LSPU Rizal Law Module 1st Sem 2024-2025 PDF

Republic of the Philippines Laguna State Polytechnic University Province of Laguna LSPU Self-Paced Learning Module (SLM) Course The Life, Works and Writings of Jose Rizal Sem...

Republic of the Philippines Laguna State Polytechnic University Province of Laguna LSPU Self-Paced Learning Module (SLM) Course The Life, Works and Writings of Jose Rizal Sem/AY First Semester/2024-2025 Module No. 1 Lesson Title Rizal Law & 19th Century Philippines as Rizal’s Context Week 2-5 Duration Date August 26 – September 20, 2024 This chapter will discuss the conceptual framework of the Rizal Course. It is divided Description into lessons which are expected to inculcate awareness and understanding into the of the minds of students about the relevance of studying the life, works, and writings of Jose Lesson Rizal. Learning Outcomes Intended Students should be able to meet the following intended learning outcomes: Learning ⚫ Discuss the provisions of the Rizal Law and why established. Outcomes ⚫ Explain the history of the Rizal Law and its important previsions. ⚫ Understand Jose Rizal in the context of his times. Targets/ At the end of the lesson, students should be able to: Objectives ⚫ Discuss the democratic process that led to the promulgation of the Rizal law. ⚫ Analyze the various social, political, economic, and cultural changes that occurred in the nineteenth century. ⚫ Appraise the link between the individual and society. Student Learning Strategies Online Activities A. Online Discussion via Google Meet (Synchronous/ You will be directed to attend in Four-Hour class discussion on the Life, works, writings of Jose Rizal. To have access to the Online Discussion, Asynchronous) refer to this link:_______________ LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna The online discussion will happen on March 22- April 16, from _______________. (For further instructions, refer to the Google Classroom and see the schedule of activities for this module) B. Learning Guide Questions: 1. Why we study the Life, works, writings of Jose Rizal? 2. Give some description about Jose Rizal? 3. Do you have idea about 19th Century Philippines? If Yes, give some highlight. Note: The insight that you will post on online discussion forum using Learning Management System (LMS) will receive additional scores in class participation. Lecture Guide Rizal Law & 19th Century Philippines as Rizal’s Context The Rizal Law The Birth of the Rizal Law Cemented in history as potent symbol of the nation, Rizal’s heroism was sponsored by the nation through Republic Act 1425 (Rizal Law) of June 12, 1956, with the younger generations, the “Millennials,” receiving much importance. The lesson analyzes the Rizal Law to stress the significance of Dr. Jose Rizal, a national hero and foremost exemplar of Filipino heroism, in fostering a sense of nationalism, especially to the fair hopes of the nation-the youth. Amidst the destruction of building infrastructures, roads, and bridges brought by World War II, the people saw the need to rebuild the Filipino identity which was equally affected by the war. Nationalist policy-makers did not waste any time and painstakingly redirected the nation to the essence of History as a foundation of national hope and pride. Education became the primary weapon of reorientation while prioritizing the youth as the bearers of country's future. Much attention was apportioned to the ideals of freedom and nationalism of Filipino heroes. Jose Rizal was an obvious platform from a start since his name dominates the pantheon of heroes. On April 3, 1956, Senate Bill No. 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) was submitted to the Senate Committee on Education Senator Jose P. Laurel, the Chairman of the Committee, sponsored and presented the bill to LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna 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. He stated that: Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as in a mirror, our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect and freedom (Laurel, Jr., 131). Debates for the bill in aid of legislation ensued next, albeit not smooth sailing. Opponents, mostly rabid Catholic senators, contended that the proposed bill was too controversial. Their arguments were as follows: 1. The bill was an attempt to discredit the Catholic religion 2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Church doctrine. 3. The bill might divide the nation 4. Compulsion to read something against one's faith impaired freedom of speech and religious freedom Heated exchange continued as part of the democratic process. Opposition to the bill Senator Francisco "Soc" Rodrigo stood up and delivered his speech: A vast majority of our people are at the same time Catholics and Filipino citizens. As such, they have two great loves: their country and their faith. These two loves are no conflicting loved. They are harmonious affections, like the love of a child for his father and for his mother. This is the basis of my stand. Let us not create a conflict between nationalism and religion; the government and the church (Laurel, Jr., 132). Vehemently refuting the arguments of opposition, Senator Claro M. Rectom exclaimed that the novels have no intentions of discrediting the Church. More so, he said that the bill only aims to contextualize Rizal's heroism in the face of Spanish tyranny. He then uttered these words: Rizal did not pretend to teach religion or theology when he wrote those books. He aimed at inculcating civic consciousness in the Filipinos, national dignity, personal pride, and patriotism...but while he criticized and ridiculed the unworthy behavior of certain ministers of the church, he made exceptions in favor of the LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna worthy ones, like the Dominican friar, Padre Hernandez, and the virtuous native priest, Padre Florentino, and the Jesuits in general (Laurel, Jr., 132-133). Meanwhile, a similar bill (House Bill No. 5561) was filed by Congressman Jacobo Z. Gonzales in the House of Representatives. As expected, the bill was welcomed by dissenting opinions. Different face but same stance, the bill was attacked based on its constitutionality and religiosity. With this setback both in the Upper House and the Lower House, it seemed hopeless for the bill to pass into law in the latter part of April 1956. 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. However Senator Laurel asserted the importance of reading the original and unexpurgated edition of Rural's novels because the true purpose of studying these will be defeated it not followed to add a more conciliating cause the last amendment was proposed the provisions regarding the exemption of students from reading the two novels on certain conditions with this, on May 12, 1956, Senate Bill No. 43 was unanimously approved on second reading. The Lower House imitated the fate and on May 14, 1956, the bill was approved unanimously in the House of Representatives. The trial of the Rizal Law in Congress (Senate and House of Representatives) is clearly a triumph of democracy. On one hand, the role of the opponents should not be overlooked because their dissenting opinions broadened the scope of democratic processes. On the other hand, the proponents had perfected their bill because of the criticism they received. 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 Below is a copy of the law REPUBLIC ACT NO. 1425 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 any 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; LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna 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 writing 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: Section 1. Courses on the life, works and writings of lose 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 the English translation shall be used as basic texts. The Board of National Education is hereby authorized and directed to not forth measures to implement and carry out the provisions of this section, inducing the writing and printing of appropriate primers, readers and textbooks. The band shall, within (60) days from the effectivity of this Act, promulgate rules and regulations, including that 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 sections, but not from taking the course provided for in the first part of said paragraph. Said rules and reputations shall take effect thirty (30) days after their publication in the Official Gazette. 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 Nol 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 LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna 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 Noll 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. 19th Century Philippines as Rizal’s Context The World in the 19th Century: The Big Picture Technically, the 19th century refers to the period between January 1, 1901 and December 31, 1900 The 19th century was a period of social change. The significant social changes that were seen during this period were the beginning of abolition of slavery and the massive urbanization brought about by the Second Industrial Revolution. Around the world, the 19th century is marked by the collapse of what used to be strong and huge empires such as the Spanish, Napoleonic, Holy Roman and Mughal empires. Their collapse ushered the birth and growth of new empires particularly the British Empire, the Russian Empire, the United States, the German Empire, the French colonial empire and Meiji Japan, with the British boasting unchallenged dominance after 1815. When the French Empire and its allies in the Napoleonic Wars were defeated, the British and Russian empires expanded greatly, becoming the world's LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna leading powers. The Russian Empire expanded in central and far eastern Asia. On the other hand, the British Empire grew rapidly in the first half of the century, especially with the expansion in Canada, Australia, South Africa, India and Africa. By the end of the century, the British Empire controlled a fifth of the world's land and one quarter of the world's population. The British Empire enforced what became known as the Pax Britannica, which had ushered in unprecedented globalization and economic integration on a massive scale. (wiki) Here's the world in the 19th century at a glance (McNamara, 2017) 1800-1810 Thomas Jefferson was in the White House, Lewis and Clark were heading west, a rebellion broke out in Ireland, Burr and Hamilton fought their duel, and Washington Irving kicked off American literature. 1810-1820 The National Road made westward movement possible, Tecumseh organized Native Americans, the British burned the White House and the Capitol, Napoleon was defeated at Waterloo, and Andrew Jackson became an American hero at the Battle of New Orleans 1820-1830 The Missouri Compromise held the Union together, very bitter elections picked American presidents, the Erie Canal made New York the Empire State, Andrew Jackson's inaugural party nearly wrecked the White House, and Scotland Yard came into being 1830-1840 A steam locomotive raced a horse, Andrew Jackson beat up the man who tried to assassinate him, Charles Darwin visited the Galapagos Islands, a siege at the Alamo became legendary, and Queen Victoria began her lengthy reign. 1840-1850 Queen Victoria married the love of her life. "Tippecanoe and Tyler Too" won an American election, the British suffered a disaster in Afghanistan, Ireland was ravaged by the Great Famine, and Gold Fever struck California. 1850-1860 Compromises over slavery delayed the Civil War, empires clashed in the Crimean War, Lincoln debated Douglas, and John Brown's raid made war in America seem much more likely. 1860-1870 The United States was torn by the Civil War, President Lincoln was assassinated, novelist Benjamin Disraeli became Britain's prime minister, John Muir arrived in Yosemite Valley, and hero of the Civil War Ulysses S. Grant became president of the United States. 1870-1880 LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Bismarck provoked the Franco-Prussian War. Yellowstone became the first National Park, Stanley found Livingstone, Boss Tweed went to jail, Custer met his end at the Little Bighorn, and the 1876 presidential election was most likely stolen. 1880-1890 The Great Game was played out in the Second Anglo-Afghan War, Gladstone became prime minister, the Brooklyn Bridge opened with a huge celebration (and a disaster soon after), Krakatoa erupted, the Statue of Liberty arrived in New York Harbor, and the Johnstown Flood shocked the nation. 1890-1900 Lizzie Borden was charged with an ax murder, Yosemite became a National Park the Panic of 1893 devastated the economy, the first modern Olympics were held in Greece and Teddy Roosevelt shook up New York City before charging up San Juan Hill, (McNamara, 2008) The Philippines in the 19th Century: The Small Picture At the start of the 19th century, the political and economic changes in Europe and the Americas were finally beginning to affect Spain and therefore, the Philippines. 19th Century Economic Environment Important as a stimulus to trade was the gradual elimination of the monopoly enjoyed by the galleon to Acapulco. The last galleon arrived in Manila in 1815, and by the mid-1830s Manila was open to foreign merchants almost without restriction. The demand for Philippine sugar and abaca (hemp) grew rapidly, and the volume of exports to Europe expanded even further after the completion of the Suez Canal in 1869. (Encyclopaedia Britannica, n.d.) The growth of commercial agriculture resulted in the appearance of a new class. Alongside the land holdings of the church and the rice estates of the pre- Spanish nobility there arose haciendas of coffee, hemp, sugar, and tobacco often the property of enterprising Chinese Filipino mestizos. (Encyclopaedia Britannica, n.d.) Benito J. Legarda Jr. (2011) in his article, "The Economic Background of Rizal's Time" published in The Philippine Review of Economics asserted that," At the end of the 19th century, Philippine real wage rates (for urban unskilled workers) were the highest in east and south Asia, higher even than industrial Japan Williamson (2000:19-20] presents wage rates relative to Britain for 1899-1903: LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Japan 21.19 Philippines 25.06 Burma 19.5 Taiwan 19.84 India 17.93 Thailand 14.19 Indonesia 19.94 British wages = 100 Legarda (2011) further asserted that, "Economically the Philippines had risen in a globalized world without the compulsion and plantations of other colonies mentioned by Pelzer, in a country of small holders through a system of free labor and private enterprise responding with economic rationality to the incentives of flexible prices. Some have said that Filipinos of that time were inarticulate, but this may be true only in a bookish sense. They certainly expressed themselves loud and clear by their actions in raising economic output so substantially. This achievement was hardly a mark of indolence." "At the end of the 19th century – Rizal's century – Philippine foreign trade, according to Hooley, accounted for 36 percent of GDP and had been growing uninterruptedly [Hooley 1996:262). It was this sector that saw the greatest progress and innovation and was fairly well distributed with no country being in a dominant position." Legarda (2011) summarized his article, "The economic background of Rizal's time with the following: “... at the world level Rizal's life fell within the first age of globalization, with a growing integration of the world economy across national lines, characterized at the time by the trade in bulk commodities and by the reduced importance of silver currency." “At the level of the empire, the civil discord that racked Spain lasted well into Rizal's teen years, constricting its ability to participate in a substantial manner in the Philippine economy, leaving the field to other countries, except towards the very last years of its rule. Successive anticlerical governments deported hundreds of friars, whether qualified for mission work or not, overseas." "At the national level, the Philippines greatly expanded its volume of foreign trade… and diversified its economic structure, with new money flows circulating far into the countryside and giving an impulsive to the formation of a native middle class. Its diversity in trading partners made it relatively less vulnerable to fluctuations…, and competition among the export traders ensured that most of the gains would accrue to the ultimate producers.” LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna “… The period 1820-1898 was a moment of veritable near independences for the Philippines. From an objective standpoint it had the economic foundation for national independence.” 19th Century Educational Environment Not until 1863 was there public education in the Philippines, and even then the church controlled the curriculum. Less than one-fifth of those who went to school could read and write Spanish, and far fewer could speak it properly. The limited higher education in the colony was entirely under clerical direction, but by the 1880s many son of the wealthy were sent to Europe to study. There, nationalism and a passion for reform blossomed the liberal atmosphere. Out of this talented group of overseas Filipino students arose what came to be known as the Propaganda Movement (Encyclopaedia Britannica, n.d.) Spanish Colonial Educational Aims in the 19th Century Promotion of Christianity Promotion of Spanish language Imposition of Spanish culture Spanish Colonial Educational System Curriculum was Formal Organized, and Religion-oriented Spanish missionaries were the teachers or tutors What were taught Christian doctrine. prayers and sacred songs 3R's were only given to brighter pupils Teach catechism to the natives Study of the Spanish language was compulsory Education was considered a privilege not a right Education for the elite was controlled by the friars Educational Decree of 1863 Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863. It provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government. It provided for the establishment of a normal school for male teachers under the supervision of the Jesuits. The Spanish schools started accepting Filipino students. It was during this time when the intellectual Filipinos emerged. The Basic Education Spanish Colonial Curriculum LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna The Spanish curriculum consisted of 3R's - reading, writing and religion The schools were parochial or convent schools The main reading materials were the cartilla, the caton, and the catecismo. The method of teaching-learning was predominantly individual memorization, There were three grade levels: Entrada, Acenso, Termino The curriculum required the study of: Christian Doctrine Values History Reading and Writing in Spanish (steno) Mathematics Agriculture Etiquette Singing World Geography Spanish History Existing Higher Education Schools in the 19th Century This is a list of tertiary educational institutions in the Philippines in the 19th century arranged according to the dates of their foundation. It gives an overview of the development of education and higher learning in the Philippines. The oldest universities, colleges, vocational schools and the first modern public education system in Asia were created during the Spanish colonial period. The earliest schools were founded by Spanish Catholic missionaries. By the time Spain was replaced by the United States as the colonial power, the Filipinos were among the most educated subjects in all of Asia. ("List of the oldest schools in the Philippines," 2018) Year of Current Name of the Time of Founding Location Foundation Name Foundation Order 1589 Colegio de Colegio de San Franciscans Manila Santa Potenciana (founded Potenciana 1589, destroyed in (defunct) 1645, rebuild in 1762, abolished 1866) LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna 1590 San Jose Colegio de Manila Society of Manila Seminary (Colegio Seminario Jesus de San Ignacio)/Universidad Maximo de San Ignacio (defunct) 1590-1768 1595 University of Colegio de San Society of Cebu City San Carlos Ildefonso (1595- Jesus 1769) 1611 University of Colegio de Nuestra Dominican Manila Santo Tomas Senora de Santissimo Order Rosario 1611 University of Colegio de Nuestra Dominican Manila Santo Tomas Senora de Santissimo Order Central Rosario Seminary 1620 Colegio de Colegio de Huerfanos Dominican Manila Huerfanos de de San Pedro y San Order San Pedro y Pablo San Pablo (Defunct) 1620 Colegio de Colegio de Ninos Dominican Manila San Juan de Huerfanos de San Order Letran Juan de Letran 1632 Santa Isabel Colegio de San Isabel Manila College Manila 1640 Universidad University de San Real Manila de San Felipe Felipe de Autria Audencia de de Austria Manila (Defunct) 1702 San Carlos Real y Concillar Real Manila Seminary Colegio de San Carlos Audencia de Manila 1706 San Catalina Beaterio Colegio de Dominican Manila College Santa Catalina de Order Siena 1734 University of University of Santo Dominican Manila Santo Tomas Tomas Faculty of Order Faculty of Civil War Civil Law LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna 1734 Universidad Universidad de San Society of Manila de San Ignacio Facultad de Jesus Ignacio Derecho Civil Facultad de Derecho Civil (defunct) 1750 Colegio de Beaterio y Casa de Manila Santa Rosa Ensenanza 1783 Seminario Real Seminario de Archdiocese Cebu City Mayor de San San Carlos of Cebu Carlos 1793 Holy Rosary Casa de Clerigos Archdiocese Naga City Minor of Caceres Seminary 1822 Immaculate Seminario de San Dominican Vigan Conception Pablo Order School of Theology, Vigan 1859 Ateneo de Escuela Municipal Society of Manila Manila (1859) Ateneo Jesus University Municipal de Manila (1865) 1861 Don Honorio Escuela De Artes y Pampanga Ventura Oficios De Bacolor Technological State University 1867 Universidad Colegio de Santa Daughters Naga City de Sta. Isabel Isabel of Charity 1868 Concordia Colegio de la Daughter of Manila College Inmaculade Charity Conception de la Concordia 1871 University of University of Santo Dominican Manila Santo Tomas Tomas Faculty of Faculty of Medicine Order Medicine and and Surgery Surgery 1880 Colegio de la Colegio de la Hermanitas Cebu City Inmaculada Inmaculada de la Madre Concepcion Concepcion de Dios LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna 1892 Escuela Escuela Normal Religious of Manila Normal Superior the Superior Assumption (Defunct) 1898 Universidad Universidad Literaria Manila Literaria de de Filipinas Filipinas Civil Law (defunct) 1899 Manila Law Manila Law College Manila College Criticisms on the State of Education On November 30, 1900, the Philippine Commission reported to the US War Department about the state of education throughout the archipelago the following among Others: 1. Under Spanish rule there was a system of primary schools. The Spanish regulations provided that there should be one male and one female primary school teacher for each 5,000 inhabitants. We find that there is but one teacher to each 4,179 inhabitants. 2. There were no schoolhouses, no modern furniture, and there were no good text- books. The schools were and are now held in the residences of the teachers, or in buildings hired by the municipalities and used by the principals as dwellings. In some of the schools there were wooden benches and tables, but it was not at all unusual to find a school without any seats for the pupils. 3. In these primary schools, reading, writing, sacred history, and the catechism were taught. Except in a very few towns, the four elementary arithmetical processes were attempted, and in a few towns a book on geography was used as a reading book. Girls were taught embroidery and needlework. 4. From the beginning the schools were entirely under the supervision of the religious orders, who were disposed to emphasize secondary and higher education for a few pupils rather than to further and promote the primary education of the masses. 5. The result of this policy is that a few persons have stood out prominently as educated Filipinos, while the great mass of people have either not been educated at all or furnished only the rudiments of knowledge, acquiring merely the mechanical processes of reading and writing. The little school instruction the average Filipino has had has not tended to broaden his intelligence or to give him LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna power of independent thought. One observes in the schools a tendency on the part of the pupils to give back, like phonographs, what they have heard or read or memorized, without seeming to have thought for themselves. As a rule, they possess mechanical skill, and they excel in writing and drawing. The Spaniards made very little use of this peculiar capacity. 6. It is stated that when the Spaniards came here several of the tribes of the Philippine Islands could read and write their own language. At the present time, after three hundred years of Spanish domination, the bulk of the people cannot do his. 7. The Spanish minister for the colonies, in a report made December 5, 1870, points out that, by the process of absorption, matters of education had become concentrated in the hands of the religious orders. He says: "While every acknowledgement should be made of their services in earlier times, their narrow, exclusively religious system of education, and their imperviousness to modern or external ideas and influences, which every day become more and more evident, rendered secularization of instruction necessary." 8. It has been stated that in 1897 there were in these islands 2,167 public schools. The ineffectiveness of these schools will be seen when it is remembered that a school under the Spanish regime was a strictly sectarian, ungraded school, with no prescribed course of study and no definite standards for each year, and that they were in charge of duly certificated but hardly professionally trained or progressive teachers, housed in unsuitable and unsanitary buildings. (Bureau of Insular Affairs, War Department, Reports of the Philippine Commission Etc., (1900-1903), Washington DC, Government Printing Office, 1904, p. 121-122) Counter-Criticisms on the State of Education 1. There was a mistake in the computation made by the Philippine Commission in the report, as it took into account all of the population, including babies and old people. What should have been counted only are children in Elementary School age (ages 5 through 13) and teenagers in High School age (ages 14 through 17). That would yield a total percentage of around 20% of the total population. Since the 1887 census yielded a count of 6,984,727, (Lahmeyer, 1996) 20% would be approximately 1.4 million. Also, by 1892 the number of schools had more than doubled to 2,137, 1,087 of which were for boys and 1,050 for girls, which means that the number of children attending school also did increase, to at least 500,000, by conservative estimates. That's about 35% of the population in school age. 2. Based on the official figures there couldn't be a school in every village in the Islands. However, since those official figures branded by the Philippine Commission itself put the total number of municipalities in the archipelago at 900, LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna and the number of public schools at 2,167, hence, those numbers reveal that there was not only one school in every municipality in the Islands, but in most cases two or more. 3. The Philippine Commission who made the report did not take into account that the schools maintained by Spain were closed and, in many cases, looted and badly damaged during the Spanish-American War and the Philippine Revolution. 4. Finally, the Philippine Commission made no reference to the fact that the pioneering public school education introduced by Spain in the Philippines was the first of its kind in all of Asia, and the first to be established in any European colony in the world. Such system was even ahead of most of United States at the time where by 1900 only 34 states had any kind of compulsory schooling laws requiring attendance until age 14. (Carnegie Mellon University, n.d). As a result, the average American at the time was less educated than the average Filipino, something that was especially true among the troops that fought in the Philippine American War, since most of the soldiers generally were of humble social origins (Kramer, 2006) Benito J. Legarda Jr. (2011) in his article, “The economic background of Rizal's time" published in The Philippine Review of Economics made some comment on the status of education in the Philippines during the 19th century, saying that, "There were also advances in education. From the earliest days of Spanish rule, the Church had given education to both boys and girls. Public education was initiated in Spain in 1857 and was extended to the Philippines in 1863. Unlike the Americans, the Spanish did not send boatloads of teachers over but trained teachers locally." “According to the late education secretary Alejandro Roces, the literacy rate was higher in the Philippines than in Spain Swedish scholar Gunnar Myrdal wrote that the Philippines "were already ahead of most other colonies in popular education... Philippine civilization was very much the result of the sustained educational efforts of the Catholic Church and its servants" (Myrdal, 1968)." "For higher education, unlike many other European colonies in Asia, it was possible in the Philippines to get an education in subjects like medicine, pharmacy, law, pedagogy, theology, and fine arts.” "Rizal in the Fili has a satirical chapter on a class in physics, but at least it was being offered. Access was not limited to the well-to-do but was enjoyed through scholarships by those of peasant stock like Mabini. Filipino lawyers were LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna appointed to the judiciary like Felipe Agoncillo and Sotero Laurel, who would become delegates to the Malolos Congress, or provincial governors in Aguinaldo's revolutionary government like Tiburcio Hilario (Legarda, 1999)." "Gregorio Sancianco y Goson published the first Filipino book in Madrid in 1881, an economic treatise in a part of which he brings up the subject of the indolence of the Filipino, later discussed by Rizal (Sancianco, 1881)." The Ilustrados As a result of increasing the number of educated Filipinos a new social class raised that came to be known as the Ilustrados. Furthermore, with the opening of Suez Canal in 1869 travel to Spain become quicker, easier and more affordable, and many Filipinos took advantage of it to continue higher education in Spain and Europe, mostly in Madrid and Barcelona. This new enlightened class of Filipinos would later lead the Philippine independence movement using the Spanish language as their main communication method. The most prominent of the Ilustrados was Jose Rizal, who inspired the desire for independence with his novels written in Spanish Other Filipino intellectuals, such as Graciano Lopez Jaena, Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who had also studied in Spain, began contributing to the cause for Filipino self-government and independence. ( Education in the Philippines during Spanish rule," 2018) Describing this new generation of highly educated Filipinos, Fr. John N. Schumacher pointed out that, "Philippine higher education was not far behind, or, under certain aspects, was even superior to the general level of higher education in Spain, at least outside Madrid. Perhaps the best testimony for this is the fact that such larger numbers of Filipino students were able to move without apparent difficulty from educational institutions at home to those in the Peninsula and establish honorable records for themselves there." “The Philippines was also ahead of some European countries in offering education for women. Ironically, it was during the time of American occupation of the Philippines that the results of Spanish education were more visible, especially in the literature, printed press and cinema. ("Education in the Philippines during Spanish rule," 2018) 19th Century Social Structure The 194 Century Philippines was a feudalistieC society as a consequence of the encomienda system imposed by the colonizers. LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna As legally defined in 1503, an encomienda (from encomendar, "to entrust") consisted of a grant by the crown to a conquistador, soldier, or official living in a particular area. The receiver of the grant the encomendero, could exact tribute from the people in gold, in kind, or in labor and was required to protect them and instruct them in the Christian faith. The encomienda did not include a grant of land, but in practice the encomenderos gained control of the colony's lands and failed to fulfil their obligations to the population ("encomienda Definition & Facts," nd) The Spaniards collected all forms of taxes and tributes from the Filipinos and even required the natives to render poloy servicio or forced labor to the government and to the Catholic church. This forced labor was also linked to the Spanish doctrine of "Limpieza de Sangre" or cleansing of blood, cleanliness of blood or blood purity Hence, a social ranking was created in the society by virtue of the encomienda system. It created social tensions between and among classes. A system of racial discrimination came to be institutionalized. High positions in government were opened only to the pure-blooded Spaniards Members of the middle class and the Indios were considered inferior by the upper classes and unworthy of education The following social structure can be clearly seen in the 190 century Philippines 1. Highest Class (Spanish Officials, Peninsulares, Insulares, Friars) 2. Middle Class (Spanish Mestizos, Chinese Meztizos, Criollos and Principalia) 3. Lowest Class (Indios or native or the masses) 1. Highest class - the people that belong in this class include the Spaniards, Peninsulares, Insulares and the friars. They have the power and authority to rule over the Filipinos. They enjoyed their positions and do what they want. Spanish Officials - Peninsulares and Insulares who have official government designations starting from the Governor-Gen Peninsulares - are Spaniards who were born in Spain. They held the most important government jobs and made up the smallest number of the population Insulares - are Spaniards born in the Philippines. They are considered inferior Spaniards compared to those who were born in Spain Friars - are members of any of certain religious orders of men, especially the four religious orders (Augustinians, Carmelites, Dominicans, and Franciscans). 2. Middle Class - the people that belongs in this class includes the Spanish Mestizos, Chinese Meztizos, Criollos, and Principalia LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Spanish Mestizos - are of mixed Spanish and indigenous Filipino ancestry Chinese Mestizos - are a mixed Chinese and indigenous Filipino ancestry Criollos - a person of mixed European and black descent, especially in the Caribbean. Originally, the term creole was derived from Portuguese crioulo. It meant then, a white man of European descent, born and raised in a tropical or semi-tropical colony. Criollos were considered inferior to those who came from the mother country - Spain. In the Philippines, there are several groups of Criollos Ternate Chabacano, Cavite Chabacano, Zamboanga Chabacano, Cotabato Chabacano Principalia (ruling class of native elites: gobernadorcillo, cabeza de barangay. Landowners, merchants, wealthy native families) 3. Lowest class - poor Filipinos The Indios are the poor natives or poor people having pure Filipino blood. 19th Century Governance and Political Structure Since Spain was very far from the Philippines, the King of Spain ruled the Islands through the Viceroy of Mexico, which was then another Spanish colony. KING OF SPAIN VICEROY OF MEXICO PHILIPPINES But when Mexico regained its freedom in 1821, the King of Spain ruled the Philippines through a Governor-General in the Philippines. KING OF SPAIN GOVERNOR-GENERAL (Philippines) Monarch of Viceroy of From Until Spain Mexico Charles IV December 14, Rafael Maria de September 1, August 7, 1806 1788 Aguilar y Ponce 1793 March 19, 1808 de Leon (abdicated) LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Ferdinand VII March 19, 1808 Mariano August 7, 1806 March 4, 1810 May 6, 1808 Fernandez de (abdicated) Folgueras Joseph Manuel March 4, 1810 September 4, Bonaparte Gonzalez de 1813 June 6, 1808 Aguilar December 11, Jose Gardoqui September 4, December 10, 1813 Jaraveitia 1813 1816 (deposed) Ferdinand VII Mariano December 10, September 15, December 11, Fernandez de 1816 1821 1813 Folgueras September 29, 1833 After the 1821 Mexican War of Independence, Mexico became independent and was no longer part of the Spanish Empire. The Viceroyalty of New Spain ceased to exist. The Philippines, as a result, was directly governed from Madrid, under the Crown from 1821-1898. Monarch of Viceroy of From Until Spain Mexico Ferdinand VII Mariano September 16, October 30, December 11, Fernandez de 1821 1822 1813 Folgueras September 29, Juan Antonio October 30, October 14, 1833 Martinez 1822 1825 Mriano Ricafort October 14, December 23, Palacin y 1825 1830 Albarca Pasqual Enrile y December 23, March 1, 1835 Alcedo 1830 Gabriel de March 1, 1835 April 23, 1835 Torres Joaquin de April 23, 1835 September 9, Cramer 1835 Pedro Antonio September 9, August 27, 1837 Salazar Castillo 1835 y Varona Andres Garcia August 27, 1837 December 29, Camba 1838 LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Luis Lardizabal December 29, February 14, 1838 1841 Isabella II Marcelino de February 14, July 17, 1843 September 29, Oraa 1841 1833 Francisco de July 17, 1843 July 16, 1844 September 30, Paula de la 1868 Torre (deposed) Narciso Claveria, July 16, 1844 December 26, 1st Count of 1849 Manila Antonio Maria December 26, July 29, 1850 Blanco 1849 Antonio de July 29, 1850 December 20, Urbistondo y 1853 Eguia Ramon Montero December 20, February 2, y Blandino 1853 1854 Manuel Pavia, February 2, October 28, 1st Marquis of 1854 1854 Navaliches Ramon Montero October 28, November 20, y Blanca 1854 1854 Manuel Crespo y November 20, December 5, Cebrian 1854 1856 Ramon Montero December 5, March 9, 1857 y Blandino 1856 Fernando March 9, 1857 January 12, Norzagaray y 1860 Escudeo Ramon Maria January 12, August 29, 1860 Solano y 1860 Llanderal Juan Herrera August 29, 1860 February 2, Davila 1861 Jose Lemery e February 2, July 7, 1862 Ibarrola Ney y 1861 Gonzalez Salvador Valdez July 7, 1862 July 9, 1862 Rafael de July 9, 1862 March 24, 1865 Echague y Bermingham Joaquin del March 24, 1865 April 25, 1865 Solar e Ibanez LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Juan de Lara e April 25, 1865 July 13, 1866 Irigoyen Jose Laureano July 13, 1866 September 21, de Sanz y Posse 1866 Juan Antonio September 21, September 27, Osorio 1866 1866 Joaquin del September 27, October 26, Solar e Ibanez 1866 1866 Jose de la October 26, June 7, 1869 Gandara y 1866 No Monarch Navarro Manuel June 7, 1869 June 23, 1869 Maldonado Carlos Maria de June 23, 1869 April 4, 1871 la Torre y Amado I Navarro November 16, Rafael de April 4, 1871 January 8, 1873 1870 Izquierdo y February 11, Gutierrez 1873 Manuel January 8, 1873 January 24, (addicated) MacCrohon 1873 Juan Alminos y January 24, March 17, 1874 Vivar 1873 No Monarch Manuel Blanco March 17, 1874 June 18, 1874 Valderrama (acting) Jose Malcampo y June 18, 1874 February 28, Monje 1877 Domingo February 28, March 20, 1880 Moriones y 1877 Murillo Rafael March 20, 1880 April 15, 1880 Alfonso XII Rodriguez Arias December 29, Fernando Primo April 15, 1880 March 10, 1883 1874 de Rivera, 1st November 25, Marquis of 1885 Estella Emilio Molins 1st March 10, 1883 April 7, 1883 term, (acting) Joaquin Jovellar April 7, 1883 April 1, 1885 Emilio Molinis April 1, 1885 April 4, 1885 2nd term, (acting) LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Emilio Terrero y April 4, 1885 April 25, 1888 Perinat Antonio Molto y April 25, 1888 June 4, 1888 Diaz Berrio (acting) Federico June 4, 1888 June 5, 1888 Lobaton y Prieto (acting) Veriano Weyler June 5, 1888 November 17, 1891 Alfonso XIII Eulogio November 17, March 1, 1893 May 17, 1886 Despujol 1891 April 14, 1931 Federico March 1, 1893 May 4, 1893 (abdicated) Ochando (acting) Ramon Blanco, May 4, 1893 December 13, 1st Marquis of 1896 Pena Plata Camilo de December 13, April 15, 1897 Polavieja, 1st 1896 Marquis of Polavieja (acting) Jose de April 15, 1897 April 23, 1897 Lachambre (acting) Fernando Primo April 23, 1897 April 11, 1898 de Rivero de Rivera, 1st Marquis of Estella Basilio Augustin April 11, 1898 July 24, 1898 Fermin Juadenes July 24, 1898 August 13, 1898 (acting) Francisco Rizzo August 13, 1898 September 1898 (acting) Diego de los September 1898 June 3, 1899 Rios (acting) The Political Structure LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Spain established a centralized colonial government in the Philippines that was composed of a NATIONAL GOVERNMENT and the LOCAL GOVERNMENTS that administered provinces, cities, towns, and barrios. The National Government: maintained peace and order collected taxes built schools and other public works The Governor-General Salary: 40,000 pesos The King's representative and the highest-ranking official in the Philippines. Head of the Spanish colonial government Appointed by the Spanish monarch Represented the crown in all governmental matters Vice Royal Patron over religious affairs He had GREAT POWERS Had the power to appoint and dismiss public officials, except those personally chosen by the King He could nominate priests for ecclesiastical administration of the parishes He was Commander-in-chief of the colonial army He Supervised all government offices and collection of taxes He was also the president of the Real Audiencia. (Like the Chief Justice of the Supreme Court today) He had legislative powers, he can legislate laws for the colony. Laws enacted by the governor-general are called Actos Acordados Qualification: Must be a Peninsulares or a Spaniard born in Spain There were 115 Spanish Governor-Generals in our country. The first one was Miguel Lopez de Legazpi (1565-1572) and the last was Diego de los Rios (1898). Owing to the distance of the Philippines from Spain, the governor-genera exercised absolute powers. Most of them rewarded positions in the bureaucracy to their favorites who were unqualified and unfit for government service. There was widespread selling of lower positions to the highest bidders. And because many of those in government were unqualified and unfit for government service, the Spanish colonial administration became so corrupt and inefficient. LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna The Governor General and other government officials had so much power that it was commonly abused. To investigate the abuses, there were bodies created: 1 The Residencia 2 The Visita 3. The Real Audiencia The Residencia This was a special judicial court that investigates the performance of a Governor-General who was about to be replaced. The incoming Governor-General was usually a member and submits a report of findings to the King The Visita The Council of Indies in Spain sends a Spanish official called the Visitador- General to observe conditions in the colony The Visitador-General reported his findings directly to the king Real Audiencia The highest court in the land during the Spanish times Served as an advisory body to the Governor-General and checks and reports his abuses But at the same time, the Governor General is the president/ head of this body Audits the expenditures of the colonial government Sends a yearly report to Spain The Local Government The Spaniards created Local Government Units for the provinces. There were two types of local government units: 1. Alcadia 2. Corrigimiento The Provincial Government Alcaldia The Alcadia, led by the Alcalde Mayor governed the peaceful provinces The Alcalde mayor was a civil official Replaced the encomendero and ruled over the provincial government Performed judicial functions in his capacity as the highest judicial official in the province This position remained appointive and open only to Spaniards - Peninsulares or Insulares LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Salary: 300 pesos-2000 pesos before 1847 and 1500 pesos-1600 pesos after 1847 Duties of the Alcalde Mayor o Represented the Spanish king and the Governor-General o Exercised executive and judicial functions o Managed the day-to-day operations of the provincial government o Implemented laws and supervised the collection of taxes This was considered as the most corrupt unit in local government due to Indulto de Commercio or the right to participate in the Galleon Trade. Corregimiento A province where conditions of peace and order were less stable Under the rule of a military officer called Corregidor Duties: Govered the provinces that were not yet entirely under Spanish control The City Government Larger towns became cities called Ayuntamiento It became the center of trade and industry City Head: Alcalde en ordinario (City Mayor) The Ayuntamiento had a city council called the Cabildo The Cabildo is composed of o Alcalde (City Mayor) o Regidores (Councilors) o Alguacil Mayor (Police Chief) o Escribano (Clerk of court and official notary) The Municipal Government Instead of antagonizing the former leaders/ or chietains among the Filipinos, the Spaniards utilized their services instead. The Filipino officials were used as liaisons (middlemen) with the people and to keep the lower class from revolting against the Spaniards. Provinces or Alcaldias were was divided into several towns or pueblos headed by Gobernadorcillos or Little Governors. Towns or pueblos were divided into several barangays or cabeceiras. Pueblos (Towns) Head: Gobernadorcillo (Little Governor) A position given to Filipinos Occupied by former datus LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna At first, the position was filled by hereditary succession, then the Gobernadorcillo was elected by all married males. In the 19th century, it became an elective position voted by the Gunta) or "electoral board" made up of 13 members: the Gobernadorcillo and twelve (12) members of the principalia or body of prominent citizens. The principalia was composed of present and former cabezas de barangay and gobernadorcillos. It was later expanded to include payers of land taxes and property owners. The right to hold all local offices was reserved to the members of the principalia. This was the only form of participation of the Filipinos in the government Salary: 24 pesos (exempted from taxation) Main Duties: Efficient governance and tax collection Other Duties o preparation the tribute list (padron) o recruitment and distribution of men for draft labor, communal public o work and military conscription (quinto) o postal clerk o judge in minor civil suits Intervened in all administrative cases pertaining to his town: lands, justice, finance and the municipal police Qualifications o Any native/ Chinese mestizo o At least 25 years old o Literate in oral or written Spanish o A Cabeza de Barangay of 4 years Example: Emilio Aguinaldo was a Chinese Mestizo and was the Gobernadorcillo of Cavite El Viejo (now Kawit). The officials of the pueblo were taken from the Principalia, the noble class of pre- colonial origin. Their names are survived by prominent families in contemporary Philippine society such as Duremdes, Lindo, Tupas, Gatmaitan, Liwanag, Pangilinan, Panganiban, Balderas, Agbayani, Apalisok, and Aguinaldo to name a few. Four Lieutenants aided the Gobernadorcillo in his duties 1 the Teniente Mayor (chief lieutenant), 2. the Teniente de Policia (police lieutenant), 3 the Teniente de Sementeras (lieutenant of the fields) 4. the Teniente de Ganados (lieutenant of the livestock) Barrios (Barangays or Cabeceiras) Head: Cabeza de Barangay/ Head of Barangay A position given to Filipinos Occupied by former datus Filled by hereditary succession or appointment Duties: LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna o Maintain peace and order o Collect taxes and tributes in the barangay o Recruit men for communal public works Qualifications: o Literate in Spanish o Has good moral character Cabezas who served for 25 years were exempted from forced labor. Major Political Reforms in the 19th Century 1. Reform Decree (promulgated in 1844) As a qualification for alcades-mayores, prescribed knowledge and practice for law for at least two years was required Abolished the privilege of an alcalde-mayor to engage in indulto de comercio Prohibited the alcalde-mayor to engage in trade Increased salaries of alcades-mayores A system of promotion was provided for 2. Reform Decree (promulgated in 1886) Separated the executive functions from the judicial powers in the provincial administration Executive functions were placed under the hands of a new official called "civil governor" (but only the provinces in Luzon have civil governors) Judicial powers retained with the alcalde-mayor (who was now given the power as a designated judge of the court at first instance An increase in salaries of provincial governors 19th Century Role and Rule of the Friars The friars played a major role in the spread of the Christian faith in the Philippines, at the same time, they also played a crucial role in the political, social, economic and cultural life of the Filipinos. To a certain extent, they are considered as the real conquistadors during the Spanish colonial times. The Friars from different Religious Orders came to the Philippines in batches: 1565 - Augustinians with the Legaspi expedition 1577 - Franciscans 1581 - Jesuits 1587 - Dominicans 1606 - Recollects 1895 - Benedictines LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna The primary role of these missionaries was to propagate Christianity among the natives of these new conquered islands. Because the King of Spain has the power of patronato real - which was given by the Pope - the State and the Church in the Philippines was unified. By virtue of this, the colonial government appointed and paid the salaries of the archbishops, bishops and the parish priests. The government also funded the churches, schools and charities run by these religious orders. In addition, the friars were granted land estates known as 'friar lands in order for these missionaries to have a self-sustainable life. Hence, they became land owners and later on merchants. Consequently, the friars became influential economically and politically. The friars reigned supreme even in government matters. Some friars even acted as Governor-Generals until 1762. One such example is Manuel Rojo, the last archbishop to hold such high position Aside from spreading the Christian faith, the friars helped in maintaining peace, order and development of the country. They established more than 300 towns; built churches, roads and bridges, and other infrastructures. They also established schools, colleges and universities; hospitals, orphanages, and asylums across the country. They become the carriers' of the Western culture. Many friars contributed much in the development of the printing press, medicine, science, architecture, music, grammar, dictionaries, literature and the arts which eventually become part of the Filipino culture. They also introduced new crops, plants and animals from Europe and Mexico. They also taught the natives new industries such as dye-making, bricks and tile-making. The Cura Parroco (parish priest) is the most powerful figure in a town or pueblo. Even if he is the only Spaniard in town, he was feared and obeyed by the people, and was often kissed on the hands as a sign of respect and of his great influence. Which is why an Old Viceroy of New Spain was quoted saying: "En cada fraile tenia el Rey en Filipinas un capitan general y un ejercito entero." translated as, "In each friar in the Philippines the King had a captain general and a whole army." (Mallat, 1846). Aside from his religious activities, the friar also had authority in administration of the colony. He supervised the election of the gobernadorcillo (town mayor) and cabeza (barangay captain). He was the keeper of the list of residents of the town. His signature must be seen in all the financial papers of the town. The friars also served as mediator who pacified the rebellions. It was because of his spiritual function that people believed and feared him. He was also influential because of his knowledge of the native language and his long stay in the town (Boncan) LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Hence, the role and functions of the Cura Parroco can be seen as follows: Religious Functions Administrative & Social Function Political Fuctions Parish Priest Law enforcer Peace and order advocate Preacher Teacher/Tutor Social worker Confessor School Supervisor Community Development Officer Guardian of morality Registrar of Dead and charity Caretaker of Public Documents Builder of Towns and public works Adviser to local government officials Tax Collection Inspector Local Elections Supervisor As the friars became more and more powerful, abuses to the Filipinos became commonplace. One of the major reasons for the outbreak of the Philippine Revolution was the issue on friar lands. Many of the lands in the Tagalog region were owned by friars. Foreclosure of mortgages and outright land grabbing were rampant. Abuses in all forms made by the friars to his parishioners were widespread. Another reason was the secularization of the parishes. The friars who have stayed so long in a parish (called regulars) --and thus have acquired lands and other properties in that locality and have exercise so much political power in that town or city - did not want to give up their parishes to Filipino secular priests. These events led to frailocracy or monastic supremacy in the Philippines. Many of the abuses made by the friars are well depicted in Rizal's Noli Me Tangere and El Filibusterismo, Del Pilar's La Soberania Monacal en Filipinas and Lopez-Jaenas' Fray Botod. Many unsuccessful Filipino revolts against Spain in the 19th century were caused by the abuses from the friars. LSPU SELF-PACED LEARNING MODULE: THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL  Republic of the Philippines Laguna State Polytechnic University Province of Laguna Hence, during Rizal's time, the friars were still much in power. The rule of the friars or frailocracy ended at the dawn of the Philippine Republic and the early part of the American Occupation - some years after Rizal's execution Guardia Civil Organized in 1867, a corps of native police under the leadership of Spanish officers for the purpose of dealing with outlaws and renegades. In 1880, it was the most feared instrument of summary arrests of individuals identified by the friars as "filibusteros" or enemies of the government and erehes" or enemies of the Catholic Church 19th Century Events That Shaped the Philippines 1807 Basi Revolt (1807) The Basi Revol also known as the Ambaristo Revolt, was a revolt undertaken from September 16 to 28, 1807. It was led by Pedro Mates and Salarogo Ambaristeowith its events ocurring in the present-day town of Piddig in Ilocos Norte. This revolt is unique as it revolves around the Ilocanos' love for us, or sugarcane wine In 1786, the Spanish colonial government expropriated the manufacture and sale of basi effectively banning private manufacture of the wine, which was done before expropriation Blocanos were forced to buy from government stores However, wine-loving Ilocanos in Piddig rose in revolt on September 16, 1807 with the revolt spreading to nearby towns and with fighting lasting for weeks Spanish led troops eventually quelled the revolt on September 28, 1807, albeit with much force and loss of life on the losing side. ("Philippine revolts against Spain." 2018) 1810 Philippine deputies were first admitted to the Spanish Parliament 1811 The last State galleon left Manila for Mexico. 1815 The last State galleon left Acapulco, Mexico for Manila 1819 Secession of Mexico from the Spanish Crown 1820 Massacre of foreigners in Manila and Cavite (Oct. 9). 1822 First Manila news-sheet "El Filantropo" was published 1823 Rebellion of Andrés Novales (June) Andres Novales later grew discontented with the way Spanish authorities treated the Criollo people. His discontent climaxed when peninsulares were shipped to the Philippines to replace Criollo officers. He found sympathy of many Criollos, including Luis Rodriguez Varela, the Conde Indio. As punishment the rising sense of discontentment, many military officers and public officials were exiled One of them was Novales, who was exiled to Mindanao to fight the Moro However, Novales was not turn to Manila. On the night of June 1. 1823, Novales along with a certain sub- lieutenant Ruiz and stopped to secretl