BOOKLET MAPPING

THE EXISTING GABALDON SCHOOL BUILDINGS

IN ISABELA
A Project Proposal

Proponent:

PATSON P. OPIDO
GDCE Level II Scholar

Submitted to :

Dr. Daylinda Banzon-Cabanilla

Professor
Graduate Diploma in Cultural Education
Isabela State University Echague
Echague, Isabela

May 5, 2014

PROJECT PROPOSAL
Project Proponent: PATSON P. OPIDO
PROJECT TITLE
Booklet Mapping the Existing Gabaldon School Buildings in Isabela
RATIONALE/BACKGROUND
Cultural education is the promotion of cultural knowledge, creativity and
inter-cultural though education .It is primarily concerned in learning and practicing
the arts, as well as its transfer, still using the arts through varied pedagogical
means. Society defines its culture for it is the people who choose what is good or
what is of value to them. The transfer of culture from one generation to another is
critical for it sets the limits of both the quantity and quality of both material
(tangible) and immaterial (intangible) culture to be passed on. Culture once lost is
gone and forgotten forever. We do not want our rich cultural heritage be lost in
oblivion. As a people it is both our duty and our right to be born with an identity
from the past, use it in the living present and pass it on to the future generations.
There is a great and urgent need to save our people from being culturally
alienated or impoverished. Cultural and artistic means of education should become
an essential part of formal education, particularly at school level. Our government is
beginning to recognize the importance of this but still we got to act along way
ahead.
Teachers as cultural workers are at the helm of the transformation our
country needed. How can I be an effective cultural worker if I myself am not
culturally educated. As what is very basic teaching philosophy: I cannot give what I
do not have; I cannot teach what I do not know.
It is a great relief that little by little, our government facilitates access to
cultural education by young people from disadvantaged, minority and foreign
backgrounds as well as from culturally impoverished regions, thus counteracting
tendencies to alienate or isolate them. It is also with a great notion that our
government should also ensure that every person can meet his or her educational
needs by ensuring the availability of adequately trained teachers, as well as access
to culture and the arts.
Gabaldon-type school buildings, also known as Gabaldon schools, refer to
schoolhouses built in the Philippines between 1907 and 1946 that follow standard
plans designed by Architect William Parsons. They are named after Assemblyman
Isauro Gabaldon who authored Act 1801. The act, also known as the Gabaldon Act
of 1907, appropriated PhP 1 million between 1907 to 1915 for the "construction
of schoolhouses of strong materials in barrios with guaranteed daily attendance of
not less than sixty pupils (Araneta, 2006)
Gabaldon-type school buildings were built all over the country during the
American Colonial Period, extending after the period prescribed by the act. Their
main distinct features are: 1) single or two storey structure; 2) elevated ground
floor, with flooring made of tongue and groove (T&G) wood planks; 3) large awning
windows with capiz-shelled panels and wooden frames; 4) corrugated iron roof
sheathing; 5)symmetrical plan and front elevation; 6) central porch and wide stairs
(for single storey building) and with identical side staircases (for two-storey
building); 7) classrooms connected by a corridor; 8) rooms have two swing-out
doors; and, 9) H or U shape plan. (National Historical Commission of the Philippines,
2011) With the ratification of the National Heritage Act of 2009 or RA 10066,
Gabaldon schools, being structures dating at least fifty (50) years old, are
considered Important Cultural Properties (unless declared otherwise by the
National Historical Institute, now National Historical Commission of the Philippines).
An Important Cultural Property, as defined in RA 10066, refers to a cultural

property having exceptional cultural, artistic, and historical significance to the

Philippines, and which shall be given, among others, priority government funding for
its protection, conservation and/or restoration.
Gabaldon schools are of historic, architectural and socio-political significance
to the Philippines. Public schools were to the American colonial regime what
Baroque churches were to the Spanish period. In their time, both were the most
imposing structures in all our provinces, cities and towns. As Spain used religion to
colonize and Hispanize, the United States of America established the public
education system for pacification" and Americanization. (Araneta, 2006)
It is in the Gabaldon schools where the foundation of the Philippine public
school system, which gave every Filipino child the chance to acquire a formal
education, was laid down. Gabaldons schools, though designed by American
Architect William Parsons (a consulting architect of the Bureau of Public Works from
1905-1914, more known for his works on the Manila Hotel, Philippine General
Hospital, and The Mansion House in Baguio City), form an important part of
Philippine architecture. The standard design for the Gabaldon schools, particularly,
the one-storey buildings, has an H or U plan, with classrooms along one side of an
open gallery, lifted off the ground. Gabled nipa roofs (originally, but have since been
replaced with G.I. roofing) and the large swing-out windows with capiz panels recalls
the bahay kubo. (Villalon, 2010)
The overall design and orientation allow for maximum ventilation and
acoustical requirements ideal for learning spaces in a tropical environment. At the
same time, its architectural aesthetic and structural elements like the calado,
exposed beams, awning windows, fascia have designs that range from geometric
minimalist to intricate adding to the whole character of the Gabaldon building as a
bastion for learning. The Gabaldon schoolhouse is not only a living canvas of the
evolution of the Philippine educational system but a study on the creativity and the
craftmanship of Filipinos that, to this day, still runs through our veins.
Sadly, many if not most of the Gabaldons are already condemned or reduced
to rubles. Something has to be done to save the remaining structures starting with a
sound understanding of their historical and social significance. Resources that
provide verifiable information regarding their status of conservation are
very limited and not readily available.

SITUATIONAL ANALYSIS
Gabaldon schools may be among the more underrated Philippine heritage
structures, but they are the most unremitting, constant and incessant in meeting
the demands of their original use and purpose, not only in their functionality but
with their aesthetic faculties as well. Initial data tell that there are only 6 Gabaldons
left in Isabela.
The Section 32 of the National Heritage Act of 2009 also iterates the role of
DepEd, working closely with the National Commission on Culture and Arts, the
National Historical Commission of the Philippines and other appropriate institutions
in the conservation and restoration of its built heritage such as the significant
Gabaldon School buildings. In fact, the National Historical Commission of the
Philippines is rearing for the full implementation of the conservation of heritage
school building and is in the process of disseminating the Gabaldon Restoration
Guidelines.
Education on the importance of Gabaldon schools is particularly urgent,
as reports of demolition and/or plans of demolition of Gabaldon schools across the
Philippines are increasing by the year. As built heritage conservationist Paolo
Bustamante aptly puts, if we demolish our heritage sites, we demolish part of our
history.
By mapping out the remaining Gabaldons , we may able to evaluate their
present status and analyze means of their conservation.

PROJECT OBJECTIVES
1. Map Gabaldon schools of Isabela
2. Print informational materials
(booklet) to educate and raise
awareness on the socio-cultural, historical and architectural
significance of Gabaldon schools
3. Create a database that can serve as resource for conservation plans
and adaptive re-use of Gabaldon schools in the province

DESCRIPTION OF PROJECT COOPERATORS/STAKEHOLDERS

Researchers (NCCA Scholars) - Trained in cultural mapping, they will serve as the
facilitator of the mapping and documentation process.
Administrators & Teachers - As physical plant and resource managers, they are vital
keys to the implementation of this project. They are rich cultural resources in the
gathering of pertinent cultural data.
Alumni & Community They too are rich cultural resources in the gathering of
pertinent cultural data.

STRATEGIES
Conduct of key informant interviews and gather historical/ written
data on the Gabaldon schools.
Documenting of the architecture and structural particulars of the
Gabaldon schools.
Creating database of status of the Gabaldon school buildings.

BUDGET AND FUND SOURCE

Transportation: Php 2,500.00
Editing & Printing: Php 1, 500.00

OTHER RESOURCES
Laptop, printer, DSLR Camera

TIMETABLE
May 12 to 17, 2014 Asking Permission from Division Superintendent to conduct
mapping. Initial archival research at Division Planning Office.
May 19 to 31, 2014 Actual Mapping & Documentation Process
June 1 to 15, 2014 Editing and Printing
June 16 to 30, 2014 - Distribution

References:
Araneta, G. C. (2006). Those Gabaldons. Retrieved August 1, 2011, from Philippine
Heritage Conservation Society: http://www.heritage.org.ph/article.php?id=39
Constituting a Task Force on the Conservation of Heritage School Buildings. (2009,
April 15). DepED Memorandum No.164 S. 2009 .
Gabaldon Schools of Ilocos Norte. (2009, March). Retrieved August 1, 2011, from
Museo Ilocos Norte:
http://www.museoilocosnorte.com/index.php?
option=com_content&view=article&id=221:gabaldon-schools-ofilocosnorte&catid=13:featured-exhibits&Itemid=18
Henares, I. (2006, March 8). Pillars of the Philippine educational system. Retrieved
August 2011, from The Gabaldon Legacy: http://gabaldon.ivanhenares.com/2006/03/pillarsof-philippine-educational.html
National Historical
Commission of the Philippines. (2011). Draft Copy of Gabaldon Restoration Guidelines
2011.
RA 10066: National Cultural Heritage Act of 2009. (2010, March 26).
Villalon, A. (2010, May 24). Pride of Place: Philippine-Australian cooperation restores
Gabaldon-type school in Camiguin. Retrieved August 2011, from Philippine Daily
Inquirer:http://lifestyle.inquirer.net/artsandbooks/artsandbooks/view/20100524271665/Philippine-Australian-cooperationrestores--Gabaldon-type-school-in-Camiguin