Study Guide in HIST 1 First Sem AY 2021-2022

The Formation of Philippine Colonial Society, 1578-1762

Objectives:
1. To find out and explain the various factors that led to the Spanish colonization of the
Philippines;
2. To identify and explain the instruments of pacification and exploitation employed by
the Spaniards;
3. To analyze patterns of Filipino responses to Spanish colonial rule; and
4. To point out the effects of the Spanish colonization of the country.
I. Factors that led to the Spanish Colonization of the Philippines
A. Economic Interests
1. Accumulation of capital and the development of banking in Europe
a. Rise of lending houses (i. e., House of Fugger in Germany and House of
Medici in Italy)
b. Ensuing zeal for more trade beyond the confines of Western Europe
2. The desire for spices
In Europe, spices were in demand to improve insipid European food and to
preserve meat during winter time. Exposure to eastern food and spices grown
in the east changed the Europeans' taste preferences. Desire for spices became
a major motivation for early Portuguese and Spanish expeditions to Asia.
3. The search for new trade routes by Spain and Portugal
a. European trade with Asia was carried through three principal trade (silk)
routes. These routes were dangerous to men and goods, and entailed much
time, money and effort. In 1453, Constantinople fell to the Muslim Turks
and the routes were closed to Europe. However, the sultan of Egypt allowed
the Venetians, who had been allies and supporters of the Muslims against
the Greeks, to use the southern route that ended in Cairo, upon payment of
certain duties. The Venetians thus gained a monopoly in the distribution of
Asian goods to the rest of Europe.
b. Located in the westernmost seaboard of the continent, Spain and Portugal
found it easier to meet the challenges of maritime expansion than the rest of
Western Europe did.
c. Their search for a new trade route was accompanied by a strong missionary
purpose.
B. Political and Religious Concerns
1. The Crusades (1096-1272) originally were a religious adventure to regain the
Holy Land from the Muslims. Later they developed into a highly commercial
enterprise.
a. The Crusades brought the Europeans into close touch with the superior and
sophisticated civilizations of Asia.
b. This contact stimulated not only European interest in Asian culture but also
the demand for its goods and products.
2. The fall of Constantinople (in 1453) to the Muslim Turks
a. On May 29, 1453, the city of Constantinople, which played a vital role in the
trade of Europe with Asia, fell into the hands of Sultan Mohammad II and
his Ottoman warriors.

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b. As a result of this conquest, trade routes to Asia were blocked; hence,

discovery of new routes to Asia became an imperative necessity.
3. The reconquista and Spain's desire to spread Catholicism
a. The reconquista or the movement to destroy Muslim power in the Iberian
Peninsula, ended with the capture of Granada in 1492.
b. The spirit of the reconquista was manifested in the attempts of Spain and
Portugal to colonize and convert Pagan lands to Catholicism.
4. The desire to convert natives to Catholicism was evident in the inclusion of
missionaries in the expeditions.
5. The signing of the Treaty of Tordesillas in 1494
a. This treaty divided the non-Christian lands into two spheres: one for Spain,
and the other for Portugal.
b. The demarcation line was drawn 370 leagues west of Cape Verde Islands. All
lands already discovered and still to be discovered east of the line belonged
to Portugal, and those wests of the line, to Spain.
c. This influenced Magellan to sail westward. In the end, it led him to reach the
Philippines.
6. The leadership of Prince Henry the Navigator of Portugal
a. He inspired the maritime explorations of the 15th century.
b. He gathered about him the best geographers and sailors of Europe.
c. He established an observatory, a chapel (association of sailors) and nautical
school.
d. He sent out expedition after expedition to unchartered waters of the African
coast.
C. Scientific and Secular Pursuits
1. Renaissance - "revival of learning"
a. Aristotle's theory of the sphericity of the Earth
b. Compilation of a 17-volume geography of the world as it was known in the
days of Emperor Augustus, by Strabo, celebrated Roman geographer at the
beginning of the Christian era.
c. The renowned work on world geography by Ptolemy (c. 150 CE), Greek
geographer in Alexandria
d. The infusion of greater life into geographical science by such works.
2. Humanism
Being the dominant philosophy of the 16th century, humanism eroded the
binding power of religion and stressed the development of the mind and heart,
rather than the soul.
3. The discovery and invention of more technologically-advanced navigational
instruments:
a. Mariner's Compass - used by Italian navigators at the beginning of the 13th
century
According to Hookham (1970), the Chinese had known about magnetic
polarity since the 3rd century CE and the compass (in China, a
south-seeking needle) in their trade with Southeast Asia by the early 12th
century CE, several decades before its introduction to Europeans by Arab
mariners.
b. Astrolabe - a device for measuring the elevation of the pole star above the
sea horizon
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c. Portolani - sailing charts made available by the invention of the printing

press.
d. Quadrant - device for measuring altitude
e. Sextant - an instrument for determining the latitude and longitude.
D. Other Factors
1. Early travels to the East
a. Travels of Franciscan fathers like Carpini (1192-1252), William (1215-1270),
Odoric (1286-1331) to Asia which inflamed European interest in the Orient
and its fabled treasures.
b. Travel of Ibn Batuta (1304-1378), Sheikh of Morocco, through India, Malaya
and China, from 1325 to 1353.
c. The travels of Marco Polo in China and Southeast Asia.
2. Early Portuguese and Spanish voyages
a. Discovery of the Cape of Good Hope by Bartholomew Diaz (1487)
b. Discovery of America by Christopher Columbus (1492)
c. Discovery of a route going to Calicut, India by Vasco da Gama (1498)
d. Capture of Goa, India by Albuquerque (1510)
e. Exploration and conquest of the Moluccas and the Malay Peninsula by the
Portuguese (1511)
f. Missionary exploits of St. Frances Xavier in Southeast Asia, Japan and
China
g. Discovery of the Pacific Ocean by Balboa (1513)
3. Improvements in military and in ship-building technology
More seaworthy ocean-going vessels and warships were built.
a. This enabled the European colonizers to organize a well-equipped military
force.
b. It made easy the conquest of the natives through the use of firearms and
cannons.
c. It encouraged the Europeans to organize more expeditions to Asia.
II. The Pacification and Exploitation of the Filipinos by the Spaniards
A. Causes of the Subjugation of Filipinos
1. The military might of the Spaniards
a. The Spanish conquistadores were mostly experienced soldiers.
b. They were well-armed vis-a-vis the natives.
c. The Spanish soldiers wore helmets and body armor.
2. The policy of attraction
a. One of the most effective strategies employed by the Spaniards in obtaining
the support of local chiefs was by exempting them from tributos and polo.
b. The Spaniards bribed the Filipinos by giving them gifts or exempting them
from tributos and polo.
c. They concluded blood compacts with native rulers. The first blood compact
was between Magellan and Kulambo in Limasawa in 1521.
d. Another one with Humabon took place in Cebu in the succeeding days.
e. Legazpi also had a blood compact with Urrao of Samar and Si Katuna and Si
Gala of Bohol in 1565.
3. The method of divide and conquer
a. This was effective in facilitating the conquest of the natives who, in the first
place, lived in fragmented autonomous units called barangays.
b. It made the Spaniards realize that the Filipinos were disunited.
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c. The Spaniards befriended certain groups of Filipinos and used them in

subjugating other natives.
4. The crucial role of Christianity
a. The colonization of the Philippines is viewed as the conquest of the sword
and the cross.
b. Catholic missionaries proved to be effective colonizers when they converted
first the native chiefs and family members to the Catholic faith.
c. The converted natives became fanatics and began to follow blindly the
dictates of the Spaniards.
d. This blind obedience became associated with salvation.
e. The Filipinos began to practice a syncretic blend of religion that is presently
referred to as folk Christianity. The friars allowed the natives to go on with
some folk beliefs and practices like sacrificial offering, use of incense, etc.
5. The lack of unity among Filipinos
a. Early settlements and communities lacked contacts and meaningful
relationship except for occasional trade exchanges. Moreover, barangays
were actually autonomous units.
b. Some barangays warred with each other.
c. Differences were noted between the Islamized inhabitants of Mindanao and
Sulu, and the animistic people of Luzon and the Visayas.
d. The archipelago was characterized by language diversity.
e. National sentiment was non-existent.
6. Filipino hospitality
Because of their sense of hospitality, the Filipinos tried to be friendly with the
Spaniards.
a. The natives' hospitable attitude was indicative of their familiarity with other
groups of people coming from outside the archipelago.
b. The Filipinos' sense of hospitality may also explain their acceptance of the
Catholic religion.
7. The reduccion and plaza complex
a. Christianized natives were required to put up their dwellings in a particular
area where they could be within hearing distance of the church bells (bajo
de la campana).
b. Central to this residential area were the church or the chapel and the plaza.
c. The church and the plaza became the center of all significant activities of
the natives from birth to death, and beyond death.
d. Those who refused to put up their houses in this Spanish-controlled area
were referred to as remontados, cimarrones, ladrones, monteses, or
tulisanes.
e. The church and the plaza became the stage or theater upon which the
natives were magnetized through the fiesta celebration, flores de mayo and
santracuzan, the sinakulo and moro-moro, the tolling of the church bells,
and the explosion of firecrackers.
f. The plaza also became witness to the injustices, oppression and exploitation
suffered by Filipinos in the hands of the colonial masters.
B. Instruments of Exploitation and Control
1. The Encomienda System
The term encomienda is taken from the Spanish verb, encomendar, which
means to entrust or to assign responsibility to a person. In the Philippines, a
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certain area of land/territory with its inhabitants, was assigned to a particular

Spaniard and he was given the responsibility to collect tributo and to utilize the
people in government and church projects.
a. The system became a source of abuse and corruption because the
encomendero was free to raise the amount of tributo to be collected from the
people.
b. The natives who were not able to pay the tributo were forced to flee to the
mountain. These people were called by the Spaniards as remontados or
tulisanes.
c. In times when gold was plentiful and money (reales) was scarce, the
encomenderos collected money; but if there was plenty of money and gold
was inadequate, they collected gold. Thus, at times, the Filipinos were forced
to buy gold to pay for their tributo. Furthermore, if harvest of farm products
was scant, the encomendero collected the products. This forced those who
did not have farms to look for places where they can secure farm products.
2. The imposition of taxes
a. The taxes imposed on the natives were of three kinds: direct taxes that
referred to the tributo and the tax income; indirect taxes that included the
bandala and the custom tax; and the fees that covered products like wine,
tobacco, betel nut, firecrackers and opium.
b. From 1570 onward, the tax was set at 8 reales but one could also pay in
gold, blanket, textile materials, palay, etc. Later the 8 reales was raised to
15 reales. The Filipinos paid the taxes until the 19th century.
c. Aside from the tributo, a special tax of 1/2 real or rice called samboangan or
donativo de Zamboanga was imposed to suppress Moro attacks, particularly
in the Spanish-controlled Zamboanga. This was implemented by the
Spaniards from 1635 up to the middle part of the 19th century.
d. There was also the vinta collected by the Spaniards from 1781 to 1851 to
adequately prepare the vintas in defense of coastal areas from Moro pirates.
e. The collection of tributo continued until 1884 when it was replaced by the
yearly purchase of a cedula personal. The amount of the cedula was based
on the race and social position of the person. The aim of the cedula was
similar to the tributo, and that was to recognize the authority of the king of
Spain.
3. The Polo y Servicios
The Spanish masters initiated steps to create projects for self-enrichment. One
of these was the polo y servicios or forced labor that began in 1580. Native
Indios and mestizos from 16 to 60 years old were forced to work for 40 days
every year. In 1884, labor was reduced to 15 days.
a. The laborers or polistas were made to work in the construction of bridges,
roads, churches and convents, boats, and other projects.
b. The others were sent to the forest to cut trees or to work in mines.
c. The worst cases were of those assigned as rowers of Spanish ships because
this meant long periods of being away from their families.
d. The only way out of the polo was the payment of a falla which was 1 1/2 real
everyday for forty days.
e. The polo led to the decline of communities because of the departure of the
men. Agricultural production suffered because nobody was left to tend the
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farm. The result was starvation and death, and the forced separation of
family members.
f. The polo was also a source of corruption. The officials conscripted polistas in
excess of the number needed by the colonial government. Then, they
pocketed the money paid by those who wanted to evade the forced labor.
g. The natives were also arbitrarily conscripted to serve in the military.
4. The role of the traditional leader
a. The effective control and administration of the Spanish colonial government
would not have been achieved if not for the help of the native leaders.
b. The responsibilities assigned to traditional leaders in the implementation of
the tributo, polo and bandala had put them on the side of the Spaniards.
c. Their use of position to benefit and enrich themselves had brought about a
wide gap between traditional leaders and the people, politically and
economically. In short, the datus who governed became pillars of the
colonial administration by serving as intermediaries.
5. The Manila-Acapulco Trade
The only sea vessel that served to link the Philippines and the Americas before
the 19th century was the Galleon de Manila or Nao de China. In a year's time,
one ship would sail to Acapulco de Juarez and then back to the Philippines.
Another ship would also sail from Mexico to Manila and back.
a. Only a few individuals benefitted from this lucrative trade as it was
established as a monopoly. These were the governor-general, traders, those
with consular duties and rights, the Spaniards residing in Manila, and the
religious orders.
b. The natives did not benefit from the galleon trade. Instead, they suffered
because they were forced to man galleons as sailors and rowers, and in
some cases they built the galleons through forced labor.
c. The Philippines served as transshipment or distribution center.
6. Other government monopolies
To make the colonial economy sufficient for the needs of the Spanish
administration, Governor General Basco started the monopoly on a number of
products, resulting in added suffering for Filipinos.
a. The Ilocanos were adversely affected by the monopoly on tobacco which
started in 1781, and on wine in 1786. For a long time, the Ilocanos had
been cultivating tobacco and they used it anytime they wanted. They also
manufactured basi or sugarcane wine for their own consumption. But with
the introduction of the government monopoly, they were not allowed to do
this anymore. To drink basi, they had to buy from the government.
b. The cultivation and marketing of tobacco was put under the supervision and
control of the Spaniards. The natives were required quotas and were fined if
they failed to follow the requirements of the Spaniards. All their produce had
to be sold to the government, and, practically, nothing was left to them.
c. The payment of tobacco and other products was usually in the form of a
promissory note. This note had to be exchanged at a high discount with
government officials and businessmen who were licensed to sell the needed
products in the province. Most often, these businessmen would sell the
products to common people at exorbitant prices.
d. The farmers were also victims of the dishonesty and cheating of agents of
the government who determined that a particular bundle of tobacco leaves
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was of low grade quality despite its being first class. Then, these agents
would certify to the government that the same bundle of tobacco is of high
quality and they would pocket the excess payment.
e. The most serious effect, especially of the monopoly of tobacco, was
widespread starvation particularly in the Ilocos region. Ilocano farmers were
told to plant tobacco and were deprived of cultivating rice and corn resulting
in a sharp decrease in food production. Another form of monopoly was the
bandala which involved the forced selling of requisitioned products, most
especially palay (unhusked rice), tobacco, and coconut oil. This resulted in
widespread suffering because most of the time, the people did not receive
payment but only promissory notes.
III. Patterns of Filipino Responses to Spanish Rule
A. Initial Resistance and Subsequent Subjugation of Lowland Communities
1. Due to the physical and demographic conditions of the archipelago, the
Spaniards succeeded in eventually subjugating the inhabitants of the coastal
communities in Luzon and the Visayas.
2. The lack of understanding of the natives made it difficult for them to wage an
effective resistance against the Spanish invaders.
3. The areas that came under the effective control of the Spaniards were the
centers of population. The outlying territories remained relatively free of
Spanish control up to about the middle of the 18th century.
B. The Opposition of the "Moros"
1. When Magellan arrived in 1521, the sultanate of Sulu and Maguindanao were
working to extend their influence and control over the coastal areas in the
north.
2. During the time of Legaspi, the strongest opposition to him came from Manila
whose ruler was a Muslim prince, Rajah Sulayman/Soliman.
3. If not for the timely arrival of the Spaniards, it is possible that the whole
archipelago could have fallen under the influence of Islam.
4. Prior to the coming of the Spaniards, there was animosity between the Sultan
of Sulu and the Sultan of Maguindanao. The campaign of the Spaniards
against them, however resulted in their unity and they declared jihad (holy war)
against the foreign invaders and the Christianized Indios. One major outcome
of this was the frequent raids conducted by the Moros on Christianized
settlements of the Visayas.
5. In many cases, on a short-term basis, the Spaniards were successful in their
campaigns but, in the long run, they failed because they did not succeed in
occupying Mindanao and Sulu.
C. The Successful Avoidance of Ethnic Communities
1. Some groups of people fled to the upland areas to avoid Spanish colonization.
Others followed later because of Spanish exploitation and injustices.
2. Through time, the number of people that fled to the mountains increased and
they were not subjected to Spanish influences. Thus, they were able to preserve
their culture.
3. Because the number of those who were put under colonial control was greater
than those who fled and remained free, the latter became known as the
"cultural minority." This "cultural minority" is seldom included in history books
because they led a life outside the control of Spanish colonization.
IV. Effects of the Spanish Colonization of the Philippines
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A. Socio-Economic Results
1. Imposition of the tributo, bandala, and cedula personal.
2. Requirements of polo y servicios.
3. Establishment of government monopolies.
4. Limited agricultural and commercial development.
a. During Gov. Gen. Jose de Basco y Vargas's administration in the late 18th
century, incentives were given through cash prizes and medals of
recognition for achievements in farming indigo, spices, cotton, mulberry for
silk production, bee-keeping, mining and inventions.
b. Through the so-called Royal Economic Society of Friends of the Country
(1780-1895), a ban of slaughtering carabao was introduced in 1782 to
conserve this draft animal. A silversmith and gold beaters guild was formed
in 1783, and the first paper mill was constructed in the Philippines in 1825.
c. As a whole, however, the economic reforms did not benefit the Filipinos.
Instead, they led to more misery because Filipinos were forced to plant
much-prized cash export crops from which they did not have any direct
benefit.
5. Improvements in public utilities and communications
a. The Ferrocarril de Manila a Dagupan (Manila-Dagupan Railroad Company)
was the only railway line in the archipelago. It was 120 miles long, and was
constructed mainly through Filipino labor in the 1890s.
b. Horse-drawn and steam-powered street cars were used in Manila, and the
calesa, tartanilya, carretela and carromata in the capital and elsewhere.
c. Bridges were constructed in many parts of the country.
d. Telephone service in the country began; Manila in 1890 and Iloilo in 1894.
e. Telegraph lines were put up as early as 1872.
f. The public lighting system in Manila was established in 1814, followed by
other cities much later.
B. Political Results
1. Loss of freedom on the part of the Filipinos.
2. The establishment of a highly centralized government and bureaucratic set-up
a. On the national level, the Spanish king governed through the Consejo de las
Indias, and the governor-general, his sole spokesperson and representative.
The seat of power was in Manila.
b. On the provincial level, the alcalde mayor headed the alcaldia or provincia,
the pacified provinces and districts. The unpacified zones or corregimientos,
on the other hand, were headed by corregidores. Only a Spaniard could be
an alcalde mayor or a corregidor.
c. On the municipal level, the "little governor" or gobernadorcillo (later replaced
by the title capitan municipal in 1894) headed the municipio or pueblo. Any
Spaniard, Filipino or Chinese mestizo could be a gobernadorcillo.
d. The barrio government, on its part, rested on the cabeza de barangay whose
main function was the collection of taxes and other contributions.
3. The high influence of the Catholic church on the state
a. The colonial administration of the Philippines was popularly viewed as
reflective of the union of the church and the state. From the very start of the
Spanish occupation of the country, the ecclesiastics were already involved in
administering the affairs of the state. This was because in many occupied
and pacified territories, the only Spaniard present was the Spanish
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friar-parish priest. Thus, by virtue of his position and race, he acted as

representative of the Spanish government and consequently performed the
functions and duties of an administrative official.
b. This particular role of the Spanish priest in colonial administration was
given a de facto recognition because the Spanish king served also as the
royal patron of the Roman Catholic Church. This made him essentially
responsible in advancing Catholicism in the colonies of Spain.
c. The high influence of the church on the state was exposed by Filipino
reformers, among them Marcelo H. del Pilar who referred to the situation in
the Philippines as la soberania monacal (monastic supremacy) or la
frailocracia (frailocracy or rule of the friars), because the Spanish friars or
monastic orders ruled supreme, even over government matters.
C. Educational Results
1. Boy's colleges and secondary schools for both boys and girls were established,
but were initially exclusive for sons and daughters of Spaniards.
2. A free compulsory publicly-supported system of primary schools came with the
Educational Decree of 1863, simultaneous with the establishment of a men's
normal school to prepare future school-masters.
3. A lot of problems, however, confronted the educational system implemented by
the Spaniards in the Philippines. Among those pointed out by Jose Rizal in his
Noli Me Tangere were:
a. absence of basic textbooks
b. lack of school buildings
c. employment of corporal punishment
d. emphasis on rote-learning
e. humiliation of students by teachers
f. lack of opportunity for students to really develop themselves
D. Socio-Cultural Results
1. The adoption of Spanish surnames and first names.
Majority of the Filipinos adopted Spanish names especially as a result of a
decree issued by Gov. Gen. Narciso Claveria in 1849. The decree listed Spanish
family names from which the natives chose their own surnames. This made it
easier for the Spaniards to identify individuals and families for taxation and
other purposes.
2. The change in the manner of Filipino dressing.
One of the more apparent changes was the use by men of trousers in place of
the pre-Spanish bahag. The women, on the other hand, continued to wear
more or less the same pieces of clothing they wore in pre-Spanish times. Hats,
shoes and slippers came into use.
3. The emergence of the mestizo class due to intermarriage and sexual liaison
between the Filipinos and Spaniards.
4. The influence of the Spanish language and the Latin alphabet.
a. The Filipinos, especially those belonging to the upper classes, began to
speak the Spanish language. Even the less fortunate learned to speak a little
Spanish. By and large, Philippine major languages have been influenced by
Spanish terms and phrases.
b. The Latin or Western alphabet also replaced the early syllabary of the
Filipinos, except among a few groups like the Mangyans of Mindoro and the
Tagbanwa and Pala'wan of Palawan.
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c. The Spaniards were not really interested in making most Filipinos learn
Spanish, for that would hasten understanding among the latter and make it
more difficult for the rulers to keep them in subjugation.
5. The adoption of the Gregorian calendar and the Western method of keeping and
counting time.
6. The introduction of Spanish music and dances.
7. The popularity of Spanish dishes like adobo, mechado, puchero, menudo, etc.
8. The over-all cultural alienation of the Filipinos brought about by colonial
mentality.
E. Religious Results
1. The introduction of Roman Catholicism which influenced Filipino life in
profound ways.
Catholicism enhanced monotheistic worship among the Filipinos. Most of the
natives, because of their conversion, went to the same church and observed the
same religious ceremonies and rituals. This brought about increased direct
interaction and facilitated understanding among them. On the other hand, the
spread of Catholicism widened the gap between its followers and the Muslims
and those who remained independent from Islamic and Spanish rule.
2. The holding of Catholic fiestas and other religious holidays.
Although fiestas provided amusement and rest for the people and provided
occasion for getting together, they were frequently costly affairs. Thus, many
Filipino families spent in a single day a part of the whole of their savings during
the year.
3. The construction of churches and convents.
The spread of Catholicism brought about the necessity of putting up churches
and convents which made effective use of native labor through the polo.
4. The advent of religious literature and art.
a. The kind of literature and art that developed in the Philippines during the
Spanish period was mostly religious in character.
b. Among the types of literature were the cenaculo, a religious play which
depicted the passion and death of Christ; the comedia, a cloak-and-dagger
play; the moro-moro, a melodrama involving clashes between the Christians
and the Muslims; the awit and the corrido, or metrical romances; and the
pasyon.
c. Forms of art such as painting and sculpture, on the other hand, were used
chiefly for religious purposes.
d. The best Filipino sculptures devoted their talents to images or scenes
depicting religious themes.
References:
Cushner, Nicholas P. Spain in the Philippines: From Conquest to Revolution. Quezon City:
Ateneo de Manila University Press, 1973, pp. 101-152.
Funtecha, Henry F. and Melanie J. Padilla. A Study Guide in Philippine History for
Teachers & Students. Iloilo City: Mindset Publishing, inc., 2000.
De La Costa, Horacio. Readings in Philippine History: Selected Historical Texts Presented
with A Commentary. Quezon City: Bookmark, 1965, pp. 44-64, 65-97.
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Phelan, John Leddy. The Hispanization of the Philippines: Spanish Aims and Filipino
Responses, 1565-1700. Madison: University of Wisconsin Press, 1959, pp. 72-89,
93-104, 105-135, 137-152.

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