 1610. In 1617, the college was in condition of being admitted as a house by the province of the Dominican fathers in the islands. In 1620, having been provided with professors, it opened its halls to the Filipino youth without distinction of race. King Don Felipe IV took the college under his special protection by a royal decree of November 27, 1623. Some years later, its royal protector obtained from his Holiness, Pope Innocent X, the fitting bull given November 20, 1644, by which the said college was erected into a university, and the latter decorated with the honorable titles of Royal and Pontifical. By a royal decree of May 17, 1680, it was admitted solemnly under the royal protection, and his Majesty, the king, was declared its patron. By another royal decree of December 7, 1781, the statutes approved by the government of the colony, October 20, 1786, were formed. It continued and is at present in charge of its founders, the learned and virtuous Dominican fathers. That royal college and pontifical university has a rector religious, and all the professors except those of medicine and pharmacy are also Dominicans.
The studious youth who saw in the new center of teaching the glorious future which invited them by the golden laurels of learning, came in crowds to fill the cloisters of the new university, which, narrow and reduced for containing within their halls so many young men desirous of learning and instruction, begged the aid of another institution which should share with the university in the task of the teacher. The time urged, the necessity was pressing, there was no time to think of the construction of a new edifice for circumstances did not permit it. Then there was fitted up as a college the school of primary instruction instituted by the illustrious Spaniard, Don Gerónimo Guerrero, of glorious memory, whose name should pass to posterity so that he may be blessed eternally by Spaniards and Filipinos, since he dedicated his wealth, his labors, and his care to their instruction and education, not only instructing them in the primary letters, but also supporting them and clothing them with his own resources and with the alms which other charitable persons who were desirous of contributing in so deserving a work gave him. The efforts of that remarkable Spaniard deserved the protection of the government of the mother country and the support of the Council of Indias. The king remunerated them by granting him an encomienda in Ilocos as an aid in that blessed establishment, and God rewarded it by conceding him the religious vocation which induced him to take the habit in the order of the Dominican fathers. He ceded to the latter his schoolhouse, his encomienda, and all his goods, with the sole condition that the said fathers were to take charge of the gratuitous education and teaching of the poor Spanish and native boys. The condition having been accepted by the Dominican fathers the schoolhouse of the worthy Spaniard and now virtuous religious was erected into a college under the advocacy of San Juan de Letrán, July 18, 1640, by license from the governor-general and from the archbishop. Since that college was a school, it had also as its object the elemental instruction and education of abandoned and poor children, in order to make of them good citizens and excellent military men for the defense of the plaza of Manila, and the colony. Erected into a college, the students continued therein the study of philosophy, theology, and canons, in order that those who showed aptitude and merited that dignity, might be ordained as priests. Later, all the young men who cared to devote themselves to the study of secondary education were admitted as pensioned inmates. At the end of that course, and after they had taken their degree, they went to the university of Santo Tomás to take up the higher branches. The above-mentioned college was always very useful and commendable. A blessed asylum in its origin, it has always been until today the institution of secondary teaching in which the Dominican fathers, subjecting themselves rigorously to the urgent, although ancient plan of studies, have been able to mold themselves to the peculiar capacity of the natives, directing with exquisite prudence, their native qualities to the professional studies which most harmonize with them.
Thus, in proportion as the necessities for education were exacting, the monastic orders, ever attentive to every movement which could be of interest to the colony, continued to create centers of instruction: the Jesuit fathers in the Ateneo and in the normal school in Manila; the Dominicans in the university, Letrán, and Dagupan; the Franciscans, in Camarines; the Augustinian Recollects, in Negros; the calced Augustinians founded in Iloilo colleges of secondary education directed by themselves, which promised to be the dawn of a new era of civilization and culture, if the last Indian rebellion, provoked by the obstinate governors and supported by the Americans had not caused its ruin with a secular work, the wonder of the world, with the colleges, with the Spanish domination, with the country, and with all the existing things gained quietly yet at the cost of great hardships, and of enormous sacrifices in self-denial and virtue.[27]
The weak sex also were attended to according to their merits by the religious orders. From before the middle of the eighteenth century dates the institution of the school of Santa Rosa, or of Mother Paula, as its foundress was called. She was a religious of the tertiary branch of St. Dominic, who went from Cataluña to Manila to consecrate herself to the welfare of her own class. Having arrived at Manila, she saw that the greatest benefit which her flaming charity could produce was the education and instruction of the young Indian women. In reality, she labored with pious and burning zeal, until she obtained a house, in which she made the foundation of the beaterio school in which the young Indian women received a Christian education. In the holy fear of God, they learned the doctrine and exercised themselves in the labors peculiar to their sex, in order to later dedicate themselves to God and to the moral education of their sex, or to become married, in which estate they gave application and example of the excellent maxims and sane principles which they learned from their glorious foundress. Mother Paula endured many persecutions which she suffered with resignation and patience. She gave her name to the beaterio, which continued as an educational institution and as a retreat for the girls who desired to embrace it temporarily.
Before the beaterio of Santa Rosa, or of Mother Paula, was founded that of Santa Catalina de Sena. The former was the complement of the latter, which in its beginning only took charge of the education of young Spanish women, It is said that its foundation was due to a certain number of women of the tertiary branch of St. Dominic who retired to a house in order to devote themselves to pious exercises, and from which they went out only to hear mass. Others attribute the foundation of that beaterio school in 1696 to the solicitude of Mother Francisca del Espiritu Santo, and to the reverend father, Fray Juan de Santo Domingo. The illustrious author, Fray Joaquin Martinez de Zúñiga, recognizes as foundress of that beaterio in 1694, Doña Antonia Esguerra, but from any of those three opinions which we follow it will always result that the said beaterio school of Santa Catalina de Sena was dedicated from its beginning to the education and teaching given by women religious to the Spanish girls primarily, and admitted afterwards into its classes Indian and mestizo girls. All learned to read, write, reckon, and the work peculiar to their sex.
The prodigious increase of the Filipino population and of the general prosperity of the country, and even more the advanced extension made by culture in all social classes made the above-mentioned beaterio schools insufficient, and, just as other monastic orders came to the aid of the Dominican fathers when the needs of the times demanded it, so also, the sisters of charity came to the aid of the tertiary mothers, and founded the schools of Luban and Concordia in Manila, in Tuguegarao, Pangasinan, Camarines, Iloilo, Cebú, and Ilocos-Sur.