GENDER IN SPANISH COLONIAL ERA

Education

Amatonding, Andaloc, Batara, Cubao, Dragon, Group 1

Libron, Mabano, Mamentod, Mojello and Suico
 MABANO

The Práctica del párroco dominicano, an official manual for

Dominican parish priests, has this guideline, and it was legally
Primary Education in the Philippines, 1565-1863 approved by the Philippine superior of that order on August 31,
1739. The directive read as:
The paper of Fox seeks to
The king our sovereign commands that there be schools in every
describe the path that basic town ... In behalf of these establishments the parish priests should
education in the Philippines labor earnestly . . . Schools should also be opened in the outlying
barrios . . . All the boys whether of the chief or tao class must be
appears to have taken outside of present for instruction . . . Those pupils who cannot provide themselves
Manila between 1565 to 1863. with primers, pens, and paper are to be supplied these by the pas-
tor. . . Girls' schools should likewise be started.
Until 1863, official Church groups
or hierarchy members published
policy statements at various
This sentence alone indicates that boys and girls may attend
times, expressing continued primary school at the time. 'Boys' are somewhat more
concern for the growth of local prevalent than girls, because the fact that it is apparent that
most of the commands given apply to men. For example, during
primary schooling. the years 1596–1598, Marcela Rivadeneira visited the
residences of the order in the Philippines. She says:

FOX, H. F. (1965). Primary Education in the Philippines, 1565-1863. Philippine Studies, 13(2), 207–231. http://www.jstor.org/stable/42720593
 MABANO

The Friars teach the children to read, write, and sing . . . Some of the
boys have so progressed in language that they read for us in our
Primary Education in the Philippines, 1565-1863 dining rooms in both Spanish and Latin.

The paper of Fox seeks to

Another example was the foundation in Cebu City of a similar
describe the path that basic primary-level institution. This school, which later changed its name
education in the Philippines to Colegio de San Ildefonso, provided instruction in reading, writing,
math, and religion. It was noted that:
appears to have taken outside of
Manila between 1565 to 1863. The student body was made up of a diverse mixture of Filipino, Chinese,
Until 1863, official Church groups and Spanish boys.
or hierarchy members published
With this, we can assume that the Spaniards cared more about
policy statements at various the boys being literate than girls. Although their primary
times, expressing continued intention was to teach all boys and girls. The Spanish did not
view education as being important for women because they
concern for the growth of local thought that their primary responsibilities should be as
primary schooling. spouses and mothers or housewives. Women were permitted to
attend schools, but they were frequently separated from men
and given a different curriculum.

FOX, H. F. (1965). Primary Education in the Philippines, 1565-1863. Philippine Studies, 13(2), 207–231.
http://www.jstor.org/stable/42720593
 MAMENTOD

"All the pupils assembled in the church as the church bells rang for the holy mass each morning. From
there they marched in single file to the school After they had seated themselves, the teacher inspected the
pupils to find out who were dirty, who wore torn clothes and who among the girls failed to bring kerchief
or shawls, whose fingernails were untrimmed, or those who did not wash their faces, hands, or feet.
Offenders were whipped”

As stated from the book, the pupils attended a parish school in which the teachings are purely
Christian. As a student, they have a responsibility to go to church and attend mass every morning
before they go to school. As was said, the parish school welcomed the boys and girls students. Both
genders need to be checked by their teacher physically, if they're dirty they'll get whipped.

This shows that the schools prioritize discipline on cleanliness. It connects from a popular phrase
"Cleanliness is next to Godliness” that suggests that being clean and maintaining a tidy environment is
a virtuous act and is related to being close to God. The phrase is often associated with religious
teachings and is commonly used to emphasize the importance of cleanliness and personal hygiene.

FORONDA, M. A. (1978). Education in the Ilocos During the Spanish Colonial Period, 1574-1898. Philippine Studies, 26(1/2),
112–124. http://www.jstor.org/stable/42632424
 DRAGON
"Education in the Philippines during the
latter half of the nineteenth century was
Lineage, life and labors of Jose Rizal, Philippine patriot : a study of the largely in the hands of the friars."
growth of free ideas in the Trans-Pacific American territory

The book provides a detailed account of Rizal's Based on the phrase cited from Craig's "Lineage, Life and
life, from his family background and childhood Labors of Jose Rizal, Philippine Patriot," it suggests that
in Calamba, Laguna, to his education and travels during the latter half of the nineteenth century, education in
abroad, and his involvement in the Philippine the Philippines was mainly controlled by the friars, who were
Revolution against Spanish colonial rule. The members of the religious orders that came to the Philippines
book also explores Rizal's intellectual pursuits to evangelize and establish the Catholic Church.
and achievements, including his writings,
This highlights the significant influence that the Church
paintings, and contributions to the fields of
had on education at that time, as well as the limited access to
medicine, architecture, and education. It sheds education for non-religious individuals or those who were not
light on Rizal's ideas and principles, particularly affiliated with the Church. The phrase also provides insight
his advocacy for reform, freedom, and equality into the socio-political context of the Philippines during that
for the Filipino people. period, where the Church and the colonial government played
dominant roles in shaping the country's educational
landscape.

Craig, Austin. & Robertson, James Alexander. (1913). Lineage, life and labors of Jose Rizal, Philippine patriot : a study of the growth of free ideas
in the Trans-Pacific American territory. [Manila, Philippines] : https://www.gutenberg.org/ebooks/6867
 ANDALOC

In 1863, the Spanish Government issued a decree to

reform the colonial education system in thePhilippines. The statement indicates that the
Decree 1863 designated the establishment of a complete reform introduced by Decree 1863
education system in the Archipelago comprising primary, brought changes to women's
secondary and tertiary education. Regarding women's education. It specifically mentions
education, this reform had some major changes as the establishment of separate
follows:- Provided compulsory and free education for elementary schools for boys and
elementary school (7-12 years old children); the state girls.
supported textbooks and basic learning facilities
(Hardacker, 2013: 8-30). The decree required the This suggests that there was gender
establishment of two elementary schools (one for boys segregation in the education
and one for girls) for every 5,000 inhabitants in towns system, with separate educational
(U.S. The TaftPhilippine Commission, 1901: 105; Alzona, institutions for each gender.
1932:67)

Hiep, Tran & Long, Tran & Binh, Nguyen & Bao, Tran. (2021). Women Education in the Colonial Context: The Case of the Philippines. Psychology and Education
Journal. 58. 10.17762/pae.v58i1.2076. WOMEN EDUCATION IN THE COLONIAL CONTEXT: THE CASE OF THE PHILIPPINES” retrieved from
https://www.researchgate.net/publication/349644957_Women_Education_in_the_Colonial_Context_The_Case_of_the_Philippines
 AMATONDING

The passage discusses different aspects of education,

with a particular emphasis on gender. It mentions
separate school buildings for boys and girls, indicating
a division based on gender. It also refers to specific
“Models and plans of boys’ and girls’ crafts taught in girls' schools, suggesting a distinction in
school buildings. Furniture, books, maps, the curriculum based on gender. Additionally, the
blackboards, signs, samples and objects passage mentions statistics on literacy, which could
of all kinds used for instruction in all provide insights into any gender disparities in
schools. Systems for corrections and education during that period.
rewards. Samples of crafts taught at girls’
schools. Prizes awarded in examinations. Overall, the passage suggests that gender played a role
Statistics on the number of people who in educational planning and implementation, with
can read and write or just read.” considerations given to infrastructure and subject
choices. Further exploration of the mentioned sources
would provide more detailed information on the gender
dynamics of education during the period of Spanish
colonization

Hardacker, E.P. (2011). Constructing a "Good" Colonial Society: Representations of Philippine Colonial Education at the 1887 Philippine Exposition in Madrid and
the 1904 St. Louis World's Fair. https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1516&context=luc_theses
 BATARA

The book explains that during the spanish period The Spanish government made an attempt to advance
and broaden education in the Philippines, as evidenced by the establishment of the Commission in 1855
and the adoption of the Education Code in 1863. To ensure that both boys and girls had access to
education, elementary schools were built in each township, with extra schools in bigger towns.
The Spanish language's expansion was intentionally emphasized as a means of assimilating Filipinos
into Spanish culture and facilitating their incorporation into the colonial system. The colonial hierarchy of
Spanish language and culture was reinforced by the necessity that Filipinos speak Spanish in order to be
eligible for government posts.
The need in the Education Code for boys and girls to attend separate primary schools is a reflection of
the widespread gender segregation in colonial culture. Notably, domestic training was given priority in
the curriculum for females' schools above topics like geography, history, and agriculture. The focus on
domesticity prepared girls for their expected responsibilities as spouses and mothers and reinforced
traditional gender stereotypes.
According to the book, at the end of the 19th century, girls' education in the Philippines was relatively
advanced compared to that of other nations in the region. The development of girls' schools—including
the mention of institutions from the 17th century and the Jesuits' opening of a Normal School in 1865—
indicates efforts to offer female students a specialized education.

Gender Discrimination in Education and Economic Development: A study of Asia by G.balatchandirane (page 145-146)
https://www.ide.go.jp/library/English/Publish/Reports/Vrf/pdf/426.pdf
 LIBRON

The Educational Reform of 1863 to 1898 during the Spanish colonial period saw the establishment of several
schools for girls who wanted to pursue higher education, namely the following Escuela de Maestras (1864),
Colegio de la Immaculada Concepcion (1868) and Colegio deSan Jose de Jaro (1872), Escuela Normal de Maestras
de Primera Ensenanza de Nueva Cásceres (1875), The Assumption Convent and Superior Normal School for
women (1893).

“A young woman did not need more than the rudiments of education
because her sphere of action was within the German K’s kirche,
kuche, und kinder- that is church, kitchen and children.”

In the aforementioned schools, the courses for the female students were not distinctly varied from their male
counterparts with the exception of basic subjects aside, the female students were required to take heavy work
load programs in needlework and other home crafts, religion and music. On the other hand, the male students
had more access to options with regards to choosing the schools to study, as well as the career to pursue.
Popular course options among the male students during this period included Philosophy, Latin, Greek, Physics,
Metaphysics, Logic, Ethics, Church Law, Roman Law and other laws. At the time, these courses that were more
popular among the boys were generally considered to be unfit for women and they did become part of their
curriculum.

Hiep, Tran & Long, Tran & Binh, Nguyen & Bao, Tran. (2021). Women Education in the Colonial Context: The Case of the Philippines. Psychology and Education Journal. 58.
10.17762/pae.v58i1.2076. https://www.researchgate.net/publication/349644957_Women_Education_in_the_Colonial_Context_The_Case_of_the_Philippines
 CUBAO

Education was truly valued by the early Filipinos. The fathers trained their sons in how to hunt and
other means of maintaining a livelihood. On the other hand, the mothers were in charge of their
girls and instructing on household chores. The purpose of this type of education was to prepare
both boys and girls to become good husbands and wives in the future. Both Filipino men and
women knew how to read and write using their own alphabet called alibata. It was composed of 17
symbols each representing the letters of the alphabet. The symbols contained three vowels and
the rest were consonants.

The higher priority for educational attainment was placed on men rather than on women.
Although the Mestizos and wealthy people enjoyed the privileges of entering prestigious schools,
there were women-only vocational schools for women. However, most women were denied their
rights to education due to the patriarchal belief that women should stay only at home.

Musa, S. (2012). Features and Historical Aspects of the Philippines Educational system. European Journal of Contemporary Education, 2.
https://doi.org/https://files.eric.ed.gov/fulltext/EJ1057820.pdf
 MOJELLO

Woman's Worth: The Concept of Virtue in the Education of Women in Spanish Colonial Philippines

The article analyzes the concept of virtue in the education of

women during the Spanish colonial period in the Philippines.
Women's value and worth were often based on their
adherence to traditional virtues such as humility, modesty,
obedience, and chastity. The education system aimed to
instill these values in women to make them suitable for
marriage and domestic life.

However, the article suggests that these expectations varied

based on social class and colonial influence. Some women
were able to use their education in religious orders or as
teachers to gain autonomy and influence within their
communities. The article also highlights the role of religion in
shaping gender roles and expectations in the colonial period.
Overall, the article argues that the concept of virtue played a
significant role in shaping women's role and value in colonial
society.

Camacho, M. S. T. (2007). Woman’s Worth: The Concept of Virtue in the Education of Women in Spanish Colonial Philippines.
Philippine Studies, 55(1), 53–87. http://www.jstor.org/stable/42633899
 SUICO

"Filipinising Colonial Gender Values: A History of Gender Formation in Philippine Higher Education"

This research article explores the impact of colonial history on gender dynamics in the Philippines, with a focus
on universities. Despite government efforts to promote gender mainstreaming in education, the influence of
colonial values on gender relations has often been overlooked. The article aims to contribute to the
understanding of Philippine education by providing a historical overview of universities and their role in shaping
gender relations.

The article employs a threefold model of gender structures, power relations, and emotional attachment to
analyze historical literature from the Spanish and American colonial periods in the Philippines. It highlights how
religion and higher education during the Spanish colonial period played a role in policing sexuality. Additionally, it
examines the feminization of certain disciplines and occupations during the American Colonial period and
addresses the harmful practices associated with manhood within Philippine fraternities.

Furthermore, the article points out that private education perpetuates and reinforces power dynamics among the
elite. By analyzing the evolution of Philippine universities, the article provides a foundation for understanding
gender issues and contributes to the discourse on decolonizing the university. Overall, it emphasizes the
importance of examining facets of Filipino identity construction within the context of education.

Filipinising colonial gender values: A history of gender formation in Philippine higher education. (n.d.). Taylor & Francis.
https://www.tandfonline.com/doi/abs/10.1080/00131857.2022.2128760