AMERICAN COLONIAL EDUCATION SYSTEM ( 1898 - 1946 )
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When the Americans took control of the Philippines from 1898 to 1946, they introduced major changes to the country’s education system. Unlike the Spanish system, which was mostly religious, the Americans built a more secular and organized system. Their main goal was to educate Filipinos in a way that supported democratic values and prepared them to be productive members of society.
OVERVIEW OF EDUCATIONAL SYSTEM
The American government created a public school system that aimed to be free and accessible to all. They emphasized teaching English, civic education, and practical skills. Schools were built in many towns and cities, and American teachers called Thomasites were brought in to train Filipino teachers and teach students directly. Over time, the system grew to include elementary, high school, and college levels.
PURPOSE AND INFLUENCE OF THE CONTEMPORARY PERIOD IN PHILIPPINE EDUCATION
PURPOSE AND INFLUENCE OF THE CONTEMPORARY PERIOD IN PHILIPPINE EDUCATION
The main purpose of education under American rule was to spread democratic ideals, teach the English language, and promote loyalty to the U.S. It also aimed to develop Filipinos’ knowledge and skills for future self-rule. This system helped shape the way Filipinos thought, acted, and viewed their place in the world.
THE ESTABLISHMENT OF EDUCATION
One of the first laws passed during American rule was Act No. 74 in 1901. This law:
Created the Department of Public Instruction.
Started the recruitment of American teachers (Thomasites).
Established English as the language used in schools.
Supported the construction of thousands of normal, trade, and agricultural schools.
This marked the start of a public school system that would grow rapidly in the coming years.
LIST OF LAWS AND RECORDS UNDER THE AMERICAN EDUCATION SYSTEM
LIST OF LAWS AND RECORDS UNDER THE AMERICAN EDUCATION SYSTEM
Act No. 74 (1901)
Act No. 74, passed by the Philippine Commission in 1901, formally introduced a centralized and secular public education system in the Philippines. It mandated English as the official language of instruction and authorized the hiring of American teachers known as Thomasites. The act also paved the way for the establishment of normal schools, trade schools, and agricultural institutions—replacing the religious and Spanish-centered educational structure with a system modeled on American values and pedagogy.
Centralized, secular public education system established.
English mandated as language of instruction.
Introduced American teachers (Thomasites).
Created normal, trade, and agricultural schools.
Replaced Spanish religious education with American-style system.
Annual Report of the General Superintendent of Education (1904)
The 1904 annual report offers detailed documentation of the early American efforts to implement public education in the Philippines. It addresses logistical challenges such as a lack of school facilities, a shortage of qualified teachers, and the initial resistance or difficulty in English-language instruction. It also shows the early success of American educational reforms in urban areas, based on growing enrollment and public interest.
Recorded early problems: lack of schools, teachers, and English skills.
Showed initial resistance to English instruction.
Noted increasing enrollment and public support in urban areas.
Annual Reports of the Director of Education (1901–1925)
These yearly reports provide a comprehensive view of the development of the education system from 1901 through 1925. They include official statistics on student enrollment, curriculum implementation, construction of school buildings, and teacher training. The reports demonstrate how American authorities gradually expanded education to rural communities and began preparing Filipino teachers to replace American personnel.
Annual updates on student numbers, curriculum, and school construction.
Trained Filipino teachers to reduce American dependence.
Expanded education access to rural areas over time.
Act No. 1870 (1908) – University of the Philippines Charter
Passed in 1908, Act No. 1870 authorized the creation of the University of the Philippines, a public institution offering higher education in the arts, sciences, law, and medicine. The act symbolized the American commitment to developing a professional class of Filipinos who could eventually take on leadership roles in government and society.
Established the University of the Philippines in 1908.
Provided higher education in key fields.
Aimed to train Filipinos for leadership roles.
Philippine Government Reports Collection – National Library of the Philippines
This digital archive maintained by the National Library of the Philippines contains a collection of official government publications from the American colonial period. These documents include detailed reports from the Department of Public Instruction, offering valuable primary evidence on educational policies, budgets, infrastructure development, and curricular planning during the early 20th century.
Archive of U.S. colonial government education reports.
Contains data on policies, budgets, infrastructure, and curriculum.
Useful for research on early 1900s education reforms.
American Historical Collection (AHC) – Rizal Library, Ateneo de Manila University
The American Historical Collection houses a vast array of original documents from the American colonial period in the Philippines, including education-related correspondence, reports, and photographs. Preserved at the Rizal Library of Ateneo de Manila University, this archive offers researchers firsthand insights into how American educational policies were carried out and perceived by both Americans and Filipinos.
Contains original U.S. colonial documents, reports, and photos.
Focuses on education and American policy implementation.
Offers insight into Filipino and American perspectives.
STRUCTURE OF THE EDUCATIONAL SYSTEM
The system introduced by the Americans followed this structure:
Elementary School – usually 4 to 7 years.
High School – 4 years.
College or University – for higher education.
Institutions such as the Philippine Normal School (founded in 1901) and the University of the Philippines (founded in 1908) helped train teachers and professionals.
MEDIUM OF INSTRUCTION
English was chosen as the main language used in schools. Students were expected to learn and use it in all their subjects. While this helped increase English fluency across the country, it also caused a decline in the use of native languages which sometimes led to misunderstandings in learning.
ACCESS AND LIMITATIONS
What Was Accessible:
Free public elementary education.
Schools for both boys and girls.
Schools built in rural areas.
Limitations:
Not everyone could pursue high school or college.
Many children in far-flung areas had little access to schools.
The curriculum focused more on American history and culture than Filipino identity.
NOTABLE REFORMS AND DEVELOPMENTS
Introduction of vocational and industrial training.
Founding of major state-run schools and universities.
Launch of the Pensionado Program, which sent Filipino scholars to study in the U.S.
Focus on physical education and civic responsibility
These changes helped Filipinos gain more knowledge, become more skilled, and understand their rights and duties.
LASTING LEGACY AND INFLUENCE
Impact on Culture and Language:
English became one of the country’s main languages and is still widely used today.
American values and systems became part of Filipino society.
Foundations for the Future:
The public school structure continued after independence.
Many modern reforms are based on the systems first introduced by the Americans.
CONCLUSION
CONCLUSION
The American era brought big changes to education in the Philippines. It introduced free, public, and English-based education that improved literacy and created opportunities for many. However, it also limited the teaching of Filipino culture and identity. Still, it played a big role in shaping the country’s path to independence and helped build the foundation of today’s education system.
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