History of Science and Technology in the Philippines

A HISTORY OF SCIENCE AND TECHNOLOGY IN THE PHILIPPINES By: Olivia C. Caoili  Introduction The need to develop a country's science and technology has generally been recognized as one of the imperatives of socioeconomic socioeconomic progress in the contemporary contemporary world. This has become a widespread widespread concern concern of governments especially since the post-world war  years. !mong Third "orld countries# an important dimension of this concern is the problem of dependence dependence in science and technology as this is closely tied up with the integrity of their political sovereignty and economic self-reliance. There e$ists a continuing imbalance between scientific and technological development among among contempo contemporary rary states states with with %& per cent of all research research and developme development nt facilities facilities located located in developed countries and and almost almost wholly wholly concerned with the latter's problems. problems. ependence ependence or autonomy in science and technology has been a salient issue in conferences sponsored by the (nited )ations. t is withi withinn the the above above conte$ conte$tt that that this this paper paper attem attempts pts to e$amin e$aminee the the histor historyy of of scie science nce and and technology in the the *hilippines. +ather than focusing focusing simply on a straight straight chronology of of events# it see,s to interpret and analyze the interdependent effects of geography# colonial trade# economic and educational policies and socio-cultural factors in shaping the evolution of present *hilippine science and technology. !s used in this paper# science is concerned with the systematic understanding and e$planation of the laws of nature. nature. cientific cientific activity activity centers centers on research# research# the end result of which which is the discovery or produc productio tionn of new ,nowle ,nowledg dge. e. This This new ,nowle ,nowledge dge may or may not have any direct direct or immedia immediate te application. n comparison# technology has often been understood as the systematic ,nowledge of the industrial arts. !s this ,nowledge was implemented by means of techni/ues# technology has become commonly ta,en to mean both the ,nowledge and the means of its utilization# that is# 0a body# of ,nowledge about techni/ues. 1odern technology also involves systematic research but its outcome outcome is more more concrete than science# i.e. the production of a thing# a chemical# a process# something to be bought and sold. n the past# science and technology developed separately# with the latter being largely a product of trial and error in response response to a particular human need. n modern times# however# however# the progresses of science and technology have become intimately lin,ed together. 1any scientific discoveries have been facilitated by the development development of new technology. technology. )ew scientific ,nowledge ,nowledge in turn has often led led to further refinement refinement of e$isting technology or the invention of entirely new ones.

*recolonial cience and Technology Technology There is a very little reliable written information about *hilippine society# culture and technology before the arriv arrival al of the the pania paniards rds in in 2342. 2342. !s such# such# one one has has to recon reconstr struct uct a pictur picturee of this this past past using using contemporary archaeological archaeological findings# accounts by early early traders and foreign travelers# and and the narratives about conditions in the archipelago which were written by the first panish missionaries and colonial officials. !ccording to these sources# there there were numerous# scattered# thriving# relatively self-sufficient self-sufficient and 1

autonomous communities long before the paniards arrived. The early 5ilipinos had attained a generally simple level of technological development# compared with those of the Chinese and 6apanese# but this  was sufficient for their needs at that period of time. !rchaeological findings indicate that modern men 7homo sapiens8 from the !sian mainland first came over-land and across narrow channels to live in *alawan and Batangas around 39#999 years ago. 5or about 9#999 years# they made simple tools or weapons of stone fla,es but eventually developed techni/ues for sawing# drilling and polishing hard stones. These tone !ge inhabitants# subse/uently formed settlements in the ma;or *hilippine islands such as ulu# 1indanao 7#999 B.C.# they were producing adzes ornaments of seashells and pottery of various designs. The manufacture of pottery subse/uently became well developed and flourished for about 4#999 years until it came into competition with imported Chinese porcelain. Thus over time pottery ma,ing declined. "hat has survived of this ancient technology is the lowest level# i.e.# the present manufacture of the ordinary coo,ing pot among several local communities. ?radually# the early 5ilipinos learned to ma,e metal tools and implements -- copper# gold# bronze and# later# iron. The ron !ge is considered to have lasted from the second or third century B.C. to the tenth century !.. @$cavations of *hilippine graves and wor, sites have yielded iron slags. These suggest that 5ilipinos during this period engaged in the actual e$traction of iron from ore# smelting and refining. But it appears that the iron industry# li,e the manufacture of pottery# did not survive the competition with imported cast iron from arawa, and much later# from China. By the first century !..# 5ilipinos were weaving cotton# smelting iron# ma,ing pottery and glass ornaments and were also engaged in agriculture. =owland rice was cultivated in di,ed fields and in the interior mountain regions as in the Cordillera# in terraced fields which utilized spring water. 5ilipinos had also learned to build boats for the coastal trade. By the tenth century !..# this had become a highly developed technology. n fact# the early panish chroniclers too, note of the refined plan,-built warship called caracoa. These boats were well suited for inter-island trade raids. The paniards later utilized 5ilipino e$pertise in boat-building and seamanship to fight the raiding utch# *ortuguese# 1uslims and the Chinese pirate =imahong as well as to build and man the galleons that sailed to 1e$ico. By the tenth century !..# the inhabitants of Butuan were trading with Champa 7Aietnam8 those of 1a-i 71indoro8 with China. Chinese records which have now been translated contain a lot of references to the *hilippines. These indicate that regular trade relations between the two countries had been well established during the tenth to the fifteenth centuries. !rchaeological findings 7in various parts of the archipelago8 of Chinese porcelains made during this period support this contention. 5rom the ung 7%924D&8 and Euan 7249-2>&8 ynasties# there are descriptions of trade with the *hilippines# and from the ung and 1ing 72>9-28 ynasties there are notices of 5ilipino missions to *e,ing. The most fre/uently cited Chinese account in *hilippine history te$tboo,s is that of Chao 6u-Fua in 2443. Ge described the communities and trading activities in the islands of 1a-i 71indoro8 and an-hsu 7literally three islands which present-day historians thin, refer to the group of *alawan and Calamian slands8. The people of 1a-i and an-hsu traded beeswa$# cotton# true pearls# tortoise shell# medicinal betelnuts# yu-ta cloth 7probably ;ute or ramieH8 and coconut heart mats for Chinese porcelain# iron pots# lead fishnet sin,ers# colored glass beads# iron needles and tin. These were practically the same 2

commodities of trade between the islands and China which the first panish colonial officials recorded  when they came to the *hilippines more than two centuries later. The 5ilipinos in 1indanao and ulu traded with Borneo# 1alacca and parts of the 1alay *eninsula. This trade seems to have antedated those with the Chinese. By the time the paniards reached the archipelago# these trade relations had been firmly established such that the alliance between the rulers of 1anila and Brunei had become strengthened by marriage. t was through these contacts that GinduBuddhist# 1alay-ans,rit and !rab-1uslim Cultural and technological influences spread to the *hilippines. There have also been some references 7by early travelers during the precolonial period8 to trade relations between 6apan and the *hilippines. To date however# *hilippine historians have not found any prehispanic references to the *hilippines in 6apanese literature of the period. By the time the paniards came to colonies the *hilippines in 233 they found many scattered# autonomous village communities 7called barangays8 all over the archipelago. These were ,inship groups or social units rather than political units. They were essentially subsistence economies producing mainly what they needed. These communities e$hibited uneven technological development. ettlements along the coastal areas which had been e$posed to foreign trade and cultural contacts such as 1anila# 1indoro# Cebu# outhern 1indanao and ulu# seem to have attained a more sophisticated technology. n 23D9# for e$ample# the paniards found the town of 1indoro fortified by a stone wall over fourteen feet thic,# and defended by armed 1oros -- bowmen# lancers# and some gunners# linstoc,s in hand. There  were a large number of culverins all along the hillside of the town. They found 1anila similarly defended by a palisade along its front with pieces of artillery at its gate. The house of +a;a oliman 7which was burned down by paniards8 reportedly contained valuable articles of trade -- money# copper# iron# porcelain# blan,ets# wa$# cotton and wooden vats full of brandy. )e$t to his house was a storehouse which contained: much iron and copper as well as culverins and cannons which had melted. ome small and large cannon had ;ust begun. There were the clay and wa$ moulds# the largest of which was for a cannon seventeen feet long# resembling a culverin... These reports indicate that the 5ilipinos in 1anila had learned to ma,e and use modern artillery. The panish colonizers noted that all over the islands# 5ilipinos were growing rice# vegetables and cotton raising swine# goats and fowls ma,ing wine# vinegar and salt weaving cloth and producing beeswa$ and honey. The 5ilipinos were also mining gold in such places as *anay# 1indoro and Bicol. They wore colorful clothes# made their own gold ;ewelry and even filled their teeth with gold. Their houses  were made of wood or bamboo and nipa. They had their own system of writing and weights and measures. ome communities had become renowned for their plan,-built boats. They had no calendar but counted the years by moons and from one harvest to another. n the interior and mountain settlements# many 5ilipinos were still living as hunters. They gathered forest products to trade with the lowland and coastal settlements. But they also made ron lance-points# daggers and certain small tools used in transplanting. On the whole# the pre-colonial 5ilipinos were still highly superstitious. The paniards found no temples or places of worship. !lthough the 5ilipinos ,new how to read and write in their own system# this  was mainly used for messages and letters. They seem not to have developed a written literary tradition at that time.7498 This would have led to a more systematic accumulation and dissemination of ,nowledge# a condition that is necessary for the development of science and technology. Because of the abundance of 3

natural resources# a benign environment and generally sparse population# there seemed to have been little pressure for invention and innovation among the early 5ilipinos. !s governor 5rancisco de ande observed in 23D3# the 5ilipinos do not understand any ,ind of wor,# unless it be to do something actually necessary -- such as to build their houses# which are made of sta,es after their fashion to fish# according to their method to row# and perform the duties of sailors and to cultivate the land...

Developments in Science nd Tec!nolo"# uring the panish +egime The beginnings of modern science and technology in the *hilippines can be traced to the panish regime. The paniards established schools# hospitals and started scientific research and these had important conse/uences for the rise of the countryIs professions. But the direction and pace of development of science and technology were greatly shaped by the role of the religious orders in the con/uest and colonization of the archipelago and by economic and trade adopted by the colonial government. The interaction of these forces and the resulting socio-economic and political changes must# therefore# be analyzed in presenting a history of science and technology in the *hilippines. panish con/uest and the colonization of the archipelago were greatly facilitated by the adoption of an essentially religious strategy which had earlier been successfully used in =atin !merica. Fnown as reduccion# it re/uired the consolidation of the far-flung# scattered barangay communities into fewer# larger and more compact settlements within the hearing distance of the church bells. This was a necessary response to the initial shortage of panish missionaries in the *hilippines. This policy was carried out by a combination of religious conversion and military force. The net result of reduccion was the creation of towns and the foundation of the present system of local government. The precolonial ruling class# the datus and their hereditary successors# were adopted by the panish colonial government into this new system to serve as the heads of the lowest level of local government i.e. as cabezas de barangay. The colonial authorities found the new set-up e$peditious for establishing centralized political control over the archipelago -- for the imposition and collection of the tribute ta$# enforcement of compulsory labor services among the native 5ilipinos# and implementation of the compulsory sale of local products to the government. The 5ilipinos naturally resisted reduccion as it too, them away from their rice fields# the streams and the forests which were their traditional sources of livelihood and also sub;ected them to the onerous economic e$actions by the colonial government. Thus the first century of panish rule brought about serious socio-economic dislocation and a decline ,in agricultural production and traditional crafts in many places. n the region surrounding the walled city of 1anila# 5ilipinos migrated from their barangays to the city in order to serve in the convents and thus avoid the compulsory labor services in the shipyards and forests. Over the centuries# this population movement would greatly contribute to the congestion of 1anila and its suburbs. The religious orders li,ewise played a ma;or role in the establishment of the colonial educational system in the *hilippines. They also influenced the development of technology and promotion of scientific research. Gence# these roles must ne$t be e$amined.

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Aarious decrees were issued in pain calling for the establishment of a school system in the colony but these were not effectively carried out. *rimary instruction during the panish regime was generally ta,en care of by the missionaries and parish priests in the villages and towns. Owing to the dearth of /ualified teachers# te$tboo,s and other instructional materials# primary instruction was mainly religious education. Gigher education was provided by schools set up by the different religious orders in the urban centers# most of them in 1anila. 5or e$ample# the 6esuits founded in Cebu City the Colegio de an ldefonso 723%38 and in 1anila# the Colegio de an gnacio 723%38# the Colegio de an 6ose 72928 and the !teneo de 1anila 72&3%8. The ominicans had the Colegio de an 6uan de =etran 7298 in 1anila. !ccess to these schools was# however# limited to the elite of the colonial society -- the @uropean-born and local paniards# the mestizos and a few native 5ilipinos. Courses leading to the B.!. degree# Bachiller en !rtes# were given which by the nineteenth century included science sub;ects such as physics# chemistry# natural history and mathematics. On the whole# however# higher education was pursued for the priesthood or for clerical positions in the colonial administration. t was only during the latter part of the nineteenth century that technicalJvocational schools were established by the paniards.748 Throughout the panish regime# the royal and pontifical (niversity of anto Tomas remained as the highest institution of learning. +un by the ominicans# it was established as a college in 222 by 5ray 1iguel de Benavides. t initially granted degrees in theology# philosophy and humanities. uring the eighteenth century# the faculty of ;urisprudence and canonical law was established. n 2&D2# the schools of medicine and pharmacy were opened. 5rom 2&D2 to 2&&# the (niversity of anto Tomas granted the degree of =icenciado en 1edicina to 4 graduates. 5or the doctorate degree in medicine# at least an additonal year of study was re/uired at the (niversidad Central de 1adrid in pain. The study of pharmacy consisted of a preparatory course with sub;ects in natural history and general chemistry and five years of studies in sub;ects such as pharmaceutical operations at the school of pharmacy. !t the end of this period of the degree of Bachiller en 5armacia was granted. The degree of licentiate in pharmacy# which was e/uivalent to a master's degree# was granted after two years of practice in a pharmacy# one lof which could be ta,en simultaneously with the academic courses after the second year course of study. n 2&D# the university granted the bachelor's degree in pharmacy to its first si$ graduates in the school of pharmacy. !mong them was =eon 1a. ?uerrero# who is usually referred to as the 5ather of *hilippine *harmacy becuase of his e$tensive wor, on the medicinal plants of the *hilippines and their uses. The total number of graduates in pharmacy during the panish period was 2. There were no schools offering engineering at that time. The few who studied engineering had to go to @urope. There was a )autical chool created on 2 6anuary 2&49 which offered a four-year course of study 7for the profession of pilot of merchant marine8 that included sub;ects as arithmetic# algebra# geometry# trigonometry# physics# hydrography# meteorology# navigation and pilotage. ! chool of Commercial !ccounting and a chool of 5rench and @nglish =anguages were established in 2&>%. n 2&&D# the 1anila chool of !griculture was created by royal decree but it was able to open only in 6uly 2&&%. The chool was designed to provide theoretical and practical education of s,illed farmers and overseers and to promote agricultural development in the *hilippines by means of observation# e$periment and investigation. !gricultural stations were also established in sabela# locos# !lbay# Cebu# loilo# =eyte and parts of 1indanao. The professors in the chool were agricultural engineers. The chool  was financed by the government but it appears that its direction was also left to the priests. The certificates

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of completion of the course were awarded by the (niversity of anto Tomas or the !teneo 1unicipal. t seems that the chool was not successful as 5ilipinos did not show much inclination for industrial pursuits. n 2&># the colonial authorities issued a royal decree designed to reform the e$isting educational system in the country. t provided for the establishment of a system of elementary# secondary and collegiate schools# teacher-training schools# and called for government supervision of these schools. The full implementation of this decree# however# was interrupted by the coming of the !mericans in 2&%&. Gigher education during the panish regime was generally viewed with suspicion and feared by the colonial authorities as encouraging conspiracy and rebellion among the native 5ilipinos. 5or this reason# only the more daring and persevering students were able to underta,e advantaged studies. The attitude of the panish friars towards the study of the sciences and medicine was even more discouraging. !s one +ector of the (niversity of anto Tomas in the 2%9s said: 1edicine and the natural sciences are materialistic and impious studies. t was not surprising# therefore# that few 5ilipinos ventured to study these disciplines. Those who did were poorly trained when compared with those who had gone to @uropean universities. cience courses at the (niversity of anto Tomas were taught by the lectureJrecitation method. =aboratory e/uipment was limited and only displayed for visitors to see. There was little or no training in scientific research. ir 6ohn Bowring# the British ?overnor of Gong,ong who made an official visit to the *hilippines in the 2&39s wrote: *ublic instruction is in an unsatisfactory state in the *hilippines--the provisions are little changed from those of the mon,ish ages. n the (niversity of anto Tomas... no attention is given to the natural sciences... nor have any of the educational reforms which have penetrated most of the colleges of @urope and !merica found their  way to the *hilippines. n spite of the small number of 5ilipino graduates from the (T in medicine and the sciences they still faced the problem of unemployment. This was because the colonial government preferred to appoint panish and other @uropean-trained professionals to !t the start of the !merican regime# a ?erman physician of 1anila submitted a report to the authorities on the conditions at (T's medical college. The report mentions# among others# its lac, of library facilities# the use of outdated te$tboo,s 7some published in 2&38# that no female cadaver had ever been dissected and the anatomy course was a farce# that most graduates never had attended even one case of confinement or seen a case of laparotomy and that bacteriology had been introduced only since the !merican occupation and was still taught without microscopesK 1any of these graduates later ;oined the revolutionary movement against pain. "ith the opening of the uez Canal in 2&% and the conse/uent ease in travel and communications that it brought about# the liberal ideas and scientific ,nowledge of the "est also reached the *hilippines. The prosperity that resulted from increased commerce between the *hilippines and the rest of the world enabled 5ilipino students to go to @urope for professional advanced studies. These included 6ose +izal who  was able to pursue studies in 1edicine and specialize in ophthalmology in pain and ?ermany ?raciano !pacible who studied medicine in 1adrid !ntonio =una who obtained his *h.. in pharmacy in 1adrid and later wor,ed with renowned scientists in ?hent and *aris 6ose !le;andrino who too, up engineering in Belgium# and others. t was this group of students which set up the *ropaganda 1ovement in @urope that eventually led to the *hilippine revolution against pain. 6

The religious orders provided most of the teaching force and institutions of learning in the colony. This  was similar to the situation that had earlier prevailed in @urope 7where they had come from8 during the medieval ages. nevitably# members of the religious orders also too, the lead in technological innovation and scientific research. This involvement invariably arose from their need to provide for basic necessities as they went around the archipelago to perform their missionary wor, of propagating the Catholic faith and to finance the colleges# hospitals and orphanages that they had established. The paniards introduced the technology of town planning and building with stones# bric, and tiles. n many places# religious 7such as Bishop alazar in 1anila8 personally led in these underta,ings. Because of the lac, of s,illed 5ilipinos in these occupations# the paniards had to import Chinese master builders# artisans and masons. The native 5ilipinos were drafted# through the institution of compulsory labor services# to wor, on these pro;ects. n this manner# the construction of the walls of 1anila# its churches# convents# hospitals# schools and public buildings were completed by the seventeenth century. Towards the end of the si$teenth century# the religious orders had established several charity hospitals in the archipelago and in fact provided the bul, of this public service. These hospitals became the setting for rudimentary scientific wor, during the panish regime long before the establishment of the (niversity of anto Tomas 7(T8 college of medicine. +esearch in these institutions were confined to pharmacy and medicine and concentrated on the problems of infectious diseases# their causes and possible remedies. everal panish missionaries observed# catalogued and wrote about *hilippine plants# particularly those  with medicinal properties. The most notable of these was 5ather 5ernando de ta. 1aria's 1anual de 1edicinas Caseras published in 2D> which was so in demand that it had undergone several editions by 2&&3. By the second half of the nineteenth century# studies of infectious diseases such as smallpo$# cholera# bubonic plague# dysentery# leprosy and malaria were intensified with the participation of graduates of medicine and pharmacy from (T.738 !t this time# native 5ilipinos began to participate in scientific research. n 2&&D# the =aboratorio 1unicipal de Ciudad de 1anila was created by decree. ts main functions were to conduct biochemical analyses for public health and to underta,e specimen e$aminations for clinical and medico-legal cases. t had a publication called Cronica de Ciencias 1edicas de 5ilipinas showing scientific studies being done during that time. There was very little development in *hilippine agriculture and industry during the first two centuries of panish rule. This was largely due to the dependence of the panish colonizers on the profits from the ?alleon or 1anila-!capulco trade# which lasted from 233 to 2&2>. t was actually based on the trade with China which antedated panish rule. The galleons brought to =atin !merica Chinese goods -- sil, and other cloths# porcelain and the li,e -- and brought bac, to 1anila 1e$ican silver. "hen the panish and *ortuguese thrones were united from 23&2 to 29# goods brought to 1anila by ships from 6apan and *ortuguese ships from iam# ndia# 1alacca# Borneo and Cambodia were also carried by the galleons to 1e$ico. uring the time# 1anila prospered as the entrepot of the Orient. The 5ilipinos hardly benefited from the ?alleon trade. irect participation in the trade was limited to panish inhabitants of 1anila who were given shares of lading space in the galleons. 1any of them simply speculated on these trading rights and lived off on their profits. t was the Chinese who profited most from the trade. They acted as the trade's pac,ers# middlemen# retailers and also provided services and other s,ills which the panish community in ntramuros needed.

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panish preoccupation with the 1anila ?alleon eventually led to the neglect of agriculture and mining and the decline of native handicrafts and industries in the *hilippines. The deleterious effects of the trade on the archipelago's domestic economy had been pointed out by some panish officials as early as 23%4. But this seems to have been largely ignored by colonial policy-ma,ers. Only the local shipbuilding industry continued to prosper because of necessity -- to build the galleons and other ships re/uired for internal commerce and the defense of the archipelago. This had become /uite well developed according to a 5rench visitor in the nineteenth century. Ge observed: n many provinces shipbuilding is entirely in the hands of the natives. The e$cellence of their wor, is proof that they are perfectly capable of underta,ing the study of abstruse sciences and that mathematical e/uations are by no means beyond their comprehension.... !gricultural development was left to the resident Chinese and the panish friars. The latter saw in the cultivation of their large estates around 1anila a steady source of financial support for their churches# colleges# hospitals and orphanages in ntramuros. The friar estates profited from the e$panding domestic food mar,et as a result of the population growth of 1anila and its suburbs. But the friars contribution in the development of e$isting agricultural technology was more of /uantitative than /ualitative in nature. The profitability of their estates was largely derived from the intensive e$ploitation of native technology and their free compulsory personal services. uccessive shipwrec,s of and piratical attac,s on the galleons to 1e$ico led to declining profits from the trade and triggered an economic depression in 1anila during the latter part of the seventeenth century. This situation was aggravated by increasing restrictions on the goods carried by the 1anila ?alleon as a conse/uence of opposition coming from !ndalusion merchants and mercantilists in pain. !t the beginning of the eighteenth century# the Bourbon dynasty ascended to the panish throne and brought with it political and economic ideas of the 5rench @nlightenment. This paved the way for more government attention to the economic development of the *hilippines. @nterprising paniards began to e$ploit the mineral wealth of the islands# develop its agriculture# and establish industries. These efforts  were further encouraged by the need to promote economic recovery after the British Occupation of 1anila in 2D4-2D. +esearch in agriculture and industry was encouraged by the founding of the +eal ociedad @conomica de los !migos del *ais de 5ilipinas 7+oyal @conomic ociety of 5riends of the *hilippines8 by ?overnador 6ose Basco y Aargas under authority of a royal decree of 2D&9. Composed of private individuals and government officials# the ociety functioned somewhat li,e the @uropean learned societies during the eighteenth and nineteenth centuries and a modern )ational +esearch Council# t undertoo, the promotion of the cultivation of indigo# cotton# cinnamon# and pepper and the development of the sil, industry. uring the nineteenth century# it was endowed with funds which it used to provide prizes for successful e$periments and inventions for the improvement of agriculture and industry: to finance the publication of scientific and technical literature# trips of scientists from pain to the *hilippines# professorships and to provide scholarships to 5ilipinos. n 2D&%# 1anila was opened to !sian shipping. This inaugurated an era of increasing *hilippine e$ports of rice# hemp# sugar# tobacco# indigo and others and rising imports of manufactured goods. n 2&2# 1anila was officially opened to world trade and commerce subse/uently other *hilippine ports were opened.

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5oreign capital was allowed to operate on an e/ual footing with panish merchants in 2&4%. By this means agricultural production particularly of sugar and hemp# was accelerated and modernized. =ocal industries flourished in 1anila and its suburbs -weaving# embroidery# hatma,ing# carriage manufacture# rope-ma,ing# cigar and cigarettes-ma,ing. 1uch of the finished products of these industries were e$ported. Eet although *hilippine e$ports ,ept rising during the nineteenth century# imports of manufactured goods also rose and foreign# particularly @nglish capital dominated e$ternal trade and commerce. This partly because of short-sighted panish colonial trade policies and the relative ine$perience and lac, of capital of panish colonial trade policies and the relative ine$perience and lac, of capital of panish and 5ilipino merchants. The prosperity arising from e$panded world trade and commerce in the nineteenth century led to 1anila's rapid development as a cosmopolitan center. 1odern amenities -- a waterwor,s system# steam tramways# electric lights# newspapers# a ban,ing system -- were introduced into the city by the latter half of the nineteenth century. (ndoubtedly# commercial needs led to the panish governments establishment of a )autical chool# vocational schools and a chool of !griculture during the nineteenth century. Aarious offices and commissions were also created by the panish government by the panish government to underta,e studies and regulations of mines# research on *hilippine flora# agronomic research and teaching# geological research and chemical analysis of mineral waters throughout the country. Gowever# little is ,nown about the accomplishments of these scientific bodies. 1eteorological studies were promoted by 6esuits who founded the 1anila Observatory in 2&3. The Observatory collected and made available typhoon and climatological observations. These observations grew in number and importance so that by 2&D%# it became possible for 5r. 5ederico 5aura to issue the first public typhoon warning. The service was so highly appreciated by the business and scientific communities that in !pril 2&&# a royal decree made the Observatory an official institution run by the 6esuits# and also established a networ, of meteorological stations under it. n 2%92# the Observatory was made a central station of the *hilippine "eather Bureau which was set up by the !merican colonial authorities. t remained under the 6esuit scientists and provided not only meteorological but also seismological and astronomical studies. The benefits of economic development during the nineteenth century were unevenly distributed in the archipelago. "hile 1anila prospered and rapidly modernized# much of the countryside remained underdeveloped and poor. The e$pansion of agricultural production for e$port e$acerbated e$isting socioeconomic ine/uality that had been cumulative conse/uence of the introduction of land as private property at the beginning of panish rule. There was increasing concentration of wealth among the large landowners -the paniards# especially the religious orders# the panish and Chinese mestizos# the native *rincipalia -and poverty and landlessness among the masses. This ine/uality# coupled with abuses and in;ustices committed by the panish friars and officials gave rise to *hilippine nationalism and eventually the +evolution of 2&%. !t the end of the panish regime# the *hilippines had evolved into a primary agricultural e$porting economy. *rogress in agriculture had been made possible by some government support for research and education in this field. But it was largely the entry of foreign capital and technology which brought about the modernization of some sectors# notably sugar and hemp production. The lac, of interest and support for research and development of native industries li,e weaving# for e$ample# eventually led to their failure to survive the competition with foreign imports. Because of necessity and the social prestige attached to university education# medicine and pharmacy remained the most developed science-based professions during the panish regime.

9

Science nd Tec!nolo"# durin" t!e First Repu$lic There was very little development in science and technology during the short-lived *hilippine +epublic 72&%&-2%998. The government too, steps to establish a secular educational system by a decree of 2% October 2&%& it created the (niversidad =iteraria de 5ilipinas as a secular# state-supported institution of higher learning. t offered courses in law# medicine# surgery# pharmacy and notary public. uring its short life# the (niversity was able to hold graduation e$ercises in Tarlac on 4% eptember 2&%% when degrees in medicine and law were awarded.

Developments in Science nd Tec!nolo"# uring the !merican +egime cience and technology in the *hilippines advanced rapidly during the !merican regime. This was made possible by the simultaneous government encouragement and support for an e$tensive public education system the granting of scholarships for higher education in science and engineering the organization of science research agencies and establishment of science-based public services. The !mericans introduced a system of secularized public school education as soon as civil government was set up in the islands. On 42 6anuary 2%92# the *hilippine Commision# which acted as the e$ecutive and legislative body for the *hilippines until 2%9D# promulgated !ct )o. D creating a epartment of *ublic nstruction in the *hilippines. t provided for the establishment of schools that would give free primary education# with @nglish as the medium of instruction. This was followed by the setting up of a *hilippine )ormal chool to train 5ilipino teachers. econdary schools were opened after a further enactment of the *hilippine in Commission in 2%94. The *hilippine 1edical chool was established in 2%93 and was followed by other professional and technical schools. These were later absorbed into the (niversity of the *hilippines. The colonial authorities initially adopted a coordinated policy for the promotion of higher education in the sciences and government research institutions and agencies performing technical functions. The (niversity of the *hilippines was created on 2& 6une 2%9& by !ct of the *hilippine =egislature. !mong the first colleges to be opened were the College of !griculture in =os BaLos# =aguna in 2%9%# the Colleges of =iberal !rts# @ngineering and Aeterinary 1edicine in 2%29 and the College of =aw in 2%22. By 2%22# the (niversity had an enrollment of 2#99 students# 5our Eears later# its enrollment had almost doubled 7to 4#>%&8 and the (niversity included two new units# a chool of *harmacy and a ?raduate chool of Tropical 1edicine and *ublic Gealth. n 2%2# the chool of 5orestry and Conservatory of 1usic were established and in 2%2&# the College of @ducation was opened. @$cept in the College of 1edicine# where there were already a number of 5ilipino physicians who  were /ualified to become its faculty members when it was opened in 2%9D# most of the early instructors and professor in the sciences and engineering at the (niversity of the *hilippines were !mericans and other foreigners. Mualified 5ilipinos were sent abroad for advanced training and by this means foreign faculty were gradually replaced by 5ilipinos. 5or e$ample# in 2%49# 5ilipino *h.. graduates of (.. universities too, over the epartment of !griculture Chemistry in the College of !griculture. By ecember 2%4# the university's enrollment in all colleges had reached # and out of a total teaching staff of ># only  were !mericans and other foreigners. 10

Before 2%29# the !merican colonial government encouraged young men and women to get higher professional education as much as possible in !merican colleges. n 2%9># the *hilippine commission passed an !ct to finance the sending of 2>3 boys and girls of high school age to the (nited tates to be educated as teachers# engineers# physicians and lawyers. One third of these were chosen by the governorgeneral on a nation-wide basis and the rest by the provincial authorities. n e$change for this privilege# the pensionados# as they came to be called# were to serve in the public service for five years after their return from their studies. Between 2%9> and 2%24# 49% men and women were educated under this program in !merican schools. !fter the establishment of the (niversity of the *hilippines# scholarships for advanced studies of a scientific or technical nature in !merican (niversities were given only in preparation for assignment to ;obs in the public service. The *hilippine Commission introduced science sub;ects and industrial and vocational education into the *hilippine school system but they found that industrial and vocation courses were very unpopular with the 5ilipinos. "hen the 1anila Trade chool was opened in 2%92# the school authorities found it difficult to get students to enroll in these courses. Because of their almost 99 years of colonial e$perience under the paniards# middle class 5ilipinos had developed a general disdain for manual wor, and a preference for the prestigious professions of the time# namely# the priesthood# law and medicine. @ducation in these professions came to be regarded as the means of ma,ing the best of the limited opportunities in the panish colonial bureaucracy and thus of rising from one's social class. Gence# even at the newly-opened (niversity of the *hilippines# it was difficult to get students to enroll in courses which re/uired field wor, such as# for e$ample# agriculture# veterinary medicine# engineering and other applied science. cholarships were thus offered by the government to attract a sufficient number of students to enroll in courses that were needed to fill up the technical positions in the government service. n the field of medicine# the *hilippine Commission provided for as many scholarships as there  were regularly organized provinces in the slands. These were awarded by the school departments after competitive e$aminations in the provinces. ! recipient of these scholarships was re/uired to return to the province from whence he came and to serve as a physician for as many years as his medical education was paid for by the government. This policy was adopted not only to assure the medical school a continuing supply of carefully selected students but also to ensure a balanced geographical distribution of physicians in the different provinces and to counteract their tendency to settle in the large urban areas. elected graduates of the schools of medicine and nursing were also sent on government scholarship to universities in the (nited tates for postgraduate courses and training in special fields. n 2%42# the +oc,efeller foundation provided for si$ fellowships for /ualified 5ilipinos in universities in the (nited tates and @urope# two each in he fields of public health 7preventive medicine8# public health laboratory wor, and teacher training in nursing education. Over several years# the 5oundation provided more than thirty of these fellowships and also financed shorter observation trips of many other health officials. t also greatly aided in the establishment and development of the ?raduate chool of *ublic Gealth and Gygiene in the (niversity of the *hilippines. "hen the Bureau of *ublic "or,s was created in 2%92# the !mericans found that there were no competent 5ilipino engineers# and !merican engineers had to be imported. !s a conse/uence# a special 11

effort was made to attract 5ilipinos to pursue advanced studies leading to careers as engineers. n many cases government financial assistance was provided to enable them to complete their professional studies in the (nited tates. (pon achieving their professional /ualifications they were employed as ;unior engineers in the Bureau of *ublic "or,s. 1any of them rapidly advanced in their positions. Their career progress can be seen from the fact that whereas in 2%2> there were only 2& 5ilipino engineers out of a total of 23 engineers in the Bureau of *ublic "or,s# the rest being !merican by the end of 2%43# out of 2%9 engineers in the Bureau# only 2 were !mericans and 2D were 5ilipinos. The establishment of the (niversity of the *hilippines satisfied the short-run needs for professionally trained 5ilipinos in the colonial government's organization and programs. "hat the authorities did not recognize was that by providing for an e$tensive public school system at the elementary and secondary levels they had increased tremendously the social demand for professional education. The (niversity of the *hilippines remained the only publicly-supported institutions for higher education# and# since it could not meet the increasing social demand for universities was left to the initiative of enterprising 5ilipinos. 5or many 5ilipinos# private education became the alternative for professional education. 1any of the e$isting private nonsectarian universities were organized during the early period of the !merican regime to help meet the increasing demand for professional education and the country's need for trained manpower. !t the same time# these schools remained distinctively 5ilipino in orientation as they  were conceived by their founders as a means to conserve the national heritage and prevent the complete !mericanization of the 5ilipinos. !t the outset of the !merican regime# there was no definite government policy on private schools. Because of the widespread disorganization that followed a more of these schools were set up# government regulation and control was found necessary. The first attempt to regulate private schools was through the Corporation =aw 7!ct )o. 23%8 enacted by the *hilippine Commission in 2%9. n effect# it treated the schools li,e commercial firms or business enterprises e$cept that they would be under the supervision of the epartment of *ublic nstruction rather than the epartment of Trade and ndustry. n 2%2D# !ct )o. 49D 7*rivate chool !ct8 was enacted by the *hilippine =egislature. The !ct recognized private schools as educational institutions and not commercial ventures. t re/uired the ecretary of *ublic nstruction to maintain a general standard of efficiency in all private schools and colleges so that...7they shall8 furnish ade/uate instruction to the public... and authorized him to inspect and watch these school and colleges. The supervision of these schools was entrusted to a staff of four within the epartment of *ublic nstruction -- a superintendent# an assistant superintendent and two supervisors.

The number of private colleges increased rapidly. n 2%43 a survey of the educational system of the sland was authorized urvey which was headed by *aul 1onroe made a comprehensive investigation of all public and private institutions of learning in the country. The 1onroe urvey found most private schools substandard. t reported that most of these were physically ill e/uipped and with more part-time than full-time faculty members. !mong the private colleges and universities# it found out that: The e/uipment of all these institutions is owefully inade/uate# the laboratory for the teaching of science being but a caricature of the real thing.

12

!s a conse/uence of the findings of the 1onroe urvey# the ?overnment too, steps to improve the machinery for the supervision of private schools. The *hilippine =egislature created the Office of *rivate @ducation to loo, into such matters as physical plant# school facilities# libraries# laboratory e/uipment and student load# and administrative wor, such as enforcement of relevant government regulations# evaluating credits ta,en by students# managing admission of foreign students and the li,e. !s a result of the increased outlay for supervision of private schools# their standards were improved. uring the !merican regime# the development of science gained more government support along with efforts to establish an old e$tensive public school system and public health programs. The old =aboratorio 1unicipal was absorbed by the Bureau of ?overnment =aboratories created by the *hilippine Commission in 2%92. n 2%93# the latter was reorganized and renamed Bureau of cience. t remained the principal government research establishment until the end of the econd "orld "ar. t had a biological laboratory# a chemical laboratory# a serum laboratory for the production of vaccine virus# serums and prophylactics# a library. 1ost of the senior scientists in the Bureau were initially !mericans but as 5ilipinos ac/uired the necessary training# they gradually too, over their positions. The Bureau of cience served as a valuable training ground for 5ilipino scientists. t performed the needed chemical and biological e$aminations for the *hilippine ?eneral Gospital and Bureau of Gealth and manufactured the serums and prophylactics needed by the latter. *ioneering research was done at the Bureau of cience on such diseases as leprosy# tuberculosis# cholera# dengue fever# malaria and beri-beri. +esults of these studies were readily available to the Bureau of Gealth for use in its various programs. tudies on the commercial value of tropical products# tests of *hilippine minerals and roadbuilding materials# the nutritional value of foods# and other were similarly done at the Bureau of cience. 5rom 2%9# it published the *hilippine 6ournal of cience which reported not only wor, done in local laboratories but also scientific developments abroad which had relevance to *hilippine problems. The !merican colonial authorities organized other offices which# by the nature of their operations# contributed further to the growth of scientific research. These were the "eather Bureau 72%928# the Board 7later Bureau8 of Gealth 72&%&8# Bureau of 1ines 72%998# Bureau of 5orestry 72%998# Bureau of !griculture 72%928# Bureau of Coast and ?eodetic urvey 72%938# Bureau of *lant ndustry 72%4%8 and Bureau of !nimal ndustry 72%4%8 7&48 5rom 2%4D# there were proposals from professional societies for the creation of a )ational 1edical +esearch Council and a )ational +esearch Council similar to those in the (nited tates# Canada# and !ustralia. The *hilippine =egislature passed an e$tensively emulated abroad. !ct in 2%>> creating the )ational +esearch Council of the *hilippine slands 7)+C*8. !side from  wor,ing for the promotion of scientific research# the )+C* actively participated in the deliberations and drafting of provisions affecting science and industry in the 2%> Constitutional Convention. @ducational and science policy during the !merican regime was not coordinated with colonial economic policy. "hile 5ilipinos were provided opportunities for higher education in the sciences and engineering# the economy remained basically agricultural. To a great e$tent# *hilippine economic development was determined by free trade relations established in 2%9% between the *hilippines and the (nited tates# and these continued long after independence was achieved in 2%. !s a result of this policy# the *hilippine economy became tied to that of the (nited tates# remaining primarily an e$porter of agricultural crops and raw materials and an importer of !merican manufactured goods. (ndoubtedly this delayed *hilippine industrialization. The relative underdevelopment of the physical sciences vis-a-vis the medical and agricultural sciences may be traced to this policy. Basic and applied 13

research in the medical# agricultural and related sciences received much greater government support during the !merican regime than did industrial research.

Science nd Tec!nolo"# uring the Commonwealth *eriod n 2%>3# the *hilippine Commonwealth was inaugurated and ushered in a period of transition to political independence. The Constitution ac,nowledged the importance of promoting scientific development for the economic development of the country by incorporating a provision 7!rticle N# ection 8 declaring that The tate shall promote scientific research and invention# !rts and =etters shall be under its patronage... The government# which was by this time completely under 5ilipino management# continued to e$pand its public school system to accommodate the increasing number of schoolchildren. The ?overnment abolished ?rade A as the terminal grade in the elementary curriculum and also instituted the double-single session plan thus reducing the time allotment or dropping certain sub;ects in the elementary school. The government also enacted Commonwealth !ct )o. 2&9 72> )ovember 2%>8 reestablishing the Office of *rivate @ducation which had been abolished in 2%>4. On the whole# higher education was provided mainly by the private sector. By 2%># there were 43 private schools recognized by the government#  of which we institutions at the College level and D were universities. These were Centro @scolar (niversity# 5ar @aster (niversity# )ational (niversity# *hilippine "omen's (niversity# illiman (niversity# (niversity of 1anila and the (niversity of anto Tomas. Together with the (niversity of the *hilippines these had a total of 2%#3D3 college students in all universities in the country. The combined significant increase in trained scientists and engineers in the *hilippines before the econd "orld "ar. The Commonwealth government wor,ed towards the development of economic self-reliance which  would be necessary to sustain genuine political independence. t created the )ational @conomic Council to prepare an economic program and advise the government on economic and financial /uestions. everal government corporations were reorganized and new ones were created to perform such varied functions as the e$ploitation and development of natural resources 7e.g.# the )ational *ower Corporation8 the development and promotion of local industries 7such as the )ational evelopment Company 7)C8 and its subsidiaries# the )ational !baca and Other 5ibers Corporation8 promotion of agricultural production and mar,eting and the li,e. The )C was especially mandated to underta,e the development of successful researches of government science agencies 7such as the Bureaus of cience# !nimal ndustry and *lant ndustry8 for commercial production. The Commonwealth government li,ewise adopted measures to encourage and provide assistance to private 5ilipino businessmen in the establishment of industries and manufacturing enterprises. 5or e$ample# it created new agencies# such as the Bureau of 1ines# to provide assistance to businessmen underta,ing mining e$ploration and development. t also increased appropriations for the Bureaus of cience# *lant and !nimal ndustry# and thereby encouraged more scientific research for industrial purposes.

14

n spite of all these efforts# the Commonwealth government was unable to achieve its goal of economic self-reliance. This was primarily because foreign trade and tariff policies remained under the control of the !merican government. 5ree trade relations also continued and thus perpetuated the preferential treatment of e$ports of agricultural raw materials. 1oreover# the *acific "ar bro,e out in 2%2 and the *hilippines was occupied by 6apanese troops. The occupation of the *hilippines by the 6apanese during the "ar brought educational and scientific activities practically to a halt as able bodied citizens ;oined the resistance movement. "orse still# much of the country was reduced to ruins during the battles ought for the liberation in 2%-3. 1anila# which was the center of all educational and scientific activities# was razed to the ground# destroying everything that had been built up before. t was in this condition that the *hilippines became an independent state. The government had to contend with economic reconstruction# normalization of operations as well as the tas, of planning the direction of economic development.

Science nd Tec!nolo"# since Independence The underlying pattern of education and training of scientists# engineers and physicians established during the !merica regime# as well as the direction of government support for scientific research and development# has basically remained unchanged since independence in 2%. tate support for education continues to be concentrated at the elementary school level private colleges and universities provide education for the ma;ority of the collegiate population. The number of state universities and colleges has been increasing since 2%. Gowever# their growth has not been based on a rational plan. *artisan political considerations often determined the creation# location and staffing of these institutions. Gence# many of them were ill-e/uipped and ill-prepared to provide /uality higher education particularly in the sciences and engineering. tate universities and colleges vary in standards arising largely from the uneven distribution of faculty development programs. The (niversity of the *hilippines ystem remains the most developed with e$tensive graduate and undergraduate degree programs in the sciences and engineering. t receives over half of the national budget for state universities and colleges. *rivate universities and colleges have similarly increased in numbers since 2%. Gowever# these vary in standards. 1ost non-sectarian universities and colleges are organized and managed li,e business enterprises and are heavily dependent on tuition fees. To operate profitably# they tend to concentrate on low-cost courses li,e business administration# liberal arts and education# and encourage large enrollments in these. ectarian universities and college tend to be financially better endowed. Gence# they have been able to impose selective admissions# lower faculty-student ratios and provide laboratory and library facilities re/uires for science and engineering program. The large number of private colleges and universities to be supervised and the limited epartment of @ducation and Culture 7now the 1inistry of @ducation# Culture and ports8 staff to do it has hampered effective government supervision and control of their standards. The number of college students and graduates from public and private universities and colleges has shown tremendous increases since 2%. )evertheless# the proportion of those in agriculture# medical and natural sciences# and engineering has remained relatively low. There are very few graduates in the physical sciences. 1ost students 7and graduates8 in agriculture come from state institutions while most of 15

those in engineering and medical sciences come from private institutions. n both# the ma;ority of college students and graduates continue to be in teacher trainingJeducation and commerceJbusiness administration courses. This situation results from the fact that students tend to enroll in courses where there are perceived employment opportunities and which their families can afford. @ngineering and science courses entail longer periods of study and have generally been more e$pensive to pursue. The rise of professional organizations of scientists and engineers followed closely the growth of higher education in the *hilippines. The earliest organizations were in medicine and pharmacy# professions which  were the first to be introduced during the colonial era. !s the number of graduates in a particular discipline increased# associations were formed to promote professional interests and regulate standards of practice and these were modelled after their counterparts in the (nited tates. elf-regulation by professional associations was eventually institutionalized in government laws which established professional e$amining boards and licensing procedures. n certain cases# professional organizations initiated changes in the collegiate curriculum for their specialization and wor,ed for improvements in educational standards. The *hilippine 1edical !ssociation 7*1!8 actively wor,ed to improve standards of medical education by limiting enrollment in medical colleges and adding courses re/uired for the medical degree. !cademic members of the profession have led in /uestioning the relevance of "estern-oriented medical curriculum to *hilippine conditions. This has resulted in recent innovations in medical training such as more e$posure of students to community medicine and the e$perimental curriculum to produce doctors for rural areas. n the field of engineering# the *hilippine nstitute of Chemical @ngineers initiated a series of conference to discuss curriculum revisions for its profession. +esults of these conferences were then endorsed to the epartment of @ducation and Culture 7@C8 for official adoption. n other branches of engineering# the government through @C convened meetings of educators# members of professional e$amining boards# representatives of professional organizations and the private sector to update and adopt uniform core curricula for all universities and colleges to follow. These developments too, place in 2%D>-2%D. On the whole# there has been little innovation in the education and training of scientists and engineers since independence in 2%. This is in part due to the conservative nature of self-regulation by the professional associations. Because of specialized training# vertical organization by disciplines and lac, of liaison between professions# professional associations have been unable to perceive the dynamic relationship between science# technology and society and the relevance of their training to *hilippine conditions. *aralleling the increasing number of state colleges and universities has been a rise in government science agencies since 2%. n 2%D# the Bureau of cience was reorganized into an nstitute of cience.7%38 n the same year# an nstituter of )utrition# and in 2%34# the cience 5oundation of the *hilippines 75*8 were created and placed 7along with the nstitute of cience8 under the Office of the *resident.7%8 The nstitute of )utrition was to perform research# advisory and e$tension functions while the cience 5oundation was to stimulate research in the sciences and engineering and promote science consciousness among the people. n 2%34# the Commission on Aolcanology was also created and placed under the )ational +esearch Council of the *hilippines 7)+C*8. ts function was primarily basic research on volcanology. cientific wor, in government suffered from a lac, of support# planning and coordination during the early postwar years. The (.. @conomic urvey 1ission to the *hilippines in 2%39# noted in its +eport the dearth of basic information needed by industries of the country# the neglect of e$perimental 16

 wor, and the meager appropriation in the national budget for scientific research# including the low salaries of government scientists. The Bell 1ission recommended# among other things# the systematic e$ploration of the country's natural resources to determine their potentialities for economic development. 5ollowing the Bell 1ission's +eport# the nstitute of cience was reorganized in 2%32. +enamed nstitute of cience and Technology# it ac/uired the status of a government-owned corporation and was placed under the office of @conomic Coordination. !dded to its former functions of resources survey# testing and standardization# were the responsibility for improving industrial processes and stimulating technological development. n 2%3D# a report was submitted to the *resident pointing out the deterioration of *hilippine science since the early years of the !merican regime. The report analyzed the causes of this decline -- the lac, of government support dearth of scientists of high training and ability low morale of scientists and a lac, of public awareness of cience. t made several recommendations towards a long-range development of science in the country. Conse/uently# Congress enacted the cience !ct of 2%3&. The cience !ct created the )ational cience evelopment Board 7)B8 to formulate policies for the development of science and coordinate the wor, of science agencies. The !ct also created the *hilippine !tomic @nergy Commission 7*!@C8 and the )ational nstitute of cience and Technology 7)T8 and placed these# along with the )+C*# under the )B. n the 2%9s additional science agencies were created by law which thereby e$panded )B's organization and functions. These were the *hilippine nventors Commission 72%8# *hilippine Coconut +esearch nstitute 72%8# *hilippine Te$tile +esearch nstitute 72%D8# and 5orest *roducts +esearch and ndustries evelopment Commission 72%%8.72948 everal e$isting agencies were also attached to )B for policy coordination -- the )+C*# 1etals ndustry +esearch and evelopment Center 71+C8# the 5*# *hilippine cience Gigh chool 7*G8 and *hilippine Council for !griculture and +esources +esearch 7*C!++8.

The creation of these science agencies undoubtedly shows increasing government concern and support for the development of *hilippine science and technology. n 2%D# a national science n 2%&4# )B was further reorganized into a )ational cience and Technology !uthority 7)T!8 composed of four research and evelopment Councils *hilippine Council for !griculture and +esources +esearch and evelopment *hilippine Council for ndustry and @nergy +esearch evelopment *hilippine Council for Gealth +esearch and evelopment and the )+C*. )T! has also eight research and development institutes and support agencies under it. These are actually the former organic and attached agencies of )B which have themselves been reorganized. The e$panding number of science agencies has given rise to a demand for high calibre scientists and engineers to underta,e research and staff universities and colleges. Gence# measures have also been ta,en towards the improvement of the countrys science and manpower. n 1arch 2%&># @$ecutive Order )o. &&% was issued by the *resident which provided for the establishment of a national networ, of centers of e$cellence in basic sciences. !s a conse/uence# si$ new institutes were created: The )ational nstitutes of *hysics# ?eological ciences# )atural ciences +esearch# Chemistry# Biology and 17

1athematical ciences. +elated to this efforts was the establishment of a cientific Career ystem in the Civil ervice by *residential ecree )o. %92 on 2% 6uly 2%&>. This is designed to attract more /ualified scientists to wor, in government and encourage young people to pursue science degrees and careers.

Summr# nd Conclusion This paper has shown that the development of science and technology in the *hilippines has been greatly influenced by its historical e$perience as a colony of pain and the (nited tates. Colonial policies# particularly those on economic development and e$ternal trade# have over the centuries fostered a primarily agricultural# e$port-oriented economy dependent on the outside world as mar,et for its products and a source of manufactured goods. This has led to a neglect and lac, of support for industrialization. This problem of colonial development has effected the historical development of *hilippine science and technology. The agricultural science generally tended to receive more funding and support compared to the physical sciences. This pattern of support persisted despite the introduction of the other sciences into the country's educational system during the !merican regime. The continuing dependence of the *hilippine economy on the (nited tates even after independence in 2%# as a result of the free trade relations and the virtual imposition of the parity amendment to the *hilippine Constitution by the ( Congress has perpetuated the predominantly agricultural and rural character of *hilippine economy and society. This dependent development of *hilippine society and economy has had serious repercussions for the advancement of *hilippine science and technology. ncreasing social demand for higher education has led to the growth of highly-trained professional manpower# particularly scientists# engineers and physicians. Gowever# because of the underdeveloped state of the economy# many of these science-based professionals have either been unemployed or underemployed. Conse/uently# many of them have been forced to migrate to developed countries# thus creating a brain drain or loss of valuable human resources for the *hilippines. 729&8 "orse still# this brain drain helps to perpetuate *hilippine dependent development as many of those who leave are highly educated and better trained professionals who are needed in the country's development efforts. There is thus a need for the government to critically ree$amine the interrelations between past and present education and science policies with those of its economic development policies in order to be able to redirect these towards the goal of attaining a strong# selfreliant economy and society. ! well developed national science and technology is a critical factor in the achievement of this goal.

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