Online Lecture - Rizal 19th Century History PDF

# What is the importance of the 19th Century? (1801-1900) - a time of great changes in different aspects in the world - the rise of democracy and nationalism led to the establishment of new nations and the overthrow of old regimes - The Philippines, is a colony of Spain at this time. # Born: June...

# What is the importance of the 19th Century? (1801-1900) - a time of great changes in different aspects in the world - the rise of democracy and nationalism led to the establishment of new nations and the overthrow of old regimes - The Philippines, is a colony of Spain at this time. # Born: June 19, 1861 - The 19th century influenced Rizal's growth as a nationalist and conditioned the evolution of his thought. # He was born into a time of great change and upheaval in the Philippines. - He witnessed and experienced these changes from a young age. - It shaped him into a passionate advocate for Filippino independence and reform. # 19th Century: In the lensed of Rizal's time. | Aspect | | ---------------- | | Economic | | Political | | Development | | Cultural | | Religious | # The Start of Frailocracy - Augustinian missionaries started to make its presence as early as 1565 when Miguel Lopez de Legazpi successfully colonized the Philippines. - This was followed by other church orders such as the Franciscans (1577) Jesuits (1581), Dominicans (1587), Recollects (1606) and the Benedictines (1895) - Their role was to convert the natives to Christianity. - "En cada fraile tenía el Rey en Filipinas un capitan general y un ejercito entero" # Religious Development in the 19th Century # Patronato real (Royal Patronage) - Church and the State is unified. - The State played an active role in the administration and support of the Church. - The colonial government appoints and pays the salaries of the archbishops, bishops and the parish priests. - The government also funds the churches, schools and charities run by these religious orders. # Role of the Friars - Under the Spanish, the friar was school inspector, president of the health board, the urban taxation board, and the board of statistics. - He was the go-to person when questions of a person's civil status arose. | Role | | ----------------------- | | Preacher/Confessor | | Guardian of morality and charity | | Teacher/educator | | School Supervisor | | Builder of towns and public works | | Tax Collection Inspector | | Parish Priest | | Peace and order advocate | | Registrar of Deeds/Public Documents | | Law enforcer | | Social worker/Community Development Officer | | Adviser to local government officials | | Local Elections Supervisor | # Friar Estates - In order for these missionaries to have a self-sustainable life, land estates known as 'friar lands' were granted to them thus, making them land owners and later on merchants. - Thousands of hectares of the best land in the archipelago were owned or held by the religious order. - Friar lands remain a legal curse, a century of disputes. # Filippino Reaction to Frailocracy - Issue on Friar lands led to revolt and unrest among the natives - Secularization issue led to the martyrdom of the three priests (Gomburza) - Regular priests belonged to religious orders. - Secular priests did not belong to any religious order. - They were trained specifically to run the parishes and were under the supervision of the bishops. - In the Philippine context, "secularization" meant merely "nationalizing" the Catholic Church by replacing the friars with native secular priests. - This was a reaction to the Spanish friars who were perceived as obstacles to education, progress, and freedom. # Abuses of the Friars were depicted in many literature - Jose Rizal's Noli me Tangere and El Filibusterismo - Marcelo H. Del Pilar's La Soberanic Monacal en Filipinas (Monastic Sovereignty in the Philippines) - Graciano Lopez-Jaenas' Fray Botod (Big-Bellied Friar) # ANG SAMPUNG UTOS NG PRAYLE (Marcelo H. del Pilar, from 'Dasalan at Tocsohan') 1. Sambahin mo ang prayle nang higit sa lahat 2. Huwag kang magpapahamak o manumba ng ngalang deretsos 3. Manalangin ka sa Prayle lingo man at piyesta. 4. Isanla mo ang katauhan mo sa pagpapalibing sa ama't ina 5. Huwag kang mamamatay kung wala pang salaping panlibing 6. Huwag kang makiapid sa kanyang asawa 7. Huwag kang makinakaw 8. Huwag mo silang pagbibintangan, kahit ka masinungalingan. 9. Huwag mong ipagkait ang iyong asawa 10. Huwag mong itanggi ang iyong ari # Economic Development in the 19th Century # Galleon Trade of Manila-Acapulco Trade - annual trade route between Manila, Philippines and Acapulco, Mexico that lasted from 1565 to 1815. - Products coming from Manila were shipped to Acapulco, Mexico on trade vessels called galleons with regular performance of force labor. - **Impact** on the country's economic development. One is the major source of revenue for the Spanish colonial government is galleon trading and it Connects the Philippines to the global economy. # Importance of Suez Canal - Suez canal allowed ships to travel between Europe and Asia WITHOUT having to go around Africa, which significantly reduced travel time and costs. - It is much easier and cheaper to trade between the Philippines and Europe. - The canal also led to an increase in imports of European goods to the Philippines. - This helped to stimulate the Philippine economy and create new jobs. - With the opening of the Suez Canal in 1869, it resulted in relatively easy passage between Spain and the Philippines. # The economic growth of the Philippines took place in the mid-1830's. - Philippines are based on export economy. - Philippine developing economy in the 19th century was based on agriculture, and the main crops were rice, sugar, and abaca. - The Spanish government controlled the trade of these crops, and they often imposed high taxes on the Filipino people. # Economic Development | Class | | ------------------ | | Spanish elite | | Filippino Mestizo (mixed-race) | | Native Filipinos (indigenous) | # Rizal's Economic - Rizal was born into a wealthy mestizo family. - His ancestors had benefited from the galleon trade. - Rizal was educated in the Spanish language and culture, and exposed to European ideas. - Rizal was able to take advantage of the Suez Canal to travel to Europe and to study. - This exposed him to new ideas and cultures, and they helped to shape his political and social views. # Economic condition in the 19th century | Aspect | | ----------------------------------- | | Opening of ports to world trade | | Rise of export economy | | Rise of Filippino upper-middle class | | Filippinos educated abroad | # Political Development in the 19th Century # context | Aspect | | --------------------------------------- | | The Glorious Revolution | | Absolute to Constitutional monarchy | | Liberal vs conservative | - The Glorious Revolution - September 19, 1868 - Francisco Serrano y Dominguez staged the revolution that led to the dethronement of Isabella II - Absolute to Constitutional monarchy - Created a provisional government with Serrano as Prime minister - Liberal vs conservative - Political tug of war between the two - Political instability in Spain and its colony - inconsistent policies # context - From Spanish Verb Encomendar "to entrust" - Grantees of Encomienda were called Encomendero, were usually conquerors (conquistadores) who received these grants of labour by virtue of participation in a successful conquest - They accumulated wealth and controlled the labor and resources of the indigenous communities, contributing to the consolidation of Spanish control in the Philippines. - This served as a mechanism for Spanish colonial control and exploitation. # Encomienda System - Under the Encomienda System, indigenous communities were forced to provide labor and tribute to Spanish encomenderos in exchange for protection and Christianization. - Indigenous people were essentially bound to the encomenderos, who held significant power and authority. - Unfortunately, the Encomienda System was plagued by widespread abuses and exploitation perpetrated by some Encomenderos. - The pursuit of economic gain often led to the mistreatment and oppression of the indigenous communities under their control. # Political Structure - From 1565 to 1821 - King of Spain - Viceroy of Mexico - Philippines - From 1821 to 1898 - King of Spain - Governor General - Philippines # The King of Spain - The Judicial Branch - Royal Audiencia, - residencia, - Lower Courts, - Governor General # The Governor General # Provincial Government - Alcaldia (Alcalde Mayor) # Pueblos or Towns - Gobernadorcillo # Barrios - Cabeza de Barangay # Corrigimiento - Corregidor # City Government - Ayuntamiento (Cabildo) # Cabildo City Council - Alcalde - Regidores - Aguacil Mayor # Barrios - Cabeza de Barangay # Socio-cultural Development in the 19th Century # Education Reform Decree of 1863 - In the 19th century, educational opportunities opened to a segment of society previously kept under control by the religious orders through a selective curriculum of rudimentary academics and a heavy dose of catechism. - First formal legislation that aimed to establish a system of public education in the country. - The purpose of this decree was to provide access to education for Filipinos, regardless of their social status or economic background - The Decree established a complete system of education in the archipelago--it required two elementary schools in each municipality (one for girls and one for boys), standardized the curriculum, and established normal schools, thus making systematized education available to the masses. # Senate Bill No. 438 - Rizal Law - filed by the Committee on Education on April 3, 1956 - Main proponent: Claro M. Recto - Supported by Senator Jose P. Laurel (Chairman of the Committee on Education) - **S.B 438-AN ACT TO MAKE NOLI ME TANGERE AND EL FILIBUSTERISMO COMPULSORY READING MATTER IN ALL PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES AND FOR OTHER PURPOSES** - **Section 1** -Jose Rizal's Noli Me Tangere and El Filibusterismo are hereby declared compulsory reading matter in all public and private schools, colleges and universities in the Philippines. - **Section 2** -The works mentioned in section 1 of this act shall be in the original editions or in their unexpurgated English and National Language versions. - **Section 3** -The Department of Education shall take steps to promulgate rules and regulations for the immediate implementation of the provision this Act. - **Section 4**- No prohibition of this Act shall be construed as prohibiting or limiting the study of the works of other Filipino heroes. - **Section 5**- Any public or private college or university found violating, failing to comply with, or circumventing the provisions of this Act shall be punished accordingly: - A. The Head of any public college or university charged with implementing with the provisions of this Act, who shall have been found guilty of violating, failing to comply with, or circumventing the provisions thereof, shall be dismissed immediately from the service and shall be disqualified from teaching in any public or any government recognized private school, college or university. - B. Government recognition of any private college or university found violating or circumventing the provisions of this Act shall be immediately withdrawn, and the responsible Head and professor or professors concerned shall be disqualified from teaching in any Government-recognized college or university. - **Section 6**- This Act shall take effect upon its approval. - **Context:** - Senator Jose P. Laurel, the Chairman of the Committee, sponsored and presented the bill to the members of the Upper House on April 17, 1956. - The main purpose of the bill according to Senator Laurel was to disseminate the ideas and ideals of Jose Rizal through the reading of his works, notably his novels Noli Me Tangere and El Filibusterismo. - **Reasons why proponents wanted to pass the bill** - The socio-political interest of the Philippines is freshly tied from the U.S. - The two senators are fearing that we may fully forget our identity as a Filipino and we were slowly turning into "brown American of Asia" (Chua) - **OPPOSITION (reasons why they don't want to pass the bill) (S.B. 438 vs. Catholics)** - 1. Attempt to discredit their religion - 2. The two novels contained views inimical (harmful) to the tenets of their faith. - 3. Practically, branded Rizal's novels as heretic (nonconformist/unbeliever) and impious (ungodly). - 4. The bill might divide the nation. - 5. Compulsion to read something against on es' religious conviction was no different from a requirement to salute (another nation's flag). - **SENATORS WHO OPPOSED/AGAINST THE RIZAL LAW** - 1. Francisco Rodrigo - 2. Mariano Cuenco - **SECTION 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 unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of 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. - **SECTION 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 Barrio Councils throughout the country. - **SECTION 4**. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school. - **SECTION 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. - **SECTION 6**. This Act shall take effect upon its approval. - **Approved: June 12, 1956** - **CONTEXT:** - Finally, on May 12, the month-old controversy ended with the unanimous approval of a substitute measure authored by Senator Laurel and based on the proposals of Senators Roseller T. Lim and Emmanuel Palaez. - The bill as passed was clearly an accommodation to the objections of the Catholic hierarchy and Laurel said as much. Though it still provided that the basic texts in the collegiate courses should be the unexpurgated editions of the two novels, it was now possible for students to be exempted from using the unexpurgated editions on grounds of religious belief. - Opponents of the original Recto version jubilantly claimed a "couple victory." - Proponents felt they had at least gained something. - **OBJECTIVES/RATIONALE OF THE RIZAL LAW** - 1. To foster the better appreciation of Rizal's time and his role in combatting Spanish tyranny. - 2. To inculcate civic consciousness in the Filipino, national dignity, personal pride and patriotism - 3. It was Recto's belief that readings Rizal's novels would strengthen the Filipinism of the youth and foster patriotism. # Decoroso Rosales - The conflict reached the House of Representatives on April 19, 1956, when Congressman Jacobo Z. Gonzales introduced House Bill No. 5561, which was an identical copy of Senate Bill No, 438. - It was in this context that Senator Laurel proposed a substitute bill. the inclusion of all works and writings of Jose Rizal, not just the two novels, was the main feature of this bill. - He then stressed the removal of the term "compulsion" to appease the opposition. - On June 12, 1956, President Ramon Magsaysay signed the bill to make it a law, thus giving birth to Republic Act 1425 also known as the Rizal Law. # RA1425 (RIZAL LAW) - An act to include in the curricula of all public and private schools, colleges, and universities course the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismos on, authorizing the printing and distribution thereof, and for other purposes. - **SECTION 1**. Courses on the life, works and writings of Jose Rizal, particularly his novel 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 translation 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 provisions of this Act. - The Board shall promulgate rules and regulations providing for the exemption of students for reasons 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. # Economic Development - **Economic Policies** - Mostly characterized by monopoly that favored/benefited the Spaniards. - With mercantilism approach wherein they maximize export and minimize the imports. - **1. Taxation** - Started as tribute of 8 reales (about one peso in the present time). - This was abolished in 1884, and personal cedula poll tax (present day = community tax) based on income was instituted for residents 18 years of age and above. - **2. Galleon Trade of Manila-Acapulco Trade**- annual trade route between Manila, Philippines and Acapulco, Mexico that lasted from 1565 to 1815. - Products coming from Manila were shipped to Acapulco, Mexico on trade vessels called galleons with regular performance of force labor. - Impact on the country's economic development. One is the major source of revenue for the Spanish colonial government, is galleon trading, and it Connects the Philippines to the global economy. - **3. Suez canal**- allowed ships to travel between Europe and Asia WITHOUT having to go around Africa, which significantly reduced travel time and costs. - It is much easier and cheaper to trade between the Philippines and Europe. - The canal also led to an increase in imports of European goods to the Philippines. - This helped to stimulate the Philippine economy and create new jobs. - With the opening of the Suez Canal in 1869, it resulted in relatively easy passage between Spain and the Philippines. - ** 4. The economic growth of the Philippines took place in the mid-1830's.** - Philippines are based on export economy. - Philippine developing economy in the 19th century was based on agriculture, and the main crops were rice, sugar, and abaca. - The Spanish government controlled the trade of these crops, and they often imposed high taxes on the Filipino people. # Political Development - On September 19, 1868, La Gloriosa or the Glorious Revolution began in Spain when Admiral Juan Bautista Topete conspired against the Spanish monarchy and made possible the return of exiled leaders such as Generals Juan Prim and Francisco Serrano. - The revolution, culminating at the Battle of Alcolea where Serrano won over royalist forces, was successful in removing Queen Isabel II from the throne. - A provisional government, established on October 3, was set in place with Serrano as prime minister. - The regime change also reflected in the Philippines, when Serrano appointed the reformist Carlos Maria de la Torre as governor general by 1869 but eventually replaced by governor general rafael Izquerdo when conservatives regained their state. - **Liberal vs conservative- a Political tug of war between the two minds, one is advocating equality and justice and separation of church and state, and the other one is to maintain absolute power because of this, Spain experienced a Political instability and inconsistent policies in its colony** # Cultural Development - In the 19th century, educational opportunities opened to a segment of society previously kept under control by the religious orders through a selective curriculum of rudimentary academics and a heavy dose of catechism. - First formal legislation that aimed to establish a system of public education in the country. - The purpose of this decree was to provide access to education for Filipinos, regardless of their social status or economic background - The Decree established a complete system of education in the archipelago--it required two elementary schools in each municipality (one for girls and one for boys), standardized the curriculum, and established normal schools, thus making systematized education available to the masses. # Religious Development - Augustinian missionaries started to make its presence as early as 1565 when Miguel Lopez de Legazpi successfully colonized the Philippines. - This was followed by other church orders such as the Franciscans (1577) Jesuits (1581), Dominicans (1587), Recollects (1606) and the Benedictines (1895) - Their role was to convert the natives to Christianity. - As the pope gave the king of Spain the power of patronato real, the State and the Church in the Philippines was unified. - Thus, the colonial government appoints and pays the salaries of the archbishops, bishops and the parish priests. - The government also funds the churches, schools and charities run by these religious orders. - In order for these missionaries to have a self-sustainable life, land estates known as 'friar lands' were granted to them thus, making them land owners and later on merchants. - They started to become influential not only economically but also politically. - They reigned supreme even in government matters. - Some even acted as governor-general until 1762. - One example is Manuel Rojo, the last archbishop to hold such high position. - Another development is the scarcity of secular priest to manage the parishes. - These vacancies led to the appointment of the regulars, especially in the rich and developed parishes. - These events started frailocracy or monastic supremacy in the Philippines. # Filippino Reaction to the Spanish Friars - Issue on Friar lands led to revolt and unrest among the natives and Secularization issue led to the martyrdom of the three priests (Gomburza) - Regular priests belonged to religious orders. Secular priests did not belong to any religious order. - They were trained specifically to run the parishes and were under the supervision of the bishops. - In the Philippine context, "secularization" meant merely "nationalizing" the Catholic Church by replacing the friars with native secular priests. - This was a reaction to the Spanish friars who were perceived as obstacles to education, progress, and freedom.