1. 1.

Spain and the Philippines in the 19th Century

2. 2. Political Instability in Spain Canovite system/ rotativism
3. 3. Abandonment of Mercantilism laissez-faire policy Encomienda System
4. 4. Social Structure Administrative Organization Educational System
5. 5. Administrative Organization Spain established a centralized colonial government that was
composed of a NATIONAL GOVERNMENT and the LOCAL GOVERNMENT that
administered provinces,towns,cities and municipalities Spanish Crown(The Monarchy of
Spain) through Ministry of Colonies
6. 6. King of Spain THE EXECUTIVE BRANCH (Governor-General) Barrios (Cabeza
deBarangay) CITYGOVERNMENT AYUNTAMIENTO (Cabildo) Pueblos (Gobernadorcillos)
PROVINCIALGOVERNMENT ALCALDIA (Alcalde Mayor) THE COLONIALGOVERNMENT
THE JUDICIAL BRANCH (Royal Audiencia, Residencia, Lower Courts, Governor-General)
MUNICIPAL GOVERNMENT CORRIGIMIENTO (Corregidor) Barrios (Cabeza deBarangay)
Cabildo CityCouncil Alcalde Regidores Aguacil Mayor Escribando
7. 7. Executive Branch Governor-General(GobernadoryCapitán General) Salary: 40,000 pesos
 head of the Spanish colonial government  Appointed by the Spanish monarch 
Representedthe crownin all governmental matters  Vice RoyalPatron overreligious affairs 
- He could nominate priests for ecclesiastical administration of the parishes  Commander-
in-chief of the colonial army  Supervised all government offices and collection of taxes
8. 8. Governor-generalas the Chief Executive of the colonial government  Had the powerto
appoint and dismiss public officials, exceptthose personally chosen by the King  Ex-officio
presidentof the Royal Audiencia (SupremeCourt)  Has legislative powers,he can legislate
laws for the colony  ActosAcordados-laws enacted by the governor-general Executive
Branch
9. 9. Qualification: Must be apeninsulares or a Spaniardborn inSpain Executive Branch
10. 10. Alcaldias(Provinces) Head: Alcalde Mayor/ provincial governor Salary: 300 pesos-2000
pesos before1847 1500 pesos-1600 pesosafter 1847 • Exercises executive and judicial
functions • Most corrupt unit in local government due to indulto decommercio • Manages the
day-to-day operations of the provincial government • Implements laws and supervised the
collection of taxes Provincial Government
11. 11. Qualification: Must be an Insulares or Spaniard bornin the Philippines Provincial
Government
12. 12. Pueblos(Towns) Head:Gobernadorcillo/town mayor Salary: 24 pesos
(exemptedfromtaxation) Atfirst,he was electedby allmarriedmales.In the19th century,
hewas votedby 13 electors. Prepares thetributelist(padron), recruitmentand
distributionofmenfordraft labor, communalpublicwork and militaryconscription (quinto),
postalclerk andjudgein minor civilsuits Intervenes in all administrativecases pertainingtohis
town:lands, justice,financeand themunicipalpolice Provincial Government
13. 13. Qualifications: Any native/ Chinese mestizo At least 25 years old Literate in oral
orwritten Spanish A CabezadeBarangay of 4years Provincial Government
14. 14. The officialsof the pueblo weretaken from the Principalía,the noble classof pre-
colonialorigin. Their namesare survived by prominent familiesin contemporary
Philippinesociety such as Duremdes, Lindo, Tupas, Gatmaitan, Liwanag,
Pangilinan,Panganiban, Balderas,and Agbayani, Apalisok, Aguinaldo to name a few.
Provincial Government
15. 15. Emilio Aguinaldo a Chinese Mestizo andwho was the Gobernadorcilloof Cavite El Viejo
(nowKawit). Provincial Government
16. 16. Barrios(Barangays) Head: Cabeza deBarangay/ BarrioAdministrator Maintain peace and
order Collect taxes and tributes in the barangay Responsible for peace and order and
recruitedmenfor communal public works Provincial Government
17. 17. Qualifications: Literate in Spanish Has good moral character Cabezas who servedfor
25 years were exemptedfrom forcedlabor. Provincial Government
18. 18. Corregimiento Head: Corregidor Governed the provinces that werenot yet entirely under
Spanish control Municipal Government
19. 19. Ayuntamiento/ City Head: Cabildo/ City Council City mayor/ Alcaldeenordinario
Councilors/Regidores Chiefconstables/ Aguacilmayor Secretary/ Escribano City Government
20. 20. King of Spain THE EXECUTIVE BRANCH (Governor-General) Barrios (Cabeza
deBarangay) CITYGOVERNMENT AYUNTAMIENTO (Cabildo) Pueblos (Gobernadorcillos)
PROVINCIALGOVERNMENT ALCALDIA (Alcalde Mayor) THE COLONIALGOVERNMENT
THE JUDICIAL BRANCH (Royal Audiencia, Residencia, Lower Courts, Governor-General)
MUNICIPAL GOVERNMENT CORRIGIMIENTO (Corregidor) Barrios (Cabeza deBarangay)
Cabildo CityCouncil Alcalde Regidores Aguacil Mayor Escribando
21. 21. Union of Church and State  Spanish friar- supervising representative of the Spanish
government for all local affairs  He was practically the ruler of town as he was the local
 inspector, health inspector, prison inspector, inspector of the accounts of the
gobernadorcillos and cabeza de barangays.  His approval was required in census lists, tax
lists, list of army conscripts, and register of births, deaths and marriages.  Frailocracia- fear
of thecivil authorities to the friars
22. 22. GuardiaCivil- organizedin 1867, a corps ofnative policeunder the leadershipof Spanish
officersfor the purpose of dealingwith outlaws and renegades In 1880, it was the most
fearedinstrument ofsummaryarrestsof individuals identifiedby the friarsas filibusterosor
enemies of the government and erehesor enemies of the Catholic Church Union of Church
and State
23. 23. Residencia Investigates the performanceof aGovernor-General who was about to
bereplaced. The incomingGovernor-Generalwas usually a member, submits a report
offindings to the King.
24. 24. Visita The Council of Indies in Spain sent a government official called the
VisitadorGeneral to observe conditions in the colony. Union of Church and State
25. 25. Royal Audiencia Highest court in the land Served as an advisory bodyto the
Governor-General, checksand reports his abuses Audits the expenditures ofthe
colonialgovernment Sends a yearly report to Spain
26. 26. SUMMARY Spanishadministrationwascorrupt andinefficient. Owingto thedistanceof
thePhilippines fromSpain, thegovernor-general exercised absolutepowers.  He could
reward positionsin the bureaucracy tohisfavorites who were unqualified and unfitfor
government service. Widespread selling oflower positionsto highestbidders
27. 27. Social Structure Philippine society wasfeudalistic as aconsequence of theencomienda
system imposed bythe colonizers. They collected all formsof taxesand tributesfrom
theFilipinos andeven required thenatives torender poloyservicioor forced labor to the
governmentand the Catholicchurch. LimpiezadeSangreor purity of blood- Spanishdoctrine
28. 28. Peninsulares(Spaniards born in Spain) Insulares(Spaniards bornin the Philippines)
Spanish mestizos Chinesemestizos Principalia (ruling classofnative elites: gobernadorcillo,
cabeza de barangay, landowners, merchants,wealthy native families) Indios or native
(masses) Social Structure
29. 29. Social Structure
30. 30.  Social rankingwascreatedinour society.  Social
tensionswerecreatedbetweenandamongclasses.  A systemofracial discriminationcameto
beinstitutionalized.  Highpositionsingovernmentwereopenedonlyto thepure
bloodedSpaniards. 
MembersofthemiddleclassandtheIndioswereconsideredinferiorbytheupperclassesand
unworthyofeducation. Social Structure
31. 31. SPANISH ERA Education System/ CurriculumFormal and Organized Religion-oriented
education Spanish missionaries as tutors Christian doctrine, prayers, and sacred songs 3R’s
were only given to brighter pupils Teach catechism to the natives Spanish language –
compulsory Inadequate education (suppressed/limited/controlled) Education is a privilege not
a right Education for the elite Controlled by friars
32. 32. SPANISH ERA Educational Decree of 1863• Access to education by the Filipinos was
later liberalized through the enactment of the Educational Decree of 1863 • Provided for the
establishment of at least one primary school for boys and girls in each town under the
responsibility of the municipal government; • Establishment of a normal school for male
teachers under the supervision of the Jesuits. • The Spanish schools started accepting
Filipino students. • It was during this time when the intellectual Filipinos emerged.
33. 33. Religion + Education SPANISH ERA Education System/ Curriculum Reading + Writing +
Catechism Spanish language is compulsory
34. 34. Spanish-Devised Curriculum • The Spanish curriculum consisted of 3R’s – reading,
writing and religion. • The schools were parochial or convent schools. • The main reading
materials were the cartilla, the caton and the catecismo. • The schools were ungraded and
the curriculum organization was separately subject organization • The method of
organization was predominantly individual memorization • Entrada, Acenso, Termino – 3
grade levels SPANISH ERA Educational Decree of 1863
35. 35. Spanish-Devised Curriculum The curriculum required the study of: • Christian doctrine •
Values • History • Reading and writing in Spanish (steno) • Mathematics • Agriculture •
Etiquette • Singing • World geography • Spanish history SPANISH ERA Educational Decree
of 1863
36. 36. • Remained inadequate for the rest of the Spanish period. • There were not enough
schools built. • Teachers tend to use corporal punishment. • The friars exercised control over
the schools and their teachers and obstructed attempts to properly educate the masses, as
they considered widespread secular education to be a threat to their hold over the
 population. • Schools were often poorly equipped, lacking desks, chairs, and writing
materials. SPANISH ERA Educational Decree of 1863 (Issues)
37. 37. • Though classes were supposed to be held from 7-10 am and 2:30-5 pm throughout the
year, schools were often empty. • Children skipped school to help with planting and
harvesting or even because their clothes were ragged. SPANISH ERA Educational Decree
of 1863 (Issues)
38. 38. • The schools for boys and girls were separated. • The first established schools were for
the boys. • The Augustinians built the first school in the Philippines situated in Cebu in 1565.
• College was equivalent to a university during the Spanish regime. • The student graduated
with the degree in Bachelor of Arts (Bachiller en Artes). SPANISH ERA Schools Built
39. 39. • The first college school for the boys was the “Colegio de San Ignacio” which was
established by the Jesuits in Manila in 1589. SPANISH ERA Schools Built Original name:
Real y Pontificia Universidad de San Ignacio de Manila Years Active: 1590- 1768 Location:
Manila
40. 40. SPANISH ERA Schools Built Original name: Colegio de San Ildefonso Years Active:
1595-1769 Location: Cebu City, Cebu Colegio de San Ildefonso • The Cebu City colegio was
established by Fr. Antonio Sedeno, Fr. Pedro Chirino, and Antonio Pereira of the Society of
Jesus • After the expulsion of the Jesuits from Spanish territories in 1767, the buildings and
facilities were taken over first by the Diocese of Cebu, then the Congregation of the Mission,
then later by the Society of the Divine Word. • There are several claims that it is now the
University of San Carlos
41. 41. SPANISH ERA Schools Built Colegio de Sta. Potenciana (1589)- first college for girls in
Manila. Destroyed in the 1645 earthquake. School rebuilt but damaged during the British
Invasion of 1762. Schools abolished in 1866.
42. 42. SPANISH ERA Schools Built Colegio de Sta. Potenciana (1589)- first college for girls in
Manila. Destroyed in the 1645 earthquake. School rebuilt but damaged during the British
Invasion of 1762. Schools abolished in 1866. Colegio de Nuestra Señora del Santísimo
Rosario (1611) is a private, Roman Catholic, teaching and research university run by the
Order of Preachers in Manila. Founded on 28 April 1611 by Miguel de Benavides,
Archbishop of Manila, it has the oldest extant university charter in the Philippines and in Asia
and is one of the world's largest Catholic universities in terms of enrollment found on one
campus. UST is also the largest university in the city of Manila The Pontifical and Royal
University of Santo Tomas, The Catholic University of the Philippines
43. 43. Escuela Pia de Manila Established in late 1859 by the Society of Jesus, it is the oldest
Jesuit educational institution and third-oldest university in the Philippines. Colegio de San
Juan de Letran The college was founded in 1620. Colegio de San Juan de Letran has the
distinction of being the oldest college in the Philippines and the oldest secondary institution
in Asia.
44. 44. Educational Aims •To promote Christianity •Promotion of Spanish language • Imposition
of Spanish culture SPANISH ERA Summary Educational Types •Formal education
•Religious education •Catechism •Doctrine •Vocational course Education Methods •Dictation
•Memorization •Moro-Moro/cenaculo •Theater presentation

1.
2. 1. Prof. Penn T.Larena, CPS,MPA,KR
3. 2. Learning Objectives  Locate Rizal ‘s life in the Philippines within the wider context of the
development in the nineteenth century  Explain the impartment role of the Chinese
mestizos and their ranks within the changing Philippine economy and society  Discuss the
interplay pf several factors that contributed to the changing landscape of Philippine society
and economy
4. 3. The Changing Landscape of Philippine Economy and Society  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.  In the late 18th century,
monarchy in Spain experienced a dynamic shift from the Habsburgs to the Bourbons.  With
the goal of invigorating the profitability of the colonies like the Philippines, Bourbons policies
and reforms were out.  By the time Basco arrived, the Galleon Trade, the main economic
institution existing in the Philippines, was already losing enterprise.
5. 4. The Changing Landscape of Philippine Economy and Society  The global wave became
the silver lining  Many imperial powers in Europe and the west were undergoing
industrialization, there was an increase of demand for raw materials presented an
opportunity in the agricultural potential in the Philippines.  Basco established the Royal
Philippine Company in 1785 to finance agricultural projects and manage the new trade being
established between Philippines and Spain also other Asian markets.  Resistance also
 came from various sectors like Catholic Church that was not receptive of the labor
realignments by the planned reforms, and traders that still holding the Galleon Trade.
6. 5.  Global events continued to affect the Philippines at the beginning of the 19th century. 
In 1810, the Mexicans War of Independence rattled the Spanish Empire that may lead to the
loss of the precious Latin American colonies.  Manila opened to world trade by 1834, as a
result foreign merchants and traders came and resided in Manila.  In the half of the 19th
century, majority exports of the Philippines came from cash crops like tobacco, sugar, cotton,
indigo, abaca and coffee.
7. 6. Today, Binondo is famous as the world’s oldest Chinatown: a slice of China outside the
mainland. The Binondo area, from the streets of Escolta and Divisoria to the bustle of Plaza
San Lorenzo Ruiz all the way to Ongpin—and the many who lived there and contributed to
its rich history—has had a huge influence on the rest of Manila, as well as the nation.
8. 7. The Chinese and Chinese Mestizos  The Chinese Mestizos were an important element
of the Philippine society in the 19th century.  The Chinese and Chinese Mestizos greatly
benefited from the changing economy since pre-colonial times.  The Chinese proved to be
necessary outsiders in Philippine colonial economy and society.  They influenced the
economy in the 19th century by purchasing land, accumulating wealth and influence.
9. 8. Impact of life in the Economy  The economic development precipitated social, political,
and cultural developments as well.  As Manila became a trading center, it became viable
destination for people seeking better opportunities or those wanting to escape the worsening
conditions in the farmlands.  As the new economy afforded the colonial state new
opportunities it also prompted the state to be more regulatory and to assert its authority
10. 9. Renegotiating Social Stratification  Sociologists use the term social stratification to
describe the system of social standing. Social stratification refers to a society’s
categorization of its people into rankings of socioeconomic tiers based on factors like wealth,
income, race, education, and power.  You may remember the word “stratification” from
geology class. The distinct vertical layers found in rock, called stratification, are a good way
to visualize social structure. Society’s layers are made of people, and society’s resources are
distributed unevenly throughout the layers. The people who have more resources represent
the top layer of the social structure of stratification. Other groups of people, with
progressively fewer and fewer resources, represent the lower layers of our society.
11. 10. Peninsular  Pure –Blooded Spaniard born in the Iberian Peninsula ( Spain and Portugal
)  Diego Garcia Baena  Birthdate place : Cadiz Spain
12. 11. Insular  Pure –Blooded Spanish born in the Philippines  Ramón Yrastorza Aboitiz 
Birth Nov 16,1887  Birthplace : Ormoc ,Leyte
13. 12. Mestizo –Spanish Mestizo or Chinese Mestizo
14. 13. Principalia  A principalia family from Argao, Cebu, c. 1890s.
15. 14. Indio –Pure Blooded native
16. 15. Chino Infiel