SOCSCI 7 PRELIM

Module 1, Module 2, Module 3

The Industrial Revolution

• change in social and economic organization

• resulting from the replacement of hand tools by machine and power tools

• the development of factories and large-scale industrial production.

where and when did the Industrial Revolution occur

Europe in the 19th century

Democracy

• inclusive political system in which all groups can participate and all voices are heard.

• transparent and accountable politicians work together in the interests of their citizens.

• “that government of the people, by the people, for the people…” Abraham Lincoln

1775-1875

In the West, NATIONALISM, and REPUBLICANISM, following the Enlightenment, led to the armed struggles of nations for independence and democracy.

predominant philosophy during the 18th-19th century?

the predominant philosophy was LIBERALISM

Liberalism

• philosophy or movement that has its basic concern in the development of personal freedom and social progress.

• openness to progress and change.

• individual rights and equality of opportunity

Anti-clericalism

• in countries in which a state church exists or a church is politically influential,

• other countries sought to curtail the Church’s influence, to break down its political power, and to destroy its traditional control over education.

• opposition to the clergy for its real or alleged influence in political and social affairs, for its doctrinairism, for its privileges or property, or for any other reasons.

Nationalism

• love of one's country and the desire to be free from other countries;

• a devotion to the interests and culture of one's nation.

Despite the popularity of socialism in Europe, Filipino middle-class members who went to Europe were attracted to the:

• manifestations of democratic and nationalistic ideals.

• the adoption of a constitution that guarantees natural and civil rights, movements toward popular suffrage, and the setting up of parliaments.

The Altered Position of the Catholic Church

• The Catholic Church in Europe was a most powerful and influential institution

• The Church has been identified with the monarchy and aristocracy

• The Church was considered an adversary of the young Republican states and the recently unified countries like France, Germany, and Italy.

the ______ considered the Church an enemy of reforms

liberals

who issued RERUM NOVARUM which defined the modern position of the church on social questions during the 19th century?

Pope Leo the XIII

RERUM NOVARUM

• called upon all states to help labor and reiterated church support

• in the promotion of the welfare of labor, appealed for economic and social reform, and exhorted its followers to live within the principles of social justice.

celebrated motto of the French Revolution

“Liberty, Equality, and Fraternity”

Jean-Jacques Rousseau

• believed that mankind is essentially good but corrupted by society

• believed in the inherent equality of men

• the general will as the basis of government

Baron de Montesquieu

• He attacked the monarchy and institutions of the ancient regime

• He put forth the principle of Separation of powers – executive, legislative, and judiciary

Voltaire

• skeptical but deistic religious attitude

• castigation of bigotry (a superstitious religious hypocrite)

• attacked injustice and intolerance

DEISM

• belief that the truth of the existence of God can be discovered only by the individual

• through the evidence of reason and nature

• without resorting to any particular church or revelation.

John Locke

• The purpose of government is to protect what he called the “natural rights” of its citizens.

• “All people are born free and equal, with a right to life, liberty, and property, and the right to the pursuit of happiness.

• If a government fails to protect the rights of its citizens, the people have the right to overthrow that government and establish a better one

The Philippines in the 19th century:

• MEDIEVAL

• PREDOMINANTLY FEUDALISTIC

• CENSORSHIP AND RACIAL DISCRIMINATION PRACTICES WERE OPPRESIVE

19th century Philippines’ social and economic structure was based on the

old feudalistic patterns of abuse and exploitation of the INDIO.

why was the Philippines in the 19th century feudalisitc?

Because the arrival of the conquistadores developed a “master-slave” relationship where the elite class exploited the masses.

Pyramidal structure of the 19th century Philippine society, from highest to lowest

1. PENINSULARES

2. INSULARES

3. SPANISH MESTIZOS

4. PRINCIPALIA

5. CHINESE MESTIZOS

6. CHINESE

7. INDIOS

MINISTRO DE ULTRAMAR (Ministry of Colonies)

• established in Madrid in 1863

• Spain governed the Philippines though this

• helped the Spanish monarchs manage the affairs of the colonies and govern the Philippines through centralized machinery exercising executive, legislative, judicial, and religious powers.

The Governor-General

• appointed by the Spanish monarch

• issued executive orders and proclamations

• had disciplinary powers over all government officials

• Commander-in-Chief of the Armed Forces of the Philippines

• had supreme authority on financial matters

• exercises legislative powers with his CUMPLASE by which he could disregard or suspend any law or royal decree from Spain

• had a prerogative to nominate priests to ecclesiastical positions and control the finances of the missions.

Provincial Government

• Alcaldias

• Corrigimientos

• Ayutamineto/Cabildo

• Gobernadorcillo (capitan)

• Cabeza de Barangay

Alcaldias (Provincial Government)

headed by alcalde mayors (pacified provinces)

Corrigimientos (Provincial Government)

headed by corrigidores (unpacified provinces)

Ayutamiento/Cabildo (Provincial Government)

city government

Gobernadorcillo (Provincial Government)

• capitan

• municipal government

• chief executive and chief judge of a town

• elected at the beginning of every year by a board composed of members of the town PRINCIPALIA, a body of citizens of high standing, usually made up of the incumbent or ex-cabeza de barangay.

Cabeza de Barangay (Provincial Government)

• responsible for maintaining peace and order

• collect tributes and taxes in his barrio

Royal Audiencia

• the highest judicial body;

• also acted as auditor of the finances of the government.

AUTOS ACORDADOS

• executive decrees issued by the Governor General upon the advice of the Royal Audiencia.

• had the binding force of law

Sources of Abuses in the Administrative System

1. the appointment of officials with inferior qualifications, and without dedication to duty, and moral strength to resist corruption for material advancement.

2. officials were assigned manifold duties and given many powers and privileges

3. union of the church and state

4. administrative positions were either obtained through Royal Appointment or were sold to the highest bidder (one reason was to raise revenues)

5. officials exploited their office and its powers to recover their expenses and enrich themselves.

6. the ALCALDE was the administrator, judge, and military commandant, all rolled into one, with liberal allowances and privileges.

7. unscrupulous officials often exacted more tributes than required by law and pocketed the excess collections.

8. INDULTO PARA COMERCIAR

9. BANDALA

10. provincial governors bought goods from the natives at a cheap rate and sold these goods back to the natives in times of scarcity at a much higher price.

INDULTO PARA COMERCIAR

license to engage in trade

BANDALA

• an annual quota of products assigned to the natives for compulsory sale to the government.

• Governor Sebastian Hurtado de Corcuera began collecting the bandala from the natives in 1600

Governor Sebastian Hurtado de Corcuera

began collecting the bandala from the natives in 1600

Sources of Abuses in the Educational System

• Overemphasis on religious matters

• absence of academic freedom

• Obsolete teaching methods

• absence of teaching materials

• Limited curriculum

• poor classroom facilities

• prejudice against Filipinos in the schools of higher learning

• rote learning – students memorized and repeated the contents of books without understanding

rote learning

students memorized and repeated the contents of books without understanding

Academic freedom

• most fundamental virtue, common to all universities

• the freedom to conduct research, teach, speak and publish, subject to the norms and standards of scholarly inquiry,

• without interference or penalty (from authorities),

• wherever the search for truth and understanding may lead.

Religion

• main subject in the schools

• because friars inevitably occupied a dominant position in the Philippine educational system

Fear of God

was emphasized and obedience to the friars was instilled in the minds of the people

Because Filipinos were constantly reminded that they had inferior intelligence and they were fit only for MANUAL LABOR:

They developed a lack of personal confidence and an inferiority complex

In the 19th century, Philippine nationalism was born.

true

NATIONALISM

usually springs from the consciousness of a national identity of being one people, with common aspirations and ideals.

Roots of the formation of national consciousness

1) PRE-HISPANIC ERA ROOTS

• Malays brought here their technology which started the development of our indigenous culture.

• arrival of the Muslims marked the foundation of Islam in Mindanao and Sulu.

• fusion of these successive cultural migrations and the mingling of their Asian blood have assimilated so well to produce the Filipino people and our indigenous culture.

2) COLONIZATION BY THE SPANIARDS

• dominated the Philippines for more than 3 centuries

• functional unification of the widely-scattered people under a highly centralized and bureaucratic government

• Roman Catholicism was made the state religion

DIVIDE AND RULE

to further control and dominate the Indio’s lives.

Initial manifestations of the Filipino desire to be freed from the atrocious Spanish rule came in the form of numerous:

REGIONAL REVOLTS

The most common causes of revolts

1. Discontent and humiliation brought about by racial discrimination and the wanton abuse of the officials in the implementation of policies.

2. No religious freedom

3. Friar’s usurpation of the natives

main abuses of the officials in the implementation of policies

• exploitation of manpower through forced labor

• the collection of taxes or tributes

• indulto para comerciar

• bandala

All these revolts had failed because:

• sectional jealousies

• lack of communication in the provinces

• absence of national leadership

Because of scientific discoveries and technological breakthroughs,

closer communication between the Philippines and Spain and between Europe and Asia became feasible.

Industrialism mechanized production that in turn increased the demand for raw materials and markets for finished products.

It encouraged free trade policies that hastened the development of international commerce.

The opening of the Suez Canal

had greatly contributed to the changes in world.

Results of Industrialization

• trading centers and cities flourished

• people enjoyed material and economic prosperity, better standards of living, better education, and social opportunities.

The Philippines as a source of raw materials and as a market for finished products

was eventually drawn into the orbit of international trade.

This marked a change in the economic and social life of

those Filipinos who eventually came into contact with the political and socio-economic developments in Europe.

ILUSTRADOS

• intellectual Filipinos

• served as bridge between the liberal Europeans and the oppressed and exploited INDIOS.

When the Philippines was drawn within the orbit of world trade,

• a new breed of native middle class emerged.

• With their newly acquired wealth, they were able to send their children to school in Manila and Europe

With the opening of elementary and secondary schools,

education became accessible to the INDIOS.

Francisco Balagtas

• the first Filipino artist with a social conscience.

• portrayed the “social cancer” of his time

who made the first united movement against racial discrimination?

• the native clergy with their demand for the right to administer parishes (the question of secularization).

• involves the right of either the regular or the secular priests to administer parishes.

Father Pedro Pelaez

• Spanish mestizo to first champion the cause of the native clergy

• then ecclesiastical governor of the Philippines in 1862.

Father Jose A. Burgos

• published anonymously a manifesto on June 27, 1864.

• believed that the friars were responsible for the backwardness of the country and the fanaticism of the indio.

• accused the friars of having opposed the teaching of Spanish and for having kept the indio ignorant so they could be kept in perpetual subjugation

In 1868 the mutiny of the Spanish fleet in Cadiz against the monarchy mounted into a revolution that

deposed Queen Isabela II.

General Carlos Ma. De la Torre

• abolished the censorship of the press, fostered free political discussions, and supported the secularization of parishes

• as the appointed Governor General

Governor Rafael de Izquierdo (1871-1873)

• replaced Governor de la Torre

• restored strict censorship of the press, prohibited political discussions, and put a stop to the secularization of parishes.

CAVITY MUNITY

• erupted on January 20, 1872

• due to dissatisfaction and continuous social unrest

• resulted in the execution of the three martyred priests – Gomez, Burgos, and Zamora

Gomez, Burgos, and Zamora

• executed due to the CAVITY MUNITY

• by a strangulation machine, garrote

Dr. Pedro Paterno

• SAMPAGUITAS (1880)

• a collection of verses

• attempted to the public a Filipino national personality through the works of a Filipino.

Dr. Gregorio Sanciano

• EL PROGRESO DE FILIPINAS (1881)

• analyzed the revenue system and concluded that the inequality of the Philippine tax structure had deterred the economic growth of the Philippines.

• wrote about economic reforms and improved political administration

Juan Luna and Felix Resurrection Hidalgo

became victorious at the Exposicion de Bellas Artes in Madrid in 1884.

Juan Atayde

• formed Circulo Hispano-Filipino

• a Spaniard born in the Philippines

Noli Me Tangere

published in March 1887

José Protasio Rizal Mercado Y Alonso Realonda

Rizal’s full name

June 19, 1861

Rizal’s date of birth

Rizal’s parents

• Francisco Engracio Rizal Mercado y Alejandro (father)

• Teodora Morales Alonzo Realonda y Quintos (mother)

• both of Chinese descent

Francisco Engracio Rizal Mercado y Alejandro

• was born in Biñan, Laguna

• studied Philosophy and Latin at the College of San Jose de Manila.

Teodora Morales Alonzo Realonda y Quintos

• was born in Sta. Cruz, Manila.

• was a good mathematician

Calamba, Laguna

• RIzal’s birthplace

• an agricultural town devoted to the production of SUGAR

• situated at the foot of Mt. Makiling

Rizal’s family

• 9 sisters, one brother

• of Chinese descent

• parents raised them to the privileged class, the PRINCIPALIA

• enjoyed the esteem of the local Spanish officials because of their social standing

Rizal’s father’s influence

• modesty, integrity, and honesty

• profound sense of dignity and self-respect

• seriousness and self-possession

Rizal’s mother’s influence

• temperament of the poet

• dreamer

• bravery for sacrifice

• learned the rudiments of mathematics, grammar, and poetry

• influenced by Rizal positive values and a deep sense of spirituality and religiosity

• inculcated value of education and the value of time

Early Manifestations of Innate Talents

• Rizal learned his alphabet at the age of THREE

• He loves reading and literature; the family has extensive library

• He manifested skills in sculpture, sketching, and painting

• At the age of 8, he wrote his first poem, SA AKING MGA KABATA

• His favorite fable was “The Story of the Moth”

SA AKING MGA KABATA

• a poem by Rizal written when he was 8 years old

The Story of the Moth

• Rizal’s favorite fable

• Rizal would never forget this story because it would serve as a constant reminder of the daring risks that he would take as a young idealist.

• The flame may singe but Rizal learned later that one must suffer any consequence if one is to succeed.

Rizal’s older sister, Narcisa’s, take on Rizal’s solitude

He was nearly always quiet and very observant . . . His pastime notions and habits were more characteristic of the mature than of the young. He liked being alone; he did not play with ordinary toys. He loved reading and listening to his elders discuss matters of moment.

Rizal’s informal education was provided by his

mother

Rizal’s first formal education

• At the age of nine, his parents sent him to study Biñan in the school of Don Justiniano Aquino Cruz,

• who, after a few months, reported to his parents that he had nothing more to learn in school.

• Jose excelled in academics and in physical activities.

June 10, 1872

Rizal took the entrance examination at San Juan de Letran College

Ateneo

• Rizal studied there from 1872 to 1877

• obtained a Bachelor of Arts degree with the highest honors that entitled him to admission in any university.

• he discovered the wisdom of books and its influences on his search for knowledge

• taught him that the mind would achieve its purpose as long as one sought truth in a spirit of love and understanding of one’s fellowman

• left at the age of 16

Rizal’s literary works while in Ateneo

• “Through Education the Country Receives Light”

• “Intimate Alliance Between Religion and Good Education”

“Through Education the Country Receives Light”

• Rizal expressed the potential benefits that can be derived from educating the citizenry.

• responsible education instills in the youth noble ideas and sublime virtues.

“Intimate Alliance Between Religion and Good Education”

the concept that faith and belief in truth and love of God are discovered in dedicated study and the cultivation of the human mind.

University of Santo Tomas

• Rizal enrolled in courses in philosophy and letters

• also took up surveying and agriculture at the Ateneo

• finally decided to take up medicine to treat the failing eyesight of his mother

• experienced prejudicial limitations at the University

PACIANO

• advised Rizal to pursue his studies in Europe

• added to Rizal’s already growing sense of nationalism

Despite Rizal’s resentment due to racial discrimination,

• Rizal did not seek to get even through violence.

• He sought equality through the mastery of mental skills.

• He proved that despite the use of Spanish, the language of the white boys, as a medium of instruction,

• a brown boy could equal them and still emerge the winner under the same circumstances.

Liceo Artistico de Manila

• Rizal won twice in this literary competition in Sto. Tomas

• won with his poem A La Juventud Filipina (To the Filipino Youth)

• and his play El Consejo de los Dioses (The Council of the Gods)

A La Juventud Filipina (To the Filipino Youth)

an open avowal of nationalism that evoked ideas of freedom and independence from one nation and one people.

El Consejo de los Dioses (The Council of the Gods)

• presented a discussion among the Olympian gods and goddesses as to who the greatest pet was –

• Homer, Virgil, or Cervantes.

• Jupiter was the final judge who measured the value of each poet’s masterpiece.

• His evaluation showed that all three works were of equal value.