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19th Century Philippines as Rizals Context The Many sided
personality of Rizal
Financial management (San Jose Community College)
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Republic of the Philippines
San Jose Community College
Province of Albay
nd
2 Semester / AY. 2021-2022
Prepared by:
DANILO R. BALLESTER JR.
College Instructor
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The Philippines in the 19th Century as Rizal’s
Context
Economic and Political Development
▪The brief occupation of Manila by British forces in 1762-1764 and
the rapid development of economies in Europe made Spanish
administrators in the colony rethink their policies so as not to get
left behind by their neighbors and to prevent another incident to
happen again in the future.
Notable reforms were the abolition of the Galleon trade
and the opening of the Philippines to world trade in 1830,
which enabled the increase in economic activities in the country,
the entry of firms from other European states, and the entry of
foreign ideas through books and other printed media. Ideas of the
enlightened philosophers like John Locke
and
Jean
Jacques
Rosseau, masonry, and the French Revolution reached the
Philippines; as well as the ideals of liberty, religious freedom,
democracy, human rights such as suffrage, and the freedom of
speech, press and form associations and assemblies
Rizal was able to read various European literatures such as
Alexander Dumas’ The Count of Monte Cristo and the Three
Musketeers. Andres Bonifacio was able to read literatures on the
French revolution that later on influenced some of the works of both
individuals. Queen Isabela II was overthrown in September
Revolution of 1868 resulting to the rise of liberalism in Spain.
Generals Juan Prim and Francisco Serrano appointed dela Torre as
the governor-general in the Philippines. Most liberal governorgenerals walked the streets in civilian clothes and dismissed their
alabaderos (halberdiers)—the governor’s security guards—and
went unescorted.
In the Southern Tagalog areas, brigandage and tulisanes
increased
their
robbing, kidnapping, and pillaging activities,
prompting the colonial government to create the Guardia Civil in
1868. The opening of the Suez Canal, which connects
Mediterranean and Red Sea, on November 17, 1869 shortened
the distance between Europe and Orient and resulted to:(1)
Philippines
became
closer
to
Europe
and
Spain;
(2)
European
travelers
were encouraged
to
come
to our
country; (3) exodus of literal ideas from Europe to the
Philippines; and (4) more educated and young Filipinos, called
ilustrados, were able to study abroad.
The end of Spain’s wars with the Dutch and the British, as well as
the nullification of the slave raiding activities of the Moro, also led to
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the development of agricultural lands and the discovery of new
frontiers in the Philippines which created a change in the social and
economic class in the country, with the principalias and mestizos
benefitting from these changes hence the emergence of local elites.
Rizal’s family was considered one of the local elites in Laguna. Gap
between the local elites and poor and marginalized sectors in the
country continued which led to different revolts such as the Basi
Revolts in Ilocos Sur and Ilocos Norte during the early 19th century.
Monarchy was restored in Spain. Prince Amadeo of Savoy, son of
Victor Emmanuel I ascended the throne in 1870. On April 4, 1871,
Isquierdo became the governor-general; “with crucifix in one hand
and sword in the other” restored press censorship. He prohibited all
talk on political matters and secularization of the parishes,
disapproved the establishment of arts and trades in Manila, and
dismissed natives and mestizos in the civil and military service. In
the 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, hence, mutiny leaders and participants were arrested and
shot to death.
Gom-Bur-Za 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). The Military
Court sentenced the three priests guilty and 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 Gom-Bur-Za, he
changed his mind and swore to dedicate his life to vindicate the
victims of Spanish oppression. Movements such as the Cofradia de
San Jose in Tayabas, Quezon on the other hand had more religious
overtones that challenged the dominance of the Catholic Church
and the discrimination between the religious orders and secular
priests.
Sources of Abuses in the Administrative System
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 that
the Spaniards possessed, they collected and wasted the money of
the Filipinos.
There were too complicated functions to the unions of the church
and the state. Through the power that the Spaniards possess, they
had the right to appoint the different positions. The appointment of
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positions is obtained by the highest bidder which is the governorgeneral of the country. Term of office or term in office is the length
of time a person (usually a politician) serves in a particular office
and is dependent on the desire of the King of the country. Because
of the distance of the colony, 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. Officials chose personal interest over the welfare of the
State.
They were corrupt during the 19th century and the alcaldias
(alcalde) is considered as the most corrupt over the other corrupts.
The alcaldias include the administrators, judges and military
commandants. They usually have P25/month liberal allowances and
privileges totake a certain percentage of money
from the total
amount of taxes. There were also monopoly trades or business
practices known as indulto para comerciar.
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, middle
class, and lowest class. The highest class consisted of the
Spaniards (including Spanish officials), peninsulares(Spaniards who
were born in Spain and held the most important government jobs,
and made up the smallest number of the population), and the
friars (members of any of certain religious orders of men,
especially the four mendicant orders, i.e. Augustinian Carmelites,
Dominicans, and Franciscans). They have the power and authority
to rule over the Filipinos. They enjoyed their positions and do what
they want.
The
middle class
included the natives (pure Filipinos),
mestizos (Filipinos of mixed indigenous Filipino or European or
Chinese ancestry), and the criollos (a full-blooded Spaniard born in
the Philippines). The lowest class included the Filipinos only. Also
called Indios or the poor people having pure blood Filipino who were
ruled by the Spaniards.
Educational System
There are lots of criticisms received in the educational system of the
Philippines in the late 19th century. There was an 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
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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. Obsolete teaching methods were
practiced. They had a 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. There were poor classroom facilities.
There was an absence of teaching materials.
Primary education was neglected
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. There was an evident 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 lifestyles were patterned from
the Spaniards. Friars have 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.
ASSESSMENT TASK
1. How did the economic, political, educational and social
changes affect the lives of Filipinos during the 19th century?
2. How
did
the
educational
reforms
provided
by
the
Spaniards help in shaping the nationalistic consciousness of
Filipinos during that time?
3. Based on your personal assessment, how were these events in
the 19th century crucial to the formation of Rizal’s love for his
country?
4. What are the pressing issues that Filipinos face during the
Spanish rule? Are these issues still faced by Filipinos today? If so,
how?
The Many-Sided Personality of RizalPage 5 of 14
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Actor
Rizal acted as a character/model in Juan Luna’s paintings and
acted in school dramas.
Agriculturist
Rizal had farms in Dapitan, Zamboanga del Norte where he planted
lanzones, coconuts and other fruit-bearing trees.
Ambassador of Good Will
His friendliness, goodwill and cultural associations with friends in
different parts of the world entitled him as one.
Animal Lover
As a small boy, Rizal loved animals including birds, fish, insects, and
other specimens of animal life. Fowls, rabbits, dogs, horses, and
cats constituted his favorites. As much as possible, he did not wish
fowls to be killed even for food and showed displeasure in being
asked to eat the cooked animal. The family garden in Calamba
abounded with insects and birds native to the Calamba environs. He
wrote about and sketched animals of the place she had toured.
Anthropologist
He made research on the physical and social make up of man.
Archeologist
He acquired his knowledge of archaeology from his reading of books
on history and archaeology. During his exile in Dapitan, Rizal
explored the caves, inlets and mountains near the town. He made
his greatest archaeological discovery in Lumanao Hill. On the
summit and slope of this hill, he excavated several relics of the
past. Among these relics were the ancient Chinese porcelain dating
back to the "Sung Dynasty", specimens of jewelry, and an old
bronze Catholic medal. Rizal studied these archaeological findings
and proved that Lumanao Hill was an old burial place of the first
Chinese Christian settlers in Mindanao. He made a sketch of the hill
showing the excavation sites.
Book lover
He had a big library and brought many books abroad and frequently
visited libraries in Great Britain, Germany and France.
Botanist
Rizal maintained a garden in Dapitan where he planted and
experimented on plants of all kinds. His diaries contained detailed
description and sketches of plants, flowers and fruitshe saw in the
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places he visited. He wrote poems on flowers he like very much,
such as his poem To the Flowers of Heidelberg. His favorite flower is
the light blue forget-me-not.
Businessman
He partnered with Ramon Carreon in Dapitan and ventured in
fishing, copra and hemp industries.
Cartographer
He drew maps of Dapitan, the Philippines, and other places he
visited.
Chess Player
He played chess with almost anyone, foreign and local players, and
ironically includingthe Guardia Civil.
Citizen of the world
His extensive travels and multitude of friends in Europe, Middle East
and Asia made him one.
Commentator
Rizal always expressed and published his personal opinion.
Conchologist
He had a good shell collection in Dapitan.
Educator
Rizal built and taught in his special school in Dapitan.
Ethnologist
In his travels, Rizal was able to compare different races and he
noted their differences.
Father of community school
He proposed college in Hong Kong and put up a special school in
Dapitan.
Fencer
He fenced with Juan Luna and other friends in Europe, which he
learned during hischildhood.
Freemason abroad
He was member of La Solidaridad Lodge in Spain.
Horticulture and farmer
He experimented on and cultivated plants in Dapitan.
Historian
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His annotation of Antonio de Morga’s Sucesos de las Islas Filipinas
entitled him as one. ▪
Humorist
There are many humorous incidents in Noli Me Tangere and El
Filibusterismo.
Ichthyologist
He collected 38 new varieties of fish in Dapitan.
Japanophile
His admiration of Japanese traits and his knowledge of her language
proved he was one.
Journalist
He authored and published many articles in Spanish and English.
Linguist
He spoke over 20 foreign languages.
Lover of truth
He chided Spanish writers for not writing the truth about the
Filipinos. He was always truthful since boyhood.
Musician
He played the flute. He also composed pieces of music and
cultivated music appreciation.
Mythologist
Rizal used mythology in his Noli Me Tangere and El Filibusterismo.
Nationalist
He gave full expression of the native spirit strengthened by world
civilization, and loved and defended everything Filipino.
Newspaperman
He wrote and published articles in many publications and was one
of the organizers of the La Solidaridad.
Ophthalmologist
He graduated in an ophthalmologic college in Spain.
Pharmacologist
Rizal treasured and popularized the usefulness and preparation of
cures for treatment of his patients. Rizal experimented with drugs,
but he was never a drug addict even though during his time they
can be easily bought over the counter. He did not for the sake of
science.
Philosopher
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Rizal not only loved wisdom but also regulated his life and enjoyed
calmness of life at all times.
Physician
He treated several patients afflicted not only with eye diseases. He
even put up clinics indifferent places.
Plant lover
As a child, Rizal spend most of his time in the family garden which
was planted with fruit trees, shrubs, and decorative trees. His
diaries contained detailed descriptions and sketches of plants,
flowers, and fruits he saw in the places he visited.
Poet
Rizal wrote over 35 poems including his famous Mi Ultimo Adios.
Politician
Although Rizal did not engage in politics, he exposed the evils of the
political activities of the Spaniards in the Philippines through his
writing.
Proofreader
In Germany, he worked as a part-time proofreader to earn money.
Propagandist
As a reformer, Rizal encouraged the recommendation of
improving
the
government entities and discouraged abuses
through publishing articles.
Public relations man
He worked for better cooperation of rulers and subjects in his
country.
Reformer
He published the modern methods of government administration so
changes could be made.
Researcher
Being a wide reader, he compared the old and new practices in life.
Revolutionist
Rizal encouraged reforms, discouraged old impractical usage, and
desired new and useful laws to benefit his countrymen. He desired
change for the better.
Rhetorician
Rizal always practiced the art of persuasive and impressive
speaking and writing.
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Rural reconstruction worker
He practiced and succeeded rural reconstruction work in Dapitan in
1894.
Sanitary engineer
He constructed a water system in Dapitan.
Scientist
Rizal’s practice of many sciences here and abroad made him a
noted scientist.
Sculptor
He did many statuettes and figurines of religious icons, priests,
animals, and individuals.
Sharp shooter
He could hit a target 20 meters away.
Sociologist
In Rizal’s study of Philippines social
encouraged and introduced solutions.
problems, he always
Sodalist
He always joined fraternities, associations, and brotherhood for selfimprovement.
Tourist
He was considered the foremost tourist due to his extensive travels.
He traveled around the world three times.
Tuberculosis expert
A time came in his life that Rizal had tuberculosis. However, he did
not seek any help from doctors because he was able to cure himself.
Zoologist
He was fond of pets. He researched later on their physiology,
classification, and habits.
ASSESSMENT TASK
1. Compare yourself with Rizal. In what way(s) or personality
(ies) are you the same with each other? Explain your answer.
2. Choose one personality from the list of Rizal’s personalities.
If Rizal is still alive, how do you think he could be able to help
the country at the present time? Explain your answer by citing
current events.
and of the natives. The encomienda and hacienda systems
developed
an exchange among the natives for work in return of protection and
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education
19th century was the era of challenges and responses.
It is the period of major changes that affect man & society.
Age of enlightenment.
ACTIVITY : Discuss the
following questions
below to the class.
1. Why is there a
need to study the life
and works of Jose
Rizal?
2. Reasons why Jose
Rizal was chosen and
declared as Philippine
National Hero.
3. Basis used by the
Commission in
choosing the National
Hero.
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Direction: Answer the
crossword puzzle
below to test your
memory and prior
knowledge
about Jose Rizal.
2. THE 19
TH
CENTURY
PHILIPPINES
Social Structure
- The Philippine
society was
predominantly
feudalistic.
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- This was the result of
the Spanish land
holding improved
upon the country with
the
arrival of the
conquistadores.
- The indios (natives)
were exploited by the
elite class
- They were drafted
for manual labour.
- The Spaniards
exacted all forms of
taxes and tributes.
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 Peninsulares- friars,
Spanish officials
 Insulares- favored
natives, mestizos,
creollos
Political Syste22
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