Philippines in the 19th Century

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.

 Lowest class – this class includes the Filipinos only.

→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 19thcentury 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

There are lots of criticisms received in the educational

system of the Philippines in the late 19th century. Below
are the following:
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:

 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.
 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.
 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
 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.