Philippines in the 19th Century

I. Social Structure
The Filipinos in the 19th century had suffered from feudalistic and master slave relationship by the Spaniards. Their
social structure is ranked into three groups:

 Highest class – the people that belong in this class include the Spaniards, peninsulares and the friars. They
have the power and authority to rule over the Filipinos. They enjoyed their positions and do what they want.
EXAMPLE:1. Spanish Officials
2. Peninsulares- (Spaniards who were born in Spain). They held the most important government
jobs, and made up the smallest number of the population.
3. Friars- are members of any of certain religious orders of men, especially the four
mendicant orders (Augustinians, Carmelites, Dominicans, and Franciscans).

 Middle Class – the people that belongs into this class includes the natives, mestizos and the criollos.
EXAMPLE:1. Natives – the pure Filipinos
2. Mestizos are the Filipinos of mixed indigenous Filipino or European or
Chinese ancestry.
 Lowest class – this class includes the Filipinos only.
EXAMPLE: The Indios are the poor people having pure blood Filipino which ruled by
the Spaniards.

II. Political System and the Sources of Abuses in the Administrative System
The Spaniards ruled the Filipinos in the 19th century. The Filipinos became the Spaniard’s slave. The Spaniards
claimed their taxes and they worked under the power of the Spaniards.
Sources of Abuses in the Administrative System:
1. There was an appointment of officials with inferior qualifications, without dedication of duty and moral
strength to resist corruption for material advancement. Through the power and authority, the Spaniards
possess, they collected and wasted the money of the Filipinos.
2. There were too complicated functions to the unions of the church and the state.
3. Manner of obtaining the position.
Through the power that the Spaniards possess, they had the right to appoint the different positions. The
appointment of positions is obtained by the highest bidder which is the Governor-general of the country.
4. Term of office
Term of office or term in office is the length of time a person (usually a politician) serves in a particular
office is dependent on the desire of the King of the country.
5. Distance of the colony
The Spanish officials traveled to various places and the needs of the Philippines were ignored. They did
not put too much attention to the needs of the other people. There were inadequate administrative
supervisions, they were unable to face and solve the problems regarding to the Philippines. There were also
overlapping of powers and privileges of officials which made them competitive.
6. Personal interest over the welfare of the State
7. They were corrupt during the 19th century and the Alcaldias/Alcalde is considered as the most corrupt over
the other corrupts. The Alcaldias/Alcalde includes the administrators, judges and military commandants.
They usually have P25/mo liberal allowances and privileges to take a certain percentage of money from
the total amount of taxes. There were also monopoly trades or business practices known as indulto para
comerciar.
III. Educational System
There are lots of criticisms received in the educational system of the Philippines in the late 19th century. Below are
the following:
1. Overemphasis on religious matters
The power of religious orders remained one of the great constants, over the centuries, of Spanish
colonial rule. The friars of the Augustinian, Dominican, and Franciscan orders conducted many of the
executive and control functions of government on the local level. They were responsible for education and
health measures. These missionaries emphasized the teachings of the Catholic religion starting from the
primary level to the tertiary level of education.
2. Obsolete teaching methods - Their methods are outdated.
3. Limited curriculum
The students in the primary level were taught the Christian Doctrines, the reading of Spanish books
and a little of the natives’ language. Science and Mathematics were not very much taught to the students
even in the universities. Aside from the Christian Doctrines taught, Latin was also taught to the students
instead of Spanish.
4. Poor classroom facilities
5. Absence of teaching materials
6. Primary education was neglected
7. Absence of academic freedom
The absence of academic freedom in Spain’s educational system was extended to the schools that
Spaniards established in the Philippines. Learning in every level was largely by rote. Students memorized
and repeated the contents of book which they did not understand. In most cases knowledge was measured
in the ability of the students to memorize, largely hampering intellectual progress.
8. Prejudice against Filipinos in the schools of higher learning
In entirety, education during the Spanish regime was privileged only to Spanish students. The
supposed Philippine education was only a means to remain in the Philippines as colonizers. For this reason,
the Filipinos became followers to the Spaniards in their own country. Even auspicious Filipinos became
cronies, to the extent that even their life styles were patterned from the Spaniards.
9. Friar control over the system
The friars controlled the educational system during the Spanish times. They owned different schools,
ranging from the primary level to the tertiary levels of education. The missionaries took charge in teaching,
controlling and maintaining the rules and regulations imposed to the students.

IV. Economic Development and the Rise of Filipino Nationalism

The country was opened to foreign trade at the end of the 18th century which resulted in the rapid rise of foreign
firms in Manila. This stimulated agricultural production and export of sugar, rice hemp and tobacco. The number
of families which prospered from foreign commerce and trade were able to send their sons for an education in
Europe. Filipinos who were educated abroad were able to absorb the intellectual development in Europe.

Factors Contributed to the Development of Filipino Nationalism:

 Opening of the Philippines to International Trade and the Rise of the Middle Class
Manila was opened to foreign trade which brought prosperity to the Filipinos and Chinese mestizo resulting
to the existence of middle class.
 Influx of European Liberalism
Ideas of the enlightened philosophers like John Locke and Jean Jacques Rosseau, masonry and the French
Revolution reached the Philippines. Liberty, religious freedom, democracy, human rights such as suffrage,
freedom of speech, press and form associations and assemblies.
 Opening of the Suez Canal on November 17, 1869
*Connects Mediterranean and red sea; shortened distance between Europe and Orient
Results: (a) Philippines became closer to Europe and Spain (b) encouraged European travelers to come to
our country (c) exodus of literal ideas from Europe to the Philippines (d) more educated and young Filipinos
were able to study abroad
  Spanish Revolution of 1868 and the Liberal Regime of Carlos Maria Dela Torre(1869-1871)
Glorious September Revolution of 1868: Queen Isabela II was overthrown resulting to the rise of liberalism in
Spain. Generals Juan Prim and Francisco Serrano appointed dela Torre as the governor-general in the Philippines
(true democrat). Most liberal governor-general walked the streets in civilian clothes and dismissed his alabaderos
(halberdiers) – the governor’s security guards – and went unescorted.
 Accomplishments:
(1) abolished censorship of the press and allowed unlimited discussions of political problems and proclaimed
freedom of speech
(2) abolished flogging as a punishment
(3) curtailed abuses particularly the tribute and the polo
(4) allowed secular priests to be assigned to vacant parishes or seminaries and created an office which would
prevent abuses by members of the regular religious orders
(5) reformed the Royal Audiencia to bring about speedier administration of justice
(6) decreed educational reforms, ordered the setting up of medical, pharmacy, and vocational schools
(7) created the Council of the Philippines on December 4, 1870 which was a consultative body to study Philippine
problems and propose solutions to them.

 Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and the Execution of GomBurZa (February
17, 1872)
Monarchy was restored in Spain (Prince Amadeo of Savoy, son of Victor Emmanuel I) ascended the throne in
1870.
April 4, 1871: Isquierdo became the governor-general; “with crucifix in one hand and a sword in the
other” restored press censorship (b) prohibited all talk on political matters and secularization of the parishes (c)
disapproved the establishment of arts and trades in Manila (d) dismissed natives and mestizos in the civil and
military service.
→Cavite Mutiny (January 20, 1872)
About 200 Filipino soldiers and workers in Fort San Felipe mutinied, under the leadership of Sgt La
Madrid; caused by Izquierdo’s abolition of the exemption of the Filipino workers from polo and paying
tributes; mutineers were able to kill the fort commander and some soldiers; mutiny leaders and participants
were arrested and shot to death

→GomBurZa (fought for the Filipinization of parishes and champions of liberalism and humanitarianism)
They were charged of sedition and rebellion due to the false testimony of Francisco Zaldua (former
Bicolano soldier and was bribed by the Spanish prosecutors to implicate them as the masterminds of the
mutiny). Military Court: three priests guilty and sentenced them to die by garrote.

 Originally, Rizal’s plan was to take up priesthood and become a Jesuit father. When he heard of the
martyrdom of GomBurZa, he changed his mind and swore to dedicate his life to vindicate the victims of
Spanish oppression.