THE 19TH CENTURY PHILIPPINES AS RIZAL’S

CONTEXT

OVERVIEW
Periods of history has its own story to tell. Thus important events happen that
changes the process and the heroes known today are result of people’s reaction to the
condition of the society that they are into. This module will help you understand the status
of Philippines during the 19th century, explain how Filipinos lived during this period and more
importantly you will learn how it affected the ideals and principles of Rizal.

Activation

PAST IS PAST ???

Reminisce a part of your past where you think you have learned
something and which is still beneficial to your present life.

How do you think this experience in the past mold you into someone
you are now?

Do this activity within 5 minutes and send your answer via voice clip on
messenger gc.

LEARNING OUTCOMES
At the end of this module you are expected to:
Analyze the Social Structure, the Political landscape, Economic Context, Educational
systems and Rizal’s life in his Society.
Value the importance of knowing how the Philippine’s Social Structure, Political
Landscape, Economic Context, and Educational System impact on Rizal’s ideals and
Principles.
Make a Venn Diagram about the Similarities and Contrast of the government during
Spanish period with the present government
Write a reaction paper about the Philippines during the 19 th Century.
LEARNING EXPERIENCES AND SELF-ASSESSMENT ACTIVITIES (SAA)

INTRODUCTION
The 19th century was a dynamic and creative age especially in
the Europe and United States. During this period, such concepts
as industrialism, democracy, and nationalism triggered
revolutionary changes in science, technology, economics, and
politics. These changes enabled men to achieve the heights of
prosperity and dignity.

Although 19th century Philippines was largely medieval, signs

of progress or change were noted in certain sectors. Its social
and economic structure was based on the old feudalistic
patterns of abuse and exploitation of the Indios, Racial
discriminatory practices were oppressive. Intellectual
decadence prevailed and government process did not
respect the needs of the people.

SOCIAL STRUCTURE
Philippine society was predominantly feudalistic. The result of the Spanish landholding
system imposed upon country with the arrival of the conquistadores. Elite class exploited
the masses, fostered by the “master-slave” relationship between the Spaniards and
Filipinos. The Spaniards exacted all forms of taxes and tributes and drafted the natives for
manual labour. Consequently, the poor became poorer and the rich, richer.
The pyramidal structure of the 19th century
Philippine society favoured the Spaniards.
Its apex was occupied by the Spanish
officials, Peninsulares (a Spaniard born
in Spain) and the friars

The middle Class was consisted of the following:

Insulares - Full blood Spaniards born in the Philippines.
Creoles – They are the Mix blood or Combination of
Spaniards and Filipino
Mestizos – they are mixed indigenous Filipinos. Mestizos
are also called in different types:
1. Mestizo de Sangley – person of mixed Chinese and Filipino ancestry
2. Mestizo de Español - person of mixed Spanish and Filipino ancestry
3. Tornatras - person of mixed Spanish, Chinese, and Filipino ancestry
 Illustrados – They were the middle class who were educated in Spanish
and exposed to Spanish liberal and European Nationalists ideas.
The base of the pyramid was occupied by the Indios -
defined as the native indigenous peoples in all the
Spanish America and Asia possessions. During the
Spanish colonial period in the Mariana Islands (17th
through 19th centuries) the Chamorros people were
classified as indios. In the Spanish racial
hierarchy, indios were the lowest-ranked group.
Racial discrimination was prevalent as the Spanish-born Peninsulares were given the
highest offices and positions in society, while the Creoles, the Philippine-born Spaniards,
the half breed or mestizos, enjoyed second priority, and the natives or indios were looked
down upon.

POLITICAL LANDSCAPE
Spain governed the Philippines through the Ministro de Ultramar (Ministry of the Colonies)
established in madrid in 1863. This body helped the Spanish monarchs manage the affairs
of the colonies and governed the Philippines through a centralized machinery, exercising
executive, legislative, judicial, and religious powers. The Government was divided into two:
first is the Central Government in which the Executive and the Judicial Branch reside and
the second is also divided into three minor sectors namely; the Provincial Government,
Municipal Government, City Government.

The Executive Branch

Governor General – appointed by the Spanish Monarch (King of Spain) to head the
central administration in Manila. He was the king’s representative in all state and religious
matters. And as such he exercised extensive powers. He issued executive orders and
proclamations and had supervision and disciplinary powers over all government officials. He
was the Commander-in-Chief of the Armed Forces of the Philippines. He had supreme
authority in financial matters until 1784.He was theoretically responsible for for all
government and religious activities during his term, including petty official negligence and
faulty administration of justice.
The Judicial Branch
Royal Audencia – the highest court in the land during the Spanish era. Served as
an advisory body to the Governor- General. Had the power to check and report the abuses
of Governor General.
Residencia – A special judicial court that investigates the performance of a
Governor-General who was about to be replaced. The Residencia, of which the Incoming
Governor was usually a member, submitted a report of its finding to the King.
Visita – The Council of the Indies in Spain sent a government official called the
VISITADOR GENERAL to observe conditions in the colony. The Visitador General reported
his findings directly to the King.
The Provincial Government
Alcaldias (the provincial government), led by the Alcalde Mayor (Civil
Governors) governed the provinces. They represent the Spanish King and the Governor-
General. They manage the day-to-day operations of the provincial government and
implement laws and supervised the collection of taxes.
The City Government
The larger towns became cities called AYUNTAMIENTO. It became the center of
trade and industry. It has a City Council called CABILDO led by two alcaldes en ordinario
(Mayor and Vice mayor).
CORREGIMIENTO, led by the Corregidor govern the local cities that were not yet entirely
under Spanish control.
The Municipal Government
Each province was divided into several Towns or Pueblos headed by the
Gobernadorcillos (Little Governor). It was the chief executive and chief justice of the town.
Its Main Duty are efficient governance and tax collection. To achieve this duties four
lieutenants aided the Gobernadorcillos:
 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)

The Gobernadorcillos had small salaries

but were exempted from paying taxes.
The Qualifications of this position are: Any
NATIVE or CHINESE MESTIZO, 25 years
old, Literate in oral or written Spanish,
Cabeza de Barangay for 4 years. Emilio
Aguinaldo was once a Gobernadorcillo.
The smallest unit of government was the Barangay or Barrio. Each Barangay was
controlled by the Cabeza de Barangay, whose main responsibility was to maintain peace
and order and to collect taxes in his barrio. The Guardia Civil and cuadrilleros performed
police duties and help maintain peace and order. The Alferez (second lieutenant), usually a
Spaniard, headed the corps of Guardia civil in each town.

EDUCATIONAL SYSTEM
With the coming of Spanish Colonizers, the
European system of education was somewhat
introduced to the archipelago. Aiming to convert
the natives to the Catholic faith and make them
obedient, the Colonial government and the
Catholic Church made religion a compulsory
subject at all levels. The most serious criticisms
against the system were:

1. Overemphasis on religious matters

The power of religious orders remained one of the great constants, over the
centuries, of Spanish colonial rule. The friars of the Augustinian, Dominican, and
Franciscan orders conducted many of the executive and control functions of
government on the local level. They were responsible for education and health
measures. These missionaries emphasized the teachings of the Catholic religion
starting from the primary level to the tertiary level of education.
2. Obsolete teaching methods
Their methods are outdated.
3. Limited curriculum
The students in the primary level were taught the Christian Doctrines, the
reading of Spanish books and a little of the natives’ language. Science and
Mathematics were not very much taught to the students even in the universities.
Aside from the Christian Doctrines taught, Latin was also taught to the students
instead of Spanish.
4. Poor classroom facilities
5. Absence of teaching materials
6. Primary education was neglected
7. Absence of academic freedom
The absence of academic freedom in Spain’s educational system was
extended to the schools that Spaniards established in the Philippines. Learning
in every level was largely by rote. Students memorized and repeated the contents
of book which they did not understand. In most cases knowledge was measured
in the ability of the students to memorize, largely hampering intellectual progress.
 8. Prejudice against Filipinos in the schools of higher learning
In entirety, education during the Spanish regime was privileged only to
Spanish students. The supposed Philippine education was only a means to
remain in the Philippines as colonizers. For this reason, the Filipinos became
followers to the Spaniards in their own country. Even auspicious Filipinos became
cronies, to the extent that even their life styles were patterned from the Spaniards.
9. Prejudice against Filipinos in the schools of higher learning
The friars controlled the educational system during the Spanish times. They
owned different schools, ranging from the primary level to the tertiary levels of
education. The missionaries took charge in teaching, controlling and maintaining
the rules and regulations imposed to the students.

The friars occupied a dominant position in the

Philippines education system for religion was the
main subjects in the schools. Fear of god was
emphasized and obedience to the friars was
instilled in the minds of the people. They were
constantly reminded that they had inferior
intelligence and they were fit only for the manual
labor. These practices resulted in a lack of
personal confidence and a development of
inferiority complex.
At the end of the Spanish period, the College of San Juan de Letran was the only official
secondary school in the Philippines although secondary education was also offered at the
Ateneo de Manila. Seven provinces had private colleges and Latin schools for general
studies, and secondary education for girls was furnished by five colleges in Manila- Santa
Isabel, La Concordia, Santa Rosa, Looban and Santa Catalina.
Upon the end of Spanish Regime, the University of Santo Tomas was the only institution of
university level in Manila. Initially established solely for Spaniards and mestizos, it opened
its doors to Filipino students decades before the end of the Spanish rule.
The Educational Decree of 1863 marked a milestone in the history of education in the
Philippines under the Spain. For the first time, provisions were made for the establishment
of teacher training schools and for government supervisions of the public school system.

ECONOMIC CONTEXT
The country was opened to foreign trade at the end of the 18th century which resulted in the
rapid rise of foreign firms in Manila. This stimulated agricultural production and export of
sugar, rice hemp and tobacco. The number of families which prospered from foreign
commerce and trade were able to send their sons for an education in Europe. Filipinos who
were educated abroad were able to absorb the intellectual development in Europe.
Factors Contributed to the Development of Filipino Nationalism:
 Opening of the Philippines to International Trade and the Rise of the Middle
Class
Manila was opened to foreign trade which brought prosperity to the Filipinos
and Chinese mestizo resulting to the existence of middle class.
 Influx of European Liberalism
Ideas of the enlightened philosophers like John Locke and Jean Jacques
Rosseau, masonry and the French Revolution reached the Philippines.
Liberty, religious freedom, democracy, human rights such as suffrage,
freedom of speech, press and form associations and assemblies.
 Opening of the Suez Canal on November 17, 1869
Connects Mediterranean and red sea; shortened
distance between Europe and Orient
Results: (a) Philippines became closer to
Europe and Spain (b) encouraged European
travelers to come to our country (c) exodus of
literal ideas from Europe to the Philippines (d)
more educated and young Filipinos were able to
study abroad

 Spanish Revolution of 1868 and the Liberal Regime of Carlos Maria Dela
Torre(1869-1871)

Glorious September Revolution of 1868: Queen

Isabela II was overthrown resulting to the rise of
liberalism in Spain. Generals Juan Prim and Francisco
Serrano appointed dela Torre as the governor-general
in the Philippines (true democrat). Most liberal
governor-general walked the streets in civilian clothes
and dismissed his alabaderos (halberdiers) – the
governor’s security guards – and went unescorted.
 Accomplishments:
(1) abolished censorship of the press and allowed unlimited discussions of
political problems and proclaimed freedom of speech
(2) abolished flogging as a punishment
(3) curtailed abuses particularly the tribute and the polo
(4) allowed secular priests to be assigned to vacant parishes or seminaries and
created an office which would prevent abuses by members of the regular
religious orders
(5) reformed the Royal Audiencia to bring about speedier administration of justice
 (6) decreed educational reforms, ordered the setting up of medical, pharmacy,
and vocational schools
(7) created the Council of the Philippines on December 4, 1870 which was a
consultative body to study Philippine problems and propose solutions to them.
 Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and the Execution
of GomBurZa (February 17, 1872)
Monarchy was restored in Spain (Prince Amadeo of Savoy, son of
Victor Emmanuel I) ascended the throne in 1870.
April 4, 1871: Isquierdo became the governor-general; “with crucifix in
one hand and a sword in the other” restored press censorship (b)
prohibited all talk on political matters and secularization of the parishes (c)
disapproved the establishment of arts and trades in Manila (d) dismissed
natives and mestizos in the civil and military service.
→Cavite Mutiny (January 20, 1872)
About 200 Filipino soldiers and workers in
Fort San Felipe mutinied, under the
leadership of Sgt La Madrid; caused by
Izquierdo’s abolition of the exemption of the
Filipino workers from polo and paying
tributes; mutineers were able to kill the fort
commander and some soldiers; mutiny
leaders and participants were arrested and
shot to death

→GomBurZa
fought for the Filipinization of parishes and
champions of liberalism and humanitarianism.
They were charged of sedition and rebellion
due to the false testimony of Francisco Zaldua
(former Bicolano soldier and was bribed by the
Spanish prosecutors to implicate them as the
masterminds of the mutiny). Military Court:
three priests guilty and sentenced them to die
by garrote.

SEEING RIZAL’S LIFE IN HIS SOCIETY

In various social sciences, it is a widely accepted principle that we see the life of an individual
in his/her society, and society in the life of an individual. This is precisely the reason that
19th century Philippines, as Rizal’s society, is discussed here as a preliminary in studying
the hero’s life and works.
One unique feature of Rizal, nonetheless is that he did not only know the valuable
information about his society but also had a quality of mind that helped him use the
information in a way that he could think about what was going on in the world and of what
might be happening within himself . Sociologist call this quality of mind the “sociological
imagination”.

Having this sociological imagination, people can view their inner life and career in terms of
larger historical forces. Those who possess this quality of mind can understand their own
experiences by locating themselves in history; they can recognize the responses available
to them by becoming aware of all the individuals who share the same situation as
themselves.
Rizal had his quality- he knew his place in the greater scheme of things, he understood the
societal forces shaping his life and thus able to respond in ways that benefited others.

SUMMARY

The 19th century Philippines as Rizals Context was focused into four parts – the Social
Structure, Political Landscape, Education System, and Economic Context. Every parts
has important keywords to be remembered.
Social Structure
Peninsulares - a Spaniard born in Spain
Insulares - Full blood Spaniards born in the Philippines.
Creoles – They are the Mix blood or Combination of Spaniards and Filipino
Mestizos – they are mixed indigenous Filipinos. Mestizos are also called in different
types:
Mestizo de Sangley – person of mixed Chinese and Filipino ancestry
Mestizo de Español - person of mixed Spanish and Filipino ancestry
Tornatras - person of mixed Spanish, Chinese, and Filipino ancestry
Illustrados – They were the middle class who were educated in Spanish and exposed
to Spanish liberal and European Nationalists ideas.
Indios - defined as the native indigenous peoples in all the Spanish America and Asia
possessions
Political Landscape
Governor General – appointed by the Spanish Monarch (King of Spain) to head the
central administration in Manila. He was the king’s representative in all state and
religious matters
Royal Audencia – the highest court in the land during the Spanish era. Served as an
advisory body to the Governor- General. Had the power to check and report the abuses
of Governor General.
Residencia – A special judicial court that investigates the performance of a Governor-
General who was about to be replaced
Visita – The Council of the Indies in Spain
VISITADOR GENERAL - government official sent by the Visita to observe conditions
in the colony
Alcaldias – provincial governments
Alcalde Mayor – Civil governors that led the alcaldias and govern the provinces.
AYUNTAMIENTO. The larger towns that became cities that became the center of trade
and industry
CABILDO – City council within the Ayuntamiento that is led by two alcaldes en
ordinario (Mayor and Vice Mayor).
CORREGIMIENTO – council that is led by the Corregidor.
Corregidor - govern the local cities that were not yet entirely under Spanish control.
Gobernadorcillos – the little governor who governs the towns or Pueblos.
Lieutenants aided the Gobernadorcillos:
 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)
Barangay or Barrio - The smallest unit of government
Cabeza de Barangay – the person who control the Barangay or Barrio.
Alferez - second lieutenant, usually a Spaniard, head of the corps of Guardia civil in
each town.
Education System
Friars - occupied a dominant position in the Philippines education system for religion
was the main subjects in the schools.
Serious Criticisms against the Education system :
1. Overemphasis on religious matters
2. Obsolete teaching methods
3. Limited curriculum
5. Poor classroom facilities
6. Absence of teaching materials
7. Primary education was neglected
8. Absence of academic freedom
9. Prejudice against Filipinos in the schools of higher learning
Educational Decree of 1863 - a milestone in the history of education in the Philippines
under the Spain. For the first time, provisions were made for the establishment of
teacher training schools and for government supervisions of the public school system.
Economic Context
Factors Contributed to the Development of Filipino Nationalism:
 Opening of the Philippines to International Trade and the Rise of the Middle
Class
 Influx of European Liberalism
 Opening of the Suez Canal on November 17, 1869
 Spanish Revolution of 1868 and the Liberal Regime of Carlos Maria Dela
Torre(1869-1871)
 Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and the
Execution of GomBurZa (February 17, 1872)

Self-assessment Activities Answer Sheet

Task 1. Using a Graphic Organizer, illustrate the Concepts that tackles the situation during
the 19th Century Philippines as Rizal’s Context. Use the illustration below as your guide in
accomplishing the task. You can add photos connected to each Concepts to emphasize
creativity
RUBRIC FOR GRAPHIC ORGANIZER
# Criteria Ratings
Shows a solid grasp of all the
1 60%
content covered in the topic.
The key words used by the
2 student show a deep
15%
understanding of the content.

The image stands out

3
meaningfully and it is clearly 15%
related to the key idea.
4 Creativity (pictures, colors,
10%
humor)
Task 2. In a Short Essay form show Total 100%
discussed the importance of knowing the Concepts of 19 th Century Philippines to Rizal’s
ideals and principles in life.
Task 3. Make a Venn Diagram about the Similarities and Contrast of the government during
Spanish period with the present government.

Spanish
Present
Period
Government
Government

End of the Module

After learning about the 19th

Philippines Century as Rizal’s Looking Forward!
Context. Write your reflection
For the next module, please watch the
or reaction about the
video through the link below.
significance of this topic to
education as a student and as a
future educator
Video Link:
https://youtu.be/lvzlbAd2Suc
 Self and Module Check

How was your experience? Telle me about it. (Draw your response below)
SELF-EVALUATION MODULE EVALUATION
Module is learner-friendly, comprehensive,
I learned a lot from this module and easy to understand
Module is clear but lack few details
learned just right.

Module has vague points that require

I still need guidance on certain topics. revision.
Module does not cater my learning needs.
I don’t understand anything discussed

References:

https://en.wikipedia.org/wiki/Peninsulares
https://www.slideshare.net/Noctis747/social-classes-12942253

https://www.guampedia.com/indios/
Socio-Political Environment of the Philippines during the Spanish Reg… (slideshare.net)
Historical Foundations of Curriculum in the Philippines (slideshare.net)

Philippines in the 19th Century | dimasalang laong laan (wordpress.com)

Purino Anacoreta, “Rizal the Greatest Filipino Hero” REX Bookstore 856 Nicanor Reyes Street, Manila
Philippines, 2015