Chapter 19: - Page 2 of 8
A Schoolmaster’s Difficulties
(English version of “Noli Me Tangere”)
Don’t attribute my question to idle curiosity,
replied Ibarra gravely, while he stared at the distant horizon. I’ve thought better of it and believe that to carry out my father’s ideas will be more fitting than to weep for him, and far better than to revenge him. Sacred nature has become his grave, and his enemies were the people and a priest. The former I pardon on account of their ignorance and the latter because I wish that Religion, which elevated society, should be respected. I wish to be inspired with the spirit of him who gave me life and therefore desire to know about the obstacles encountered here in educational work.
The country will bless your memory, sir,
said the schoolmaster, if you carry out the beautiful plans of your dead father! You wish to know the obstacles which the progress of education meets? Well then, under present circumstances, without substantial aid education will never amount to much; in the very first place because, even when we have the pupils, lack of suitable means, and other things that attract them more, kill off their interest. It is said that in Germany a peasant’s son studies for eight years in the town school, but who here would spend half that time when such poor results are to be obtained? They read, write, and memorize selections, and sometimes whole books, in Spanish, without understanding a single word.[2] What benefit does our country child get from the school?
And why have you, who see the evil, not thought of remedying it?
The schoolmaster shook his head sadly. A poor teacher struggles not only against prejudices but also against certain influences. First, it would be necessary to have a suitable place and not to do as I must at present—hold the classes under the convento by the side of the padre’s carriage. There the children, who like to read aloud, very naturally disturb the padre, and he often comes down, nervous, especially when he has his attacks, yells at them, and even insults me at times. You know that no one can either teach or learn under such circumstances, for the child will not respect his teacher when he sees him abused without standing up for his rights. In order to be heeded and to maintain his authority the teacher needs prestige, reputation, moral strength, and some freedom of action.
[2]The schools are under the inspection of the parish priests. Reading and writing in Spanish are taught, or at least it is so ordered; but the schoolmaster himself usually does not know it, and on the other hand the Spanish government employees do not understand the vernacular. Besides, the curates, in order to preserve their influence intact, do not look favorably upon the spread of Castilian. About the only ones who know Spanish are the Indians who have been in the service of Europeans. The first reading exercise is some devotional book, then the catechism; the reader is called Casaysayan. On the average half of the children between seven and ten years attend school; they learn to read fairly well and some to write a little, but they soon forget it.
—Jagor, Viajes por Filipinas (Vidal’s Spanish version). Jagor was speaking particularly of the settled parts of the Bicol region. Referring to the islands generally, his half of the children
would be a great exaggeration.—TR.