19th Century Education & Nationalism

The Education System

• The rapid spread of education contributed to the rise of nationalism in the late 19th century
• Expelled from the Philippines in 1768, the Jesuits returned in 1859
• The Jesuits introduced new educational methods and ideas
• The Jesuits were tasked with evangelizing Mindanao
• Ateneo Municipal de Manila (now Ateneo de Manila University) was originally a municipal primary school taken over by Jesuits in 1859
• Ateneo Municipal de Manila opened to both Filipinos and Spaniards
• Ateneo Municipal de Manila became a secondary school in 1865, offering advanced education (comparable to college)
• Subjects taught at Ateneo Municipal de Manila included Latin, Spanish, Greek, French, and English
• José Rizal studied at Ateneo Municipal de Manila when it was in Intramuros, Manila
• Jesuits emphasized natural sciences, noted in Rizal's works
• Escuela Normal Superior de Maestros (1865) was a Jesuit-led institution for training female Spanish-speaking teachers
• Escuela Normal Superior de Maestros aimed to supply teachers for new primary schools
• Escuela Normal Superior de Maestros was seen as a symbol of progress but faced opposition from Spanish rulers fearing its impact on colonial control

Other Schools Opened in the 19th Century

• Universidad de Santo Tomas (UST) was founded on April 28, 1611, in Manila
• UST was initially named Colegio de Nuestra Señora del Santisimo Rosario
• UST was renamed as Colegio de Santo Tomas and later elevated to university status in 1645 by Pope Innocent X
• UST was granted "Royal Patronage" by King Charles III of Spain (1785) and "Pontifical" title by Pope Leo XIII (1902)
• UST was designated as "The Catholic University of the Philippines" by Pope Pius XII (1947)
• UST is located in Intramuros, Manila (where Rizal studied Medicine)
• University of San Carlos (USC) claims origins from Colegio de San Ildefonso (founded 1595 by Jesuits)
• UST disputes USC's claim, arguing there is no clear link between USC and Colegio de San Ildefonso
• Historians and scholars have also questioned USC's claim
• Universidad de San Felipe de Austria was established in 1640 in Manila
• Universidad de San Felipe de Austria was the first public university created by the Spanish government in the Philippines
• Universidad de San Felipe de Austria closed down in 1643

Other Schools Founded

• Colegio de San José (1601) was founded by Jesuits
• Escuela Municipal (1859) was managed by Jesuits and renamed Ateneo Municipal de Manila in 1865 (now Ateneo de Manila University)
• Colegio de San Juan de Letrán (1620) was founded by Dominicans

Academic Developments in the 19th Century

• Courses included science subjects like physics, chemistry, natural history, and mathematics
• UST initially focused on theology, philosophy, and humanities
• In the 18th century, the Faculty of Jurisprudence and Canonical Law was established at UST
• In 1871, schools of medicine and pharmacy opened
• From 1871 to 1898, UST had thousands of medical student registrations and produced numerous graduates
• A doctorate in Medicine required additional study at Universidad Central de Madrid in Spain

Secondary School

• Nautical School (1820) offered a four-year course for merchant marine pilots, covering subjects like navigation, mathematics, physics, hydrography, and meteorology
• School of Commercial Accounting & Languages (1839) focused on commerce and foreign language education (French & English)
• Don Honorio Ventura College of Arts and Trades (1861) is the oldest official vocational school in Asia
• Don Honorio Ventura College of Arts and Trades was established by Augustinian Friar Juan Zita and Don Felino Gil
• Other Vocational Schools included Escuela de Contaduría (Accounting), Academia de Pintura y Dibujo (Painting & Drawing), and seminaries in Manila, Nueva Segovia, Cebu, Jaro, and Nueva Cáceres
• Manila School of Agriculture (1887-1889) provided theoretical and practical agricultural education; included subjects like mathematics, chemistry, agriculture, and topography
• Additional agricultural schools were set up across the Philippines
• Royal Economic Society of Friends of the Philippines (1780) provided scholarships, professorships, and funding for scientific and agricultural advancements
• Manila Observatory (1865) was founded by Jesuits
• Manila Observatory became the official weather forecasting institution in 1884
• Seismology was added to Manila Observatory in 1887
• Astronomical studies were started at Manila Observatory in 1899
• Manila Observatory provided typhoon warnings and climatological studies

The Public School System in the 19th Century

• Education Decree of 1863 was enacted by Queen Isabella II, providing free primary education and compulsory Spanish instruction
• The Education Decree of 1863 was introduced 10 years before Japan's compulsory education and 40 years before the American English-based system in the Philippines
• The Educational System included primary, secondary, and tertiary levels for leadership training
• Primary Schools required each town to have at least two free schools (one for boys, one for girls) managed by municipal governments
• Normal School for Men (Jesuit-supervised) was established for teacher training
• Escuela Normal Elemental (1863) became Escuela Normal Superior de Maestros de Manila (1896)
• Escuela Normal Superior de Maestras (1892) was for female teachers
• Midwifery School (1879) was established for healthcare education
• The Philippines was ahead of some European countries in offering education for women
• By the 1890s, public secondary schools began opening outside Manila, including 10 normal schools for women
• 1866: there were 841 schools for boys, 833 for girls (Total: 1,674)
• 1892: there were 1,087 schools for boys, 1,050 for girls (Total: 2,137)
• Population (1866): 4,411,261 people

The Chinese Mestizos in the Philippines

• By the late 19th century, the Chinese Mestizo population in the Philippines exceeded 200,000
• The Chinese Mestizos rose to prominence (1741–1898) as landholders and middlemen in trade, mainly in Central Luzon, Cebu, and Iloilo
• The rise of Chinese Mestizos signifies social change during the Spanish period, often overlooked in historical accounts
• Renewed Chinese immigration diverted mestizo involvement away from commerce, allowing the Chinese to dominate the middle class
• The Chinese Mestizos embraced Spanish Catholicism and culture but struggled with their mixed identity, distancing themselves from their Chinese roots
• Increased Hispanization in urban areas allowed mestizos to align more with the indios, contributing to a new Filipino identity

The Rise of the Inquilinos (Hacienderos)

• The 19th-century population boom increased the demand for rice, sugar, and abaca
• Landowners in Central Luzon, Batangas, Bikol, Negros, and Panay profited the most
• Filipino hacenderos were in Pampanga, Batangas, and Western Visayas
• Friar orders owned large haciendas in Bulacan, Laguna, and Cavite
• Inquilinos (renters of friar lands) eventually became equivalent to hacenderos
• Inquilinos passed down rented lands across generations
• They managed land through share-tenants (kasama) in a semi-feudal system
• Rizal's ancestor, Domingo Lam-co, initially rented 2.9 hectares, but by the 1890s, the Rizal family controlled over 390 hectares
• As land values increased, rents were raised, leading to conflicts between inquilinos and friar landlords
• Modernization and traditional farming methods clashed over profit distribution
• Disputes led to questioning the friars' ownership rights
• The challenge came from wealthy inquilinos, not the kasama
• The motivation was both economic and political—to reduce friars' influence in Philippine politics
• The Philippine Revolution was not an "agrarian revolt" in the modern sense but driven by land-owning elites

Political Development

• Filipinos were enslaved and forced to pay taxes while working under Spanish authority
• Officials were appointed based on bids rather than qualifications, leading to widespread corruption

Church & State Union

• The combination of church and state created complex administrative issues
• Positions were sold to the highest bidder, often the Governor-General
• Term of Office: Dependent on the King of Spain's wishes, making governance unstable
• Spanish officials traveled frequently, ignoring the country's real issues
• Poor supervision, overlapping powers, and competition among officials weakened governance
• Officials prioritized personal gain over national development
• The Alcaldias/Alcaldes (administrators, judges, military leaders) were the most corrupt, receiving excessive allowances and taking a percentage of taxes
• The Indulto para comerciar allowed officials to control business for personal profit

Rise and Gradual Spread of Liberalism and Democracy

• Liberalism was first successfully realized in the American Revolution
• Liberalism achieved Partially in the French Revolution
• Liberalism challenged conservatism in Europe

Core Principles of Liberalism

• Representative government vs. autocratic monarchy
• Equality before the law vs. legally separate classes
• Individual freedoms like:
  • Freedom of the press, speech, and assembly
  • Freedom from arbitrary arrest
• Democracy in Europe was adopted in Britain, Belgium, and Switzerland
• Democracy in Europe was established through:
  • Laws advancing democracy
  • Reforms via legislation
  • Abolition of slavery
  • Liberal constitutions
  • Citizen participation in lawmaking
  • Manhood suffrage
  • Political, economic, and social rights for all

Impact of the Bourbon Reform

• The Bourbon Reform was enacted by the Spanish Crown under the Bourbon monarchy in the 18th century
• The Bourbon Reform aimed to centralize power, modernize Spain, and strengthen control over colonies

Key Changes from the Bourbon Reform

• Strengthened royal authority, reducing bureaucratic complexity from the Habsburg era
• Increased state control over the Catholic Church, including suppression of the Jesuits in 1767
• Restructured administration and personnel in both Spain and its colonies

Economic & Colonial Impact from the Bourbon Reform

• Promoted manufacturing, technology, and economic development
• Intended to make colonial administration more efficient and boost fiscal revenues
• Sought to reduce Creole (Criollo) influence and reinforce Spanish dominance in the Americas and the Philippines

Consequences of the Bourbon Reform

• Administrative results were mixed-some efficiency gains but also resistance
• Alienated local elites (Criollos), fueling dissatisfaction and contributing to colonial independence movements
• The Bourbon Reform ultimately played a role in the collapse of Spain's overseas empire

Cadiz Constitution of 1812

• The Cadiz Constitution was adopted by the constituent Cortes in Cádiz on March 18, 1812, and made public on March 19, 1812, during the Spanish Revolution of 1808-1814
• The Cadiz Constitution declared that sovereignty resides in the nation, giving it the exclusive right to establish fundamental laws (Article 3)
• Spain was proclaimed a hereditary monarchy (Article 14)
• Legislative power was shared between the Cortes and the monarch (Article 15)
• Executive power was represented by the monarch (Article 16)
• The Cadiz Constitution recognized individual freedom and the inviolability of domicile (Articles 286 & 307)
• Catholicism was declared as the official religion and prohibited the practice of any other faith (Article 12)
• Equality between Spaniards in Spain and those in the colonies was proclaimed (Article 18)
• A national militia was established in the provinces (Article 362)
• The Cadiz Constitution was revoked by King Ferdinand VII on May 4, 1814
• The Cadiz Constitution was restored during the Spanish Revolution of 1820-1823

Related Events Concerning the Cardiz Constitution

• The Cádiz Constitution was proclaimed by Riego y Núñez on January 1, 1820
• Ferdinand VII swore to uphold the Cádiz Constitution on March 9, 1820
• The Cádiz Constitution was abolished again on October 1, 1823, by Ferdinand VII
• The Cádiz Constitution was reinstated for a third time on August 12, 1836, due to public demand
• The Cádiz Constitution remained in force until June 18, 1837, when a new constitution was adopted
• Ferdinand VII (1784–1833) became King of Spain in 1808 and ruled again from 1814 to 1833
• Ferdinand VII was held in France by Napoleon during the Napoleonic Wars (Imprisonment 1808–1813)
• Ferdinand VII was the son of Charles IV and Maria Luisa of Parma, and influenced by Manuel de Godoy
• In the Revolt of Aranjuez (1808), Charles IV abdicated in favor of Ferdinand after allowing French troops into Spain
• Napoleon forced Ferdinand to return the crown and give it to his brother, Joseph Bonaparte (Napoleonic Control)
• Citizens fought against French rule in Ferdinand's name (Spanish Resistance)
• The Cadiz Constitution (1812) was established by independent Spaniards during Ferdinand's absence
• Upon returning, Ferdinand abolished the Cadiz Constitution and reinstated absolute monarchy (Restoration & Repeal 1814)
• Ferdinand was forced to reinstate the 1812 Constitution in the Liberal Revolution (1820)
• Louis XVIII of France sent troops to restore Ferdinand's absolutist rule (French Intervention 1823)
• Spain lost nearly all its American territories (Loss of American Colonies 1826)
• Ferdinand's daughter, Isabella II, was born, leading to the revocation of the Salic Law to ensure her succession (Succession Crisis 1830)
• Upon Ferdinand's death, his brother Don Carlos contested Isabella's rule, sparking conflict (First Carlist War 1833)