The 19th Century Philippines - Module 2 PDF

MODULE The 19th Century 2 Philippines LEARNING OBJECTIVES Course Learning Outcomes Module Learning Outcomes Topic Learning Outcome CLO 2: Analyze the relevanc e...

MODULE The 19th Century 2 Philippines LEARNING OBJECTIVES Course Learning Outcomes Module Learning Outcomes Topic Learning Outcome CLO 2: Analyze the relevanc e MLO 1: Describe the 19th century TLO2: Critically assess and of nationalism in today's issues which Rizal molded his nationalism appraise the importance of tackled either domestic or sentiments Lif e and Works of Rizal international issues which may MLO 2: Identify institutions where coursework in inculcating af f ect Filipinos. Spain implemented in the Philippines nationalism among Filipinos that time and students. MLO 3: Analyze the relevance of 19th TLO3: Trace and evaluate the century Philippines in Rizal’s time conditions in the Philippines during the 19th century by examining the social, political, and cultural aspects during the colonial period TABLE OF CONTENTS Title Pages Recommended Time Allotment The 19th Century Philippines 60 minutes Political Set-up 20 minutes Economic Set Up 10 minutes Socio-Cultural Setup 30 minutes The Union of Church and State 30 minutes Summary of the Module 10 minutes Exercises 20 minutes TOTAL HOURS 3 Hours A. DEFINING A HERO Every country has its hero that played a pivotal role in inspiring the citizens of a specific nation. Some are mythical or legendary, while most are humans who lived and created an impact – or long-lasting effect – to the society. There is no law that directly made Rizal into Page 1 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021) a hero, he became a hero because it was through the acclamation of the Filipino people. How do we Filipinos define who a hero is? 1 Institutionally speaking, in 1965, the then National Heroes Commission of the National Historical Institution of the Philippines laid down how a hero is acclaimed and thus laid down the following criteria: 1. The extent of the person’s sacrifices for the welfare of the people. 2. Motive and methods employed in the attainment of the ideal. In the attainment of that ideal, did the person concerned sacrificed purely and exclusively for the welfare of the country or was there a selfish ulterior motive in the making of such sacrifices? Were the methods employed in the attainment of the ideal, morally valid? 3. The moral character of the person: did he do anything immoral to taint his personal character? If there was immorality, did it affect his/her work, his/her society, or his/her ideal? 4. The influence of the person to his age or epoch and the succeeding eras. 2 Furthermore, the NHC specified that “a hero must exercise a determinative influence over the spiritual life of his people in an event of a great significance” and added that “one must project himself by his own fortitude, effort, and sacrifices to be the beacon of light of his oppressed countrymen to their rightful destiny” (De Viana, 2012). Judging from these criteria, the consideration in choosing a hero is very stringent, subjecting the candidate with intense background checks to ensure that the person who will be conferred a Hero is truly deserving. Nowadays, the word “Her” is overused and abused. 3 1 De Viana, Augusto, “Jose Rizal in our times”, p.4,2 nd Eds. 2012 2 National Heroes Commission and National Historical Institute of the Philippines, 1965, Ibid. p.5 3 Ibid. p.5 Page 2 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  B. THE 19 TH CENTURY PHILIPPINES After the expedition of Magellan-Elcano in 1521 and the subsequent voyages of other Spaniards and the ultimate settlement in Manila by Miguel Lopez de Legazpi in 1571, Philippines became a stronghold of European power in Asia. The three centuries of Spanish stay in the Philippine islands changed how the native Filipinos act and think as reflected through the customary changes, assimilation and accommodation of language and literature, and the acceptance of Christianity, foregoing paganism, and animism. Religion became one of the pivotal factor in shaping the society of the Filipinos, that according to Nick Joaquin “the faith has formed us [the Filipinos] that even those of us who have left it still speak and writ within its frame of reference, still think in terms of its culture, and still carry the consciousness of a will and a conscience at war that so agonizes the Christian. For good or evil, our conversion to Christianity is the event in our history” (Joaquin, 1988).4 Although Spain has inculcated deeply their culture, beliefs, and societal template in the Philippines, the 19th century is by no means the dawn of Spanish kingdom in the islands. 19th century marks the waning power of Spain in the colony to which the rise of the Principalias (Filipinos who are able to go abroad and study, bringing with them Liberal ideas in the colony), the influx of Western Liberal Ideas through the opening of the Philippines to world commerce, and the rise of the propaganda movement all paved way for the revolution in the then colonial islands. Figure 1 Life under the 19 th Century Philippines (Source: Philippine Archives) 4 Joaquin, Nick, “Culture and History”, 4 th Eds., Anvil Publishing, 2020 Page 3 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  C. POLITICAL SYSTEM Figure 2 The Political System during the Colonial Period The political set-up of the Philippines mentioned above is headed by the Governor- General appointed by the King of Spain. He was the chief executive that time as well as the Real Audiencia (Supreme Court). The Congress that time then assigned to the Ministerio de Ultramar or the Ministers for the Overseas spearheads colonial matters and would appoint Governor-Generals through recognition of the King of Spain. The local government system in the colony is divided into two: the Alcaldias are the provinces pacified by the Spanish armada heade by the Alcadia Mayor, and follows the Spanish system; and the Corregimiento or provinces who are unpacified and militarily ruled by a Corregidor. Further down, Gobernadorcillos (Mayor) manages Towns, and the highest rank a Filipin o can attain (Governor-General are naturally Spanish by blood) and several appointed officials. According to Cushner (1970) then some offices are bought by rich officials. The barangay became the basic unit of political system during the colonial period and was headed by “Cabeza de Barangay” or Head of the Barangay. Page 4 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  D. ECONOMY AND ECONOMIC SYSTEM The economic institution of Spain in the Philippines patterned the “manorial system” in Europe where land tillers and the landlords had its relationship. The land tillers must be loyal and give military services to the lord and the lord must give “fief” to the land tillers. In the Philippines during the 19th century it implements the “land owning system” known as the “encomienda system”. The “encomienda system” which patterned in the Manorial system in Europe became the means of the economic set-up that time where several religiou s ordens owned a portion of lands. Among these are the lands rented by Mercados from the Dominicans in Calamba, Laguna. Other economic set-up by the Spaniards are- Galleon Trade, Tobacco Monopoly, Polo y Servicios and the like. Anderson (undated) made an assessment on encomienda system stated the following words; “To a great extent the resilience of encomienda in the Philippines was due to the frontier nature of the colony. Because the Philippines was a tenuous foot-hold in the East -in the face of Dutch, English, Muslim, Malay and Chinese as-saults, successive Spanish kings allowed encomiendas to survive as valuable and in-expensive tools of Iberian imperialism.7 Moreover, the special geographic and economic characteristics of the colony ensured that encomenderos in the Philip-pines would never assume the stature and political power that they had in the Americas”. (vide supra). In additional to his words stated; “Encomienda was the earliest and, for half a century, the most important system in the Spanish Philippines for the ordering of Filipino society and labour. Encomenderos were, in most islands outside of Luzon, the cutting edge of Spanish expansion, and the institution was an important source both of crown revenues and of Page 5 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  information concerning native peoples. Because encomiendo was established as early as 1572, and did not begin to decline for another century, it remains one of the few constant sources of data for early Philippine colonial history.” Figure 3 Depiction of the feudal/encomienda system E. SOCIAL AND CULTURAL BACKGROUNDS Hispanization was employed by the Spaniards in the Philippines for the past 333 years (1565-1898). Most of the lifestyle of Filipinos that time are patterned with the Spanish customs and traditions especially with the power of Catholic Church (Valenzuela and Calayag, 2019). Though the impositions have already been adopted by modern Filipinos ever since such as the Spanish cuisine, the educational system and the Spanish writing and literature. Page 6 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  The society during the panish colonial period is divided primarily into four groups, the first being the Peninsulares or Spanish born in the Kingdom of Spain, from the word “Peninsular” meaning the Iberian Peninsula to where Spain is located. The second is Insulares or the Spaniards born in the Insular Philippine Islands, they receive discrimination from the Peninsulares because of being born in the colony. The third and the unlikely product of the opening of the Philippines to World Commerce, inter-racial marriage, and the liberal ideas of Carlos Ma. Dela Torre as a Governor General in the 18th century led to the rise of “Clase Media” or Middle Class known as Principalias (Agoncillo, 1990). Lastly, the true Filipinos and regarded as low class are the Indios, they are the natives of the Philippine Islands who are disenfranchised and not represented in the society during the colonial period. 5 With the decree coming from Governor-General Narciso Claveria where some islands adopt their surnames after the Spanish names and Catholic saints which can be an easiest way to trace the “heresies” among the “indios”. The influence of religion, specifically Christianity, was very strong during those times in terms of the social life among the Filipinos- the educational system was one of the foundations of religious institutions in the Philippines where the influence of the Friars are very strong in dealing with the native Filipinos (Indios) that time. 6 Figure 4 The Principalias 5 Agoncillo, Teodoro, “History of the Filipino People”, 8 th Eds., 1990 6 [Image] Weedon, Allan, “The Philippines is fronting up to its Spanish heritage, and for some it's paying off”, ABC News, 10, August, 2019, https://www.abc.net.au/news/2019-08-10/inside-the-push-to-bring-back-spanish-into- the-philippines/11356590 Page 7 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)  F. IN SUMMARY In summary, the module has discussed three components: First is how Heroes are acclaimed by the Filipino people, and the traits such as love for country, sacrifice for a better society and the moral values of the person are being considered. We know that heroes can be legendary or mythical, but most of the heroes we know of are people who lived and existed. The second component is the 19th century Philippines and how the Filipinos have accommodated the changes in the different aspects of society, we know that the Spaniards have stayed for 333 years in our country and have brought with them their systems from Europe, from being governed by a Governor-General, to the Encomienda system. The third component is the changes in the social and cultural backgrounds, not only did they have “Hispanized” our surnames, but also our culture and spirituality which is evident until today. Page 8 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021) I’M A PHILSCAN, PRO-ACADEMIC HONESTY! Oppps! Before you challenge your wit, don’t forget to sign the honesty pledge below! Remember, our course policy states that “students are expected to display the highest degree of honesty and professionalism in their class work, requirements, and activities especially that the flexible modality offers greater opportunity for cheating.” I, a proud and honest PhilSCAn, do hereby promise to exercise the highest degree of honesty and professionalism as I accomplish the tasks laid before me. With this, I abhor any forms of cheating, particularly any acts of plagiarism. If ever I committed such an act and got caught, I shall submit myself to due process as stipulated in the Student Manual. So help me, God. _______________________________ _____________________________ Your Printed Name and Signature Your Parent or Guardian’s ______________________________ Your Instructor’s Printed Name and Signature Page 9 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021) WORKSHEET 2 NAME:_____________________________________________________________ COURSE/YEAR:________________________DATE:_________________________ INSTRUCTOR/PROFESSOR:_____________________________________________ Answer the following essays: Direction: Answer the f ollowing questions; 1. What was the 19th century and how this period moulded Rizal nationalism? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2. Explain the concept of “Hispanization” in your own words. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3. Explain why the 19th century was known as the Age of Enlightenment? _____________________________________________________ ________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Page 10 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021) MODULE ACTIVITY Present a 19th century picture(s) or make a collage using the 19th century pictures as compared with the 21st century pictures and make a discussion about those pictures assigned. Divide the class into 3 which represents the political, social and economic life of the Philippines. The teacher make use the rubrics below: Page 11 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021) G. ADDITIONAL READINGS AND RESOURCES Constantino, Renato (1976): “Veneration “Order of the Knights of Rizal”, without Understanding”, a pamphlet, https://knightsofrizal.org/ National Bookstore, Mandaluyong City. “Jose Rizal”, Filipinas Heritage Library, Ocampo, Ambeth (2015): Rizal Without an https://www.filipinaslibrary.org.ph/tag/jose- Overcoat, Anvil publishing reprint, rizal/ Mandaluyong City, Philippines. “From Cadiz to La Liga: The Spanish Valenzuela, Edwin and Calayag, Nonie Context of Rizal’s Political Thought”, (2019): Rizal’s Life and Works: Towards Aseniero, George, Social Awareness and Nationalism, GBT https://asj.upd.edu.ph/mediabox/archive/ASJ Publications, Quezon City -49-1- 2013/From%20Cadiz%20to%20La%20Liga Anderson, Eric A (undated): “The %20- Encomienda in the Early Philippine Colonial %20Spanish%20Context%20of%20Rizals% History” Retrieved from https://asj.upd.edu.ph/mediabox/archive/ASJ 20Political%20Thought%20- -14-2-1976/anderson-encomienda- %20Aseniero.pdf philippine-history.pdf Rizal Articles, National Historical Commission of the Philippines, “Rizal Law”, Official Gazette, June 12, https://nhcp.gov.ph/category/nhcp/resources/ 1956, https://www.officialgazette.gov.ph/1956/06/ articles-resources/rizal-articles/ 12/republic-act-no-1425/, Accessed September 24, 2021 Page 12 of 12 Prepared by: Edwin Valenzuela, LPT (2020 – 2021) Revised & Edited by: Francisco L. Sanchez Jr., LPT (September, 2021)