Ferlyn Roxanne A.

Malincon BSN 3-3 MARRIAGE CUSTOMS

it is customary for them to marry within their rank however, there was no strict prohibition against intermarriages between the nobility and the commoner and between the rich and the poor.

Before marriage:

the groom gave a drowry (bigaykaya) to the family of the bride. it consisted of gold, land, slaves, or anything else of value. the groom had to work in the house of the girl for a certain period of time they already practiced divorced. The grounds for divorce were:

adultery on the part of the wife desertion on the part of the husband loss of affection cruelty insanity childlessness

The WEDDING CEREMONY On the day of the wedding:

wedding ceremony would take place at the groom's house the friends of the groom went to bride's house to bring her to the home of the groom. the priestess, joined the hands of the couple over a bowl of uncooked rice and pronounced them man and wife.

WRITING Early Filipinos used sharp pointed iron instrument called sipol as pen.

they wrote on banana leaves, tree-barks, and bamboo tubes the direction of their writing was from left to right

ancient alphabet consisted of three vowels and 14 consonants

LITERATURE ORAL literature 1. myths and legends which recounted of the world and the origin of man, woman, and other creatures 2. songs and poems which chanted the deeds of their gods and heroes 3. fables, proverbs (sawikain) and riddles (bugtong) Darangan of the Maranaws and the Ilim and the Hud-hud of the Ifugaos are examples of the existing specimens of ancient oral poetry WRITTEN literature tarsilas - surviving pre-spanish specimen. It is a Muslim genealogies of Mindanao and Sulu.

EDUCATION they had INFORMAL SYSTEM OF EDUCATION

the children studied in their own homes with their parents or with some old men in the baranggays as tutors. they were taught how to read,write, perform simple arithmetic operation, the use of weapons, lubus (art of acquiring amulets and talismans) and tribal customs boys - were trained to be warriors, hunters, fisherman, farmers, marinersand craftsmen. girls - were taught houselhold chores PRE-MAGELLANIC TIMES PRE-SPANISH SYSTEM The tribal tutors were replaced by the Spanish Missionaries. religionoriented. It was for the eliteEducational Decree of 1863 municipal government- one primary school for boys and girls in each townJesuits - normal school for male teachers. Primary instruction: free and compulsory. Education inadequate, suppressed, and controlled Revolutionary GovernmentThe schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of InteriorThe Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established.Malolos Constitution established a system of free and compulsory elementary education. American rule Schurman Commission- adequate secularized and free public school systemTaft Commission per instructions of President McKinley - Free primary instruction that trained the people for the duties of citizenship and avocation.English- medium of instruction.

Philippine Commission by virtue of Act No. 741901 - A highly centralized public school system was installed. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites. Philippine Commission - The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902. 1908 - the Philippine Legislature approved Act No. 1870 created University of the Philippines. The Reorganization Act of 1916 the Filipinization of all department secretaries except the Secretary of Public Instruction. JAPANESE REGIMEMilitary Order No. 2 in 1942 - Japanese educational policies. The Philippine Executive Commission- Commission of Education, Health and Public Welfare and schoolsreopened in June 1942. On October 14, 1943, the Japanese - sponsored Republic created the Ministry of Education. Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction. Department of Education 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education.Bureau of Public and Private Schoolsregulation and supervision of public and private schools. 1972- Department of Education and Culture by virtue of Proclamation 1081 1978- Ministry of Education and Culture in virtue of P.D. No. 1397. 13 regional offices were created major organizational changes were implemented The Education Act of 1982 - Ministry of Education, Culture and Sports 1987- Department of Education, Culture and Sports in by virtue of Executive Order No. 117.EO No. 117 -The structure of DECS as embodied has practically remained unchanged until 1994 Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA) supervise tertiary degree programs and non-degree technical-vocational programs, respectively. The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively. The trifocal education systemDECS - elementary, secondary and nonformal education, including culture and sports. TESDA- post-secondary, middle-level manpower training and development CHED is responsible for higher education August 2001, Republic Act 9155, (Governance of Basic Education Act) (DECS) to (DepEd) redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155provides the overall framework for (i) school head empowerment by strengthening their leadership roles(ii) school-based management within the context of transparency and local accountability. goal of basic education: provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive and patriotic citizens.

ARTS Arts were part of their cultural heritage

Architecture - bahay kubo- style of home

their houses of bamboo, wood , nipa, and palm-leaves which were cool, cozy, and suitable shelters

painting - was shown in their ancient tattoo art.

o

the used of dagger or knife as brush, black soot and jungle spas as colors, and human body as canvas

sculptors carved statues in wood, clay, gold, and ivory.

o

statues were called likha (in Tagalog) or landang (Bicol), were made in memory of their anitos or ancestors. they also made fine carvings on the handles of daggers, krises, bolos, and knives

o o

DOMESTIC and FOREIGN TRADE Domestic trade was carried on by means of BARTER.

Captain Miguel de Loarca said: "filipinos of the inland region exchanged their rice nd cototn for fish, salt, nd other products raised by the dwellers of coastal district"

the usual method of trading with foriegn merchants was by barter in wich they offered theior own products i exchange for the products of other countries.

Chao Ju-kua (1225) and Wng Tayuan (1349), Chinese writers observed that they were honest in their commercial transaction

AGRICULTURE and INDUSTRIES Farming was the main industry of ancient Filipinos. two methods of cultivation were used: 1. kaingin method - in which the land was cleared by setting fire to the shrub s and bushes, after which holes were bored in the ground wit hpointed stickes and seeds were then planted there. 2. regular means of tillge using wooden plows and harrows drawn by carabaos. Other industries of early Filipios were fishing, mining, lumbering, weving, mea work, making tools and waepons, manufacturing of wines, rsing of poultry and stock, tanning and shipbuiling.

Harrold S. Dela Cruz Bsn 3-3

MARRIAGE CUSTOMS

it is customary for them to marry within their rank however, there was no strict prohibition against intermarriages between the nobility and the commoner and between the rich and the poor.

Before marriage:

the groom gave a drowry (bigaykaya) to the family of the bride. it consisted of gold, land, slaves, or anything else of value. the groom had to work in the house of the girl for a certain period of time they already practiced divorced. The grounds for divorce were:

adultery on the part of the wife desertion on the part of the husband loss of affection cruelty insanity childlessness

The WEDDING CEREMONY On the day of the wedding:

wedding ceremony would take place at the groom's house the friends of the groom went to bride's house to bring her to the home of the groom. the priestess, joined the hands of the couple over a bowl of uncooked rice and pronounced them man and wife.

WRITING Early Filipinos used sharp pointed iron instrument called sipol as pen.

they wrote on banana leaves, tree-barks, and bamboo tubes

the direction of their writing was from left to right ancient alphabet consisted of three vowels and 14 consonants

LITERATURE ORAL literature 4. myths and legends which recounted of the world and the origin of man, woman, and other creatures 5. songs and poems which chanted the deeds of their gods and heroes 6. fables, proverbs (sawikain) and riddles (bugtong) Darangan of the Maranaws and the Ilim and the Hud-hud of the Ifugaos are examples of the existing specimens of ancient oral poetry WRITTEN literature tarsilas - surviving pre-spanish specimen. It is a Muslim genealogies of Mindanao and Sulu.

EDUCATION they had INFORMAL SYSTEM OF EDUCATION

the children studied in their own homes with their parents or with some old men in the baranggays as tutors. they were taught how to read,write, perform simple arithmetic operation, the use of weapons, lubus (art of acquiring amulets and talismans) and tribal customs boys - were trained to be warriors, hunters, fisherman, farmers, marinersand craftsmen. girls - were taught houselhold chores PRE-MAGELLANIC TIMES PRE-SPANISH SYSTEM The tribal tutors were replaced by the Spanish Missionaries. religion-oriented. It was for the eliteEducational Decree of 1863 municipal government- one primary school for boys and girls in each townJesuits - normal school for male teachers. Primary instruction: free and compulsory. Education inadequate, suppressed, and controlled Revolutionary GovernmentThe schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of InteriorThe Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established.Malolos Constitution established a system of free and compulsory elementary education. American rule Schurman Commission- adequate secularized and free public school systemTaft Commission per instructions of President McKinley - Free primary instruction

that trained the people for the duties of citizenship and avocation.English- medium of instruction. Philippine Commission by virtue of Act No. 741901 - A highly centralized public school system was installed. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites. Philippine Commission - The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902. 1908 - the Philippine Legislature approved Act No. 1870 created University of the Philippines. The Reorganization Act of 1916 the Filipinization of all department secretaries except the Secretary of Public Instruction. JAPANESE REGIMEMilitary Order No. 2 in 1942 - Japanese educational policies. The Philippine Executive Commission- Commission of Education, Health and Public Welfare and schoolsreopened in June 1942. On October 14, 1943, the Japanese - sponsored Republic created the Ministry of Education. Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction. Department of Education 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education.Bureau of Public and Private Schoolsregulation and supervision of public and private schools. 1972- Department of Education and Culture by virtue of Proclamation 1081 1978- Ministry of Education and Culture in virtue of P.D. No. 1397. 13 regional offices were created major organizational changes were implemented The Education Act of 1982 - Ministry of Education, Culture and Sports 1987- Department of Education, Culture and Sports in by virtue of Executive Order No. 117.EO No. 117 -The structure of DECS as embodied has practically remained unchanged until 1994 Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA) supervise tertiary degree programs and non-degree technical-vocational programs, respectively. The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively. The trifocal education systemDECS - elementary, secondary and nonformal education, including culture and sports. TESDA- post-secondary, middle-level manpower training and development CHED is responsible for higher education August 2001, Republic Act 9155, (Governance of Basic Education Act) (DECS) to (DepEd) redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155provides the overall framework for (i) school head empowerment by strengthening their leadership roles(ii) school-based management within the context of transparency and local accountability. goal of basic education: provide the school age population and young adults with skills, knowledge, and values to become caring, selfreliant, productive and patriotic citizens.

ARTS Arts were part of their cultural heritage

Architecture - bahay kubo- style of home

their houses of bamboo, wood , nipa, and palm-leaves which were cool, cozy, and suitable shelters

painting - was shown in their ancient tattoo art.

o

the used of dagger or knife as brush, black soot and jungle spas as colors, and human body as canvas

sculptors carved statues in wood, clay, gold, and ivory.

o

statues were called likha (in Tagalog) or landang (Bicol), were made in memory of their anitos or ancestors. they also made fine carvings on the handles of daggers, krises, bolos, and knives

o o

DOMESTIC and FOREIGN TRADE Domestic trade was carried on by means of BARTER.

Captain Miguel de Loarca said: "filipinos of the inland region exchanged their rice nd cototn for fish, salt, nd other products raised by the dwellers of coastal district"

the usual method of trading with foriegn merchants was by barter in wich they offered theior own products i exchange for the products of other countries.

Chao Ju-kua (1225) and Wng Tayuan (1349), Chinese writers observed that they were honest in their commercial transaction

AGRICULTURE and INDUSTRIES Farming was the main industry of ancient Filipinos. two methods of cultivation were used: 3. kaingin method - in which the land was cleared by setting fire to the shrub s and bushes, after which holes were bored in the ground wit hpointed stickes and seeds were then planted there. 4. regular means of tillge using wooden plows and harrows drawn by carabaos. Other industries of early Filipios were fishing, mining, lumbering, weving, mea work, making tools and waepons, manufacturing of wines, rsing of poultry and stock, tanning and shipbuiling.