Translated by Charles Derbyshire, Manila 1912
"... Corporal punishment, for example, which from time immemorial has been the distinctive feature in the schools and which has heretofore been considered as the only efficacious means of making pupils learn -- so we have been accustomed to believe -- soon appeared to me to be a great hindrance rather than in any way an aid to the child's progress. I became convinced that it was impossible to use one's mind properly when blows, or similar punishment, were in prospect. Fear and terror disturb the most serene, and a child's imagination, besides being very lively, is also very impressionable. As it is on the brain that ideas are impressed, it is necessary that there be both inner and outer calm, that there be serenity of spirit, physical and moral repose, and willingness, so I thought that before everything else I should cultivate in the children confidence, assurance, and some personal pride. Moreover, I comprehended that the daily sight of floggings destroyed kindness in their hearts and deadened all sense of dignity, which is such a powerful lever in the world. At the same time it caused them to lose their sense of shame, which is a difficult thing to restore. I have also observed that when one pupil is flogged, he gets comfort from the fact that the others are treated in the same way, and that he smiles with satisfaction upon hearing the wails of the others. As for the person who does the flogging, while at first he may do it with repugnance, he soon becomes hardened to it and even takes delight in his gloomy task. The past filled me with horror, so I wanted to save the present by modifying the old system. I endeavored to make study a thing of love and joy, I wished to make the primer not a black book bathed in the tears of childhood but a friend who was going to reveal wonderful secrets, and of the schoolroom not a place of sorrows but a scene of intellectual refreshment. So, little by little, I abolished corporal punishment, taking the instruments of it entirely away from the school and replacing them with emulation and personal pride. If one was careless about his lesson, I charged it to lack of desire and never to lack of capacity. I made them think that they were more capable than they really were, which urged them on to study just as any confidence leads to notable achievements. At first it seemed that the change of method was impracticable; many ceased their studies, but I persisted and observed that little by little their minds were being elevated and that more children came, that they came with more regularity, and that he who was praised in the presence of the others studied with double diligence on the next day.
"It soon became known throughout the town that I did not whip the children. The curate sent for me, and fearing another scene I greeted him curtly in Tagalog. On this occasion he was very serious with me. He said that I was exposing the children to destruction, that I was wasting time, that I was not fulfilling my duties, that the father who spared the rod was spoiling the child -- according to the Holy Ghost -- that learning enters with blood, and so on. He quoted to me sayings of barbarous times just as if it were enough that a thing had been said by the ancients to make it indisputable; according to which we ought to believe that there really existed those monsters which in past ages were imaged and sculptured in the palaces and temples. Finally, he charged me to be more careful and to return to the old system, otherwise he would make unfavorable report about me to the alcalde of the province. Nor was this the end of my troubles. A few days afterward some of the parents of the children presented themselves under the convento and I had to call to my aid all my patience and resignation. They began by reminding me of former times when teachers had character and taught as their grandfathers had. 'Those indeed were the times of the wise men,' they declared, 'they whipped, and straightened the bent tree. They were not boys but old men of experience, gray-haired and severe. Don Catalino, king of them all and founder of this very school, used to administer no less than twenty-five blows and as a result his pupils became wise men and priests. Ah, the old people were worth more than we ourselves, yes, sir, more than we ourselves!' Some did not content themselves with such indirect rudeness, but told me plainly that if I continued my system their children would learn nothing and that they would be obliged to take them from the school It was useless to argue with them, for as a young man they thought me incapable of sound judgment. What would I not have given for some gray hairs! They cited the authority of the curate, of this one and that one, and even called attention to themselves, saying that if it had not been for the whippings they had received from their teachers they would never have learned anything. Only a few persons showed any sympathy to sweeten for me the bitterness of such a disillusioning.
"In view of all this I had to give up my system, which, after so much toil, was just beginning to produce results. In desperation I carried the whips bank to the school the next day and began the barbarous practice again. Serenity disappeared and sadness reigned in the faces of the children, who had just begun to care for me, and who were my only kindred and friends. Although I tried to spare the whippings and to administer them with all the moderation possible, yet the children felt the change keenly, they became discouraged and wept bitterly. It touched my heart, and even though in my own mind I was vexed with the stupid parents, still I was unable to take any spite out on those innocent victims of their parents' prejudices. Their tears burned me, my heart seemed bursting from my breast, and that day I left the school before closing-time to go home and weep alone..."
See Josť Rizal, Filipino Patriot, By Herbert S. Bigelow, The Public 1 (March 18, 1899).
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