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The Philippine Islands, 1493-1898, Volume 45, 1736: Explorations by early navigators, descriptions of the islands and their peoples, their history and records of the Catholic missions, as related in contemporaneous books and manuscripts, showing the political, economic, commercial and religious conditions of those islands from their earliest relations with European nations to the close of the nineteenth century

History

The Philippine Islands, 1493-1898, Volume 45, 1736: Explorations by early navigators, descriptions of the islands and their peoples, their history and records of the Catholic missions, as related in contemporaneous books and manuscripts, showing the political, economic, commercial and religious conditions of those islands from their earliest relations with European nations to the close of the nineteenth century

Demarcation line of Alexander VI; Missions -- Philippines; Philippines -- Discovery and exploration; Philippines -- History -- Sources

That of Nuestra Señora del Rosario, founded in Lingayén (Pangasinán),
in 1890, with 60 pupils; that of Santa Imelda, founded in Tuguegarao
(Cagayán de Luzón), in 1892, with 81 pupils; that of Nuestra Señora
del Rosario, in Vigan (Ilocos Sur), with 90 pupils; and finally, that
of San José de Jaro, under the direction of the sisters of charity,
with 116 resident pupils, 160 day, and 14 half-boarders.

Lastly, centers also devoted to the instruction of girls are the
Real Casa de Misericordia in Cebú, the beaterio of the Society of
Jesus in Manila, and those of Santa Rita in Pasig, and San Sebastián
in Calumpang. However, we shall not review them here, as they are
chiefly religious institutions.







SCHOOL OF AGRICULTURE


The Manila school of agriculture was created by royal decree of
November 29, 1887, and established at Manila, July 2, 1889. [167]
The objects of the school were: the theoretical and practical
education of skilled farmers; the education of overseers; the
promotion of agricultural development in the Philippines, by means
of observation, experiment, and investigation. In order to enter
officially into the study of scientific agriculture, it was necessary
to be vouched for by a valid certificate, to be of good health, and
to have studied and have passed examinations in some institution of
secondary education, or other properly accredited institution. It
opened with 82 students, but in the following year there were only
50. Agricultural stations were established in Isabela de Luzón,
Ilocos, Albay, Cebú, Iloílo, Leyte, Mindanao, and Joló. Those of
Joló and Leyte were abolished by royal decrees, dated September 10,
1888, and December 7, 1891, respectively. The course of studies was as
follows: First year--elements of agriculture; mathematical problems;
practical work in topography; linear and topographical drawing. Second
year--special methods of cultivation; elements of stockbreeding;
agricultural arts; practical work in cultivation and the industries;
setting up and management of machines; drawing applied to machines
and to plants. Third year--elements of rural economy; accounts and
agricultural legislation; general practical work in cultivation,
stockbreeding, and industry; drawing of plans. The education of the
overseers was carried on in the agricultural stations, which have
been created for the purpose of doing technical work in analyses of
earth, systems of irrigation, studies of seed, acclimatization of
vegetables and animals, study and treatment of epizootic, epiphysis,
etc. The professors in the school were agricultural engineers and their
assistants skilled farmers. The expenses were defrayed entirely by the
government, but the direction was in the hands of the priests. The
university of Santo Tomás, both of itself, and through the Ateneo
Municipal, issued certificates to skilled farmers and surveyors, for
which it required mathematics, physics, chemistry, natural history,

Public-domain text, read in full here on John Shaqi.

Opening the text

History

The Philippine Islands, 1493-1898, Volume 45, 1736: Explorations by early navigators, descriptions of the islands and their peoples, their history and records of the Catholic missions, as related in contemporaneous books and manuscripts, showing the political, economic, commercial and religious conditions of those islands from their earliest relations with European nations to the close of the nineteenth century

Demarcation line of Alexander VI; Missions -- Philippines; Philippines -- Discovery and exploration; Philippines -- History -- Sources

That of Nuestra Señora del Rosario, founded in Lingayén (Pangasinán),
in 1890, with 60 pupils; that of Santa Imelda, founded in Tuguegarao
(Cagayán de Luzón), in 1892, with 81 pupils; that of Nuestra Señora
del Rosario, in Vigan (Ilocos Sur), with 90 pupils; and finally, that
of San José de Jaro, under the direction of the sisters of charity,
with 116 resident pupils, 160 day, and 14 half-boarders.

Lastly, centers also devoted to the instruction of girls are the
Real Casa de Misericordia in Cebú, the beaterio of the Society of
Jesus in Manila, and those of Santa Rita in Pasig, and San Sebastián
in Calumpang. However, we shall not review them here, as they are
chiefly religious institutions.







SCHOOL OF AGRICULTURE


The Manila school of agriculture was created by royal decree of
November 29, 1887, and established at Manila, July 2, 1889. [167]
The objects of the school were: the theoretical and practical
education of skilled farmers; the education of overseers; the
promotion of agricultural development in the Philippines, by means
of observation, experiment, and investigation. In order to enter
officially into the study of scientific agriculture, it was necessary
to be vouched for by a valid certificate, to be of good health, and
to have studied and have passed examinations in some institution of
secondary education, or other properly accredited institution. It
opened with 82 students, but in the following year there were only
50. Agricultural stations were established in Isabela de Luzón,
Ilocos, Albay, Cebú, Iloílo, Leyte, Mindanao, and Joló. Those of
Joló and Leyte were abolished by royal decrees, dated September 10,
1888, and December 7, 1891, respectively. The course of studies was as
follows: First year--elements of agriculture; mathematical problems;
practical work in topography; linear and topographical drawing. Second
year--special methods of cultivation; elements of stockbreeding;
agricultural arts; practical work in cultivation and the industries;
setting up and management of machines; drawing applied to machines
and to plants. Third year--elements of rural economy; accounts and
agricultural legislation; general practical work in cultivation,
stockbreeding, and industry; drawing of plans. The education of the
overseers was carried on in the agricultural stations, which have
been created for the purpose of doing technical work in analyses of
earth, systems of irrigation, studies of seed, acclimatization of
vegetables and animals, study and treatment of epizootic, epiphysis,
etc. The professors in the school were agricultural engineers and their
assistants skilled farmers. The expenses were defrayed entirely by the
government, but the direction was in the hands of the priests. The
university of Santo Tomás, both of itself, and through the Ateneo
Municipal, issued certificates to skilled farmers and surveyors, for
which it required mathematics, physics, chemistry, natural history,

Public-domain text, read in full here on John Shaqi.

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