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Module 2: The Philippines During The 19 Century:: Learning Outcomes
Module 2: The Philippines During The 19 Century:: Learning Outcomes
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Heroes are born, not made. Professor Deane Aikins, a psychiatrist at Yale University, said a small
minority of individuals remain cool even in the most stressful circumstances. His findings, based on
research with the military, found that some individuals did not panic because their body naturally
protected them. (.Feb 16, 2009)
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Learning Outcomes:
1. Illustrate the economic, socio-cultural and political structures during this era
2. Relate the educational system established during this century with the present time
3. Appraise the link between the individual and society through film viewing of “ Ganito
Kami Noon,Paano Kayo Ngayon”
4. Point-out Jose Rizal in the context of his time.
5. Make a graphic organizer showing the various socio-cultural, political and economic
factors during the 19th Century
The 19th century marked as very dynamic and productive age mainly in continents Europe and
Asia.
Rise and Gradual Spread of Liberalism and Democracy -The principal ideas of liberalism- liberty
and equality- were first realized successfully in the American Revolution and then achieved in
part in the French Revolution. This political and social philosophy challenged conservatism in
the European continent. -Liberalism demanded representative government as opposed to
autocratic monarchy, equality before the law as opposed to legally separate classes. The idea of
liberty also meant to specific individual freedoms: freedom of the press; freedom of speech,
freedom of assembly; and freedom from arbitrary arrest.
Rise and Gradual Spread of Liberalism and Democracy -Democracy became a way of life in
many European countries, like Britain, Belgium, and Switzerland. -Democracy was gradually
established thru the following means: *promulgation of laws that advance democracy;
*undertaking of reforms thru legislation; abolition of slavery; *adoption of a liberal constitution;
providing the citizens the *opportunity to propose laws; *adoption of manhood suffrage; and
*granting of political, economic and social rights to the people.
3. Industrial Revolution
The Industrial Revolution One of the most crucial developments in the 19th century was the
Industrial Revolution. The Industrial Revolution refers to the transformation of manufacturing
brought about by the invention and use of the machines. This development started in England
and later on spread into Belgium, France, Germany, and even in the United States.
Positive effects of industrial revolution; The rise of the factory system; Mass production of
essential and non-essential goods; Improvement of people’s standard of living; Greater
urbanization of society; Beginnings of specialization or division of labor; Invention of labor-
saving devices; The beginnings of industrial capitalism; Fostering of liberalism and nationalism;
and Encouragement of people’s mobililty.
Negative effects of Industrial Revolution; -Widening of gap between the rich and the poor;
-Unending economic warfare between labor and capital and other environmental problems
-Beginning of child and women labor; and -Intensification of imperialistic rivalry between and
among industrialized countries. In the Philippines, it caused the displacement of the farmers
from their lands.
4. Advent of Science
The Advancement of Science The triumph of science and technology had at least three
significant consequences. - First, everyday experience and innumerable scientists impressed the
importance of science on the mind of ordinary citizens. -Second, as a science became more
prominent in popular thinking, the philosophical implication of science spread to broad sections
of the population. Technical advances led the people to develop optimistic faith in man’s
capability to achieved progress. -Third, the methods of science acquired unrivaled prestige after
1850. For many, the union of careful experiment and abstract theory was the only route to
truth and objective reality.
Optimism and Confidence in Progress Optimism or faith in society and man’s ability to progress
was brought about by the advancement of science, the coming of steam-powered industry, and
the spread of liberalism and socialism. The optimism of the century was summed by Marquis de
Condorcet in his work, Sketch for the Historical Picture of the Progress of the Human Mind. He
saw that “the strongest reason for believing that nature has set no limit to the realization of our
hopes” and foresaw “the abolition of inequality between nations, the progress of equality within
nations, and the true perfection of humanity. Progress was now independent of any power that
might wish to halt it and will never be reversed.”
Optimism and confidence in progress can be gleaned from the achievements of men in the 19th
century. Notable among these were the following; -Extensions of human rights to many people;
-Promotion of higher education for men and women; -Education for nationalism in schools;
-Investment in science to serve mankind; -Improvement of public health thru the establishment
of numerous, hospitals; and -Emergence of realistic literature, depicting the life of the time
1. Appointment of officials with inferior qualification, without dedication to duty and more
strength to resist corruption for material advancement.
2. Too complicated function (union of the church and state)
3. Manner of obtaining the position >royal appointment >appointed by governor-general
>highest bidder
4. Term of office >dependent on the desire of the king
5. Distance of the colony >ignorance of the needs of the Philippines >inadequate
administrative supervision >overlapping of powers and privilages of officials
6. Personal interest over the welfare of the state ALCALDIAS OR ALCALDE >most corrupt
>administrator, judge, military commandant >P25/month with liberal allowances and privilages
>Indulto para comerciar: monopoly on trade/business practices >provincial judge
7. EDUCATIONAL SYSTEM
Criticisms: a.) Overemphasis on religious matters b.) Obsolete teaching methods c.) Limited
curriculum d.) Poor classroom facilities e.) Absence of teaching materials f.) Primary education
was neglected g.) Absence of academic freedom h.) Prejudice against Filipinos i.) Friar control
over the system ● Educational decree of 1863: the establishment of teacher training schools
and for government supervision of public school system.
8. ECONOMIC SITUATION
(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: Izquierdo became the governor-general; “with crucifix in one
hand as a sword in the other” (a) 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 2 Filipino soldiers and workers in Fort San Felipe mutinied, under the
leadership of Sgt. La Madrid; caused by Izquierdos abolition of the exemption of Filipino
workers from polo and paying tributes: mutineers were able to kill 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, and 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 mutiny) Military court: three priest guilty and sentenced them to die by Garrote
THE DIFFERENT SOCIO-ECONOMIC POLICIES IMPOSED BY THE SPANIARDS
1. REDUCCION
The natives are forced to live in place near the center and they could hear the sound of
the bell. This policy was implemented so that the government and parish priest could
easily monitor them and for the easy conversion to Catholicism.
2. BANDALA
The natives are obliged to sell their products to the Spaniards even in the lowest price
and sometimes the Spaniards will just issue some promissory notes
4. TAXATION
The natives are paying different types of taxes which included the cedula, sanctorum,
donativo de Zamboanga and the tribute.
5. TRIBUTE
As a sign of vassalage to Spain, the Filipinos paid tribute to the colonial government in
the island. The tribute was fixed at eight reales or in kindo gold, blankets, cotton, rice,
bells.
References:
Laurel, Jose B. Jr. 1960. The Trials of the Rizal Bill. Historical Bulletin 4(2): 130-39
Constantino Renato. 1969. The Rizal Law and the Catholic Hierarchy. In the Making of a
Filipino; A Story of Philippine Colonial Politics, 244-47.Quezon City: The Author
Pangilinan, Michael C et al. Life and Works of Dr. Jose P. Rizal. A Modular Approach
Based on the New CHED Curriciulum. Mindshapers Co., Inc
Schumacher, John. 2011. The Rizal Bill of 1956: Horacio De La Costa and the Bishops.
Philippine Studies 59(4): 529-53