studies: descriptive and general anatomy, two courses; exercises in osteology and dissection, two courses; physiology, one course; public and private hygiene, one course; general pathology, with clinics and pathological anatomy, one course; therapeutics, materia medica, and writing prescriptions, one course; surgical pathology, with operations, bandaging, etc., one course; medical pathology, one course; obstetrics and special pathology of women and children, with clinics, one course; medical and surgical clinics, two courses; legal and toxicological medicine, one course. The pharmaceutical course was also reorganized by this decree. The same minister had proposed October 2, 1870, "that instruction should be given at the university of Madrid in Tagálog and other studies which would give information about the Philippines and the English and Dutch East India possessions and their methods of government, especially for the benefit of those who intended to enter the colonial service." December 5, 1870, in an exposition of the history, conditions, and needs of public instruction in the Philippines, he recites the early activity of the Augustinians, Dominicans, and Jesuits, in education. He points out that by the process of absorption by the religious orders, education became concentrated in their hands, and while they had done much good in early times, their narrowness and conservatism rendered secularization of instruction necessary. [82] October 29, 1875, a royal order was issued regulating the courses in the university, and prescribing courses of study. Packard, ut supra, p. 977. [83] Of the studies of secondary instruction given in Santo Tomás, San Juan de Letran, and San José, as well as the private schools, the Census of Philippines, iii, pp. 601, 602, says: "They had the defects inherent in the plan of instruction which the friars developed in the Philippines. It suited their plans that scientific and literary knowledge should not become general nor be very extensive, for which reason they took but little interest in the study of those subjects or in the quality of the instruction. Their educational establishments were places of luxury for the children of wealthy and well-to-do families, rather than establishments in which to perfect and develop the minds of Filipino youth. It is true that they were careful to give them a religious education, tending to make them respect the omnipotent power of the monastic corporations, at least three certificates being required every year, proving that the pupil had gone to confession, in order to permit him to stand the examination at the end of the term."