GREEN VALLEY COLLEGE FOUNDATION INC.

INSTRUCTIONAL MATERIALS
ISO 21001:2018
Department: College of Business Education

SUBJECT CODE: TEACHER’S NAME:

RIZAL NESSA INGRID D. SIBAG

DESCRIPTIVE TITLE: COURSE & YEAR:

LIFE AND WORKS OF RIZAL BSBA MM2/FM2

LESSON TITLE:

Chapter 2: The Philippines in the 19th Century as Rizal’s Context

OBJECTIVES:

At the end of this Chapter, the students should be able to:

 appraise the link between the individual and society

 analyze the various social, political, and economic changes that occurred in the
nineteenth century; and
 demonstrate understanding of Jose rizal in the context of his time.

CONTENT OF THE LESSON:

The World and the Philippines of Rizal's Time

In the 19 century, there were massive changes in the world, particularly in
Europe, Spain, and the Philippines. In this century, Rizal was born and exposed to
varying political, economic, and socio-cultural realities. Rizal witnessed the effects
brought by the Industrial Revolution, benefited from the opening of the Suez Canal,
gained education in Europe, became an ilustrado, and took part in the Propaganda
Movement.
Political Context
The 19th century was marked for its tremendous social change. Europe
prospered like never before and England led the way as the growing imperialist power.
In 1858-1863, France conquered Vietnam, Cambodia and Laos. Later, the Dutch
colonized Netherland East Indies (Indonesia). Other countries soon followed Britain's
imperialists examples. However, while the nineteenth century was hailed for its massive
social changes, it was not for all imperialists. While England, France and the Dutch
enjoyed the fruits of their colonial activities, Spain stagnated Spain never learned a
lesson from the loss of her colonies (Zaide, 1999). From being considered the "mistress
of the world", Spain continued despotic colonial rule in its remaining colonies - Cuba,
Puerto Rico and the Philippines. During this time, Rizal witnessed the flowering of
Western imperialism and the downfall of the Spanish colonial rule.

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INSTRUCTIONAL MATERIALS
ISO 21001:2018
Department: College of Business Education

In the context of the Philippines, the country suffered from different social issues
as a result of the Spanish despotic colonial rule.
The Filipino people were exposed to the evils of colonial rule such as
 maladministration of justice,
 no equality before the law,
 racial prejudice,
 forced labor,
 Frailocracy
 lack of representation in the Spanish Cortes.

Internally, Spain was suffering from frequent constitutional and governmental

changes that led to colonial instability. In a short span of 28 years (1834-1862), it
adopted four constitutions, elected 28 parliaments, and installed 529 ministers. It also
suffered from internal party strife, revolutions and other political upheavals (Zaide,
1999).

Due to the instability of Spain as a government, it directly affected the Philippines as

one of its colonies. One example is given by Zaide (1999) in his book "Jose Rizal Life,
Works, and Writings".
The constant shift of these political policies also disrupted the way. Spain
governed the Philippines.
First, there was maladministration in the delivery of justice. In usual disputes that
involved a Spanish or a Filipino, the court would often favor a Spaniard. Usually, an
influential Spaniard got the most favorable court decision. Most Filipinos have to suffer
from the costly, unfair and partial trial. This condition could be attributed to their skin
color, political affluence and economic affluence in society.
Second, there was no equality before the law. In the Philippine context in the 19th
century, the native nobles and pure-bred Spaniards enjoyed legal preference (Zaide,
1999) both in law and social duties. In law, the Spanish Penal Code imposed heavier
penalties on Filipinos. In social responsibilities, the Filipinos were tasked to render
forced labor and paid tributo or taxes to the colonial Government. However, most
Spaniards were exempted either from rendering forced labor or paying tribute. This
unequal social divide became the root of resentment to most Filipinos.
Third, racial prejudice against native Filipinos became prevalent. As evident by the
words of Father Burgos, who is known for taking an active part in the Secularization
Movement, he provided unequivocal evidence of how racial discrimination was
prevalent even among the native clergies (Schumacher, 1999). From the wordings of
Fr. Burgos himself, no matter how a native Filipino would exert his best efforts, he would
never succeed. Not because he was unfit or unable to carry out the role but because
preference was given to Spaniards. The said racial prejudice was happening
everywhere-in school, in the church hierarchy, in public offices and, as previously
mentioned, even in the legal system.

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INSTRUCTIONAL MATERIALS
ISO 21001:2018
Department: College of Business Education

Fourth, the mandatory exercise of forced labor oppressed the Filipinos further. Also
known as polo y servicio, all Filipino males with ages ranging from 16-60 were required
to render forced labor by the Spanish Government.
Polo y servicio- mandatory exercise of forced labor
Polistas- the workers. They were tasked to, perform general public and building works by
constructing churches, schools, roads, bridges and even ships.
Falla- isang uri ng pagbabayad o multa na ibinabayad ng mga Pilipino sa mga Espanyol

Aristocracy or principalia, well off Flipinos, government officials like the

gobernadorcillos or cabeza de barangay and school teachers- are people in the
community were exempted from rendering forced labor. The well-off Filipinos and
principalia shall be exempted by paying the falla, amounting to seven pesos. Moreover,
the government officials and teachers were considered legally exempt due to their
services to the community. Therefore, poor and uninfluential Filipinos had no choice but
to render forced labor.
Fifth, the existence of frailocracy or the "government rule of the friars." In the 19th
century, there was no separation between the Church and the state. The friars became
so powerful that it resulted to the abuse of Filipino's. These friars contributed to the rise
of agrarian unrest, the secularization movement and Filipino abuses in many forms.
Since these friars are Spaniards and can communicate pretty well with the Spanish
Government through their native language, they were tasked to report whatever is
happening in their parishes and friar-estates. In short, they were supposed to act as a
mediators between the Spanish Government and the Filipino people. However, instead
of reporting the deplorable conditions of the Filipinos, they chose to close their eyes,
cover their ears, and open their purse: Such was the sad reality of the Spanish colonial
policy in the Philippines. i.
Lastly, the Philippines suffered from a lack of representation in the Spanish Cortes,
Ideally, the colonial government should open its parliament to colonial representation.
This is one way of hearing and improving the conditions of its colonies. It was on year
1811 that the Philippines was represented by a 71-year old Filipino-Spanish merchant
named Ventura de los Reyes. However, his, diligent representation was one reason
why the galleon trade was abolished for its reported abuses. These examples are proof
of how representation would benefit the country by communicating the needs of the
colony. Despite its emerging advantages, it was only short-lived. Thus, social injustices
continually oppressed and marginalized the Filipinos dúring the 19 century Philippines.

Economic Context
The second half of the 19th century was a period of rapid economic growth, In
Europe, the use of increasingly expensive, powerful and productive steam engines
resulted in the use of machinery in the manufacturing sector in the cities of Europe
(Odense, 2006). The benefits arising from these technological innovations paved the
way for efficient production. The invention of tools, ships, and other types of machinery

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INSTRUCTIONAL MATERIALS
ISO 21001:2018
Department: College of Business Education

brought trade, governments, and people closer to each other. To remove these,
external barriers, the Suez Canal was constructed.
The Suez Canal is a waterway that connects Europe to Asia by creating a direct
shipping route without having to circumnavigate the African continent. This new
infrastructure brought about by the economic developments in Europe brought Spain
closer to the Philippines.
The opening of the Suez Canal also brought several advantages to the Philippines.
First, the distance of travel between Europe and the Philippines was significantly
shortened. Second, and it brought the country closer to Spain. Before the canal's
opening, the travel from Spain to the Philippines would take more than two months.
It is a fact that the outstanding economic developments brought by industrialization
then enabled the construction of the Suez Canal.
 travel significantly shortened
 the Filipino illustrados were able to send their children to universities in Europe.
The education gained by these ilustrados opened their minds to the opposing
conditions that are happening in the colony (Philippines) and the mother country
(Spain). Being enrolled in prestigious universities in Europe, these Filipino ilustrados
witnessed how the mother country enjoyed freedom, free from biases, injustices and
racial discrimination.
Illustrados- are defined as the Filipino educated class during the Spanish colonial era
in the late 19th century. The term simply means “erudite”, “learned”, or enlightened
ones.
On the other hand, while Spain enjoyed freedom and rights, the colony suffered
from the maladministration of justice committed by its incompetent and corrupt
government officials. On this notion, the call for reforms had been constantly waged by
the illustrados abroad like Rizal. They organized the Propaganda Movement that aimed
to expose the deplorable conditions of the Filipinos in the Philippines so that Spain may
remedy them.

Socio-Cultural Context
The 19 century. also brought socio-cultural changes in Spain and the Philippines.
First, there came the rise of the enlightenment period, where people began to
rely on human reason rather than faith and religion. In the Philippines information
through books and print media began to spread across the seas. The political and social
developments of other countries also reached the Philippines. The desire for freedom
and independence continued to grow among them.
Next, the 19" century Philippines saw the rise of middle-class, the
principalias. With the increasing demand for abaca and other crops in Europe, there
was a need for more Filipino people to cultivate lands. Manila became a free port in
1834 primarily to European traders.

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INSTRUCTIONAL MATERIALS
ISO 21001:2018
Department: College of Business Education

Principalias- was the local elite that originated from the families of pre-colonial datus. A
lot of them mixed with Spaniards hence were also known as “Mestizas.” They were known by
their titles: “Don” for the men and “Doña” for the women. Boys were usually referred to as
“Señoritos” while girls were called “Señoritas”.

After several months, provincial ports in the Philippines were also opened to
world trade. The increasing trade resulted to its gradual increase that can be attested to
by these numbers (Majul, 1978). With an increase of exports (including tobacco, copra,
coffee, and rice), many Spaniards and affluent natives began to invest in many of the
foreign commercial firms.
To enhance their trading capacities, Spain implemented the following measures
(Majul, 1978):
1. Reformation of the Galleon Trade:
2. Settlement of the Spaniards in the provinces for agricultural and trade purposes;
and
3. Government expropriation of the landed estates of the friar corporations.

With these measures, the Spanish Government was now duty-bound to allow
Filipinos to rent and cultivate agricultural lands. To achieve this, more families had to
engage in farming. Among those principalia families who benefited from leasing the land
owned by the Dominican estate was the family of Rizal.
The primary source of income of the family came from leasing and cultivating this
wealthy friar estate. They planted crops like abaca, corn, sugarcane and others. They
also domesticated animals like turkeys. Out of the Rizal family's income from the land,
they could afford to send Rizal for western education.
However, despite these social developments, agricultural unrest continued to
grow. Friars who owned the land exploited the tenants through flimsily increasing land
rentals and taxes. This resulted in several agrarian unrest and dissatisfaction with the
living conditions of the Filipinos under the friar-owned estates. Most of the lands rented
by the Filipinos from these friar estates were reduced due to several factors such as:
land reform, church donations, inheritance, revolt, or misfortune (Zaide, 1999. Rizal
fought heavily alongside the farmers. They contended that the corrupt motives of the
friars heavily oppressed the social conditions of the Filipinos.

Understanding Rizal in the Context of the 19th Century Philippines

The political, economic, and social conditions of the 19m century shaped the kind
of Rizal that we know today in history. Without an understanding of that milieu, one can
scarcely understand Rial's enduring importance to the Filipino people nor the relevance
of his ideas and ideals today (Schumacher, 1991).
First, Rizal is a product of the 19th century. Would Rizal be who he is today if the
Philippine context in the 19m century were different?
Definitely, yes. The kind of Rizal that we, know today is a product of his own
time. He was at the right time, with the right people, and with the right context to
campaign for nationalism. We cannot seemingly imagine a 19th century Philippines
without someone like Rizal on it. His life, works, and writings helped shaped our history.
He used his knowledge for the betterment of the Filipino people and the Philippines.

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INSTRUCTIONAL MATERIALS
ISO 21001:2018
Department: College of Business Education

Next, Rizal responded to the needs of the time. The Filipinos' deplorable political
and social conditions paved the way for Rizal to rise against the Spaniards and call out
inefficiency, injustice and racial discrimination. From his study abroad and observance
of the European laws, ways and cultures, he realized that the Philippines could be a
better place if only Spain would take proactive steps in protecting its colony. He did not
hesitate to write the Noli Me Tangere and the El Filibusterismo to showcase the
political conditions of the Philippines under the hands of the corrupt friars and inefficient
Spanish officials. Therefore, Rizal came out at a time when he was most needed. He
took an active role in achieving true Filipino identity.
Lastly, Rizal's idea of a Filipino nation would not be possible without the events of
the 19 century. In the overview of this Chapter, we discussed that the facts of
contemporary history were also facts about the success and the failure of individual
men and women (Wright Mills, 1959). Therefore, the success of Rizal and other Filipino
people to achieve independence was a response to fulfill their growing desire for justice,
equality and freedom. The world and the Philippine context of the 1 st century molded the
environment that Rizal lived. He responded to what the people needed and used his
capabilities to achieve Filipino identity.

The independence that we have today is the result of how Rizal, together with
other Filipino heroes in history, fought hard to achieve the blessings of independence
and democracy.

ASSESMENT:

ACTIVITY 1: Give a concise discussion of the following:

1. Discuss the different evils brought about by the Spanish despotic colonial rule
in the Philippines.
2. Describe how the Industrial Revolution shaped the 1th century Philippines
especially Rizal.
3. Explain the rise of the middle-class called principalias and how this political
status shaped Rizal in the 19th century.
4. How do you think the political, economic and socio-cultural, events of the 19t
century shaped Rizal's ideals for nationalism and Filipino identity?
5. Why do you think it is important to understand the context of Rizal's time?

REFERENCES:

Porras,C.S., Doctor-Salinas E., Apsay L., Cunanan, M.J., Rillo, J.D., (2022). The life
and works of Jose Rizal. LORIMAR Publishing Inc.

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 GREEN VALLEY COLLEGE FOUNDATION INC.

INSTRUCTIONAL MATERIALS
ISO 21001:2018
Department: College of Business Education

ASSESMENT (ACTIVITY SHEET)

ACTIVITY 1: Give a concise discussion of the following:

1. Discuss the different evils brought about by the Spanish despotic colonial
rule in the Philippines.

2. Describe how the Industrial Revolution shaped the 1th century Philippines
especially Rizal.

3. Explain the rise of the middle-class called principalias and how this political
status shaped Rizal in the 19th century.

4. How do you think the political, economic and socio-cultural, events of the 19t
century shaped Rizal's ideals for nationalism and Filipino identity?

5. Why do you think it is important to understand the context of Rizal's time?

FM-CBE-012-00 Dated 04 September 2024