KAS Group 5: Formation of Filipino Nationalism Under US Colonial Rule PDF

JONES LAW Define ‘benevolent assimilation’ in lieu of the Americans’ intent. Who authored the Jones Law? What are the main provisions of the law? What were the efforts that the Americans and the local elite undertook to ensure that the Filipinos can flouris...

JONES LAW Define ‘benevolent assimilation’ in lieu of the Americans’ intent. Who authored the Jones Law? What are the main provisions of the law? What were the efforts that the Americans and the local elite undertook to ensure that the Filipinos can flourish in the realm of the arts? What are other areas they controlled to ensure a peaceful indoctrination? Outline how democratization of The Jones Law of 1916 knowledge and rise of mass media played a role in reinforcing and challenging American cultural dominance. The Jones Law (Philippine Autonomy Act of 1916) August 13, 1938: Quezon made his speech to The Jones Law is U.S. law enacted to celebrate Occupation Day, expressing gratitude to America for the blessings of grant the Philippines greater liberty and democracy (this is an example of political autonomy while under benevolent assimilation) U.S. colonial rule. - “Peace and prosperity have come to It declared the purpose of the U.S. to this favored land.” eventually withdraw sovereignty - The Philippines and the United over the Philippine Islands and to States were irrevocably bound together not by “an alliance, nor a recognize Philippine declaration, nor a treaty,” but independence once a stable “eternal, spiritual kinship and government could be established. relationships, that extraordinary, The law established the Bicameral indefinable longing for the same Philippine Legislature, giving it sorts of things.” general legislative powers. - “Our aims, our hopes, our It was authored by Congressman appreciations, are the same.” William Atkinson Jones from the “In 4 decades, the Americans achieved in State of Virginia. implanting an American-style political system, the country’s subordination to the The beginning of the 20th century U.S. economy, expansion of public was a golden age for different fields education based on the English language, of study and the spread of a modernity mediated by the United States.” The rise of Filipino arts was attributed to two things: 1. Nationalism (will for social and cultural self-assertion that was suppressed in the 19th century burst forth) and 2. American colonial state formation (Americans carried out knowledge building projects from the onset of the occupation) “Keepers and shapers of “public memory” creation of the Institute of National and “national identity” agencies. For Language in 1936 example: 1937 - Quezon’s declaration of 1. National Library - evolved from Tagalog as the basis for National American Circulating Library Language organized in 1900s 1908 - English became primary 2. National Museum medium of instruction, despite a call 3. National Archives - evolved from the for a national language from writers Bureau of Archives created by the and linguists U.S. Philippine commission 4. University of the Philippines - Communication and mass media became the “premier manufacturer Expanded with investments in of the native elite”; played a leading public works, transportation, and role in cultural production through mass media its various programs like School of From 41 newspapers in 1903 → 313 Fine Arts and Conservatory of in 1939; number of readers Music increased by 300% and 500% 350 cinema houses by 1940 There were other ways in which the Hollywood invaded the country; the Americans ensured that they PH had our own movie industry in successfully instilled the idea of civic the 1920s nationalism. Outside of formal institutions, the Education Americans encouraged: Imposed a country-wide public A more open economy that education system stimulated cultural work Public schools went from 3000 (in The proliferation newspapers, 1903) to 13000 (1940) magazines, other art forms that Filipinos only took over the created space for writers and graphic Department of Public instruction artists (Sergio Osmena and Jorge Bacobo) only during the Commonwealth Filipinos had a strong participation in the execution and shaping of “The new colonial order not only offered policies opportunities and rewards for artists and ○ More Filipino teachers (17, intellectuals, it enticed them with the 244) than American ones challenge and adventure of (385) by 1920. nation-building.” ○ Textbooks were Filipinized in authorship and content ○ National Anthem was sung CIVIC NATIONALISM Language Differentiate ‘civic nationalism’ from the English as a medium of instruction nationalism we formed under Spanish colonial rule. for schools, despite call for a How was Filipino nationalism both a tool national language for collaboration with and resistance to 1908 - provision for schools to use U.S. colonial rule? local languages (rejected) Why did the Americans establish and Movement for a national language encourage the arts? Why was this relevant to how Filipinos—under American was fortified by a provision in the rule—defined nationalism? 1935 Philippine constitution, the Definition of Nationalism ○ Motivations were mainly Nationalism encompasses the loyalty cultural. They aimed to and devotion held by individuals spread “Filipinismo.” towards the nation or nation-state The preservation and that they are a member of. It fosters fostering of the the feeling of belonging with a "Filipino Soul." nation, establishing one’s sense of Preservation of national identity and their culture and local motivations to support the interests identity. of the nation. ○ Headed by artists and In the Philippine context, Filipino intellectuals. nationalism depicts the shared sense and sentiment of being a Filipino. Civic Nationalism and U.S. Colonial Rule Nationalism During Spanish Rule As a Tool for Collaboration Around the late 19th Century ○ National-Colonial State (1801–1900) Building Militant and Revolutionary American support to ○ Formed as a result of the build a nation under spreading awareness of the colonial guidance. harsh realities of Spanish ○ Preservation of culture, colonial rule. Filipinos aimed history, and identity for equality. ○ Establishment of key ○ Motivations were mainly determinants of national political and economic. They identity fought for anti-colonialism National language and independence. Traditions for ○ Headed by revolutionary Philippine Flag and leaders, rebels, and national anthem propagandists. As a Tool for Resistance Civic Nationalism ○ The Public Debate: Around the start of the 20th Century Filipinismo vs Americanismo (1901–2000) vs Sajonismo Also known as “Post-revolutionary Ended with triumph Nationalism” of Filipinismo. Rational and Civilized ○ The Balagtasismo ○ Formed as a result of the Phenomenon built-up will for social and Promoted support for cultural self-assertion. the use of Filipino Influenced by language and the advancements in arts. elevation of Americans were indigenous values. lenient on artistic ○ The Revival of Kundimans expression of Filipino musicians nationalism to used kundimans to facilitate express the struggles national-colonial of Filipinos and love state building and for the Philippines, form a sense of serving as a platform shared progress. for resistance against  the influence of with more outlets to produce arts, more and American culture. more artists get recognized. However…. ARTS AND THE ELITES What were the controversial arguments There was criticism, many Filipino artists that surrounded the new definitions of had many expectations towards them, they nationalism? How did these groups differ represent the Philippines and its culture. in their visions for the Philippines’ future? They did not know who they should be Filipino artists had to contend with both foreign expectations and domestic targeting. In fact, many artists often left pressures. How did the commercial local patrons unnoticed, they were deemed success of cultural forms affect their not worth making art for. integrity and nationalistic intent? - Some artist only made art to be recognized internationally Hispanistas, Balagtasismo - Artists were obsessed with - Hispanistas wanted Spanish to be international recognition for the the national language. sake of the Filipinos - Writers also wanted tagalog to be the - Artist made art for the sake of national language as a means to commercial success resist Americanization. This - Artist works became repetitive to movement called Balagtasismo, a suit the taste of international movement of local writers using markets and the elites Tagalog and local languages as a - means to resists the influence of the Fernando Amorsolo Americans Despite his depiction of Filipino culture and - The Americanismo is direct life in his paintings, he too was criticized for countermovement to both of these his commercialization of his art or language preferences. Some people “calendarismo” wanted to adopt American values, culture, and language. Due to the commercial success of a. Revival of the duplo Amorsolo’s art, critics said that it became b. The movement became repetitive. Catering towards foreign widespread and reached UP expectations rather than expressing c. Balagtasismo started as authentic Filipino experience. progressive movement, later turned into chauvinism and Is it a golden age? elitism Depends on how you view it… Preservation of Arts - Dance: Francisca Reyes - Tinikling, 1. Many artists were able to established itik-itik, themselves, made impacts that was - Music: Nicanor Aberaldo, Antonio recognized internationally Molina, Antonino Buenaventura 2. It was the same success that they lost their integrity, focusing more on arts Preservation of the arts was a big factor in for money instead for its artistic forming the Filipino identity value. Golden Age? Filipino arts flourished during this period,  EXCLUSION Overall, this exclusion strengthened the How did selective Filipinization empower power of the elite while weakening the the elite and leave out broader parts of the potential of true national identity. It population? deepened the divide as the system favored Despite the development of a Filipino the elite. nationality under colonial rule, many regions (such as Mindanao) remained alienated from the project. How did this exclusion affect the cohesion of national Effect on the cohesion of national identity? identity Excluded groups/sectors 1. Cultural fragmentation: Rural population The Philippines cannot form a ○ Americans chose to educate coherent national identity when and grant access to unique cultures of excluded groups high-ranking positions to such as the Mindanao community only the local elite, which were not included in the US’ official means that representation narrative. was skewed toward those 2. Ongoing conflict: who had access to Western The US’ exclusion of Muslim education. Mindanao contributed to ○ Rural sector had no one to long-standing political and social represent them tensions that are still present in the Muslim Mindanao (+ other modern era, sometimes manifested non-Christianized groups) through armed resistance. ○ System did little to address their needs ○ Was under U.S. Army jurisdiction until 1913, then treated them as “special provinces” ○ “Entered the national body politic imperfectly and late” The Mindanao separationist sentiment was mutual: Bacon Bill of 1920, American initiative ○ Sought to separate Mindanao, Sulu, and Palawan from the jurisdiction of the Philippine government 1935 petition by Maranao datus ○ Request that Mindanao not be incorporated into the Philippine state