LESSON 3:

The Philippines in the 19th Century as Rizal’s Context: Economic, Social and Political
Aspects

Materials
Computer, Student Activity Sheet, MS Access
References:
-De Viana, A. et al., Jose Rizal: Social Reformer and Patriot: A Study of His Life and Times. Rex Bookstore 2018
-Purino, Anacoreta P , Rizal The Greatest Filipino Hero. Rex Bookstore.2015
- Wani-Obias, R. et al. The Life and Works of Jose Rizal. C & E Publishing , Inc. 2018

Intended Learning Outcomes:

The students are expected to:
⮚ Analyze the various social, political, economic, and cultural changes that occurred in the 19 th century (CLO 3);

⮚ Analyze Jose Rizal in the context of his times (CLOs 1,3);

Time Element: 3 hours

Lesson Preparation/ Review/Preview

ACTIVITY 1:

Watch the film entitled Ganito Kami Noon. Paano Kayo Ngayon?.

Movie link: https://pinoytva.ch/watch/ganito-kami-noon8230-paano-kayo-ngayon-full63583.html

Source: Source: https://medium.com/@mickrory26/ganito-kami-noon-paano-kayo-ngayon-and-the-loss-of-innocence-e767ef5a6e73

Follow-Up Questions:

1. Describe the 19th century Philippines as represented in the film.

2. What is the main question that the film seeks to answer?
Concept Notes Presentation

To fully appreciate the details of Rizal’s life, one needs to

locate him within the wider context of the Philippines in the
nineteenth century. This chapter will discuss the changing
landscape of Philippine economy in the 19th century and
describe how these developments had an impact on the
society in which Rizal grew up, matured, and eventually
was martyred.

The Philippines in the 19th century

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
imposed 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 exacted all forms
of taxes and tributes, and
drafted 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
 The pyramidal structure of the 19th century Philippine society favored 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.

● 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

● 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

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:
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. © Old Manila
Nostalgia via Ram Roy
Source: http://arquitecturamanila.blogspot.com/2014/07/university-of-santo-tomas-main-building.html

Guided Practice

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 school s and for
government supervision of the public school system

I. A Simple Recall Test to be sent through a Google Form