# data[].attributes.headline
6.	Lack of opportunity for students to really develop themselves.

# data[].attributes.subject
6.	Lack of opportunity for students to really develop themselves.

# data[].attributes.body
The schools were often poorly equipped, lacking the desks, chairs, and writing materials that they were required to have under the decree. Though classes were supposed to be held from 7-10 am and 2:30-5 pm throughout the year, schools were often empty. Children skipped school to help with planting and harvesting or even because their clothes were ragged.

# data[].attributes.body
“When I entered the classroom for the first time, he said to me:

“You, do you speak Spanish?”

“A little, sir,” I answered.

“Do you know Latin?”

“A little, sir,” I again answered.”

This was taken in Rizal’s diary. Right after this conversation the students began to make fun of him. It’s an example of humiliation of the students. It seems that the teacher wants to let the students heard that Rizal is not fluent in speaking Latin and Spanish as well.

# data[].attributes.body
Learners were only subjected to learn substandard ideas that even though it does not fit right to its real application- they could not freely criticize. The Friars were strict in honing them with disinformation and constant discipline. As evident, Dr. Jose Rizal also quoted on his several writings about certain rosary guides that kept them away from dealing politically with social issues around them.

# data[].attributes.body
Based from the perspective of a school's master on Dr. Jose Rizal's Noli Me Tangere, Corporal punishment is a great hindrance to the child's progress. It is impossible to use one's mind properly when blows, or similar punishment were in prospect. Fear and terror disturb the most serene and child's imagination.

# data[].attributes.body
After the implementation of Educational Decree of 1863, the number of school that they built are steadily increasing. The Philippines in 1866 was 4,411,261. The total numbers of public schools for boys is 841 and the number of schools for girls is 833. The total number of students attending those school was 135,098 for boys, and 95,260 for girls.

# data[].attributes.body
Textbooks were actually present in schools during this time period but were only kept in display, as well as other instructional materials such as laboratory equipment. This was because they wished to reserve the value of the equipment bought or donated to the school which meant keeping these away from the Pilipino students who the friars and Spaniards deemed as lesser people. The information from these resources unfortunately became outdated or obsolete by the time it was allowed to be used which was not of any help either. Textbooks were especially deprived by the Pilipino students due to the fear of them gaining knowledge against the Spanish Regime and start a revolution.

# data[].attributes.headline
There was no exact agency named in accordance with this period. 

# data[].attributes.subject
There was no exact agency named in accordance with this period. 

# data[].attributes.body
Yet it is very evident that the Spanish Government together with its Religious sector, lead the opening of major educational institutions. They have also utilized control and domination guided by the Roman Catholic's belief. These colonizers impacted the academe in a manner where formal schooling has officially started. They have ideally put up an establishment that would cater learners- but, not everyone was given the chance to be educated. Hence, the ability to gain more knowledge was not inclusively encompassing for both Filipinos and Spaniards.

# data[].attributes.body
The Friars establish parochial schools linked with Churches to teach catechism to the natives.

Spanish education played a major role in that transformation.

The oldest universities, colleges, vocational schools and the first modern public education system in Asia were created during the colonial period

The focus of education during the Spanish Colonization of the Philippines was mainly religious education.

The Catholic doctrine schools that were set up initially became parochial schools which taught reading and writing along with catechism

Formal education to the students is been implemented

Their tribal tutors is been replace by the Spanish missionaries to teach the children and their education was religion oriented.

They built the first school/university here in the Philippines where the children can study.

The schools for boys and girls are separated "Colegios" are school for Boys and "Beaterio" for girls.

Education has been controlled by the catholic church

Education served mainly for catechism purposes.

Education was “religious-centered”, they are controlled by the Roman Catholic Church. Spanish Friars were the one who teach the Filipinos by that time.

The system of writing during that time was Latin Alphabets.

The Franciscans, who arrived in 1577, taught the people on how to read and write. They also taught the Filipinos the important techniques in industrial and agricultural.

Education by that time was privileged only to Spanish students and Elite Filipinos.

Spanish is compulsory -boys and girls’ school are separated -inadequate, suppressed and controlled

# data[].attributes.body
Decree of the Superior Civil Government approving the Regulations of the Municipal Girls’ School of Manila

Their education includes the theoretical and practical teaching of Christian religion and ethics, which our own self-respect, and our respect due to our fellows impose on us.

Therefore, so far as possible, the scholars shall hear mass and recite the rosary daily. They shall be obliged to confess and receive communion as soon as their age permits it, monthly, or at least every two months. They shall celebrate the act of communion on the day, and at the hour and place which shall be designated by the directress, after conferring with the superior. The feast of the Immaculate Conception and that of the Presentation of the most holy Virgin shall be celebrated in the school with all possible solemnity.

Instruction shall embrace two kinds of subjects: the first the necessary, to which all the girls must attend in their respective classes; the others optional, to which they shall apply themselves according to the wishes of their parents.

The [required] subjects are: Christian doctrine, politeness, reading, writing, Castilian grammar, arithmetic, the decimal metric system, and the needle-work suitable for their sex, such as sewing, darning, and cutting. On the other hand, the optional subjects are: geography; general history; special history of España; elements of natural history; embroidery in white, with silks, corded silk, beads, and gold, and others like needle-work.

Classes and Studies

Teaching in all the necessary subjects embraced in the municipal school is divided into three classes: lowest, intermediate, and upper.

In the lowest class shall be taught Christian doctrine and the beginnings of reading and sewing.

In the intermediate class shall be taught Christian doctrine, principles of sacred history, and the general history of España, reading, writing, principles of Castilian grammar, with practice in orthography, principles of arithmetic, and of the decimal metric system, overcasting, drawing threads, back-stitching, gathering, and plaiting, darning, and sample work.

The upper class shall be taught writing, Castilian grammar, orthography, arithmetic, history of España, the decimal metric system, plaiting, making button-holes, crocheting, and cutting.

Rewards and Punishment

There shall be a private examination in the classes at the end of each month, and some reward shall be given.

At the end of the course, after the public examinations, the solemn distribution of prizes shall take place. These prizes shall consist of silver, and gilded medals, and of rewards of merit and religious subjects, and other like objects.

The punishments which shall be imposed on the pupils shall consist of detention and remaining on the knees for a moderate time, loss of place of honor in the class, occupation of a seat separated from the other girls, and tagged with a card declaring the fault.

# data[].attributes.body
The Educational Decree of 1863 provided a free public education system in the Philippines, managed by the government. Established under Education Act of 1863:

Provide establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government.

establishment of a normal school for male teachers under the supervision of the Jesuits.

Spanish schools started accepting Filipino students

The friars controlled the educational system and missionaries took charge in teaching, controlling and maintaining the rules and regulations imposed to the students.

The schools before were exclusive for the Spaniards.

provide a free public education system in the Philippines

The schools for males shall consist of three classes; to wit: entrada [i.e., entrance]; ascenso [i.e., promotion, or intermediary]; and termino [i.e., final], of the second class, and termino of the first class. They shall be supplied with teachers graduating from the normal school in accordance with the qualification which they shall have obtained at the conclusion of their studies, their promotions depending upon their seniority and merit combined.

The schools of termino of the first class, namely, those of Manila and its district, shall be supplied with teachers by competitive examination among the teachers, with the certificate from the normal school, with experience as teachers.

# data[].attributes.body
Establishment of Colegio de Santa Isabel

Originally founded for the benefit of orphan Spanish girls.

The religious congregations also established schools for the girls called "beaterio."

# data[].attributes.body
The San Juan de Letran for orphaned boys opened for business.

# data[].attributes.body
Establishment of University de Santo Thomas

The oldest and existing university in Asia.

This academic institution was spearheaded by the Dominicans.

# data[].attributes.body
Colegio de San Jose was built. Then, the Jesuits took over the management of this school that became the Escuela Municipal and later renamed Ateneo Municipal de Manila in 1865. Today, it is known as the Ateneo de Manila University.

# data[].attributes.body
Establishment of Colegio de San Ildefonso

First school established by Spaniards in Cebu.

The sole secondary school outside Manila.

The oldest and still existing school in Asia.

# data[].attributes.body
Establishment of Colegio Maximo de San Ignacio

The earliest college exclusively for sons of Spaniards established in the Philippines by the society of Jesus.

First college school for boys established in Manila.

The opening of Colegio de Santa Potencian

First school and college for girls.

# data[].attributes.body
The Franciscans, took to the task of improving literacy in, aside from the teaching of new industrial and agricultural techniques.

# data[].attributes.body
Rise of Parochial schools started by the Augustinians and later by the other religious Spanish orders.

The first established schools were exclusive for the boys. College was equivalent to a university during the Spanish regime. The Augustinians built the first school in the Philippines situated in Cebu in 1565.

# data[].attributes.body
Royal Decree of 1555 mandated the following educational goals:

Indoctrination of Christianity

Promotion of Spanish Language

Imposition of Spanish Culture

TEACHING METHODS

Dictation

Memorization

Other techniques such as moro-moro, cenaculo and other theatrical performances

TYPE OF EDUCATION

Authoritarian

Teacher-dominated

Subject-centered

Imposition of severe discipline

# data[].attributes.headline
3.	The lessons that were taught accordingly are not recorded, thus modification amongst certain principles was manifested.

# data[].attributes.subject
3.	The lessons that were taught accordingly are not recorded, thus modification amongst certain principles was manifested.

# data[].attributes.body
Since the common mode of teaching was verbally, people often tend to change what they heard to what they tell. They have this sense of alteration to how the story will even be more appealing for other people. Thus, resulted for some misconceptions from neighbouring barangay that somehow separates them from one another.

# data[].attributes.headline
2.	There were no well-trained educators who ideally teaches an intellectual approach with education.

# data[].attributes.subject
2.	There were no well-trained educators who ideally teaches an intellectual approach with education.

# data[].attributes.body
During pre-spanish period, children was supervised by their parents in providing them a vocational training. There were no well-trained educators that will guide them in education. Tribal tutors, also known as "babaylan" were also the one who helped children to learn something on how to survive.

Moreover, knowing that the educators during the pre-colonial era were the Babaylan and the
Katalonan. Gifted with wisdom and knowledge on spirituality and the system of running their
own society, they were respected by the people of the society Therefore, the type of education
that was taught was one of beliefs and traditions. However, since there was insufficient
scientific learning, they lacked efficient means of economic production.

# data[].attributes.headline
1.	It was not progressive; the ideas remained stagnant as long as these concepts serve dynamic impact for living.

# data[].attributes.subject
1.	It was not progressive; the ideas remained stagnant as long as these concepts serve dynamic impact for living.

# data[].attributes.body
Pre-colonial individuals were more engage into utilizing their selves unto the environment, thus leads them to only focus on the ideas that are vital for living.

For instance, the fathers trained their sons to hunt animals and other means that will help them to survive. While mothers trained their daughters on doing household chores. The main focus of the education is to survive and to prepare both girls and boys to become good wives and husbands.

Therefore, the progressive idea of being more knowledgeable about stuff is not really necessary since they don't eventually aspire to behave predominantly as ancient people within the Philippine soil.

# data[].attributes.headline
There was no exact agency named in accordance with this period. 

# data[].attributes.subject
There was no exact agency named in accordance with this period. 

# data[].attributes.body
But it was evident that each respective barangay leaders were affiliated in appointing elders for traditional agendas and creating a collective belief which molded their tribe’s tradition.

# data[].attributes.headline
5.	Until then, even though most of the Filipinos practice their schooling verbally– an ancient mode of writing was also utilized religiously.

# data[].attributes.subject
5.	Until then, even though most of the Filipinos practice their schooling verbally– an ancient mode of writing was also utilized religiously.

# data[].attributes.body
It was then called “Alibata,” at first, but was corrected consecutively and was named as “Baybayin.” These are ancient characters who represented certain words used to establish communication from one barangay to another.

Using the ancient system of writing called the baybayin, the pre-colonial Filipinos educated themselves very well, so much so that when the Spanish finally arrived, they were shocked to find out that the Filipinos possessed a literacy rate higher than that of Madrid!

However, the high literacy rate also proved to be a double-edged sword for the Filipinos once the Spanish arrived. Eager to evangelize and subjugate our ancestors, the missionaries exploited the baybayin for their own ends, learning and using it to translate their various works. Consequently, the pre-colonial Filipinos became more easily susceptible to foreign influence.

# data[].attributes.headline
4.	Each barangay has their own leader called as “Datu–” who can also ideally teach them about leadership and communal engagement.

# data[].attributes.subject
4.	Each barangay has their own leader called as “Datu–” who can also ideally teach them about leadership and communal engagement.

# data[].attributes.body
They have the code of Kalantiao and Maragtas – their belief in the Bathala, the solidarity of family, the modesty of the women, the children’s obedience and respect for their elders and in the valour of the men.

1. Code of Kalantiao: It was named after its supposed author, Datu Kalantiaw, who allegedly wrote it in 1433. Datu Kalantiaw was a chief on the island of Negros.

2. Maragatas Code: The Maragtas Code which was written by Datu Sumaktel of Panay in 1250 in an example of a written law. This is the first law ever written which focuses on the penalty for those who are lazy.

# data[].attributes.headline
3.	There was no formal schooling since the parents were expected to train their children informally. 

# data[].attributes.subject
3.	There was no formal schooling since the parents were expected to train their children informally. 

# data[].attributes.body
The mothers have to educate their female children in housekeeping, weaving, basket-making and other agriculture-related activities. While, the fathers have to train their male children in hunting, carpentry, agriculture, shipbuilding and mining. Skills were taught in a variation relating their common industries and locations, i.e., whether highland, lowlands or along seashores.

# data[].attributes.headline
2.	Their form of education was also taught orally, practically, and even hands-on.

# data[].attributes.subject
2.	Their form of education was also taught orally, practically, and even hands-on.

# data[].attributes.body
Education, of an informal type, was taught during the years prior to the arrival of the Spanish colonizers. An oral tradition was handed down from generation to generation, in the form of poetry, ballads, songs, and dances. Oral literature carried through the ages show an informal and unstructured form of education, including training. Songs, poetry, dances, whether they be religious, festive, heroic, folk, seasonal, or about harvest, love, or war, represent high aspects of a culture. Parents and tribal tutors most likely provided the oral tradition, instruction, and other vocational training.

# data[].attributes.headline
1.	The education of Pre-Hispanic Filipinos was fit for the needs of their times

# data[].attributes.subject
1.	The education of Pre-Hispanic Filipinos was fit for the needs of their times

# data[].attributes.body
The economic situation during the pre-colonial times was the great contributor and a
major factor in the system of education in the Philippines. Primitive Communal to Asiatic
feudalism were the types of society present before Spanish colonization. With their practical and subsistent mode of production they had to provide education that was plain and simple.

# data[].attributes.body
There are time period assigned to your group. You need to add relevant information (specific textual evidence) about each date given in the timeline, e.g. the features of curriculum, the agencies involved, issues on education. You may also include pictures to enhance the visual component of the timeline. You'll be assessed on depth of response and use of textual evidence.
Note: boxes is not limited to 2 only. Use more boxes as needed in your timeline