PHILIPPINES

UNDER THE
SPANISH RULE
POLITICAL INSTABILITY IN SPAIN

 Politics in Spanish history it is

because of the rise and fall of
ministries and constitutions.
 CANOVITE SYSTEM

 It is also known as rotativism.

 The Spanish crown worked out
this system to save the country
from political disunity.
 Under this policy, the liberals and
conservatives in Spain took turns
in administering the affairs of the
country.
 EFFECTS IN THE PHILIPPINES

 Frequent changes in the top colonial

administration in the Philippines.
 Colonial administrations became very
inefficient and corrupt.
 The Philippines became a dumping
ground for the relatives and favorites of
Spanish politicians in Madrid.
 ABANDONEMENT OF MERCANTILISM

 In the 19th century Spain

abandoned mercantilism and
adopted laissez- fair policy.
 MERCANTILISM- an economic
doctrine based on the idea that a
country’s wealth and powered is
measured in terms of stock of gold
and silver.
Spain was forced to abandon
this policy on account of her
felt need to follow the trend
in economic development in
Europe, and at the same
time, speed up the growth of
her commerce and trade.
 LAISSEZ- FAIR POLICY

 An economic system in which

transactions between private parties are
free from government intervention
such as regulation, privileges, tariffs
and subsidies. The phrase laissez-faire
is part of a larger French phrase and
basically translates to "let do", but in
this context usually means to "let go".
 EFFECTS IN THE PHILIPPINES

 Spain ended the Galleon Trade of the

Manila- Acapulco trade in 1873.
 This directly led to opening of the
Philippines to world commerce.
 The opening of the country to foreign
commerce and trade, not only ended
the economic isolation of the
Philippines from the rest of the world.
 It created a middle class imbued
with civic courage and personal
independence, which started
questioning the abuses of the
Spanish Regime.
 The middle class started
clamoring for reforms in the
Philippines from 1872- 1892.
 As a result of the Spanish conquest of
the Philippines, the Filipinos lost their
ancestral lands on account of Spain’s
institution of the enconmienda system.
 ENCONMIENDA SYSTEM- was a labor
system in Spain and its empire. It
rewarded conquerors with the labor of
particular groups of subject people.
 ADMINISTRATIVE ORGANIZATION

 The Philippines was governed directly

by the Spanish Crown, through the
Ministry of Colonies in the 19th century.
 The government was unitary as policies
implemented by colonial
administration from Luzon to
Mindanao emanated from Manila, the
seat of the colonial government.
 GOVERNOR GENERAL
 Appointed by the Spanish
monarch.
 Head of the Spanish colonial
government in the country.
 He represented the crown in all
government matters.
 He was the Vice Royal Patron over
religious affair, he could nominate
priests for ecclesiastical
administration of the parishes.
 He was the commander and chief
of the colonial army.
 He has legislative powers, so he
can legislate laws for the colony.
 He was chief executive of the colonial
government, he was an ex-officio
president of the Royal Audencia, the
Supreme Court at that time in the
Philippines.
 The laws enacted by the Governor
General was called ACTOS ACORDAS.
 Because the Spanish cortes was in
Madrid the Governor General can
decide which law will be implemented
and disregarded.
 LOCAL GOVERNMENT UNITS

 Provinces, towns, cities, and barrios.

 ALCALDIAS- provinces during the
Spanish regime.
 ALCALDE MAYOR- provincial governor
who exercised executive and judicial
functions.
 The provincial government was the most
corrupt unit of the local government.
 Alcadias was divided into towns or
pueblos.
 Each pueblos was governed by the
GOBERNADORCILLO or town
mayor.
 His responsibility is to collect tax.
 To ensure collection and remittance of
the taxes, he was required to mortgage
his properties to the government.
 Towns was divided into barrios or
barangays.
 CABEZA DE BARANGAY- head of
the barangay.
 Maintenance of peace and order
and collection of taxes and
tribunes in the barangay.
 AYUNTAMIENTO

 City government during the

Spanish regime.
 It was governed by a CABILDO or
city council composed of a city
mayor (alcalde en ordinario),
councilors (regidores), chief
constable (aguacil mayor), and a
secretary (escribano)
 The key figure in the local
administrative set-up was the
SPANISH FRIARS.
 It is because of the UNION of the
Church and the state in the
Philippines.
 The friars was the supervising
representative of the Spanish
government, thus his approval is
necessary.
 ROLES OF THE FRIARS

 Local school inspector, health

inspector, inspector of accounts of
the gobernadorcillos, and cabeza
de barangay.
 His approval on the was requiered
in the census lists, tax lists, list of
army consprits, and register of
births, deaths an marriages.
 The rise of POWER and
INFLUENCE of the friars can be
attributed to the frequent changes
in administration in the country.
 Spain TIGHTEN CONTROL over
the country thru the friars for the
FEAR of losing the Philippines.
 GUARDIA CIVIL

 Another institution feared in the

Philippines.
 Corps native police officer under
the leadership of Spanish officers
for the purpose of dealing with
outlaws and renegades.
 AUDENCIA REAL
 The Supreme Court and lower courts
 Two territorial audencias- courts of
first instance and justice of peace courts
 Adjudicate appeals for civil and
criminal cases, forum for settling issues
on governance and auditing agency of
the finances of Spanish colonial
administration in the country.
 THE SOCIAL STRUCTURE

 FEAUDALISTIC as a consequence
of the enconmienda system.
 Filipinos were treated as SLAVES.
 They were imposed and collected
all forms of taxes and tributes.
 POLO Y SERVICIO- forced labor
 Dotrine of LIMPIEZA DE SANGRE- purity of
blood.

PENINSULARES
INSULARES
SPANISH MESTIZAS
PRICIPALIA
CHINESE
MESTIZOS
INDIOS OR
NATIVES
 EDUCATIONAL SYSTEM

 Under the control of the friars.

 Primary education was no given
attention.
 Instruction was centered on
teaching fear of God and obedience
to the friars, with indoctrination as
the principal method of teaching.
 Children in these schools were
taught that they were inferior
intelligence and were suited only
for manual work.
 With VERNACULAR
LANGUANGE students’
 Learning was measured in terms
of how well they can parrot the
contents of a book even without
comprehension.
 Filipino children was not able to
develop self- confidence in their
ability to learn.
 Native children develop severe
inferiority complex.
 The culture of silence was instilled
in the minds of the Filipino
learners.
 UNIVERSITY OF SANTO TOMAS- was the
only higher education institution in the
Philippines by the end of 19th century.
 Founded by Dominicans in 1611, was the
only university, which offered courses in
medicine, pharmacy, theology, philosophy,
as well as canon and civil law.
 Only Spaniards and mestizos were
admitted but during the last half of the 19th
century it opened its doors to Filipinos.
 SECONDARY SCHOOLS

 Collegio de Santo Tomas and

Collegio de San Juan de Letran
under the Dominicans.
 Ateneo Municipal under the
Jesuits.
 School for boys
 Santa Isabel, La Concordia, Santa
Rosa and Santa Catalina.
 School for girls in Manila.
 All the schools were subject to the
inspection of Dominican Rector of
UST.
 Students seeking admission into
secondary schools must take and
examination before a board appointed
by the rector of UST.
 EDUCATION DECREE OF 1863

 Public education for the natives

 Establishment of 1 elementary school
for boys and 1 elementary school for
girls in each town in the Philippines.
 Provided for the establishment of
normal school for teachers with
mastery of Spanish language.
 Spanish language is the medium
of instruction in all schools.
 However the friars reacted
negatively to the teaching of
Spanish language to the Filipinos
because they say that knowledge
to the language would led to the
development of political and
social awareness among native.
 WEAKNESSES

 Over emphasis on religion

 Limited and irrelevant curriculum
 Obsolete classroom facilities
 Inadequate instructional materials
 Absence of academic freedom
 Racial prejudice against the
Filipinos in school
 ECONOMIC SITUATION

 The country opened to foreign

trade
 Resulted to the rapid rise of foreign
firms in Manila.
 The presence of foreign traders
stimulated agricultural production
and export of sugar, rice, hemp,
and tobacco.
CONSEQUENCES OF GROWING PROSPERITY

 Opportunities for trade increased

Filipino contacts with foreigners and
peninsular Spaniards.
 A number of families which prospered
were able to send their sons for and
education to Europe.
 Further destroying the isolation of the
country from the rest of the world.
 ACTIVITY
Make a song highlighting the
difference between the life of
Philippines during the Spanish
time with the present world (21 st

century)