CHAPTER 5: THE IMPACT OF SPANSH RULE

POLITICAL  centralized—SPANISH colonial government in the Philippines

INSTITUTIONS
Ministro de Ultramar  through this, Philippines was governed;
(ministries of the Colonies)  established in Madrid in 1863
 this body governed the affairs of the colonies of Spain including the Philippines, through centralized
machinery exercising powers which include:
1. executive
2. legislative
3. judicial
4. religious
mestizos headed the national government in the Philippines mga hayp
indio headed local government
Governor-General  appointed by Spanish monarch
 headed the central administration in Manila
 king’s representative in all state and religious matters –exercised extensive powers
 the Commander-in-Chief of the Philippines
 also the Vice Royal Patron over religious affairs in the Islands
 chief executive of the colonial government—ex-officio president of the Royal Audencia, enjoying
judicial powers
judicial system  under the Spanish period was: costly; partial; slow
 natives had no access to courts bc they could not afford the heavy litigation expenses
alcaldias (provinces)  main local government units
alcalde mayor (provincial  head ng alcadias; exercised executive and judicial functions
governor)  considered the most corrupt government official in the Philippines
 the administrator, the judge, and military commandant with privilege of engaging in and monopolizing
trade—called INDULTO DE COMMERCIO
alcalde mayores (plural  bought goods from natives at low prices and sold these back to the natives in times of scarcity at
mga mama) much higher prices;
 nobody dared file complaint against them, though bc they were also the provincial judges at that time
mga hayp
pueblos (towns)  provinces were divided into
gobernadorcillo (town  head ng pueblo;
mayor)  honorary position, no salary :c but entitled to two pesos a month
 responsible for collection of taxes
 to ensure the collection and remittance of such taxes, was required to mortgage his properties to the
government at the beginning of his term of office wtf
barrios or barangays  each town was divided into
cabeza de barangay  head ng barangay duh
 main function: maintenance of peace and order in the barrio and the collection of taxed and tributes
from the barrio’s residents
sources of abuses in the 1. government officials who lacked appropriate qualifications and had no dedication to duty and
administrative system moral strength to resist corruption for material advancement were appointed; there was an
overlapping of positions, which resulted to confusion and friction
2. the principal official obtained their respective positions via royal appointment by the governor-
general himself; either that or the positions were sold to the highest bidder
3. the most corrupt government official was the alcalde mayor, often collecting excessive tribute
much more than those required by law
4. as the position of the gobernadorcillo was honorary, many of such officials collected taxes from
the natives; they did not use these for the improvement of their locality and instead pocketed
them
ECONOMIC feudalistic—current structure of the Philippines; stemmed from encomienda system that Spaniards
INTSTITUTIONS introduced in the colony
encomienda system  one of the instruments that were used by the government officials to pacify and exploit the natives
during the Spanish colonial period
 paved the way for various oppressive practices such as
1. tribute  the collection of this began during Legazpi’s time
 implemented throughout the archipelago until 1884
 levied on all Filipinos from 19 to 60 years old with exception of the:
1. incumbent gobernadorcillos and cabezas and their families
2. the soldiers who had rendered distinguished service
3. other native chieftains
4. government employees
5. choir members
6. sacristanes
7. church porters
 tribute could be paid in cash or kind
  tribute collectors: alcalde mayors, encomenderos, gobernadorcillios, and cabezas—oftern abused
their offices by collecting more than what the law required and appropriating the difference
 people who did not or could pay were tortured or imprisoned—some fled to the mountains to escape
such fate, only to have their houses looted or burned by Spaniards as punishment for defiance
2. polo y  male natives between 16 and 60 (except chieftains and eldest sons) were required to serve for 40
servicio days each year under this system
(forced labor)  1580—year when this requirement was instituted
 1884—number of days of required service was reduced to 15
 regulations for the implementation of polo provided for payment of ¼ real a day plus rice to each
polista (forced laborer)
 polista was not supposed to be bought to a distant place or required to work during the planting and
harvesting seasons; private enterprises and public works of a non-military nature were not used
through available
 all these conditions were violated with impunity, however, especially when the exigencies of war
required the impressments of large labor pools to fell tress for the construction of ships bale di ko
gets mga words hayp
 polistas were recruited to man the vessels—duty which took them far away from home; others nasa
mines
 implementation and practice of polo resulted in the ruin of the communities
 polistas were seldom paid, villages were forced to provide them with monthly allowance of 4 pesos
worth of rice to keep them alive—this burden was made doubly onerous by the fact that the absence
of these men meant abandoned fields and no harvest of crops for consumption
 consequence: many people died of hunger
3. bandala  exploitative device instituted by Governor Sebastian Hurtado de Corcuera (in the first half of 17 th
(annual century)
quotas)  consisted of the assignment of annual quotas to each province for the compulsory sale of produce to
the government—subdivided among towns
 government claimed not to have enough funds to pay for the produce
 tantamount to a virtual confiscation of goods
 all that the people got in exchange for their produce were promissory notes, which were seldom
redeemed in full
 to compound the abuse, the prices of these products were manipulated: if a person could not fill his
quota with his own produce, he had to buy other produce at higher price and to sell such at a lower
price to the government, which seldom paid him anyway
 caused people great deal of suffering; even if droughts and rats destroyed their crops, they still had
to buy rice on credit so they would have something to give to the government
 Spanish officials often collected more than was assessed and pocketed the difference
 excessive assessments drove many natives to become indebted to the chiefs, thus entrenching the
socio-economic position of these local leaders
 by the first decade of the 17th century, the government already owed the different provinces millions
of pesos
4. military conscription
Manila-Acapulco Galleon  government -owned business
Trade  an annual trade between Manila and Acapulco (Spanish colony in the New World)
 trading ships came from Asian countries such as China, Japan and other nearby countries
 through galleon trade, Manila’s location served as the trade center in Asia
 Obras Pias—most trades who engaged in the galleon trade borrowed money from this company;
paying a BOLETA served as a ticket entitling a person to ship goods to Mexico
 the voyage of this trade was considered a historic event; its departure and arrival were marked by
special ceremonies
 galleon—usually sailed in July or August with atleast 200 days or 6 and ½ months to reach Acapulco;
 long trip costs MANY LIVES; people abpard died of hunger and thirst bc of the cold and bad weather
 trade was prosperous, causing an increase in the revenues
 neglected the development of the colony’s local industries which affected the indios since agriculture
was their main source of income
 benefits were experienced by few people
THE GOVERNMENT  Governor Jose Basco y Vargas—remembered for his role in establishing government monopolies;
MONOPOLIES his economic program covered three aspects (agriculture, commerce and trade); main programs
include:
1. The  Economic Societies of the Friends of the Country
Sociedades  May 6, 1781—inaugurated b Gov. Basco
Economicas  Ciriaco Gonzales Carvajal—first president
de Amigos  encouraged research studies to improve farming methods and granted gold medals and certificates
del Pais of memberships to those who presented the most outstanding papers
 distributed free information to farmers through pamphlets on agricultural systems followed in other
countries
2. Tobacco  March 1, 1872—established by Gov. Basco to increase the revenues of the government
Monopoly  tobacco was grown in areas of Ilocos, Nueva Ecija, Cagyan Valley and Marinduque
  each family was reqrd to produce a certain number of plants to be sold to the government; no one
was allowed to keep a few leaves for personal use
 tobacco leaves were brought to government factories in Manila to be made into cigars and cigarettes
and sold to the public at government-fixed prices
 government also had monopolies in other products such as wine, liquor, gunpowder, playing card
and buyo (anise)—game government monetary gains and developed tobacco industry
 Philippines became largest tobacco-producing country in Aisa
 unfavorable effects: people continued to live in poverty as result of unfair practices and farmers were
often cheated by Spanish officials; officials only issued written promises of payment which were never
paid
 in order to recover, farmers produced more than what was required and sold the excess in black
market nice team
 1882—abolition of this by Governor Primo de Rivera due to abuses and corruption practices
3. The Real  Royal Company of the Philippines
Compañia de  1785—established
Filipinas  objective: to improve the foreign trade of the colony and develop the natural resources of the
Philippines by encouraging industry, manufacturing and agriculture
 King of Spain granted special privileges such as
1. exclusive control of trade b/w Philippines and Spain
2. Philippine goods entering Spain were admitted tax-free
3. company was allowed to trade directly with Asian countries
 failed its objectives due to mismanagement and non-cooperation of Manila Traders
 1834—abolished
 became the reason of the opening of Philippines o world trade, particularly with countries in Europe
 agriculture industry developed especially in production of sugar, indigo and spices
Transportation and  19th century—economic development was further aided by the construction of roads and bridges and
Communication the introduction of new means of communication
 Governor-General Pascual Enrile—(1830-1835)during his administration, many roads and bridges
were constructed
 Farola—first lighthouse built at the mouth of Pasig River (1846)
 Manila-Dagupan Railways—first railroad (November 24, 1892—inaugurated); constructed by a
British company
 1893—first street car pulled by horses was introduced
 1895—electrification of Manila
 1837—establishment of regular postal service
 1854—monthly mail service b/w Hongkong and Manila
 1873—use of telegraph
 1890—installation of telephone in Manila
 1873—a steamship line n/w Manila and Spain opened
Development of Banking  presence of banks—indication of country’s economic progress
Institutions  Obras Pias—first group of businessman which loaned money formed this organization; lending
agency run by missionaries; profits from this ventures were used for charity
 1830—inauguration of first Filipino bank (owner: Francisco Rodriguez—Rodriguez Bank)
 1851—first Spanish bank (owner: Governor Antonio Urbiztondo—El Banco Español Filipino which
exists today as Bank of the Philippine Islands wow bongga)
Educational  schools in Philippines during Spanish colonial period were not educational; girls were separated from
Transformation boys
 three levels of education: primary, secondary, and collegiate (run by parish priest serving as their
teacher)
 three R’s na tinuturo: reading, writing and arithmetic; akala ko ba R
 indios—higher levels of education were not offered to these natives; remained as famers and
fisherman
colegio  school of secondary level for boys; required 5 years of study
 PRINCIPAL COLEGIOS IN MANILA
1) Colegio de San Ignacio (1956)
2) Colegio de San Jose (1601)
3) Escuela Pia present ay Ateneo de Manila (1859)
 COLEGIOS FOUNDED BY DOMINICAN FRIARS
1) Colegio de Santo Tomas (1611)
2) Colegio de San Juan de Letran (1620)
beaterio  school for secondary education of girls; usually opened for children of Spaniards, Spanish mestizos
and Chinese mestizo;
 principal subjects: reading, writing, arithmetic, sewing and singing in a choir
1) Santa Potenciana (1589) nagmerge w/ other schl tas ngayon ay Santa Isabel College na
2) Santa Catalina (1596)
3) Santa Rosa (1750)
4) Santa Rita (1740)

university  highest level of education; at first, there were 3 universities in Manila—

 two started as colegios but raised to university:
1) Colegio de San Ignacio (1623)—closed in 1768 bc of the expulsion of the Jesuits from the
Philippines
2) Colegio de Santo Tomas (1645)—oldest existing university; UST TODAY; Father Miguel de
Benavidez (Dominican priest)—1611 naestablish + unang name: Colegio de Nuestra Señora
del Santisimo Rosario; 1645 naging univ oki
3) San Felipe (1717)—closed due to the small number of students
 for almost 300 years since the Spaniards established their first settlement in the Philippines, there was no systematic government
supervision of schools.
 MOST SERIOUS CRITICISMS AGAINST THE SYSTEM:
1) overemphasis on religious matters
2) obsolete teaching methods
3) limited curriculum
4) poor classroom facilities
5) absence of teaching materials
 primary education was neglected and there was no academic freedom—that’s why learning at every level was largely by rote:
students memorized and repeated the contents of their books hay nko, which they did not understand!!! the struggle iz rl
 knowledge was measured in terms of the ability of the students to memorize without understanding :c
SOCIAL  conversion of Filipinos to Catholicism— greatest legacy of Spain to the Philippines;
TRANSFORMATION  Muslim nation—we’d be if spain ay di pumuntaaa
 made possible by the work of early missionaries that propagated Catholic faith:
1) Augustinians (1565)
2) Franciscans (1577)
3) Jesuits (1581)
4) Recollects (1606)
ang mga hayp na yan ang naghati hati sa nation mga luko
adoption of Hispanic  another legacy of Spaniards
names  Governor Narciso Claveria:1849—decreed;
 based on compiled name of saints, indigenous, and Chinese patronymics, flora and fauna,
geographical names, and the arts
 locals were obligated to adopt surnames like Rial, del Pilar or Luna
 indigenous surnames: Mabini, Malantic, Dandan, Panganiban were retained
 given family names were not only used as bases for census and statistics but also as guarantees for:
1) exact tax collection
2) regular performance of oolos y servivios personales
3) control of population movement, avoiding unauthorized migration, tax evasion and other
abuses in the eyes of the Spaniards
bahay kubo for class pobre persisted
bahay-na-bato affluent ppl went to extent of refining, developing and expanding into this with wide AZOTEA (from original
batalan), retaining banguerahan and providing aljibe or a well for the much needed water supply
foreign cuisine Spanish and Chinese influenced the Filipino table, smartly indigenized or mixed with Filipino sinigang or
pinangat
Filipino ingenuity  reflected in the Spanish introduced but already indigenized dishes: adobo, menudo, sarciado,
puchero, mechado and the Chinese-derived noodle preparations which have been FILIPINIZED wow
into pancit Malabon and pancit luglog
precolonial mode of  changed with the permanent settelement of Spanish conquistadores
dressing  barong Tagalog or camisa Chino and trousers—replaced kanggan and bahag
 hats—replaced putong
 shoes and slippers— became part of men’s fashion
 baro and saya—continued but was then developed to mestiza dress
 jewelry and ornaments: Spanish-style tambourine, gold and tortoise PEINETA and earrings of
different sizes and shapes
fiestas  honor the saints; introduced w/ the conversion of Filipinos; JANUARY TO DECEMBER
 indios were enticed periodically to town proper by means of fiestas during:
1) Holy Week
2) on Corpus Christi
3) feats day of patron saint
Filipinos released their a. pomp and pageantry of the religious processions
tension through b. exotic Hispanic dances and music
c. religious dramas of the sinakulo, komedya and moro-moro
cofradias and sodalities  of Filipino laymen and laywomen honoring the Virdgin Mary awakened them in a Christian community
consciousness which helped in tamping out precolonial practices and discouraged ritual drinking
compadrazgo (ritual co-  came with baptism and marriages
parenthood)  strengthened exiting extended kinship relations
THE PHILIPPINE SOCIAL  pyramidal social structure—19th century favored Spaniards
STRUCTURE 1. peninsulares—highest social class standard (Spaniards born in Spain)
2. insulares—Spaniards born in Philippines
3. Chinese mestizos
 4. principalia
5. gobernadorcillo, cabezas de barangay, merchants and wealthy native families
racial discrimination prevalent in Philippines as shown by the fact that the Spanish born peninsulares were given the highest
offices and positions in the government while creoles enjoyed second priority and the lowly natives or
indios were discriminated
CULTURAL  construction of beautiful churches (legacy ng Spain)—styles: Byzantine, Baroque, Gothic, Moorish
TRANSFORMATION [served not only as places of worship but as repository of art]
 notable churches:
1. San Agustin Church (Manila)
2. Manila Cathedral
3. Moron Church (Rizal)
4. Barasoain Church (Malolos)
5. Binmaley Church (Pangasinan)
6. Dagupan Church (Pangasinan)
7. Bauang Church (La Union)
8. Vigan Church (Ilocos ur)
9. churches in Laoag, Paoay and Bacarra (Ilocos Norte)
 printing press, books and libraries—potent appendages of education
forerunner of the  first printing press
University of Santo Tomas  first two books—printed in 1593: CHRISTIAN DOCTRINE:
Press 1. Doctrina Cristiana yung isaaa
art of printing  Filipinos learned from Spanish firars
 Tomas Pinpin (Prince of Filipino Printers); transformer siyaaaAAaaA –gained his expertise from
Dominicans
 Juan de Vera—first known printer in the country; Chinese mestizo
19th century newspapers began to be printed with the introduction of printing press
Del Superior Governor  first newspaper to be printed
 Governor General Manuel Gonzales de Aguilar—editor omo
 August 8, 1811; maiden issue came out and published on weekly basis
 July 1813—ceased publication
Las Esperanza first daily newspaper published in 1846
El Ilocano  Isabelo de los Reyes—edited;
 earned distinction of being the first newspaper written in vernacular
Science  not neglected;
 19th century, scientific knowledge were shared
Tagudin, Ilocos Sur sundials were first constructed in
Observatory of Manila  1865—founded by Jesuit fathers
 source of weather reports especially in forecasting of tropical storms and earthquakes
missionaries also conducted studies in physics, chemistry, meteorology, zoology, herbal medicine and carthography
Jose Rizal  Noli Me Tangere and El Filibusterismo—severely criticized the oppressive rule of Spaniards in
Philippines
other writers who  Marcelo H. del Pilar
expressed nationalist  Graciano Lopez Jana
fervor  Mariano Ponce
 Jose Ma. Panganiban
VERNACULAR LITERATURE
pasyon  one of the forms of religious iterature popular during this period
 tells the story of the life and death of Jesus Christ
 Father Gaspar Aquino de Belen (Batangas 1704)—first Tagalog transation of pasyon
awit poem abt chivalry and knighthood; examples:
 Ang Buhay ni Don Juan Teñoso
 Ang Awit ni San Raymundo
corrido poem with religious theme; example: Siete Infantes de Lara
Florante at Laura  most popular Tagalog epic
 by Francisco Baltazar aka Balagtas
Urbana at Felisa  by Father Modesto de Castro (another Tagalog masterpiece mga mumsh)
 book on good manners written for women
Biag ni Lam-ang  popular epic sa Ilocos; sotry of the fabulous deeds of Ilocano legendary hero
duplo and karagatan  two types of naïve plays
 poetical debates usually performed during the last night o the mourning period for the dead
duplo performed by trained men and women
karagatan acted out by amateur participants
plays during Spanish times  cenacula (sinakulo)—religious play which focuses on the life and suffering of Christ; performed during
Holy Week
 moro-moro—play illustrating the conflict b/w Muslims and Christians
 zarzuela—musical comedy
Teatro Comico 1790—first theater in Manila; sa Binondo mga mumsh
Filipino music enriched by Spanish and Filipino melodies
Filipino folk dances some are Spanish in origin:
 polka
 lanceros
 rigodon
 cariñosa
 surtido
from Mexico:
 fandango
 jarabe
 curacha
Western musical introduced by Spaniards:
instruments  flute
 violin
 harp
 piano
Musical bands organized in every town; often played during fiestas, weddings and funerals
 musiko bumbong
 bandas
bamboo organ in Las  the only bamboo organ in the world bongga na
Piñas, Metro Manila  1818—by Father Diego de la Virgen del Carmen del Cera
Western painting  introduced by missionaries
Filipinos who won awards painting
in fields of painting and  Felix Resurreccion Hidalgo
sculpture:  Juan Luna
 Damian Domingo
sculpture
 Mariano Madriñas
Spoliarium ni Juan Luna; won international award; still on display in the National Museum
Spanish Colonization:An  more than 300 years—Philippines was colonized by Spaniards
Analysis  syncretism—a constructed merge of Christianity and the folk religion; until today, the effect can be
felt among the dominating religion of Christianity
 slow economic development :c
 indolence of public officials in improving economy showed that they are only thinking of their self-
interests
 Filipinos were unproductive and idle

CHAPTER 6: THE FILIPINO’S REACTION TO SPANISH RULE

EARLY RESISTANCE TO 
there were several fragmented revolts by Filipinos that broke out in the archipelago; reaons:
SPANISH RULE 1) to gain freedom
2) stop forced labor that resulted to the separation of the men from their families
3) stop the implementation of tribute
4) to return to their ancient religion
REVOLTS IN THE PHILIPPINES DURING SPANISH PERIOD
An Assessment of the  early revolts of Filipinos did not acquire an awareness to unite against Spanish rule that’s why
Early Filipino Revolts Spaniards were able to suppress the revolts and establish the colonial rule for more than 300 hayp
against the Spanish Rule na years
 revolts failed due to lack of common leadership, with each revolt occurring one after another
 divided nationalism—consequently; phenomenon in which group of Filipinos fought against the
Spaniards while other were merely spectators
 lacked training in warfare and inferior weapons to fight against Spaniards—antoha reason
 unification from mid 19th century onward—fostered from prolonged abuses and deviances of early
Filipinos who suffered against Spaniards
The Development and Growth of the Filipino Nationalism
The Opening of the  1834—Spain’s trade monopoly in the Philippines ended; marked the opening of Manila to world trade
Philippines to International  other ports were opened to foreign and local goods in Philippined markets as well as foreign markets
Trade  foreign trade—encouraged agriculture and industry to expands its activities to meet the increasing
demand for local products
 system of communications and transportation was improved to facilitate the transport of raw materials
from province to cities
 roads and bridges—linked far-flung rural areas to of trade and industry
 through trade, Filipimos had the opportunity of communicating with their countrymen as well as with
foreigners
 exchanging ideas broadened Filipino knowledge and treated awareness among the Filipinos that
other people share their similar thoughts, feelings and sentiments in politics, society, religion and
culture
The Opening of Suez  the canal constructed across the narrow Isthmus of Suez in Egypt combined with two important
Canal (1869) waterways:
o Mediterranean Sea
o Red Sea
 travel time between Europe and Asia was shortened to one month; bago iopen 3 months noon ang
travel time
 this new development encouraged many Europeans to travel to Asia as well as facilitated
communication b/w people and countries
 ideas of liberty—Filipinos were exposed due to travelling to other countries
 indelible marks on Filipino intellectuals of 19th century:
o teachings of French Revolution—Liberty, Equality and Fraternity
o ideas of the philosophers of Age of Reason
The Liberal Ideas Coming  ideas of liberalism—product of French Revolution; spread throughout Europe and othr parts of the
from Europe world;
 moto: Liberty, Equality and Fraternity—became the battlecry especially of people who were under
foreign rule;
 ABSOLUTISM: theories that were criticized; political theories abt these became popular; these social
philosophers believed that people have the RIGHT TO CHANGE and ESTABLISH A NEW
GOVERNMENT if the existing government no longer meet their needs; mga taong gumawa nare:
o Jean-Jacques Rosseau
o Voltaire
o John Locke
 these ideas spread to Philippines and helped erase from the minds of certain Filipinos false ideas
abt human rights—especially INTELLIGENTSIA sana akoe ren hahahahahaha
The Formation of an  new group in Philippine society emerged as result of the economic prosperity brought about by the
Influential Filipino Middle opening of the Philippines to world trade
Class  middle class—composed of businessmen, farmers, teachers and other professionals who greatly
benefited from improved economy of the colony
 their standard of living improved enabling them to build palatial oms and acquire many hectares of
farm lands; sent their children to exclusive colleges in Manila as well as in Europe bongga na
 bc of growing wealth and prestige, they soon occupied high positions in society, mingled with Spanish
officials and members of the aristocracy
 spoke Spanish and acted like Spaniards; became influential
 criticized the unequal treatment of Spanish authorities towards Filipinos
 among prominent members were:
o Jose Rizal
o Marcelo H. del Pilar
 o Graciano Lopez Jaena
o Pedro Paterno
o Mariano Ponce
 they started a campaign for peaceful reforms utilizing their talents in writing and public speaking
Political Reforms under  1868—revolution took place in Spain; revolutionists were against autocratic reign of Queen Isabel II;
the Governor-General they won then the queen was forced to flee to France;
Carlos Maria de La Torre  Republic of Spain – born as a result, which lasted from 1868 to 1870
 liberal and progressive Spaniards: brought to the ountry which include ayan si mama de la Torre
 his reforms were significant among Filipinos bc of the ff. reasons:
1) he abolished the censorship of the press
2) he abolished flogging as punishment
3) he solved the agrarian unrest in Cavite
 considered the best among the governor-generals we ever had <3
 his administration did not last long; recalled when the liberal government collapsed in Psain
 conservatives took over and appointed Governor-General Rafael Izquierdo to replace him
The Secularization Issue  Priesthood: composed of two classes:
o regulars—Spanish priests who belonged to any religious orders (Franciscans, Augustinians,
Jesuits, Recollects, or Dominicans); main tasks were to establish religious missions and to
propagate Catholic faith
o seculars—not members of any religious orders
 Christianized areas—parishes were built wherein the secular priest will be administered to sustain
the spiritual well-being of the parishioners
 regular clergy—during Spanish colonial period were occupied with both the religious missions and
upkeep of parishes bc there were few natives who studied priesthood
 secular clergy—controversy started when they requested for their right to oversee the parishes
 beginning: Spanish archbishop favored the demand of Filipino secular priests; then a decree was
issued denying the native clergy the right to administer the parishes occupied by the regulars; then
the government gave full responsibilities to run the parishes to the regular clergy
1766  king issued another decree restoring the regulars to their old parishes and ordering church officials
to provide further training to Filipino priests
 as more regulars arrived from Spain, right of the secular priest to be appointed was disregarded
native priests  directly affected by the dispute abt the appointment to parishes
 denied access to the parishes and removed from churches to accommodate regulars
 they realized that it wasn’t because of the incompetence but bc of the color of the skin :c hayp silaaa
19th century movement was launched championing the rights of Filipino priests; leaders:
o Pedro Pablo Palaez
o Mariano Gomes (s yung nasa book di ko pa nacheck sa net hoho)
o Jose Burgos
o Jacinto Zamora
issue of secularization—became issue of Filipinization
The Cavite Mutiny (1872)  January 20, 1872—started; the artillery regiment of some naval forces seized the arsenal of the Fort
San Felipe Neri
 Francisco Lamadrid—one of the leaders
 cause: discontent of native Filipino soldiers and laborers pf the Cavite arsenal with the withdrawal of
their privileges of non-payment of taxes and exemption from forced labor
 district of Manila was celebrating a feast and there was the usual fireworks display; Lamadrid and his
group mistook the fireworks as signal for attacc
 Gen. Izquierdo—sent Spanish reinforcement troops and mutiny was quelled two days later;
 group was executed while rebels were imprisoned
 the event was magnified into a revolt and native clerics fighting for secularization were implicated
 Gomburza were accused as leaders of mutiny; tried in a mock trial and sentenced to die by
GARROTE VIL
The Execution of  three priests tried for their alleged involvement in Cavite uprising; trial was mockery
GOMBURZA :c  Francisco Saldua—paid to testify against the priests
 fiscal and judge were all biaed against defendants mga hayp
 Jose Arrieta—lawyer ni Father Burgos; instead of defending, he asked the court for mercy
 trial ended w/ priests being found guilty and sentenced to die at Bagumbayan
 Gen. Izquierdo—wanting to humiliate the priests further, he requested Manila Archbishop Meliton
Martines to unfrock Gomburza
 Archbishop believed that they were innocent; ordered the tolling of church bells as sign of mourning
 execution of priests further aggravated the hatred of Filipinos against Spaniards; dawned upon
Filipinos that unless they were united, they wouldn’t be able to fight back and stop Spanish atrocities
against the Filipino
 served as turning point for the development of the Philippine nationalism