﻿ix, d. 2 Cain : History of the Spanish Normal School 125 



3, 1839. This commission was given the following instructions 

 for guidance in its deliberations, and empowered : 



1. To draft a course of study for the schools of both sexes, paying parti- 

 cular attention to the teaching of the Spanish language; and to provide 

 for uniform teaching in the schools. 



2. To determine the number of men and women teachers necessary for 

 the service of the public schools, and to estimate the amount of revenue 

 required for their support. 



3. To report upon the necessity of a normal school, the advantages to be 

 derived therefrom, the advisability of undertaking the establishment of such 

 a school, and to draft a plan for a school from which trained teachers 

 suitable for teaching in the provinces might graduate. 



This commission held but few meetings, and accomplished 

 but little during the first five years of its existence. Governor- 

 General Ramon Maria Solano y Llanderal (1860), moved by 

 the tardiness of the commission, delegated an official from the 

 office of the executive secretary to draw up a plan for reform 

 along lines similar to those intrusted to the commission. Within 

 two weeks, this official had completed the work assigned him, 

 and his promptness had the effect of spurring on the commission 

 to the completion of its task. 



The principal point of debate during the sessions of the 

 commission was the teaching of Spanish. The opposition was 

 led by Father Francisco Gainza, vice-rector of the University 

 of Santo Tomas, one of the most active and influential members 

 of the commission. 1 His chief argument against the teaching 

 of Spanish was that if there was a uniform language in the 

 Philippines the door would be opened to Protestantism. It 

 was also pointed out by him that Russia and Prussia were 

 unable to force their respective languages on unhappy Poland, 

 and their failures were held up as examples and warnings 

 to Spain. The opponents of Spanish acted also from political 

 considerations. They hoped that by keeping alive and in op- 

 position the several language groups, they would isolate the 

 many separate sources of insurrection. The commission finally 

 voted to make Spanish obligatory. 



A report was rendered in 1861, nearly six years after the 

 appointment of the commission, 2 and two years later the Madrid 

 officials promulgated the famous royal decrees, which were 

 by far the most significant legislation ever produced by the 



1 See No. 24 of the bibliography. 



: For reports of other commissions and individuals, see Nos. 10 and 32 

 of the bibliography. 



