Explanation: The truth is you cannot regret something that has yet to happen. Regret is always related to a past event, action or decision. But there is no benefit in blaming oneself for things that you cannot change any longer. One has to move on.

Do you agree with the saying? What do you think of our commentary?

Explanation: No explanation required.

Explanation: One practical application of this saying is the case of a parent-child relationship. It is not enough that a child is born to the world. It also the responsibility of a parent to give that child the facility to survive ~ through food, clothing and shelter (while still young) as well as education to prepare the child for his/her future.

Do you agree with this saying?

Explanation: Athough this saying does not require an explanation, someone may ask: Why is a reminder considered a medicine?

That is a very valid question. This is where the experience and wisdom of our parents are valuable. Even before science has confirmed that memory deficiency is a medical condition, Filipinos (or perhaps even people of other cultures) of olden times already knew that forgetfulness was a disease that needed to be cured. And the practical cure is reminders.

Do you agree with this saying? What do you think of our commentary?

Explanation: (No explanation required)

Do you agree with the saying?

Explanation: It is said that a person is judged by other people by the company he keeps. This is similar to the saying: “Birds of the same feather flock together.”

Do you agree with the saying?

And they came to teach English as part of the “policy of attraction” after the 1898 Rep�blica de Filipinas was blown up to smithereens by a superior invading military force.

It was obvious that the main content of the so-called policy of attraction was to compulsorily impose English as the only medium of instruction. Benevolent assimilation was to be advanced by “education in English”. If no working knowledge of English was acquired by the native Filipinos, education was unilaterally deemed not to have taken place among them. Without English, a Filipino is deemed illiterate even if he can correctly write and speak in Tagalog or any of his major native languages.

Indeed, before the benevolent Thomasites did come, native children had for their English teachers the McKinley soldiers that claimed to educate “them Injuns with the crank and the kragg”. This claim dovetailed the Mckinleyan motto “to christianize, to educate and to uplift” the Filipino.

[tab: About the author]

*** Guillermo Gomez Rivera is a Premio Zobel awardee, a member of the Academia Filipina and former National Language Committee Secretary, Philippine Constitutional Convention 1971-73.

[tab: Other interesting posts by the author]

The Filipino State (Another way of looking at Philippine history): Part 7 of 7 Parts
The Filipino State (Another way of looking at Philippine history): Part 6
The Filipino State (Another way of looking at Philippine history): Part 5
The Filipino State (Another way of looking at Philippine history): Part 4
The Filipino State (Another way of looking at Philippine history): Part 3
The Filipino State (Another way of looking at Philippine history): Parts 1-2

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But were the Filipinos of the 1900s who were already drinking real potable water; who knew what cheap electricity and silk was; who called friends by note, postcard, phone and telegram, and who grandly celebrated Christmas and Lent, really asking the Thomasites to “educate” them in the English language?

An American linguist of the time, Mary I. Bresnahan, answered that question in the following manner:

“In any case, it continues to be speculative if the Filipino’s purported desire to learn English was genuine or not. Documents tell us about Filipinos trembling with fear inside their huts built on stilts as they expected the intrusion of the cruel Americans reputed to be blood thirsty giants bent on killing even the most trusting among them. Unsure about the real motives of the invaders, the Filipinos did what they thought would please the Americans the most. And that was to learn their language, —English.” (See “The Americanization of the Philippines, The Imposition of English during the 1898-1901 Period” by Alfonso L Garcia Martinez, Law College of Puerto Rico, Vol. 43, pages 237 to 270, May 1982).

To change this general perception, the so-called Thomasites came and were accepted.

Even a secondary Spanish school like Colegio de San Juan de Letran wrote a textbook to teach the English language as early as 1902. This was a help to the beleaguered Thomasites. The book was entitled Manga Onang Turo sa Uicang Ingles written by Tagalog Professor P. Ulpiano Herrero and Spanish Dominican P.Francisco Garcia. (Imprenta UST, Manila, 1902). In this book of 482 pages English language lessons were effectively explained in both the Tagalog and Spanish languages.

But the pro-English language efforts of the Thomasites appeared nil. Too much was expected of them by the American authorities themselves.

By 1916, their hard work was criticized in a report prepared by Henry Ford to President Woodrow Wilson. Wrote Mr. Ford:

“There is, however, another aspect in this case which should be considered. This aspect became evident to me as I traveled through the islands, using ordinary transportation and mixing with all classes of people under all conditions. Although, as based on the school statistics, it is said that more Filipinos speak English than any other language, no one can be in agreement with this declaration if they base their assessment on what they hear on the testimony of their hearing……Spanish is everywhere the language of business and social intercourse…In order for anyone to obtain prompt service from anyone, Spanish turns out to be more useful than English…And outside of Manila it is almost indispensable. The Americans who travel around all the islands customarily use it.” (The Ford Report of 1916. Chapter 3. The Use of English, pp. 365-366.)

What had appeared to be a big deception was the earlier report of Director of Instruction David P. Barrows which said:

“It is to be noted that with the increased study and use of English, there has been an increased study of Spanish. I think it is a fact that many more people in these islands have a knowledge of Spanish now than they did when the American Occupation occurred” (The 1908 School Report, p. 96).”

“Spanish continues to be the most prominent and important language spoken in political, journalistic and commercial circles. English has, therefore, active rivals as the language of trade and instruction. It is equally probable that the adult population has lost interest in learning English. I believe it
is a fact that many more people now know the Spanish language than when the Americans sailed for these islands and their occupation took place…The customary prerequisite for dispatchers is for them to know English and Spanish. Through the great upsurge in numbers and circulation of newspapers and publications, there is much more reading matter in Spanish than before… (Op. Sit. p.9)

But the Thomasites plodded onward. Upon their shoulders was thrown what was thought of as the great task to make Filipinos speak English. This thought was, however, not shared by Filipino educators born out of the Katipunan and the Primera Republica’s Universidad Literaria like Dr. Leon Maria Guerrero and Don Enrique Mendiola, co-founders of the Liceo de Manila, Librada Avelino, founder of the Centro Escolar de Señoritas, Mariano Jocson, founder of the Colegio de Manila, Las Maestras Avanceña and Don Manuel Locsin, founders of the Instituto de Molo, Iloilo, Doña Florentina Tan Villanueva, foundress of the Escuela de Cebu, and Gran Maestra Rosa Sevilla de Alvero founder of the Instituto de Mujeres.

These native educators were for the use of Spanish and Tagalog, with Visayan and Ilocano, as media of national education. They viewed English as “a language of economic conquest”. (See: The Life of Librada Avelino, Bilingual edition in Spanish and English, by Francisco Varona and Pedro de la Llana, Vera & Sons, Publishing Co., 1935, Manila, p.241).

The Thomasites were not only hampered in their task by native resistance, albeit passive. They were also made to know, outright, that English would never become the language of the Filipino masses because it is not written as it is spoken in the same manner that the native languages are done. The century-old Tagalog phrase “mahirap ispiliñgin” (difficult to spell) attests to this reality. Mr. Henry Ford himself refers to this fact when he wrote in his mentioned report the following:

“The use of Spanish as an official language has been extended to January 1, 1920. Its general use seems to be spreading. Natives acquiring it learn it as a living speech. Everywhere they hear it spoken by leading people of the community and their ears are trained to its pronunciation. On the other hand, they (the natives) are practically without phonic standards in acquiring English and the result is that they learn it as a book language rather than as a living speech. “(P.368, Historical Bulletin. Ford Report on the Philippine Situation).

The italicized part is true up to the present time. More so when many children, out of economic hardship brought about by a balooning foreign debt and the increased price of gasoline, electricity and potable water, can not attend primary and secondary schooling. That must be why English is fast becoming a minority language in these islands today. The government and the private schools do not have enough money to pay teachers a truly living wage. And the English speaking elite, as well as the politicians, find themselves forced to campaign in Tagalog, or Filipino, for votes. In other words, the Filipino language ecology has started to self-destruct with the de-emphasis of Spanish, the link between English and Tagalog, Bisaya and Ilocano.

But the Thomasites could not then go on with their task to teach English. The Philippines was not a Tabula Rasa with regard to language. There already was an existing Philippine language ecology with Spanish as its nucleus. The aim to therefore replace Spanish with English as the first step to also replace Tagalog (the actual basis of Filipino or Pilipino) along with Ilocano, Cebuano and Hiligaynon, could not take off with success. And this was the case because the imposition of English was actually going against an existing language ecology that would later get back at even the English language, as it is now starting to happen.

But the early legislative Commissions that ruled the Islands were there to really impose English no matter the cost. And to do so, some draconian measures were inevitably, albeit tyrannically, implemented to help the Thomasites go about their linguistic task. The same Ford Report gives us a glimpse of these measures that came in the form of hard laws.

“Act No. 190 of the Commission (then the legislature) provided that English must become the official language of all courts and their records after January 1, 1906… Act No. 1427 extended the time to January 1, 1911… Act No. 1946 again extended the time to January 1, 1913.” (Op. cit. p. 368).

In short, it was the American WASP regime that started the idea about a language, whether English, Spanish or Tagalog, that must be taught by force of law in order to sink it in upon the psyche of the Filipino. This precedent glaringly belies the much later argument that “the compulsory teaching of Spanish by legislation would not succeed because of its obligatory nature”.

But before January 1, 1913 came, Executive Order No. 44, issued on August 8, 1912, had to allow Spanish to continue as an official language out of sheer necessity. In view of this situation Henry Ford, sounding almost exasperated, concluded that:

“The practical impossibility of substituting Spanish for English in court proceedings and in municipal government was such that even if English was imposed as the Official Language on January 1, 1913, Spanish would still continue in use.” (Op. Cit. p. 369)

Another law was enacted by the Filipino dominated National Assembly on February 11, 1913 further extending the use of Spanish up to 1920. Of this law, Henry Ford reported:

“There is no present prospect that Spanish can be superseded any more readily in 1920 than heretofore. And from all appearances, its place as an official language is securely established.” (Op. Cit. pp. 368-369).

By 1925 a so-called “Monroe Commission” came to the islands to assess the educational system started in English by the Thomasites. With regard the advance of English, this commission concluded:

“Upon leaving school, more than 99% of Filipinos will not speak English in their homes. Possibly, only 10% to 15% of the next generation will be able to use this language in their occupations. In fact, it will only be the government employees, and the professionals, who might make use of English.”

Upon the publication of this result, Modesto Reyes, a Filipino writer in Spanish, publisher and editor of the Rizalist newspaper-magazine ISAGANI, commented that “with the same funding and efforts spent, with the same system and other modern means of instruction now employed in the obligatory instruction of English, if Spanish were instead taught to Filipinos, the proportion of modernly educated Filipinos would have been greater than the number produced with English as the medium of education. Now, because of this failure with English, we have no other just and natural alternative but to adopt Tagalog as the national and the official language.”

And Modesto Reyes bravely added: “In our humble opinion, the Philippines already had a national and official language in Spanish when it formed part of Spain. And we adopted Spanish as our own language because we were in fact Spanish citizens. But came the Americans and without first turning us into American citizens, they just went on forcing us to adopt their language through an educational system paid for by our own tax money.” ISAGANI, P.24, Year 1, No. 5, June 1925.)

The shelling and bombing of Manila in World War Two, as provoked by the landing of the American liberation forces, killed many Filipinos. Among them was a big number of Spanish speakers and writers. And the entry of the liberating American forces suddenly made English a necessary tool of communication for grateful Filipinos who came to adore the G.I. Joe with his chocolates and his pampams.

But right after the grant of the July 4, 1946 independence from the U.S.A. the Soto, Magalona and Cuenco laws were unanimously approved by a still largely Spanish-speaking legislature. Spanish was made a regular subject of the collegiate curricula. Because the older Spanish-speaking generations of Filipinos were still alive, this language continued, in the words of Henry Ford, “as a living language”.

It is because of this that the old U.S, WASP view of Spanish as a threat to English in the Philippines was resurrected. A black propaganda about Spanish being “a dead and irrelevant language” was launched. Parents and students were brainwashed to believe that having Spanish as a 12 unit course was an economic burden. (It was previously with 24 units because the other 12 were for the study of Filipino writings in this language).

With the 1987 Cory Constitution in place, the supposed Spanish threat to the advance of English was at last eliminated from both the official and the educational spheres. Article XIV, Section 7, Paragraph 7 of the Cory 1987 constitution provides that “Spanish and Arabic shall be taught on an optional and voluntary basis”. But while CHED refuses to organize a 12-unit foreign language course for the college curricula, neither Spanish nor Arabic, nor any other foreign language can become a regular subject in the tertiary curricula of this country. But the President of the Republic can remedy the deliberate violation of this constitutional provision by executively ordering CHED and DECS to organize unit accredited foreign language courses.

But, will she?

After one hundred years since the Thomasites landed all that was achieved is the replacement of Spanish as the country’s official language. Aside from this we have the almost secret policy to force into phonetic Tagalog the unphonetic base of English, as pointed out by Henry Ford. This is now being done by ramming the entire English alphabet into Tagalog and into almost all the other major native languages by a DECS circular without any clear objection from the Commission on Filipino.

What could be tragic and funny is that this deliberate alphabetical cross-breeding is resulting into a pidgin called Taglish that may just further deteriorate the common use of English as it definitely and officially damages what used to be standard Tagalog or Filipino.

But the Filipino is said to be profitably entering the global village, albeit as a derided DH and as an entertainer, with English, or Taglish. This slave-like situation of Filipino migrant workers demeans all the previous efforts of the Thomasites. Filipinos today are being “educated” with compulsory English by the tyranny of the Jones law of 1916, the country’s foreign debt and the present Philippine Constitution, just to end up as virtual slaves and prostitutes in other countries that neither have English as their language.

Is this why the teaching of another international languages like Spanish is deliberately being withheld by the U.S. WASP dominated Philippine government of today?.

Is this why a foreign language course, with credits in units in the college curricula, can not be included by the now controversial Philippine Commission on Higher Education (CHED) so that either Mandarin, Spanish and Arabic may be placed within the reach of today’s Filipino student?

Is language tyranny a part of the legacy of the Thomasites?

*** Guillermo Gomez Rivera is a Premio Zobel awardee, a member of the Academia Filipina and former National Language Committee Secretary, Philippine Constitutional Convention 1971-73.

Thus, because of the confusion wrought upon the national psyche of the Filipino people through the implacable requirement of the English language,  —-over Tagalog-Filipino and Spanish—-  the Filipino State has ended up being a virtually lost property to the Filipino people.

The confusion and chaos wrought upon the Filipino language and compulsory English has somehow resulted in  the virtual mortgage of the Filipino State to the U.S. WASP banks and to whatever they may deign dictate over the destiny of Filipinos.

The solution to this betrayal could, perhaps,  be the out-right rejection of the use of the English language on the part of a more respectable Filipino people,——-unless the U.S. government and people take in the Philippines as a State of their Union and assume all the debts, which they themselves did impose upon the Filipino State through slavish Filipino politicians in the first place.

If the U.S. chooses not  take in the Philippines as a State,—-even as a Free Associate state like Puerto Rico—-, the rejection of English must be immediately started by the Filipino people themselves to give way to their own national language as their tool of education, and real freedom and independence, (at least in language and culture) so that the Filipino State will at last acquire a better share of that attribute called “national sovereignty”.

The present ruin of the Philippine economy, and the doormat situation of the Filipino State, —-threatened as it is into becoming a narco-tate—, calls for a  solution such as the one  recommended even if our politicians may still remain as incurably pro-American at their own risk, of course.

Filipinos in general have nothng to lose after all. Anyway, with compulsory English, it is only a few Filipino betrayers and scalawags who can get rich through corruption (i.e. political power) in order to somehow avoid the moral suffering, the actual poverty and the miserable penury imposed upon the majority.

The rest of the Filipino people, as it is now seen and known, are simply being condemned to abject poverty, and stultifying ignorance due to the frequent miseries of over-expensive electricity, over expensive and scarce food, no medical attention, lack of potable water and a deadly environmental destruction through pollution.

In the end, the majority of Filipinos must ask themselves what economic relief, what social benefit can they really get from talking in a mostly fractured English now known as Taglish? Employment as over-sea domestic maids, drivers, entertainers, prostitutes, —-including the child and male varieties?

This degradation upon which the ordinary Filipino job-seeker is forced into, has even turned the name ‘Filipino’ and ‘Filipina’ to mean ‘domestic help’ or servant in the English language.

Is this the reserved place for Filipinos in the English speaking world?

Can the Filipino people ever recover the national honor they once had when they were still a predominantly Spanish-speaking people? Or, will Filipinos need to become totally Chinese in order to recover some honor for themselves?

In time, will Filipinos ever be able to recover their State from its U.S. WASP mortgagees that come as foreign banks and neocolonizing impositions and conditions? Or, will Filipinos just go on being stateless even in their own country because economically marginalized through a whimsical globalization in un-phonetic English?

*** Webmaster’s Note: Guillermo Gomez Rivera is a Premio Zobel awardee, a member of the Academia Filipina and former National Language Committee Secretary, Philippine Constitutional Convention 1971-73.

When the American WASPs had, at last, succeeded in imposing their military and neo-colonial rule, one of them, James Leroy, concluded that the Filipinos became stateless as a result of U.S. expansionism. (See: “Filipinas para los Filipinos”, a book written by Epifanio de los Santos Crist�bal /EDSA/ edited in 1908).

Indeed, the Americans claimed the Philippine Islands as a “territory of the United States of America” but never gave any American citizenship status to the Filipinos as Spain did from the start of her rule.

Thus, while it was the Spaniards who started for all Filipinos the organization of what was later to become their own Filipino State, the basis of their national patrimony and rights, the American WASPs took away from the Filipinos, their own STATE.

This explains what James Leroy said.

This is the reason why the fact about Filipinos having been Spanish citizens is deliberately being silenced in any present history text book of this country.

And this all because our servile educational authorities of today are afraid to recriminate the American WASPs for having withheld the U.S. citizenship due to the Filipinos in lieu of the latter’s loss of their status as Spanish citizens and, later, their own loss as citizens of their own independent 1898 Rep�blica, —which the same U.S. WASP invaders brutally destroyed and robbed.

This is why a famous newspaper writer, Tirso Irrureta Goyena, who was also a lawyer, a political science professor, a poet and a friend of Claro M. Recto, wrote the following critique in 1916 against the unjust American take-over of the Filipino State at the great expense and loss of the Filipino people.

Wrote Goyena:

“The American occupational Government in the Philippines ought to make it known that the Filipinos now live under the American flag but are not American citizens nor can they call themselves Filipinos since no Filipino State is presently allowed to exists; that this people therefore are like the Jew, robbed of National personality; but that under the Spanish rule the Filipinos were Spanish citizens and could occupy, as many occupy still, important posts in the Motherland.

“It ought to make it known that now the Filipino cannot command American troops, white troops, because the brown color of his skin forbids it, but that this color never was an obstacle under Spanish rule to keep a native Filipino from commanding white Spanish troops, as several of them actually continue to do up to now in Spain.

“It ought to make it known that the Filipino, on account of the color of his skin, can neither be a member of a white association of Christian young men, now being organized as such into a common  center but in a separate building for Filipino associates, when there already exists one for Americans and foreign whites.

“This is a reflection of what occurs in the Southern States where the Negroes have to form, if they can, their own circles, their own clubs and societies apart from the whites.

“It ought to make it known that the present U.S. government here is not like that of unfortunate Spain, the old Spanish one being “by and for Filipinos” with the aggravating circumstance that the presently best figs in the budget, the best positions and the best salaries, are, in their majority, primarily being enjoyed by Americans, whilst the inferior posts of clerks, messengers and porters are exclusively reserved for Filipinos, even if better educated and instructed than the Americans.

“It ought to make it known that, formerly, Spanish missionaries used to evangelize the savage tribes of the interior, forming them into village and town communities, converting them to Christianity and infusing into their souls the spirit of civilized beings; but now, a Worcester puts himself to “civilizing” those same tribes with glass toys and with cinematic projections, to get them to fashionably part their hair in the middle, whilst in their interior they remain savages like before; “It ought to make it known that now many more millions of pesos are extracted from the Filipino people than in Spanish times, and a pile of money is spent in Public Instruction only to have those thousands of supposedly instructed young men, that yearly come out of those schools, find themselves unemployed because the have not been given, in reality, any other future in their own country save that of dependents and petty clerks in American concerns that economically exploit the Filipino natural resources; that the lucky student who is sent to America with money wrested from the Filipino people, has to pay for what they tell him is a U.S. privilege when, in reality, the money that was spent for him he really owes to his own people, whom he later betrays when he makes over his personality to become a half-baked American that has to give undue thanks to the American administration.

“It ought to be known that in many public employment positions, competent and intelligent Filipinos are put below incapable Americans, and have to obey American superiors whom these Filipinos must instruct because they really know nothing of their charge.

“It ought to be made known that the miserly pay which the Filipino school master gets in the public schools is a pittance when compared to the splendid salaries drawn by principals, supervisors, superintendents and high American functionaries in the department of education funded by tax money arbitrarily collected from Filipinos.

“It ought to make known that here, it is the American Government itself that functions to the detriment of the interests of individuals, because it is the American government here that goes into the business of freighting vessels, of supplying ice, of manufacturing furniture and of printing textbooks; And that in public bidding and awards, the bid of “the local firms” are accepted, but Filipino money still leaves the country because those bidding firms are, in fact, American companies since the companies which first enjoy franchises and privileges are the American ones, or those enjoying American patronage, whilst the enterprises of Filipinos and other foreigners are without any protection.

“Finally it should make known that all, absolutely all Filipinos who now occupy high positions in the Assembly (Philippine House of Representatives) in the Courts, in commerce, in the arts, and in the administration are products of the Spanish education which the Americans and their lackeys here treacherously attack in newspapers and school textbooks at every turn.

“It is but a fact that all the Spanish-speaking Filipinos who are today’s honored statesmen, noted writers, distinguished priests and recognized artists, —–which is an impressive intellectual phalanx of greatness—–, are precisely the ones who do so much honor to the Filipino nation thereby vindicating for it a high place among the most civilized nations and not the miserably confused lot that have now graduated from this colonial system of mal-education; that, in order to provide intelligent pupils for these present day American schools of reinforced concrete now being built upon American orders, but at the expense of Filipino money, Spain had to first succeed in giving existence here to a cultured, Christian and civilized society; —–And that if Spain had not accomplished this gigantic and sublime work, America would not need to build schools of concrete now, but would have been forced to erect barracks of wood and strongly fenced iron pens to herd in them an uncivilized Filipino people, like they often do to this day with the Red-skins that are still penned up in the so called U.S. State Reservations, because in contrast to what the present Spanish educated Filipinos are in this first decade of the 1900s, Anglo-Saxon Protestant civilization has reached absolutely nothing higher with the original natives of the American continent.” (See P.122: “Por el Idioma y Cultura Hispanos”, Tirso de Irrureta Goyena, UST Press, Manila, 1917).

*** Webmaster’s Note: Guillermo Gomez Rivera is a Premio Zobel awardee, a member of the Academia Filipina and former National Language Committee Secretary, Philippine Constitutional Convention 1971-73.

5.  Maturity of the Filipino State in 1898

Thus, after 337 years, the FILIPINO STATE became so rich and so vibrant that from a mere missionary outpost it went on to become a colony, in the Spanish sense of the word. It went on to become an over-sea Spanish province under a Ministerio de Ultramar until it graduated into the 1898 Republica Filipina which the invading American forces of the 1900s literally destroyed with an unjust war by murdering one sixth of its total population (see: “The Philippines, Land of Broken Promises” by James B. Goodno, page 33) and plundering from it its reserve in gold and silver worth, according to witness Soledad Vital de Luna (in her 1952 letter), over one hundred billion U.S. dollars.

From the full-fledged STATE that it was, the Filipino State was grossly demoted into a servile U.S. neo-colony ridden, from the start, with graft and corruption as aptly described by the El Renacimiento Editorial of 1907, “Aves de Rapida” (Birds of Prey).

The Republica Filipina of 1898, as the legitimate owner of the Filipino STATE, gallantly defended itself against the U.S. WASP invasion in a protracted war that began in the Santa Mesa-San Juan bridge, with one Captain Grayson being the first to treacherously open fire upon Filipino soldiers.

The Filipino-American war formally ended with the capture and execution of the second President of the Republica Filipina, Macario Sakay, in 1907.

*** Webmaster’s Note: Guillermo Gomez Rivera is a Premio Zobel awardee, a member of the Academia Filipina and former National Language Committee Secretary, Philippine Constitutional Convention 1971-73.