The 19th century Philippines remained largely medieval under Spanish colonial rule. Society was based on a feudal structure that exploited the indigenous population (the Indios) and enforced racial discrimination. The Indios faced oppression at the bottom of the social pyramid, looked down upon by Spanish officials, Peninsulares (Spanish-born), Creoles (Philippine-born Spaniards), and Mestizos (mixed Spanish-Filipino heritage). The educational system was also deficient, emphasizing religious obedience over academic rigor and limiting opportunities for Filipinos.
The 19th century Philippines remained largely medieval under Spanish colonial rule. Society was based on a feudal structure that exploited the indigenous population (the Indios) and enforced racial discrimination. The Indios faced oppression at the bottom of the social pyramid, looked down upon by Spanish officials, Peninsulares (Spanish-born), Creoles (Philippine-born Spaniards), and Mestizos (mixed Spanish-Filipino heritage). The educational system was also deficient, emphasizing religious obedience over academic rigor and limiting opportunities for Filipinos.
The 19th century Philippines remained largely medieval under Spanish colonial rule. Society was based on a feudal structure that exploited the indigenous population (the Indios) and enforced racial discrimination. The Indios faced oppression at the bottom of the social pyramid, looked down upon by Spanish officials, Peninsulares (Spanish-born), Creoles (Philippine-born Spaniards), and Mestizos (mixed Spanish-Filipino heritage). The educational system was also deficient, emphasizing religious obedience over academic rigor and limiting opportunities for Filipinos.
CHAPTER 1: THE PHILIPPINES IN THE 19th CENTURY Natives or Indios Looked Down
THE PHILIPPINES IN THE 19th CENTURY
POLITICAL SYSTEM 19th Century- Dynamic & Creative Age in Europe and US. Ministro de Ultramar (Ministry of Colonies)- Concepts Triggered Revolutionary established in Madrid in 1863. 1. Industrialism Changes: -Spain governed the Philippines. 2. Democracy Centralized Machinery Science, Technology, 3. Nationalism a) Executive Economics, Politics Revolutionary Changes b) Legislative -enable men to achieve the heights of c) Judicial prosperity and dignity. d) Religious Powers 19th Century Phil.- largely medieval, signs of Central Government progress or change were noted in certain sectors. Governor General- appointed by the Spanish Social and Economic Structure- based on the Monarch. feudalistic patterns of abuse and exploitation of Characteristics: the Indio. a) King’s representative- state & religious Racial Discriminatory Practices- oppressive. matters. Intellectual Decadence- prevailed. b) Exercised extensive powers. Gov’t Processes- no respect for the needs of c) Issued executive orders and people. proclamations. d) Supervision and Disciplinary Powers. SOCIAL STRUCTURE e) Commander in Chief- Armed Forces of Phl. Society- predominantly feudalistic. the Phil. Conquistadores (Spanish Soldier)- Spanish f) Supreme Authority- financial matters landholding system imposed. until 1784. g) Gov’t & Religious Activities Elite class- exploited masses - Petty official negligence -“master slave” bet. Spaniards & Fil. - Faulty administration of Justice. Spaniards- exacted all forms of taxes & tributes. -drafted natives for manual labor. Provincial Government (Alcaldias) Poor became poorer and the rich, richer. - led by Alcaldes Mayors (Civil Governors) Pyramidal Structure- favoured the Spaniards. Apex Spanish officials, City Government (Cabildo or Ayuntamiento) peninsulares & friars. – administers by two alcaldes en ordinario (Mayor and Middle Favored Natives, Vice Mayor) Mestizos and Creoles. Gobernadorcillo (Captain) Base Indios (Filipino) Racial Discrimination - Chief Executive & Judge of Town. Peninsulares Highest Offices and - Elected at the beginning of the year of Positions Board composed: Creoles (Phil. born Second Priority a) Members- town principalia. Spaniards), Half breed b) Body of Citizens- high standing. (Mestizos) REVIEWER IN RIZAL / PRELIM/ CHAPTER 1/ JOLINA MAE G. NATUEL/ BEED/ PROF. MILITANTE Page 1 c) Made up of the incumbent or f) Fit only for manual labor. Ex- cabeza de Barangay. g) These practices resulted: -Lack of Personal Confidence -Development of Inferiority Complex Barangay (Barrio) Absence of Academic Freedom - Controlled by a: Cabeza de Barangay (Responsibility) a) Extended to the Schools a) Maintain Peace and Order b) Learning (Every Level)- largely by rote. b) Collect tributes and Taxes c) Students- memorizes and repeated contents of book which they didn’t understand. Guardia Civil and Cuadrilleros a) Performed Police Duties College of San Juan de Letran- official b) Maintain Peace and Order secondary school in the Phl. Alferez (Second Lieutenant) Ateneo de Manila- also offered secondary a) Usually a Spaniard education. b) Headed the Corps of Guardia Civil- each Seven Provinces- Private Colleges town. Latin Schools- General Studies Secondary Education (Girls)- furnished by EDUCATIONAL SYSTEM 5 Colleges in Manila: 300 Years- 1st settlement of Spaniards. 1. Santa Isabel -no systematic gov’t supervision of schools. 2. La Concordia Schools- free to administer (own curricula) a) Santa Rosa -prescribe the qualifications of their teachers. 3. Looban 4. Santa Catalina Serious Criticisms Against System End of Spanish Regime 1. Overemphasis on Religious Matters 2. Obsolete Teaching Methods UST- only Institution of University (Manila) 3. Limited Curriculum -established solely for Spaniards and Mestizos. 4. Very poor Classroom Facilities -it opened its doors to Filipino students for 5. Absence of Teaching Materials- books in both decades (before the end of Spanish Rule) Elementary and HS. Educational Decree of 1863 6. Primary Education- neglected 7. Absence of Academic Freedom - Marked a milestone in the History of Education 8. Higher Learning-prejudice against Filipino in the Philippines under Spain. 9. Friar control over the system - First time- provisions were made: b) Establishment of Teacher Training Friars Schools a) Occupied a dominant position. c) Gov’t supervisions of the public school b) Religion- main subject. system. c) Fear of God was emphasized. d) Obedience to Friars- instilled in the minds of the people. e) Had inferior intelligence.
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