2. OBJECTIVES
At the end if the unit, the students will be able to:
1. Appraise the link between the individual and
society.
2. Understand Jose Rizal in the context of his time.
3. Analyze the various social, political, economic
and cultural changes that occured in the 19th
century.
4. Many scholars consider the 19th century as
an era of profound change in the
Philippines. During this period, vast
economic, political, social, and cultural
currents were felt.
5. Jose de Basco y
Vargas
He is the first Governor-
General who arrived in the
Philippines under the
Bourbon mandate after the
shift from Habsburgs
dynasty.
6. By the time Basco arrived, the Galleon
Trade which was a form of trade between
the Philippines and Mexico. The galleons
would sail to Mexico loaded with goods and
return to the Philippines carrying the
payment in silver.
The galleon which was the main economic
institution existing in the Philippines, was
already a losing enterprise.
7. Basco then viewed greater
opportunity into the
agricultural potential of the
Philippines by being export-
oriented, harnessing the
agricultural products which
established the Royal
Philippine Company in
1785.
8. Royal Philippine Company
The company fraught with issues of mismanagement
and corruption with the resistant of the Catholic
Church who are still holding in to the Galleon Trade.
Basco lifted a ban on Chinese merchants that:
a. reinvigorated internal trade;
b. initialize the development of cash crop farms;
c. policies that opened Manila to foreign markets;
d. established the Tobacco Monopoly
9. Mexican War of
Independence
By 1810, the Mexican War of
Independence rattled the
Spanish empire which led to the
loss of their precious Latin
American colonies that also
affected the Philippines and the
eventual closing of Royal
Philippine Company but opened
Manila to world trade by 1834.
10. Opening of World
Trade
The opening of Manila to
world trade resulted to foreign
merchants and traders to act
as the financing and
facilitating of the agricultural
cash crop, export-oriented
economy through their major
investors from British and
America.
11. By the first half of the 19th century, majority
of the exports of the Philippines came from
cash crops like tobacco, sugar, cotton,
indigo, abaca, and coffee.
As the provinces shifted to cultivating of cash
crops, land ownership and management
became the problem. The small
landowners/farmers felt the pressure while
the hacenderos grabbed the opportunity.
12. It is an agreement that allowed a landowner to
sell his/her land with the guarantee that he/she
could buy the land back at the same price.
However, it became difficult to buy back tha land
sold to the hacenderos due to the continous
increase of demand of the economy and the the
renewals of the sale that buried the farmers to
indebtedness that made them forfeit their land
and become tenant farmer or kasama.
Pacto de Retroventa
13. Land acquisition became a
form of land-grabbing.
As the growing economy
required better management of
lands, inquilinos emerged,
renting land to sublet it to
smaller farmers which brough
change to the social
stratification in the countryside.
15. Chinese and Chinese Mestizos changed the
economy eversince the pre-colonial times as one
of our first traders even during the height of
Galleon Trade.
The influx of Chinese settlements in the
Philippines made Spaniards suspicious which led
to stringent rate policies towards the sangley
ranging from higher taxes, the restrictionof
movement with the establishment of Chinese
enclave or Parian, to actual policies of expulsion.
16. Chinese Mestizos
Eventually and gradually,
Chinese became integrated
into colonial society, giving rise
to intermarriages with indios
that gave birth to Chinese
Mestizos that influenced in the
change in the economy by
purchasing land, accumulating
wealth and influence.
18. The economic developments, precipitated
social, political, and cultural development as
well.
The new economy demanded for a more
literate population that required all towns to
set up primary schools issued by the Colonial
Government Order in 1836 that soon
mandated free primary education through the
passage of an educationa decree in 1863.
20. Gov-Gen
Narciso Claveria
He is the one who urged the people
in the colony to adopt surnames.
With the catalogos de apellidos
drawn up, that gave people
surnames and forbade them to
change it at will. People should also
have a cedula personal bearing
one’s name and residence as one
of their surveillance mechanism
carried out by the guardia civil.
22. The Philippine society felt the imoact of the
developing economy. As a result, social
relations underwent redifinitions and
changing dynamics brought about a
renegotiation of social stratification with the
growing relevance of the mestizo
population.
23. Peninsular
Pure-blooded Spaniards born in thr Iberian
Peninsula (i.e., Spain)
Insular Pure-blooded Spaniards born in the Philippines
Mestizos
Born of mixed parentage, a mestizo can be:
Spanish Mestizo- one parent is Spanish, the
other is a native; or
Chinese Mestizo- one parent is Chinese, the
other is a native
Principalia
Wealthy pure-blooded native supposedly
descended from the kadatoan class.
Indio Pure-blooded native of the Philippines
Chino Infiel Non-Catholic pure-blooded Chinese
24. As the Spaniards lost economic power, they
asserted dominance by virtue of their race
that brought complications with the rising
principalia and mestizo populations were
the elites of the said population demanded
social recognition that the pure-blooded
Spaniards had consistently denied to them.
26. Spanish Colonial
Government
a. From 1565- 1821, the Philippines was
indirectly governed by the King of Spain
through Mexico.
b. From 1821 when Mexico obtained their
freedom from Spain, to 1898, the Philippines
was ruled directly from Spain.
27. Government in the
Philippines Unitary
The government which Spain established in the
Philippines was centralized in structure and national in
scope.
The barangays were consolidated into towns or pueblos
headed by the governadorcillo (little Governor)/ capitan.
Towns into provinces headed by a governor who
represented the Governor General in the province.
28. Spanish Centralized System
Governor-General
Provincias ( provinces) headed by the Alcalde Mayor
Cabildos (cities) headed by
2 Alcaldes
Pueblos (municipalities)
headed by
Gobernadorcillos
Barrios (barangays) headed by Cabeza de Barangay
29. Governor General
Powers of the government were actually exercised
by the Governor-General who resided in Manila.
He had executive, administrative, legislative, and
judicial powers.
The first Spanish Governor- General in the
Philippines was Miguel Lopez de Legazpi (1565-
1571)
31. There are lots of criticisms received in
the educational system of the
Philippines in the late 19th century.
Below are the following:
32. - 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.
Overemphasis on religious
matters
34. - 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.
Limited curriculum
35. • Poor classroom facilities
• Absence of teaching materials
• Primary education was
neglected
36. - 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.
Absence of academic freedom
37. - 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.
Prejudice against Filipinos in the
schools of higher learning
38. - 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.
Friars control over the system
40. The Philippines, being part of the wider Spanish
empire, underwent changes when the Spanish
Crown also had a dynastic shift in the 18th Century
that gave birth to Bourbon reform that brought new
policies and economic reorientation for the colonies
which paved the way to the opening of Manila to
the world trade. The development saw the
emergence of mestizos and principalia classes that
asserted their relevance to the society.
Conclusion
41. Thus, it is not surprising that mean like Jose Rizal
flourished in the 19th century that grew up in a
society in transitions and by the time he matured,
he could reap the benefits of the changes that
were happening. As he was exposed to higher
education, he would realize that as much as
economic development was a reality, so was the
rising of inequality and worsening conditions for
the majority of the population.
Conclusion
