soc. sci. 1 - spanish period
TRANSCRIPT
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Soc. Sci. 1 – Philippine History and Governance
with Philippine Constitution
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Institutional Impact of Spanish rule
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Presentation Outline
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Economic Institutionsa. Taxation- tribute/buwis (i.e. cash or kind / palay, tobacco,
chicken)- *In 1570, the tribute was fixed at eight reales.- Bandala – coming from the Tagalog world
Mandala (a round stack of rice stalks to be threshed) / assumed the meaning of annual enforced sale or requisitioning of goods (i.e rice or coconut oil)
- By 1844, the tribute was replaced by the cedula personal, equivalent to the present residence tax.
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Economic Institutionsb. Polo Y Servicio Personal or Prestacion Personal-Polo is actually a corruption of the Tagalog “pulong”, meaning “community labor”-16-60 yrs. old / forced labor for 40 days until 1884-Negative Effects of Polo-1. The upsetting of the village economy because labor drafts usually coincided with the planting and harvesting seasons-2. forced separation from the family and relocation to different places-3. decimation of the male population
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Economic Institutions
c. Encomiendas -Encomendar meaning “to entrust”-Encomendero is duty-bound to defend the encomienda.-To keep peace and order-Assist in missionary work-Encomendero were granted rights to tribute.
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Two Kinds of Encomiendas
1.Royal – were lands reserved for the crown and included the principal towns and ports (i.e Bagumbayan, Malabon, Navotas)
2. Private – were granted to individuals who were either the King’s proteges or men who served with merit during conquest and pacification campaigns (i.e. Bataan by Juan Esguerra / Batangas by Francisco Rodriguez
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Economic Institutions
Royal Economic Society of the Friends of the Country
- Gov. Blanco – composed of leading men in business, industry and the profession, who he himself prodded to exploit the island’s natural bounties.
- Make the colony self-supporting in economy and self-sufficient from the annual Mexican subsidy.
- Plan General Economico – income generating monopolies such as tobacco, areca nuts, etc.
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Economic Institutions
Royal Philippine Company
- March 10, 1785 by Charles III
- Uniting American and Asian culture
- Monopoly of trade in the Philippines, including Chinese and Indian goods to Spain via Cape of Good Hope
- Opposed by Dutch and English, also competition to Manila-Acapulco trade
- Hardship for the Filipinos (p. 88-89)
- Preference to cotton production, black pepper, silk, indigo, sugar
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Educational Transformation
1.Boy’s Colleges and Secondary Schools -Colegio Maximo de San Ignacio (1589)-In Colegio de San Ignacio, there were two kinds of training: priesthood and a general secondary education-The curriculum included Latin, Philosophy, Canon and Civil Law, and Rhetoric.-1865 – Ateneo Municipa de Manila – administered by the Jesuits-1611 – Colegio de Nuestra Senora del Santisimo Rosario (tertiary education for boys and girls) – administered by the Dominicans.
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Schools for Boys
1. School for boys in Cebu,1565 by the Augustinians
2. Colegio de San Ignacio,1589 by the Jesuits in Manila
3. Colegio de San Idelfonso" in Cebu in 1595 (Jesuits)
4. Colegio de San Jose (1601)
5. 1589, Escuela Pia
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Schools for Boys
6. University of Santo Tomas,1611 by the Dominicans
7. San Juan de Letran, 1630,Dominicans established for the orphaned boys.
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School for Girls
Colegio de Santa Potenciana was the first school and college for girls. This was opened in 1589
Colegio de Santa Isabel opened in 1632.
Beaterio - for orphaned girls who could not afford to educate themselves.
The subjects taught were housekeeping, cooking, sewing and embroidery-making, and others intended for good housekeeping.
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Educational Decree 1863
-The first educational system for students in the country was established by virtue of the Education Decree of 1863.-required the government to provide school institutions for boys and girls in every town. -As a consequence, the Spanish schools started accepting Filipino students. It was during this time when the intellectual Filipinos emerged. -The Normal School was also established which gave men the opportunity to study a three-year teacher education for the primary level.