IMAGINED COMMUNITIES - Enconmendero was empowered to

collect taxes and convert the natives to

Definition of the “Nation”
Catholics.
- It is an imagined political community –
Political System (Chart)
and imagined as both inherently limited
and sovereign
- Imagined because the members of even
the smallest nation will never know
most of their fellow-members, meet
them, or even hear the, yet in the minds
of each lives the image of their
communion.
- Nation is imagined as a community,
regardless of actual inequality, nation is
always conceived as deep, horizontal
comradeship
- Nation is imagined as limited because it
has finite boundaries
- There is a sense of commonality.

Nationalism vs Patriotism

- Patriotism pertains to the love of nation

w/ more emphasis on values and
beliefs.
- Patriotism is passive by nature while
nationalism can be a little aggressive
- Nationalism is militant by nature while
Patriotism is based on peace

SPANISH COLONIAL SOCIETY: POLITICAL,

SOCIAL AND ECONOMIC INSTITUTIONS

- Chieftains and datus negotiated with

Spaniards to fully administer colonial
power over the Philippines
Political System established in the Philippines
I – The Enconmienda System
- “enconmender” meaning “to entrust”
- Two types of provincial administrations:
alcaldia-mayor, province where peace
has been established, corregimientos or
territories that had not been totally
pacified, and is placed under political-
military government.
 - The crippling system of taxation was
enough reason for Filipinos to revolt
against the Spaniards
- Barangays – the pre-colonial units of
government
- Former chieftains and datus held
positions in the barangay
- Gobernadorcillo was the highest rank
for a native
- Taxation—taxes are paid in cash or in
kind
- But in 1884, tribute tax were abolished
and reformed as personal cedula—a
graduated poll tax based upon the
income of the tax payers
- Bandala- a system where the gov’t
compelled the Filipinos to sell their
produce to the government; gov’t
required the provinces to meet quotas
- Polo y servicio – forced labor; useful for
exploitation of human resource;
Filipinos between sixteen to sixty years
are forced to work for 40 days but in
1884 it was reduced to 15 days a year
- The system before was elitist,
patriarchal, racial, exploitative
Galleon Trade
- Manila Acapulco Trade with China and
Mexico
- Philippines was only a transhipment
port
- Filipinos were not allowed to
participate in the trade
- Neglect in the agricultural industries
- Filipinos were forced to construct
galleon ships and not to tend their lands
The Social Hierarchy:
I – Peninsulares
II – Insulares/ Criollos
II – Mestizos
(a) Mestizo Espanyoles
(b) Mestizo Sangleyes
IV – Indio/ Naturales
PROGRESS AND PROTEST: THE REVOLTS IN THE
PHILIPPINES
Revolts
- Bankaw and Tapar (Leyte and Panay);
Tamblot (Bohol); – uprising had
features of nativism or protest to return
to old religion
- Sumuroy (Samar); Tricky Dabao
(Northern Mindanao) – protest against
forced labor
- Maniago Revolt (Pampanga) – revolt
because of the ill treatment of timber
cutters; Spanish got worried because
Pampangos were skilled in military
combat and Spanish forces were
reduced in the Philippines at that time
- Dagohoy (Bohol) – longest revolt;
personal grievance of Dagohoy against
a priest for rejecting the burial of his
brother
- Government Monopolies; people were
no longer allowed to drink their own
brew but were forced to buy wine from
gov’t stores (case of Ilocos) – the whole
operation was graft-ridden; Gov’t
agents cheated the farmers by saying
that their tobaccos were low quality but
presenting it to the officials as high
quality and the difference goes to their
pocket
- Southern Tagalog Region – a desire for
equal rights in the area of religion; from
movements rejecting the Catholic
religion, to protests against being
denied status within the Church
hierarchy
 - Economic Dislocations – economic
progress itself nurtured a popular
consciousness more acutely aware of
injustice and inequality, exploitation
 Entry of English textiles
destroyed local weaving
industry
 From being a huge exporter of
rice to China, we experienced
rice shortages and had to
import rice
- Cultural changes; wealth made possible
the acquisition of education and
Spanish culture by Chinese mestizos
and Urbanized natives
 Educational reforms of 1863 –
led to opening of higher
learning institutions to the
natives
 Realization of middleclass that
their upward climb was being
restricted by the imperatives of
the colonial society;
discrimination in gov’t
appointments
- Opening of Philippines to Foreign
Commerce; facilitated the entry of ideas
of Enlightenment from Europe
ROLE OF MIDDLE CLASS; CAMPAIGN FOR
REFORMS
- Economic Development (1830)
 Growth in export economy that
led to the prosperity of Filipino
middle and upper classes
 Exports were agricultural
products, mainly rice.
- Political Development
 Rampant corruption in the
Spanish Gov’t
 Inability of the Spanish Gov’t to
provide basic needs of public
works, schools and military
 Antiquated system of taxation
never lead to agricultural
progress
 A system both exploitative and
incapable of producing benefits
for the colony
 Middleclass Filipinos saw the
colonial policies of Spain as not
only the causes of the existing
economic prosperity but
increasingly as positive
hindrances preventing further
progress and even threatening
what had already been
achieved
 Filipinos were deprived of few
positions in the bureaucracy
and those in positions doesn’t
have any knowledge about the
country they are governing
- Cultural Development
 About 1860 there was a rapid
spread of education because of
the return of Jesuits in 1859
 The formation of illustrados
 Education imparted a
humanistic approach in
literature, science and
philosophy in inculcating
principles of human dignity and
justice and equality of all men
- Religious Development
 Abuses of the friars – illustrados
are anti-friars or anti-clerical
 Filipino Clergy against the
Spanish friars
 Jose Burgos
SECULARIZATION MOVEMENT; JOSE BURGOS
AND THE CAVITE MUTINY
- Fight for the Filipinization of the clergy
- Regular Priests vs Secular Priests over
parish assignments
 - But due to the policy of
desecularization; many native priests
were directly affected
- Injustice and discrimination of Native
priests; towards the end of the 19, the
fight became anti-peninsular
- Father Jose Burgos one of the
prominent leaders of the Secular
movement
Cavite Mutiny (1872)
- Arrival of Rafael Izquierdo and
abolishment of tribute exemptions for
the workers in the artillery of Cavite
caused the mutiny
- The mutiny was then use as an excuse
to institute a reign of terror
- The friars use the mutiny to accuse Jose
Burgos, Mariano Gomez and Jacinto
Zamora of being leaders of the mutiny
- The three priests were arrested, given a
mock-trial and the publicly garroted
- Natives regarded them as ready-made
martyrs
JOSE RIZAL
- Rizal’s purpose in writing Noli Mi
Tangere:
 To provide a catalyst for
revolution
 To start the process that would
lead to the emancipation of the
Philippines
- Noli Mi Tangere:
 As Rizal started Noli in 1884, he
wanted Spanish reforms for the
Philippines, he wanted Filipinos
to enjoy the rights and
privileges just like Spanish
citizen enjoys them and be
regarded as equals with the
Spaniards
 But towards the final days of
writing Noli, the goal from
reforms has changed to full
separation of Philippines from
Spain.
- Rizal concluded that there was no
choice but a revolution to achieve such
goal and Noli is the first step towards
that goal
- Many historical authors sighted Rizal as
a “mere reformist” and not a
revolutionist. But they only presented
few of his ideals, and in the end
certainly falsifying his true insights
regarding the Philippines of his day.
- There were three main reasons why
these historical authors/writers did not
accept and see Rizal as a revolutionist:
 The failure to distinguish
between what Rizal were able
to say in Public and what he felt
privately.
 The failure to read Noli and his
other writings within the
context of his personal
correspondence at the time he
was publishing
 The failure to see the Noli not
simply as an independent work
but as a part of a well-thought-
out long-range plan.
Rizal: Reformist or Revolutionary?
- February 1986 – Rizal’s idea was in
line with those who stood up in
front of the tanks in EDSA
- Rizal expressed through the mouth
of Padre Florentino – revolution is
not primarily an armed struggle to
shed other people’s blood, but a
willingness to risk shedding one’s
own blood for the sake of the
people.
Conclusion
- After Rizal’s exile to Dapitan, La Liga
split to two groups – one still
 dedicated to the support of Del would be recognized
Pilar’s campaign in Europe; and the equally as Spanish citizens.
other, as the Katipunan, that soon  Beginnings of nationalism:
turned to armed revolution.  Fr. Jose Burgos
- Rizal refused to take part in  Age-old controversy
Bonifacio’s revolution not merely between the
because he did not think it could regular clergy and
succeed, although that was a factor the secular clergy.
of course because Rizal does not  This intrachurch
want useless bloodshed. struggle became a
- Rizal maintained to the end, that racial one by the
the revolutionary goal was to create end of 19th Century.
a nation of Filipino conscious of  Burgos defended
their human and national dignity Filipino priests. He
and ready to sacrifice themselves to was the main
defend it. influence to Rizal.
- Rizal may not have lived to see the
Legitimation of the Nationalist Struggle
fruit of his works but he had
pointed out the way for his - In Germany, Rizal started thinking
countrymen to follow, not just with about writing a book of the
his books, but with his life and with Philippines past.
his death. - He used Morga’s Sucesos de las
Islas Filipinas, the only major
The Propagandists’ Reconstruction of the
chronicle not written by a Spanish
Philippine Past
missionary.
Beginnings of the Search for the Filipino Past - Rizal’s master plan: Noli revealed
the present state of our fatherland,
- Mid-19th Century: relatively large
his edition of Morga now attempts
number of Filipino students sought
to awaken in Filipinos the
higher education, first in Manila
consciousness of the past in order
then in Spain and elsewhere in
to be able to dedicate ourselves to
Europe.
studying the future.
- Propaganda Movement (1880-
- In Rizal’s edition of Morga:
1895): the propagandist dealt here
 He showed that the Spanish
refer simply to all activists
conquest had then been
ilustrados, Filipinos possessing
largely a calamity for the
higher education, particularly from
Filipinos.
universities in Europe.
 The submission to Spanish
 Propagandists shared a
rule did not come by means
common program of
of conquest but by means
reforms and assimilation –
of agreements, treaties of
the application to the
friendships and mutual
Philippines of Spanish
alliances.
metropolitan law and
rights, under which all
  Traditions were lost, so as
cultural heritage.
 He did not only refuted
Spanish rule but asserted
Asian rights and Asian point
of view against the
Europeans.
HIGHER EDUCATION AND PHILIPPINE
NATIONALISM
- Impacts of 19th Century Education
System:
 social inequality and
women subordination
 deprivation of women's
right for education
 failure to offer a massive
education
PHILIPPINE MASONRY

Education in the 19th Century Philippines - Masonry/Freemasonry is the

world's first and largest fraternal
- System of education
organization; Lodges – basic
 religious and patriarchal
organizational structures which
 Assimilation of Spanish
operates under the jurisdiction of a
language, culture, religious
grand lodge
and moral values, good
- Masonry would play a significant
customs and ethics
role in any nationalist movement
 Friars maintained the order
because of its anti-clerical
of educational system;
orientation and the opportunity of
teaching Christianity
secrecy for clandestine activities
- Education Decree of 1863
- It is a fact that almost every Filipino
(December 20,1863)
nationalist leader of the
 Public school system;
Propaganda Period was at one time
Compulsory education of
or another a Mason
Filipino children
- The lodges that worked in the
 provide schools and
Philippines were all foreign founded
institutions in each town;
and established for social purposes;
Separate school for boys
it was almost impossible for
and girls
Filipinos to join
 articulated the rights and
- In 1891 Filipino lodges were
duties of a teacher
introduced by Filipino mason
- Establishment of Normal Schools ( a
returning from Spain; Jose A. Ramos
three year teacher lead education
- The first clear evidence of Filipino
at the primary level)
participation in Masonry is the
- Educational system:
membership of Rafael del-Pan – a
 Tool for civilization and
criollo/creole one of the founders
propagation of Catholic
of a lodge called “Solidaridad”.
faith
- Importance of Solidaridad -
 Teachers were agents of
introduction of masonry among the
Hispanization, they became
filipino colony in madrid
servants of colonial
- Masonic Lodges in the Philippines –
government to serve their
Revolución, Solidaridad, Nilad
goal