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3 the philippines in the 19th century as rizals context
economic social and political aspects
Bachelor Science in Political Economy (Polytechnic University of the Philippines)
Studocu is not sponsored or endorsed by any college or university
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The Philippines in the 19th Century as Rizal’s Context: Economic, Social and Political Aspects
Intended Learning Outcomes:
The students are expected to:
 Analyze the various social, political,
economic, and cultural changes that
Occurred in the 19th century (CLO 3);
 Analyze Jose Rizal in the context of
his Times (CLOs 1,3);
Time Element: 3 hours
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
Lesson Preparation/ Review/Preview
Watch the film entitled Ganito Kami Noon. Paano Kayo Ngayon?.
Movie
link:
full63583.html
https://pinoytva.ch/watch/ganito-kami-noon8230-paano-kayo-ngayon-
Source: Source: https://medium.com/@mickrory26/ganito-kami-noon-paano-kayo-ngayon-and-the-loss-of-innocencee767ef5a6e73
GEC – LWR (Life and Works of Rizal)
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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.
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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.
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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.
GEC – LWR (Life and Works of Rizal)
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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:
GEC – LWR (Life and Works of Rizal)
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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
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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:
Source:https://en.wikipedia.org/wiki/Colegio_de_San_Juan_de_Letran#/media/File:San-Juande-Letran.jpg
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 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
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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.
Name:
Date:
I.
Activity Name:
Reading and Applying!
Course/Yr/Sec:
Score:
Answer the following questions in not more than five (5) sentences.
1. Why was the 19th century considered a dynamic and creative age?
2. What were the criticisms against the educational system during that period?
Do you agree with them?
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