19th Century Philippines as Rizal's Context

- 19TH Century was the era of challenges and responses.

- It is the period of major changes that affect man and society.
- Age of Enlightenment.
We will look at the Philippines as to political context, economic context and the socio-cultural context.
POLITICAL CONTEXT
The struggle of Nationalism
POLITICAL CONTEXT Globally there is
The French Revolution and the American Civil War
In Spain there was the split among the intellectuals into two irreconcilable camps, the Conservatives and the
Liberals, neither of which advantaged adequate practical solutions to end all strives.
CONSERVASTISM VS LIBERALISM
Frailocracy - Rule of the friars
POLITICAL STRUCTURE DURING SPANISH COLONIAL PERIOD
See other page
ECONOMIC CONTEXT
In the global context Industrialization this generally applied to the extraordinary transformation in the method of:
production, transportation, and communication through the substitution of manual labor to machine.
ENCOMIENDA TO HACIENDA – this is applicable to all Spanish territories
Encomienda and hacienda systems. Labor systems developed by Spain granting large amounts of land to settlers in
the Americas and claiming ownership of all of the resources and of the natives. The encomienda and hacienda
systems developed by an exchange among the natives for work in return for protection and education.
GALLEON TRADE (on slide)
INDULTO DE COMERCIO privilege of provincial governors to engage in and monopolize trade
SOCIOCULTURAL CONTEXTrelated to the different groups of people in society and their habits, traditions, and
beliefs
PHILIPPINE EDUCATIONAL SYSTEM DURING SPANISH TIME
1855 - the year Spain realized the need of establishing a system of public education for the indios.
- this was also the year that Gov. Gen Crespo organized a Commission and recommended remedial measures to
improve elementary education
1861 - the year the Commission completed its report and forwarded it to Spain.
1863 - the year that the Educational Decree of 1863 was issued.
Provisions of Educational Decree of 1863
1. Establishments of Teacher Training School.
2. Government supervises the public school system.
3. Use of Spanish as medium of instruction in all schools.
4. Establishment of one primary schools for boys and for girls in each of major town.
DEFECTS OF EDUCATIONAL SYSTEM DURING SPANISH TIME
1. Emphasis on Religion
>Fear of God was emphasized.
>Obedience to friars was instilled in the mind of the people.
>Indios were constantly reminded that they have inferior intelligence and were fit for manual labor only.
>Will of God was also emphasized.
2. Absence of Academic Freedom
> Most schools were not opened to the natives.
> Students were not allowed to express their opinion.
3. Racial Discrimination
> prior to educational decree of 1863, the schools were not opened to the natives.
> Spaniards hesitated to consider the indios as educable as themselves.
5. Limited curriculum
> Education was limited to the 3Rs, that is, Reading, Writing and Arithmetic
The Philippines of Rizal’s Time
During the time of Rizal, the sinister shadow of Spain’s decadence darkened the Philippine skies. The Filipino
agonized beneath the yoke of Spanish misrule, for they were unfortunate victims of the evils of an unjust, bigoted,
and deteriorating colonial power. Among these evils were as follows: ( in slide)

Socio-Political Environment of the Philippines during the Spanish Regime

1. 1. In the 15th century, Philippines was invaded by Spain and reigned over the Philippines for 333 years,
from 1565 to 1898. Their coming changed our history because of THREE REASONS:1. Through Spain,
we became CATHOLIC.2. We got new and more advanced culture from Europe and Mexico.3. But for the
first time, WE LOST OUR FREEDOM or INDEPENDENCE.
2. 2. Spain established ONE CENTRAL GOVERNMENT in the Philippines. Many independent barangays
of ourancestors disappeared. One government aloneruled most of the country. Thus, for the first timein
history, we became united as one nation called“FILIPINAS”. The rest of the world came to knowour
country by that name.
3. 3. Since Spain was far from thecountry, the Spanish kingruled the Islands through theviceroy of Mexico,
which wasthen another Spanish colony. KING OF SPAINVICEROY OF MEXICO PHILIPPINES
4. 4. When Mexico regained its freedom in 1821, the Spanishking ruled the Philippines through a Governor
General. KING OF SPAIN GOVERNOR GENERAL PHILIPPINES
5. 5. KING OF SPAIN THE COLONIAL GOVERNMENT THE EXECUTIVE BRANCH THE JUDICIAL
BRANCH (Governor General) (Royal Audencia, Residencia, Lower Courts, Governor-General)
PROVINCIAL MUNICIPAL GOVERNMENT CITY GOVERNMENT GOVERNMENT
CORRIGIMIENTO AYUNTAMIENTO ALCALDIA (Corregidor) (Cabildo) (Alcalde Mayor)PUEBLOS
OR TOWNS CABILDO (Gobernadorcillos) City Council •ALCALDE •REGIDORES BARRIOS
•AGUACIL MAYOR(Cabeza de Barangay) •ESCRIBANDO BARRIOS (Cabeza de Barangay)
6. 6. THE POLITICAL STRUCTURE Spain established a centralized colonialgovernment in the Philippines
that was composedof a NATIONAL GOVERNMENT and the LOCALGOVERNMENTS that
administered provinces,cities, towns and municipalities.NATIONAL GOVERNMENT: maintained peace
and order collected taxes built schools and other public works
7. 7. THE GOVERNOR GENERALThe Kings representative and the highest-ranking official in the
Philippines.He had GREAT POWERS. He had the power toappoint and dismiss public officials, except
thosepersonally chosen by the King. He was thecommander in chief of the colonial armed forces.He was
also the president of the Royal Audencia.(Like the Chief Justice of the Supreme Court today)
8. 8.  There were 115 Spanish Governor-Generals in our country.The first one was Miguel Lopezde Legazpi
(1565-1572) andthe last was Diego de los Rios(1898) Diego de los Rios Miguel Lopez de Legazpi
9. 9. The Governor General and other governmentofficials had so much power that it wascommonly
abused.To investigate the abuses, there werebodies created: THE RESIDENCIA THE VISITA THE
ROYAL AUDENCIA
10. 10. THE RESIDENCIAThis was a special judicial court that investigatesthe performance of a Governor
General who wasabout to be replaced. The Residencia, of which the incoming Governor General was
usually a member, submitted a report of its findings to the King.
11. 11. THE VISITAThe Council of the Indies in Spain sent agovernment official called the
VISITADORGENERAL to observe conditions in the colony.The Visitador Generalreported his
findingsdirectly to the king.
12. 12. The highest court in the land during the Spanish times. THE ROYAL AUDENCIA
13. 13. LOCAL GOVERNMENT
14. 14. THE PROVINCIAL GOVERNMENT The Spaniards created Local Government Units (LGU) for the
provinces. There were two types of local government units: ALCALDIA CORRIGIMIENTO Alcalde
Mayor CorregidorThough they were paid a small salary, they enjoyedprivileges such as the INDULTO DE
COMERCIOor the right to participate in the GALLEONTRADE.
15. 15. THE PROVINCIAL GOVERNMENT The ALCADIA, led by the Alcalde Mayor governed the
provinces.DUTIES OF THE ALCALDE MAYOR: They represented the Spanish king and theGovernor-
General They managed the day-to-day operations ofthe provincial government Implemented laws and
supervised thecollection of taxes
16. 16. THE PROVINCIAL GOVERNMENTThe CORREGIMIENTO, headed byCorregidor governed the
provinces thatwere not yet entirely under Spanishcontrol.
17. 17. THE CITY GOVERNMENTLarger towns became citiescalled AYUNTAMIENTO. It became the
center oftrade and industry.The ayuntamiento had a city councilcalled the CABILDOCABILDO is
composed of: ALCALDE (MAYOR) REGIDORES (COUNCILLORS) ALGUACIL MAYOR (POLICE
CHIEF) ESCRIBANDO (SECRETARY)
18. 18. THE MUNICIPAL GOVERNMENTEach province was divided into several towns orpueblos headed
by GOBERNADORDCILLOS(Little Governor)MAIN DUTIES: Efficient governance and
taxcollection.FOUR LIEUTENANTS AIDED THE GOVERNARDORCILLO:the Teniente Mayor (chief
lieutenant),the Teniente de Policia (police lieutenant),the Teniente de Sementeras (lieutenant of the
fields)the Teniente de Ganados (lieutenant of the livestock)
19. 19. GOBERNADORDCILLOS  They had SMALL SALARIES but were exempted from PAYING
TAXES. QUALIFICATIONS: Any NATIVE or CHINESE MEZTIZO 25 years old Literate in ORAL or
WRITTEN SPANISH Cabeza de Barangay for 4 years Ex: Emilio Aguinaldo
20. 20. CABEZA DE BARANGAY (Barrio Administrator or Barangay Captain) Responsible for the peace
and order of the barrio Recruited men for public worksQUALIFICATIONS: Cabezas should be literate
in Spanish. Have good moral character and property. Cabezas who served for 25 years were exempted
from forced labor.