The prodigious increase of the Filipino population and of the general prosperity of the country, and even more the advanced extension made by culture in all social classes made the above-mentioned beaterio schools insufficient, and, just as other monastic orders came to the aid of the Dominican fathers when the needs of the times demanded it, so also, the sisters of charity came to the aid of the tertiary mothers, and founded the schools of Luban and Concordia in Manila, in Tuguegarao, Pangasinan, Camarines, Iloilo, Cebú, and Ilocos-Sur. The monastic orders, charged with the superior rule of almost all the literary profession, directors of the scientific movement of the country, could not have forgotten one class of the greatest utility at any time of the scarcity of religious, although it never corresponded as it ought to the desires of its professors, or to that which the high spiritual interests of the Church and of the faithful demanded and hoped from it. The bishops of the country all proceeding from the monastic cloisters founded the conciliar seminaries directed by religious of all the orders, in which the native clergy was educated, instructed, and formed, as an aid to the regular clergy in the beginning, and as parish priests and administrators after the missions and ministries surrendered to the miters by the religious orders. All the above-mentioned centers of education gave a suitable increase for the end for which they were created. All attained in a short time so high a degree of splendor, that but seldom or never is seen in cultured Europa. They counted their regular pupils by hundreds, and their day pupils by thousands. The confidence of the families in the solid instruction and morality of the religious professors, in the method and facility in the explanation by expert professors who knew the qualities and defects of the scholars, and even the language of the country, and in the moral and religious regimen to which they rigorously submitted both regular and day pupils contributed to so happy a result. With respect to the condition of education in the last third of the past century, some affirm that it was highly satisfactory, while others have asserted that its backward state and abandonment were pitiful. If we consider that the courses were made, if not by the rule of the statutes approved by the general government of the colony, October 20, 1786, at least by a plan of almost as respectable an antiquity, the secondary and university education had to result as deficient for modern times. If we add the small capacity of the Indians for the sciences, the chronological defects will show up more clearly through the little gain of the scholars in spite of the enlightened efforts of the eleven doctors, and eighteen licentiates of the royal and pontifical university of Santo Tomás.