UNIT II.

THE PHILIPPINES IN THE NINETEENTH CENTURY AS RIZAL’S CONTEXT

LESSON 1: ECONOMIC CONTEXT: There are four historical elements basically compose
the economic context of the era in which Jose Rizal was born: A. the end of the Galleon
Trade, B. the opening of the Suez Canal, C. the rise of the export of the crop economy,
and D. the established monopolies in the Philippines.

OBJECTIVES:

1. Appraise the link between the individual and Society

2. Describe and analyze the various economic changes that occurred in the
nineteenth century.
3. Recognize the efforts of Jose Rizal in the context of his times

19th century is commonly the start of modern life and birth of state in the world. The
century also is a period of political changes in Europe and in Spain that greatly affected
its colonies like the Philippines. It is also the era where the power and glory Spain started
to decline that resulted to the independence of its different colonies.

Topics in the 19th century Philippines as Rizal’s context are divided into e 3 aspects:
the economic, social, and political which cover the major historical events or issues,
which characterized the country during that era.

A. End of the Galleon Trade

Before the era of colonization, the
Philippines had already engaged in trading with
our neighboring countries like China,
Japan, Thailand, India, Borneo and the
Moluccas Island. In the year 1565 the
Spanish Government closed the ports of
Manila to start a new route of trade called as
the Manila-Acapulco Trade or known as the
Galleon trade (Mañebog et al., 2018).

The Galleon trade flourished through its

trans-pacific trade from 1565 to 1815
through the Galleon ship going back and forth
between Manila, Cebu and Acapulco. This 250-
year-old trade became a central income generating business for the Spanish
Government in the Philippines and created an intercultural exchange between Asia,
Spanish America, Africa and Europe.

Products from the Philippines Products from Mexico

to Mexico: to Philippines:
 Mango de Manila Guava

Tamarind Avocado

Rice Papaya

Carabao Pineapple

Cockfighting Horses and cattle

Chinese Tea and textiles

Fireworks Display

Tuba (Coconut wine)

Because of the galleon trade, Manila became a trading hub where China India,
Japan, and Southeast Asian countries sent their goods to be consolidated for shipping.
Chinese migrants doubled in numbers bringing goods and workforce to ran the hub. With
the huge migration of Chinese, the Spanish Citizens living in the Philippines were
outnumbered creating fear for the Spanish authorities that resulted to massacres in the
17th century until the Spaniards and the Chinese learned to live with each other in the
next few centuries (Mañebog et al., 2018).

The Manila Galleon Trade did not only open the Philippines into world trade but it
allowed modern political and liberal ideas to enter the country that gradually inspiring
Filipinos to fight for Philippine independence. On September 14, 1815, the Galleon trade
finally ended when Mexico gained its independence from Spain.

B. Opening of the Suez Canal

The Suez Canal is an artificial water way

that connects the Red Sea and the
Mediterranean Sea that is found in the
country of Egypt. The Suez Canal was
started in 1859 and officially opened in
November 17, 1869 with the leadership of a
French National Ferdinand De Lesseps.

The opening of the Suez Canal made the

Europe closer to Asia (Philippines and Spain) and
decreased the travel time from 3 months to 32-40 days which became an advantage to
commercial and enterprises. The Suez Canal also furthered the importation of books,
magazines and newspapers coming from Europe and America that opened the minds
of the Filipino reformist like Jose Rizal.

The availability of the Suez Canal stimulated more interaction between liberal
thinkers of Europe with local reformers and encourage the illustrados specially Jose Rizal
to travel and pursue their studies and learn scientific and liberal ideas in European
academic institutions which influenced their thoughts on nationhood, politics and
government (Mañebog et al., 2018).

C. Rise of the Export of crop Economy and Monopolies

Years after the end of the Galleon Trade, between 1820 and 1870, the Philippines
was well developing an export crop economy. Products like Manila hemp and coffee
were Exported to foreign markets while European imported goods find their way to the
Philippine markets. These economic activities provided opportunities to Chinese migrants
to move in the hemp producing provinces of southeastern Luzon and eastern Visayas,
sugar producing areas of Western Visayas and tobacco provinces of Northern Luzon.

Another main source of wealth during the post-galleon era was monopoly
contracting. After 1850, government monopoly contracts for the collection of different
revenues were opened to foreigners for the first time. The Chinese instantly took
advantage of this commercial opportunity and thus, for the rest of the 19th century,
enjoyed a pre-eminent position in monopoly contracting in the Philippines.

Monopolized Products:

A. Opium Monopoly
It was legalized in 1840 by the Spanish Government provided that it was
only limited to the Chinese businessmen and a government monopoly of opium
importation and sales established. Although Spaniards sometimes provided some
of the capital, the majority of contracts were held by Chinese.
The lucrative nature of opium contracting suggests a clear from record that
opium contracting was one of the major sources of wealth for those Chinese who
already had other business interests and had amassed or could acquire funds for
this kind of investment (Wickrberg, 1962)

B. Tobacco Monopoly
The Tobacco monopoly started on March 1, 1782, Governor General Jose Basco
placed the Philippine tobacco industry under government control. Under this
decree, it ordered the provinces of Cagayan Valley, Ilocos Norte, Ilocos Sur, La
Union, Isabela, Abra, Nueva Ecija, and Marinduque for the production of tobacco.

These provinces planted nothing but tobacco and sold all their produce
only to the government at a fix price, leaving little or no profit for the local farmers.
Fines and/or physical punishments were sanctioned to anyone who would
transgress any of the decrees under the system. The colonial government
exported the tobacco outside the country and to the cigarette factories of Manila
 which positively contributed to the revenues of the Philippines making the
Philippine tobacco a prominent product in Asia and parts of Europe. (Mañebog
et al., 2018).

The monopoly also brought a negative impact to the people, it brought

food shortages since the planting of basic crops like rice was somewhat neglected
and abandoned. By the 1860's the Philippines were nearly bankrupt, and the
government began to pay tobacco growers in promissory notes. This led to
charges that the monopoly was a system of forced labor. By the 1870's, even
government officials of high rank were calling for the abolition of the monopoly.
This hardships and injustices prompted the Filipinos to seek for freedom from the
colonial bandage (Pelzer n.d.).

LESSON 2: THE SOCIAL BACKGROUND: The social background of the 19th century
Philippines focused on the following topics: A. Education B. the rise of Chinese Mestizo,
and C. the rise of the inquilinos.

OBJECTIVES:

1. Describe and analyze the various social changes that occurred in the
nineteenth century.
2. Develop a greater awareness of the historical conditions that led to the
emergence of Chinese mestizos as an important element in the Philippine
society.

A. Education in the 19th century

The Spanish King Philip II is the first king to mandate the government in the
Philippines to educate and teach the natives how to read and write the Spanish
language. The first formal school to be established are parochial schools by the roman
catholic missionaries in the Philippines such as the Jesuits, Franciscans, Augustians, and
Dominicans. Aside from reading and writing, the native children were taught arithmetic,
vocational and practical art subject including religious doctrines trough strict discipline,
such as applying corporal punishment.

Later on, colleges (equivalent of our high schools today) were then opened as
boys and girls study separately which offer the following subjects; History, Latin,
Geography, Mathematics and Philosophy. It was during the 17th century when universities
were opened for Spanish citizens and Spanish Mestizos but later in the 19 th century this
school were then opened for Filipino natives and the center of the curriculum is on religion
not on science and mathematics.

Finally, in 1863, a Royal decree instituted the establishment of a public school

systems in the Philippines to accommodate more students form the different social
stratification like Spanish Citizens, mestizos, and Filipino natives. However, this public
schools only accommodated the sons of wealthy Filipino natives.

As a result, the growing numbers of educated Filipino natives give birth to a new
social class called as illustrados. But despite of their education and wealth still they suffer
from racial discrimination coming from the Spanish citizens. With the opening of the Suez
Canal this illustrados were attracted to seek for a higher education in Europe. There,
nationalism bloomed in the liberal atmosphere that would later lead the illustrado class
to seek for reforms and Philippine independence through the propaganda movement.

B. Rise of Chinese Mestizo

The development of commercial agriculture in the archipelago resulted -in the

presence of a new class. Alongside the landholdings of the church and the rice estates
of the pre-Spanish nobility, there emerged haciendas of sugar, coffee, and hemp,
typically owned by enterprising Chinese-Filipino mestizos. In fact, some of the families
which attained reputation in the 19th century have continued to play a vital role in the
country's economics and politics.

In a larger perspective, the fast rhythm of economic progress in the Philippines

during the 19th century expedited by some mentioned factors resulted in the rise of a
new breed of rich and influential Filipino middle class. Non-existent in earlier centuries, this
class, composed of Spanish and Chinese mestizos ascended to a position of power in the
Philippine society and in due course became leaders in education and finance. This
middle class include: (Mañebog et al., 2018).

“the ilustrados who belonged to the landed gentry and who were highly
respected in their respective pueblos or towns, though regarded as filibusteros or rebels
by the friars. The relative prosperity of the period has enabled them to send their sons to
Spain and Europe for higher studies. Most of them later became members of freemasonry
and active in the Propaganda Movement. Some of them sensed the failure of reformism
and turned to radicalism, and looked up to Rizal as their leader." (Vallano, n.d.)

C. The Rise of the Inquilinos

The term inquilino is system is the same as tenancy is western world which gives the
right to the inquilino or the tenant to use the land for farming or production in exchange
for rent. This system started in the Philippines after the end of the Galleon trade and the
opening of the Suez Canal that requires intensive cultivation of the land for mass
production of crops.

HIERARCHY IN THE INQUILINO SYTEM

Farm land in the Philippines are

mostly owned by friars and
Secular Spanish
 1 The estate management was granted to an
administrator who is a Spanish mestizo or Filipino
lay brother.
The administrator collects the rent of the
inquilinos and remit to the estate owners.
2 Inquilinos paid a fixed rent and the amount
was determined by the size and quality of the
land being worked on.

3 Some inquilinos would make innumerable and

irrational demands from farm workers.

With the expansion of land owned by

missionary congregations, the proportions of
farmlands leased to inquilinos also increased

4 allowing many of them to sub-lease parcels of

their land to sharecroppers or kasamas.

The hacienda structure consisted of three strata: the estate owner: the leaseholder
or inquilino and the tenant-sharecropper: Between the owner and the inquilino, however:
was the administrator who often demanded a share of the produce, over and above
the stipulated land rent. Each year at harvest time, the inquilino paid the land rent,
separated the seed, and divided the remaining crop equally between the sharecropper
and himself since the sharecropper was at the bottom rung of the hierarchy he suffered
most abuses and demands of the two non-producing sectors above him (Sobritchea,
1980).

Consequently, there were instances of peasants taking arms to protest the alleged
abuses and usurpation of their lands by the Jesuits, Dominicans, Augustinians, and the
Recollects. The relative freedom, which the inquilinos acquired by sub-leasing their farms
provided them a tactical advantage for arranging and leading these peasant protest
movements (Mañebog et al., 2018).

LESSON 3: THE POLITICAL LANDSCAPE. The Political landscape in the 19th century
greatly affected the people of the Philippines particularly Jose Rizal. This political
landscape that affected the Philippines is the following: A. Liberalism, B. the impact of
the Bourbon reforms, and C. the Cadiz constitution.

OBJECTIVES:

1. Describe and analyze the political changes in the Philippines that occurred
in the nineteenth century.
2. Explain comprehensively the impact of Lliberalism, Bourbon reforms, and
the Cadiz constitution in the lives of the Filipinos.

A. Liberalism
Liberalism is a worldview founded on ideas of freedom and equality. It includes
a wide range of political philosophies that consider individual liberty to be the most
significant political goal, and underscore individual rights and equality of opportunity.
Liberals normally believe that government is necessary to protect individuals from
being abused by others though they are also aware that government itself can pose
a threat to liberty (Mañebog et al., 2018).

The French revolution (1789-1799) started a political revolution in Europe and in

some parts of the world. With the overthrow of monarchial rule, democratic principles
of Liberty, Equality and Fraternity--the battle cry of the French Revolution started to
spread in Europe and around the world. This revolution is a period of political and
social upheaval and radical change in the history of France during which the French
governmental structure was transformed from absolute monarchy with feudal
privileges for the rich and clergy to a more democratic government form based on
the principles of citizenship and inalienable rights. (Vallano, n.d.)

Later on, the French revolution storm a century of political disturbances in Spain
forcing changes in its parliament and constitutions, Peninsular war and the loss of
Spanish colonies in South America. The anti-clericalism gained some strength
because of the Liberals in Spain and considered the church as enemy of reforms and
limits its influence in education and politics.

The opening of the Philippines into world trade and the opening of the Suez
Canal created an economic and political change. The liberal ideas from Europe and
America penetrated the country thus affected the lives of the Filipinos like Jose Rizal.
The political thoughts of known liberal thinkers such as Jean Jacques Rousseau (Social
Contract), John Locke (Two Treatises of Government), Thomas Paine (Common
Sense), Thomas Jefferson, Montesquieu, Voltaire, had reach also the country trough
importation of books which eventually give an impact to Filipino reformist.

Philippines actual experience of liberalism came when queen Isabela II was

ousted through a mutiny in 1868. When the new government was formed, reforms in
the Spanish Colonies were implemented which eventually affected the country. The
governor general in the Philippines who instituted this changes was Gov. Gen Carlos
 Maria De la Torre. His two-year rule was essential in the national consciousness of the
natives like Jose Rizal.

De la Torre’s term as a Governor General, he recognized the freedom of

speech and of the press, the abolition of censorship and because of his tolerance
policy Filipino priest like Jose Burgos was encourage to fight for the secularization of
Parishes in the Philippines. His peaceful solution to the Cavite agrarian problem was
one of his best achievements when he solved the problem without any bloodshed.

B. Impact of the bourbon reforms

Bourbon Reforms were a set of economic and political legislation promulgated
by the Spanish Crown under various kings of the House of Bourbon: King Philip V (1700-
1746), Ferdinand VI (r. 1746-1759), Charles III (r. 1759-1788), and Charles IV (r. 1788-180)
in the 18th century. The strengthening of the crown's power with clear lines of authority
to officials contrasted to the complex system of government that evolved under the
Habsburg monarchs. In particular, the crown pursued state supremacy over the
Catholic Church, resulting in the suppression of the society of Jesus in 1767 as well as
an attempt to abolish ecclesiastical privilege (Ariola, 2018).

The impact of the Bourbon reforms gave a deep consequences of colonial

policy innovations in areas, such as Mexico, while in some other regions, such as the
Philippines, Chile, and New Granada, the reforms had a much more limited impact.
But its impact at least is that it gave people, especially the natives in the Philippines,
the idea that colonization could be done without much intervention from the
Catholic Church (Mañebog et al., 2018).

C. The Cadiz Constitution

on March 18-19, 1812 A group of 300 deputies from Spanish America and the
Philippines promulgated a liberal constitution called as the Cadiz Constitution in the
Mediterranean port of Cadiz having Pedro Perez De Tagle and Jose Manuel Coretto
as the first delegates from the Philippines.

The Cadiz constitution declared that "sovereignty resides the nation, which the
exclusive right to establish its fundamental laws”. The establishment of the universal
male suffrage, national sovereignty, constitutional monarchy, freedom of the press,
land reform, free enterprise and granting all its colonies representation as provinces
in the Spanish Cortes (Pedrosa, n.d.).

The first election of deputies in the Spanish Cortes during the term of Governor
Manuel Gonzales de Aguilar which resulted to the selection of Ventura de los Reyes,
71 years of age, born in 1739 into a wealthy family in Ilocos. His father was Santiago
de los Reyes Cardona, a merchant who was born in Barcelona, and his mother was
Vicenta Sánchez, a Filipina of mestizo parentage. He formed part of the Royal Artillery
Corps before becoming a prosperous merchant in the business of indigo and other
plant dyes (Elizalde, 2013).
 However, the Cadiz constitution did not last when king Fernado VII became a
King of Spain declaring the constitution invalid and restored absolutism. Still, the
constitution became breakthrough for the Filipinos because they were exempted
and paying taxes or tributes, rendering public services based on equality clause,
sovereignty in the people, equality of men, liberty and right to suffrage.

Republic Act No. 1425

House Bill No. 5561

Senate Bill No. 438

An Act to Include in the Curricula of All Public and Private Schools, Colleges and
Universities courses on the Life Works and Writings of JOSE RIZAL, particularly his novels
NOLI ME TANGERE and EL FILIBUSTERISMO, Authorizing the Printing and Distribution
Thereof, and for Other Purposes.

Whereas, today, more than other period of our history, there is a need for a re-dedication
to the ideals of freedom and nationalism for which our heroes lived and died.

Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and devotion their lives and works that have
shaped the national character;

Whereas, the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere
and El Filibusterismo, are a constant and inspiring source of patriotism with which the
minds of the youth, especially during their formative and decisive years in school, should
be suffused.

Whereas, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character,
personal discipline, civic conscience, and to teach the duties of citizenship; Now
therefore,

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled
SEC.1

Courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo, shall be included in the curricula of all schools, colleges and
universities, public or private; Provided, That in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English
translations shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt forthwith
measures to implement and carry out the provisions of this Section, including the writing
and printing of appropriate primers, readers and textbooks. The Board shall, within sixty
(60) days from the effectivity of this Act promulgate rules and regulations, including those
of a disciplinary nature, to carry out and enforce the regulations of this Act. The Board
shall promulgate rules and regulations providing for the exemption of students for reason
of religious belief stated in a sworn written statement, from the requirement of the
provision contained in the second part of the first paragraph of this section; but not from
taking the course provided for in the first part of said paragraph. Said rules and
regulations shall take effect thirty (30) days after their publication in the Official Gazette.

SEC.2

It shall be obligatory on all schools, colleges and universities to keep in their libraries an
adequate number of copies of the original and expurgated editions of the Noli Me
Tangere and El Filibusterismo, as well as Rizal’s other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in
English as well as other writings of Rizal shall be included in the list of approved books for
required reading in all public or private schools, colleges and universities.

The Board of National Education shall determine the adequacy of the number of books,
depending upon the enrollment of the school, college or university.

SEC.3

The Board of National education shall cause the translation of the Noli Me Tangere and
El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the
principal Philippine dialects; cause them to be printed in cheap, popular editions; and
cause them to be distributed, free of charge, to persons desiring to read them, through
the Purok organizations and the Barrio Councils throughout the country.
SEC.4

Nothing in this Act shall be construed as amending or repealing section nine hundred
twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines
by public school teachers and other persons engaged in any public school.

SEC.5

The sum of three hundred thousand pesos is hereby authorized to be appropriated out
of any fund not otherwise appropriated in the National Treasury to carry out the purposes
of this Act.

SEC.6

This Act shall take effect upon its approval.

• RA1425
The Rizal Law

• Author/s—senators Claro M. Recto & Jose P. Laurel

• Year Passed—June 12, 1956

• Pres Ramon Magsaysay—signed it into law

• Issues Raised:

1. Rizal’s novels are full of religious errors. The Church said:

• 170 offensive passages in the Noli

• 50 in the Fili

2. The mandatory reading of the novels violates the freedom of conscience.

• Forces heresy upon the faithful once the reading is made mandatory.

3. The “unexpurgated” and the “expurgated” versions of the novels.

• Only selected passages must be retained for readings.

• Objectives:

1. To Make Jose Rizal’s novels a mandatory reading in the all colleges and universities
in the Philippines, private or public.
 2. To honor Jose Rizal and other national heroes;

3. To instill the values of freedom and nationalism among youthful students.

• Rizal’s Status as a National Hero

1. Rizal is already seen as a hero before and after his martyrdom.

2. The Americans formalized it.

• Under the Taft Commission

• Other heroes were considered—Bonifacio, Mabini, Marcelo H. del Pilar,

Jacinto, Lopez-Jaena etc.

• Morong Province—was renamed into Rizal as a token of recognition for

Rizal’s heroism among his people.

3. The Philippine Government came out with national symbol:

Tree, Leaf, Beast, House, Fish, Flower, & HERO.