19 CENTURY

TH

PHILIPPINES AS
RIZAL’S CONTEXT
NILO LORILLA MAYOR, PH.D
COURSE FACILITATOR
End of Presentation

Thank You!!!
 INTRODUCTION

• The 19th century (1801-1900) was a century of changes

and filled of turning points in our history and identity. It
was this time when a lot of changes happened in aspects
of political, economical and social. The nationalist
sentiments awakened, a propaganda movement started, a
national anti-colonial movement and revolution ignited,
and our independence declare
 • Social Structure

The Filipinos in the 19th century had suffered

from feudalistic and master slave relationship by
the Spaniards. Their social structure is ranked into
three groups:
•Highest class – the people that belong in this
class include the Spaniards, peninsulares and the
friars. They have the power and authority to rule
over the Filipinos. They enjoyed their positions
and do what they want.
The Spanish officials

The Peninsulares (Spaniards who were

born in Spain). They held the most
important government jobs, and made up
the smallest number of the population.
The Friars are members of any of certain religious orders of
men, especially the four mendicant orders (Augustinians,
Carmelites, Dominicans, and Franciscans).
• Middle Class – the people that belongs into this class includes the
natives, mestizos and the criollos.

Natives – the pure

Filipinos
• The Mestizos are the Filipinos of mixed indigenous Filipino or
European or Chinese ancestry.
• The Indios are the poor people having pure blood
Filipin which ruled by the Spaniards.
 • Political System and the Sources of Abuses in the Administrative
System

The Spaniards ruled the Filipinos in the 19th century. The Filipinos became the
Spaniard’s slave. The Spaniards claimed their taxes and they worked under the
power of the Spaniards. Sources of Abuses in the Administrative System:
1.There was an appointment of officials with inferior qualifications, without
dedication of duty and moral strength to resist corruption for material
advancement. Through the power and authority the Spaniards possess, they
collected and wasted the money of the Filipinos.
2.There were too complicated functions to the unions of the church and the
state.
3.Manner of obtaining the position.
Through the power that the Spaniards possess, they had the right to appoint
the different positions. The appointment of positions is obtained by the
highest bidder which is the Governor-general of the country.
4. Term of office
Term of office or term in office is the length of time a person (usually a
politician) serves in a particular office is dependent on the desire of the King
of the country.
5.Distance of the colony
The Spanish officials traveled to various places and the
needs of the Philippines were ignored. They did not put too much
attention to the needs of the other people. There were inadequate
administrative supervisions, they were unable to face and solve the
problems regarding to the Philippines. There were also
overlapping of powers and privileges of officials which made them
competitive.
6. Personal interest over the welfare of the State

7.They were corrupt during the 19th century and the

Alcaldias/Alcalde is considered as the most corrupt over the other
corrupts. The Alcaldias/Alcalde includes the administrators, judges
and military commandants. They usually have P25/mo liberal
allowances and privileges to take a certain percentage of money
from the total amount of taxes. There were also monopoly trades or
business practices known as indulto para comerciar.
EDUCATIONAL SYSTEM

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. Friar control over the system

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.
ECONOMIC DEVELOPMENT AND THE RISE OF FILIPINO
NATIONALISM

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:

1.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.
2. 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.
 3.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
4. 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.
Originally, Rizal’s plan was to take up priesthood
and become a Jesuit father. When he heard of the
martyrdom of GomBurZa, he changed his mind and
swore to dedicate his life to vindicate the victims of
Spanish oppression.