THE LIFE AND WORKS OF JOSE RIZAL STUDENTS’ LEARNING GUIDE

MODULE 2: LESSON 2
SOCIAL BACKGROUND, POLITICAL SYSTEM AND EDUCATIONAL SYSTEM

INTRODUCTION

The 19th century was a dynamic and creative age especially in Europe and the United States.
During this period, such concept 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 processes did not respect the needs of the people.

SOCIAL STRUCTURE

Philippine society was predominantly feudalistic, the result of the Spanish landholding system
enforced upon the country with the arrival of the conquistadores. An elite class exploited the masses,
fostered by the “master- slave” relationship between the Spaniards and the Filipinos. The Spaniards took all
forms of taxes and tributes, and recruited the natives for manual labor. Consequently, the poor become
poorer and the rich, richer.

Source:
https://www.slideshare.net/MsKrabbs19/rizal-in-the-19th-century-philippines

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The pyramidal structure of the 19 th century Philippine society favoured the Spaniards. The Spanish
colonization in the Philippines gave way to the existence of the new social stratification.

 Its apex was occupied by the Spanish officials, the peninsulares, and the friars.
The peninsulares or the Spaniards who were born in Spain and settled in the country occupied the
highest class in the society and the position in government.

 The insulares or the Spaniards born in the Philippines were the second class. Like the
Peninsulares, the Insulares, also enjoyed the luxuries in the Philippines.

 The third class was the Creoles or the mixture of the Spanish and native. The creoles class the
group where Jose Rizal, the Gomburza, and other Filipinos who sought reform in the society during
the Spanish colonization ;

 Its base, by the Filipino majority, the indios.

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.

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POLITICAL SYSTEM

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 Governor General appointed by the Spanish monarch headed 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 commander-in-chief of the Armed Forces of the Philippines. He had supreme authority in financial
matters until 1784.

The Governor General was theoretically responsible for all the government and religious activities during his
term, including petty negligence and faulty administration of justice.

Next to the central government in the hierarchical structure were the provincial governments or alcaldias led
by alcaldes mayors (civil governors); and the city governments called cabildo or ayuntamiento administered by two
alcaldes en ordinario (mayor and vice mayor). The gobernadorcillo, fondly called captain by his constituents, was the
chief executive and chief judge of a town. He was elected at the beginning of every year by a board composed of
members of the town principalia, a body of citizens of high standing, usually made up of the incumbent or ex-cabeza
de barangay.

The smallest unit of government was the barangay or barrio. Each barangay was controlled by a cabeza de
barangay, whose main responsibility was to maintain peace and order and to collect tributes and taxes in his barrio.

The guardia civil and cuadrilleros performed police duties and helped maintain peace and order. The alferez
(second lieutenant), usually a Spaniard, headed the corps of guardia civil in each town.

EDUCATIONAL SYSTEM

For almost three hundred years since the Spaniards established the first settlement in the Philippines, there
was no systematic government supervision of schools. The schools were free to administer their own curricula and
prescribe the qualifications of their teachers.

The most serious criticisms against the system were:

 The overemphasis on religious matters

 The obsolete teaching methods
 The limited curriculum
 The very poor classroom facilities
 The absence of teaching materials such as books in the elementary and high school levels
 Primary education was neglected
 Absence of academic freedom

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 The prejudice against Filipinos in the schools of higher learning

 The friar’s control over the system were also reported

Source:
https://scribblingblues.wordpress.com/2011/02/01/the-philippines-under-the-frailocracy/#jp-carousel-108

The friars occupied a dominant position in the Philippine educational system for religion was the
main subject in schools.

 Fear of God was emphasized and obedience to the friars was installed in the minds of the people.
 Indios were constantly reminded that they had inferior intelligence and were fit only for manual
labor.

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Source: http://tabonwoman.blogspot.com/2009/05/spanish-period.html

These practices resulted in the lack of personal confidence and a development of inferiority complex.

The absence of academic freedom in Spain’s educational system was extended to schools that the
Spaniards established in the Philippines.

 Learning in every level was largely by rote.

 Students memorized and repeated the contents of books which they did not understand.

At the end of the Spanish period:

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Source:https://en.wikipedia.org/wiki/Colegio_de_San_Juan_de_Letran#/media/File:San-Juan-de-Letran.jpg

 The College of San Juan de Letran –only official secondary school in the Philippines. Secondary education
was also offered at the Ateneo de Manila.
 7 provinces had private colleges and Latin schools for
general studies
 Secondary Education for girls was furnished by 5 colleges
in Manila- Santa Isabel, La Concordia, Santa Rosa,
Looban and Santa Catalina.

Up to the end of the 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 University of Santo Tomás Main Building during
the pre-war years SOURCE:
http://arquitecturamanila.blogspot.com/2014/07/univ
ersity-of-santo-tomas-main-building.html

THE PAULINIAN ESSENTIAL ELEMENTS

CUTTING-EDGE, RESILIENT VISIONARIES & INNOVATORS

1.2 Clarify and explain emerging and potential social, economic, political and technological trends
affecting their field and propose feasible ways to incorporate them in their work.
1.3 Develop and propose ideas for innovations in their field, meticulously testing their feasibility and
utility.
1.4 Design creative ways to address challenges in their field that transcend conventional approaches
to dealing with them.
1.5 Explain significant setbacks they have experienced in life and how they have summoned the inner
resources and used “out of the box” thinking and actions to address and overcome them.

AFFIRMATION:

“As a Christ-centered Paulinian, I am a Cutting-Edge, Resilient, VISONARY and INNOVATOR,

demonstrating my creativity and charism.

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 THE LIFE AND WORKS OF JOSE RIZAL STUDENTS’ LEARNING GUIDE

LESSON 1. THE PHILIPPINES IN THE 19th CENTURY AS RIZAL CONTEXT:

SOCIAL BACKGROUND, POLITICAL SYSTEM AND EDUCATIONAL SYSTEM

This lesson explores the Philippines in the 19 th century, and analyses the various social, political,
and educational systems that occurred in the said period. It also analyses Jose Rizal in the context of his
times.

LEARNING OUTCOMES: During the learning session, you should be able to:

1. Analyze the various social, political, economic, and cultural changes that occurred in the 19 th
century;
2. Analyze Jose Rizal in the context of his times.

LEARNING ACTIVITIES:

TASK 1. GUIDED QUESTIONS. The Educational Decree of 1863 marked a milestone in the history of education in
the Philippines under Spain. For the first time, provisions were made for the establishment of teacher training schools
and for government supervision of the public school system.

Instruction: Answer the following questions in not more than five (5) sentences.

1. Why was the 19th century considered a dynamic and creative age?
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2. What were the criticisms against the educational system during that period? Do you agree with them?
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TASK 2. GROUP WORK. Instructions: List down the changes that occurred in the Philippines into four
columns labelled as “POLITICAL ASPECT.” “ECONOMIC ASPECT,” “SOCIAL ASPECT,” and
“EDUCATIONAL ASPECT.” Present your work to class. Analyse if the items listed down were in the correct
columns.

19th CENTURY PHILIPPINES AS RIZAL CONTEXT

POLITICAL ASPECT ECONOMIC ASPECT SOCIAL ASPECT EDUCATIONALASPECT

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PROCESSING. Instructions: Answer the question: What have you learned from the task given? Fill in your
answers in the box provided below.

TASK 1

TASK 2

FORMATION:

The 19th century can be considered a long century in Philippine history because of the numerous changes
that happened during this period, and it further contextualized the life and times of Dr. Jose Rizal.

It can also be noted that iIn various social sciences, it is 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.
THE LIFEOneAND unique
WORKSfeature
OFofJOSE
RizalRIZAL
is having that quality
Pageof8mind that can grasp history in the context of
realities he faced and the connections between the two. He knew his place in greater scheme of things, he
understood the societal forces shaping his life, and thus able to respond in ways that benefitted others.
 THE LIFE AND WORKS OF JOSE RIZAL STUDENTS’ LEARNING GUIDE

SYNTHESIS: Instruction: Summarize your understanding of the topic by using a concept map and draw it
below.

ASSESSMENT. A. Instructions: Create a graphic organizer/ table mapping on the changes in the
nineteenth century Philippines, categorizing social, political and educational changes.

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B. Based on your personal assessment, how were these events in the 19 th century crucial to the formation
of Rizal’s love for his country?

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REFLECTION GUIDE

 What I have LEARNED this week that has helped me do all aspect of this better?
 What I have DONE this week that has made me better at doing all aspects of this?
 How can I IMPROVE at doing all aspects of this is?

ASSIGNMENT: Instructions: Reflect on the importance of a person’s context and his/her awareness of the
various problems in society. What are the different problems in your community today? How do these
problems affect your daily life? How can these problems be addressed by an ordinary student or citizen?

EXPANDED OPPORTUNITIES. Essay.

1. Explain the unique feature of Rizal that was mentioned in the lesson.

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2. Why it is important to study the social and political context of the century Rizal grew up in to
understand his life, thoughts, and works?
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REFERENCES

Crudo, E. R., Guiwa, H.I. & Pawilen, R. (2019). A Course Module: The Life, Works, and Writings of Jose
Rizal. REX Bookstore 856 Nicanor Reyes, Sr. St., Manila, Philippines .

De Viana, A., et. al. (2018). Jose Rizal: Social Reformer and Patriot. REX Bookstore 856 Nicanor Reyes,
Sr. St., Manila, Philippines.

Maήebog, J., et. al. (2018). Life and Works of Rizal: Biography, Writings, and Legacies of our Bayani.
Mutya Publishing House, Inc., 105 Engineering Road, Araneta University Village, Potrero,
Malabon City.

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