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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.
→The Spanish officials
→The Peninsulares (Spaniards who were born in Spain). They held the most important government jobs,
and made up the smallest number of the population.
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→The Friars are members of any of certain religious orders of men, especially the four mendicant orders
(Augustinians, Carmelites, Dominicans, and Franciscans).
frailes-de-filipinas
Middle Class – the people that belongs into this class includes the natives, mestizos and the criollos.
→ Natives – the pure Filipinos
Water_carriers_in_Iloilo,_1899
→The Mestizos are the Filipinos of mixed indigenous Filipino or European or Chinese ancestry.
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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:
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.
There were too complicated functions to the unions of the church and the state.
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.
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.
There are lots of criticisms received in the educational system of the Philippines in the late 19th century.
Below are the following:
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.
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.
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.
Liberty, religious freedom, democracy, human rights such as suffrage, freedom of speech, press and
form associations and assemblies.
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)
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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
(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.
03-ito-po-ang-cavite-mutiny-na-naging-dahilan
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)
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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.