spanish era essay

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Course: US history   >   Unit 1

• Spanish colonization

The Spanish conquistadores and colonial empire

• Pueblo uprising of 1680
• Comparing European and Native American cultures
• Lesson summary: The Spanish empire
• Labor, slavery, and caste in the Spanish colonial system
• In the European race to colonial dominance, the Treaty of Tordesillas legitimized Spain’s holdings in the New World, indicating Spanish primacy over Portugal.
• The successes of Columbus ushered in an era of Spanish conquest that led numerous other European explorers to attempt similar colonization projects.
• Spain gained immense wealth from this expansionism, which translated into an influx of Spanish art and cultural capital.

Treaty of Tordesillas

Conquistadores and spanish colonization, the spanish golden age, what do you think.

• David Kennedy and Lizabeth Cohen, The American Pageant: A History of the American People , 15th (AP) ed. (Stamford, CT: Cengage Learning, 2013)

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Life in the Spanish Colonies

Written by: Mark Christensen, Assumption College

By the end of this section, you will:.

• Explain causes of the Columbian Exchange and its effect on Europe and the Americas during the period after 1492
• Explain how the growth of the Spanish Empire in North America shaped the development of social and economic structures over time
• Explain how and why European and Native American perspectives of others developed and changed in the period

Suggested Sequencing

This Narrative should be assigned to students after the First Contacts Narrative. Connections can be drawn between this Narrative and the Las Casas on the Destruction of the Indies, 1552 Primary Source.

The reliance of Spain on the cooperation, tribute, and labor of Native Americans and Africans drastically shaped life in colonial Spanish America. Daily life was a complex combination of compliance and rebellion, order and disorder, affluence and poverty. On the one hand, Spaniards relied on Native Americans for labor, tribute, and assistance in governing the many Native American towns. On the other hand, many Native Americans realized the benefits of accommodating the Spaniards to maintain traditional ways of life. In short, cooperation served the interests of both parties, although it was negotiated daily.

Upon their arrival in the New World, Spaniards constructed their colonies and cities upon or alongside established Native American communities such as the Aztec capital of Tenochtitlan, on the site that later became Mexico City. To establish political and economic control over their new colonies, the Spaniards created two “republics”: the República de Españoles and the República de Indios . They and their enslaved Africans (and even free Africans) were in the first, and Native Americans were in the second. Although both republics fell under the purview of Spanish law, they operated semi-autonomously, with each established town having its own town council. For example, Mexico City had both a Spanish and a Native American town council.

At its height, Tenochtitlan was one of the largest cities in the world, with a population of up to 200,000. After the conquest of the Aztec empire, the Spanish appropriated this floating city as their capital. Note the flag of Imperial Spain at the top left of the island city.

The town councils governed the daily affairs of each town and its inhabitants in each respective republic. Councils in Native American towns were run by Native American officers, often those who already held positions of power. For example, the Maya ruler in most preexisting Maya towns became the governor of the colonial town council. The Native American nobility in each town filled other local government positions. In short, the establishment of the republics, their towns, and their respective town councils allowed the Native Americans a great deal of autonomy and gave the original Native American elite a way to maintain their positions of authority in daily life. The Spanish relied heavily on these Native American elites not only to maintain order in the towns but also to redirect their systems of tribute into the hands of the Spaniards and assist in the establishment of Catholicism in their towns.

As subjects of Spain, Native Americans had various daily responsibilities. As Christians, they were to attend services and send their children to daily catechism classes. They also paid various religious fees and taxes designed to support the Church in the Spanish colonies. Local priests and officers of the Inquisition (a Roman Catholic tribunal established to investigate and suppress heresy) maintained spiritual order and orthodoxy among all inhabitants of the colonies. In addition, Native Americans had labor and tribute quotas to fill. Such duties provided many opportunities for confrontation and discontent, and the local Native American elite adjudicated many such situations through the town council. Indeed, the archives are full of petitions by Native American councils against corrupt priests and Spanish officials and complaints against excessive tribute quotas. Yet the council likewise mediated local affairs, including land disputes, bills of sale, and the filling of town positions. It even meted out punishments for wrongdoing. In many ways, the town councils in the República de Indios allowed Native Americans to continue governing Native Americans.

To govern and tax the Native Americans in the early decades of colonization, the Spanish relied on the encomienda , a grant of native labor and tribute given to Spanish conquistadors and settlers. Abuse and distrust of the system led to its gradual and sometimes incomplete phasing out, with control over Native American tribute and labor reverting to the crown, which tried to control corrupt colonial officials.

Tribute varied according to region and era but included mainly goods Spaniards could ship back to Spain for profit or sell on the local or regional market. Products presented as tribute included maize from Culhuacan, silk from the Mixteca Alta region, honey from Yucatan, pearls from the Caribbean, gold from Columbia, and even cattle from Argentina. After the initial years of colonization, Spaniards in central Mexico organized Native American labor around the repartimiento , or “allotment,” system. The repartimiento required those between the ages of eighteen and fifty years to give service in a variety of projects, from laboring in a Spaniard’s field to participating in large construction projects. The Native Americans were to receive payment for their labors, but it was often insufficient or withheld. In South America, labor was organized through the mita, an Incan system in which adult Native Americans were drafted for extended periods. For example, the silver mines of Potosí required the labor of thousands of Andean laborers, who were drafted from towns hundreds of miles away and required to serve one year of every seven. Eventually, the decline in the Native American population and difficulties with the forced-labor system led to the development of wage labor.

The rich silver deposits of the Cerro Rico mountain in Potosi, in present-day Bolivia, supplied Spain with immense wealth in the sixteenth century. The Spanish appropriated the Incan system of labor tribute known as the mita to ensure a constant source of labor in the mines.

Although Native American tribute and labor served as the linchpin of colonial society, Africans also contributed to the daily life of the Spanish colonies. In general, Spaniards employed native labor whenever possible. However, where the supply was insufficient, they purchased African slaves to work in the more profitable industries such as mining and sugar. For example, after the decimation of the native population in the Caribbean, Spaniards brought thousands of enslaved people from West Africa to work the islands’ sugarcane fields. This drastically altered the Caribbean’s population demographics. Not all enslaved Africans worked in the mines or sugar plantations. In the cities and large towns, they were rented out and served in other domestic roles, including as wet nurses and maids. Africans also learned the skilled trades of their owners and became proficient tailors, blacksmiths, and artisans.

Because Spanish law allowed an enslaved person to purchase his or her own freedom, Spain’s colonies boasted a sizeable portion of free blacks who engaged in myriad trades; freed slaves became sailors, merchants, and even slave owners. Many joined militias and defended thousands of miles of coastline along the Spanish colonies against pirates – another common element of life in the colonies. They served in return for a salary, social advancement, and tax exemption. Moreover, free Africans formed their own Catholic brotherhoods – common among Spaniards and Native Americans – that supported an African-Christian worldview while providing monetary support for members by funding funerals and celebrations and even serving as banks.

Spanish cities and the activities within them modeled those found in Europe. Like their counterparts in Spain, the capitals of Mexico City and Lima housed universities, cathedrals, exquisite homes, central courthouses, and exclusive shopping. Cards, music, books, plays, bullfights, and parties occupied the time of the elite. Poorer citizens also partook in such activities but on a smaller scale, enjoying local ballads, cockfights, and town gatherings on feast days. The elite dined on wheat bread, olive oil, cured meats, and wine, while commoners ate maize tortillas, manioc, chilies, turkeys, and small dogs, and drank the local indigenous intoxicant. Cities boasted the most refinement and Spanish influence, whereas the countryside was denigrated for its overwhelming “Indian” feel.

Throughout the colonial period, sexual relations between different people from the Americas, Europe, and Africa created a growing mixed-race population known as the castas . Disregarded as a minor inconvenience at first, the castas eventually threatened the social hierarchy. The Spanish sought to maintain themselves at the top and keep Native Americans and Africans at the bottom, whereas the castas were allowed a place somewhere in the middle. In daily life, however, people were often racially categorized by how well they spoke Spanish, how they dressed, what food they ate, or their social circle of acquaintances. As a result, in practice, the hierarchy allowed for some flexibility.

Castas paintings from the mid-1700s document the cultural blending seen in Spanish colonies. Do these images support the assertion that there was a degree of social mobility in the Spanish colonies? Why or why not?

Perhaps this flexibility best reflects life in the Spanish colonies. It consisted of specific obligations, religious institutions, and social hierarchies, to be sure. Yet Native Americans, Africans, and Spaniards negotiated their own experiences, from conformity to resistance, within these limits. Most lived somewhere between the two extremes, doing their best to adapt their traditional ways of life to a diverse colonial world.

Review Questions

1. Why did the Spanish build their colonies alongside Native American communities such as the Tenochtitlan?

• To capitalize on preexisting cities and power structures
• To show respect for the Native American towns and villages
• As a way to collaborate with the Native Americans and the African slaves
• As a means to extract even more natural resources from the Native Americans

2. Under Spanish law, Native Americans were required to

• attend church services and pay religious fees and taxes to support their conversion
• share their Native American culture with the Spanish to create a coherent community
• move their homes to Spanish-approved communities
• marry Spaniards and support their families by working

3. The Native Americans were required to submit to Spanish law, but

• many were able to preserve their culture while accommodating Spanish norms
• most resorted to outright revolt to resist new impositions
• many abandoned their culture to fully embrace the Spanish way of life
• few were able to understand the new culture and therefore were punished

4. The main purpose of the encomienda system was to

• establish a racial hierarchy for social situations
• alleviate the disputes that occurred between Native Americans and Spaniards
• govern and tax the Native American communities
• create a tolerant community with multiple religions and ways of governing

5. In practice, the encomienda system created a

• forced labor system to support plantation-based agriculture and mining
• labor system whereby Native Americans voluntarily paid tribute to their Spanish conquistadors
• collaborative labor system that encouraged Native Americans and Spaniards to work together
• labor system that paid Native Americans for their labor on large Spanish construction projects

6. A result of the Native Americans’ susceptibility to European disease was

• the importation of African slaves for labor purposes
• the hostile resistance of Native Americans to Spanish conquest
• the harvesting of high-caloric and diverse food stuffs for the European population
• the rapid evolution of a capitalist system in Europe

7. The Spanish law permitting a slave to purchase freedom allowed for

• a strict racial hierarchy in which African slaves were consistently at the bottom
• opportunities for free blacks to become sailors, militiamen, and blacksmiths
• additional conflicts between slaves and Spaniards
• the establishment of a Catholic church that excluded non-Spanish people

8. In practice, the castas system was

• very strict and rigid
• fluid, to a certain degree
• precisely articulated
• based entirely on bloodline

9. The social hierarchy created by Spanish settlers and Native American people resulted in

• the encomienda system
• the repartimiento system
• the castas system
• the cabildo system

Free Response Questions

• Explain how the Spanish relied on existing social structures to maintain order in their colonies.
• Explain why social structure in the Spanish colonies could be considered both rigid and flexible.

AP Practice Questions

An oil painting from 1777 entitled Las castas mexicanas (The Mexican Castes).

1. The image provided most likely represents

• the enslavement of Native Americans by colonizers in the Americas
• the dynamic social hierarchy in Spanish colonies
• the system of forced labor created to efficiently extract precious mineral resources
• Spanish reliance on Native Americans for political and economic advancement

2. The image provided most likely represents

Primary Sources

Bartolomé de Las Casas Describes the Exploitation of Indigenous Peoples: https://courses.lumenlearning.com/ushistory1os/chapter/primary-source-bartolome-de-las-casas-describes-the-exploitation-of-indigenous-peoples-1542/

Suggested Resources

Boyer, Richard, and Geoffrey Spurling. Colonial Lives: Documents on Latin American History, 1550-1850 . Oxford: Oxford University Press, 1999.

Elliott, J.H. Imperial Spain: 1469-1716 . New York: Penguin, 2002.

Kamen, Henry. Empire: How Spain Became a World Power, 1492-1763 . New York: Harper, 2004.

Restall, Matthew. Seven Myths of the Spanish Conquest . Oxford: Oxford University Press, 2004.

Schwartz, Stuart B. Victors and Vanquished: Spanish and Nahua Views of the Conquest of Mexico . Boston: Bedford, 2000.

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In This Article Expand or collapse the "in this article" section Philippines Under Spanish Rule, 1571-1898

Introduction, general overviews.

• Translated Primary Sources
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• The New World Order and Social Consequences
• The Philippine Agricultural Economy
• The Manila Galleon Trade System
• Cultural Comparisons and Exchanges between the Philippines and New Spain
• Relations between China and the Philippines
• Chinese and Chinese Mestizos
• Nationalism and Revolution

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Philippines Under Spanish Rule, 1571-1898 by Edward R. Slack LAST REVIEWED: 06 January 2021 LAST MODIFIED: 30 June 2014 DOI: 10.1093/obo/9780199766581-0164

Miguel López de Legazpi’s (b. 1502–d. 1572) conquest of Manila in 1571 ushered in a 327-year epoch of Castilian rule in the Philippine Islands, but his actions also created unintended historical by-products that made the undertaking dissimilar to any other colony in the Spanish empire. Most notable were that the archipelago was located in Asia, it consisted of many islands inhabited by a variety of Malay and Austronesian peoples, and Chinese cultural and economic influences, which had been developing since at least the Tang dynasty, competed with Castilian/Mexican. Manila became both a battleground and mixing pot for Asian, Malay/Austronesian, and Iberian/Mexican peoples, religious beliefs, political institutions, technologies, and cultivated crops and domesticated animals, to name but a few of the exchanges that occurred over the three centuries of Spanish dominion. Before the word “globalization” became a ubiquitous catchphrase in the late 20th century, the Manila Galleon, Amoy, Malay, and Portuguese trade routes converged on Manila, uniting Europe, the Americas, East/South/Southeast Asia, and Africa through maritime commerce across the Atlantic, Pacific, and Indian Oceans in the late 16th century. From that time, traditional scholarship on the Philippines tended to be Iberian-centered narratives flowing unidirectionally from Madrid/Cadíz to Mexico City/Acapulco to Manila and presenting nationally biased and commodity-centered analyses, penned by academics in Spain and Mexico. Beginning in the early 20th century, scholars from the United States in various disciplines began writing their own interpretations of the colonial period that preceded the half-century of American occupation. Filipino social scientists have entered the fray since the 1920s, but exponentially more so following independence in 1946, contributing an important indigenous perspective that had been absent from previous erudition. Despite this centuries-old body of literature, the era of Spanish colonialism is, relatively speaking, an understudied field of academic inquiry. This bibliography is an attempt to frame the 1571–1898 era on a more globally comparative canvas, highlighting the cultural exchanges systematically linking the greater Manila region, China, and New Spain/Mexico, and to accentuate recent trends in scholarship while simultaneously acknowledging classic works from earlier periods.

Since the islands of the archipelago were never unified before the Spanish arrived, and even after three centuries many of them still displayed autonomous tendencies (especially the Muslim islands of Mindanao and the Sulus), the geographical scope of broad surveys on this era is essentially limited to the island of Luzon and the Visayas. Centered on Manila, Castilian power in the Philippines can be explained as a series of concentric circles of weakening influence. A common thread running through the books in this section are gratuitous examinations of the initial conquest, various civil and religious administrative practices, the process of Hispanization, indigenous reactions against exploitative policies, the co-optation of local elites into the power structure, financial and economic matters, security concerns (both foreign and domestic), and Chinese immigration and trade. Early works, epitomized in Zúñiga 1966 , are simply chronological storytelling from the Spanish point of view. The second phase of general histories is more analytical (benefiting from ethnographic and anthropological approaches), and the overviews are penned by American-educated Filipino intelligentsia. Benitez 1929 and Zaide 1949 exemplify the attempt to add pre-Hispanic indigenous and Asian influences to the discussion, coinciding with a more objectively critical evaluation of Castilian colonialism. The third and present phase builds upon this foundation and re-centers the focus on Filipino experiences and cultural practices that either resisted or blended with Hispanic, Chinese, and American cultural assimilation strategies. Cushner 1977 , with its synoptic style, reveals an empathetic understanding of Philippine culture and its history. The multivolume works in Roces 1977 and Punongboyan, et al. 1998 present multifaceted snapshots of Filipino history, with its people on center stage. Abinales and Amoroso 2005 , a welcome addition to the genre, contextualizes more recent events into the longue durée of the archipelago’s history.

Abinales, Patricio N., and Donna J. Amoroso. State and Society in the Philippines . New York: Rowman & Littlefield, 2005.

Abinales and Amoroso follow the complicated trajectory of Philippine history from pre-Hispanic times to the turn of the 21st century. Written for both students and scholars, the book blends textbook facts with sophisticated analysis. Although most of the book is dedicated to examining the legacy of US colonial and post-colonial relations on Philippine politics, economics, and society, it provides adequate coverage on a wide range of topics.

Benitez, Conrado. History of the Philippines: Economic, Social, Political . Boston: Ginn, 1929.

The author of this massive (472 page) volume dedicated to Philippine history was the Dean of the College of Liberal Arts at the University of the Philippines. The book contains an enormous amount of information from prehistory, through the Spanish colonial era (the bulk of its contents) to the early period of US occupation. Although rather dated and dry by today’s standards, it is nevertheless an authoritative work for its time.

Cushner, Nicholas P. Spain in the Philippines: From Conquest to Revolution . Quezon City, Philippines: Ateneo de Manila University, 1977.

The best English-language monograph available on the history of Spanish imperialism in the Philippines. Cushner’s book condenses the entire spectrum of Castile’s economic, religious, political, and social program into just over 200 pages of narrative. Especially enlightening are the chapters that discuss the exploitative practices of forced tributes and labor, and colonial trade and finance.

Punongboyan, Raymundo, and Prescillano Zamora, et al. Kasaysayan: The Story of the Philippine People . 10 vols. Manila, Philippines: Asia Publishing, 1998.

A solid Filipino-centered study that in many ways mirrors the structure and organization of Roces 1977 two decades earlier. The result of a Philippine-American joint venture between A–Z Marketing and Readers’ Digest, each volume contains a collection of essays penned by a myriad of respected academics.

Roces, Alfredo R., ed. Filipino Heritage: The Making of a Nation . 10 vols. Manila, Philippines: Lahang Pilipino, 1977.

A very detailed and nationalistic ten-volume work that encompasses the long arc of history from pre-Hispanic times through the Marcos era. The strengths of this encyclopedic approach are the numerous articles written by renowned scholars and an amazing variety of illustrations that include rare documents, paintings, drawings, and maps.

Zaide, Gregorio F. The Philippines since Pre-Spanish Times . Manila, Philippines: R. P. Garcia, 1949.

A hefty tome close to 500 pages in length; the prolific and esteemed Filipino historian Gregorio Zaide organized an excellent survey. Zaide spends the first fifth of his work excavating Asian influences in the archipelago prior to Magellan’s arrival. The remainder of the book evaluates a panorama of Spanish colonial policies, international and regional conflicts, the Galleon trade, and wars with Muslim sultanates in Mindanao and the Sulu Islands.

Zúñiga, Joaquín Martínez de. An Historical Overview of the Philippine Islands . Manila, Philippines: Filipiniana Book Guild, 1966.

Originally published in 1803. The first few chapters (1–6) describe the conquest of the islands, while the next thirty evaluate in chronological order the major achievements and noteworthy events during the administrations of each governor-general. The final chapters cover Britain’s occupation of Manila from 1762 through1764 and the guerilla tactics of Simon de Anday Salazar (1701–1776) that kept the English from conquering Luzon, and ends with the city’s restoration to Spanish control.

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THE EARLY SPANISH PERIOD

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THE PRE/SPANISH COLONIAL PERIOD

The early literary forms of the Philippines were epics, legends, riddles and proverbs which were told and retold by the natives. The literature of pre-colonial Filipinos bore the marks of the community. During the Spanish Colonial Period of the Philippines most of the archipelago underwent a deep cultural, religious transformation.

THE PRE-COLONIAL PERIOD

BAYBAYIN O ALIBATA

"Baybayin" Literary means "spelling" which early Filipinos wrote on bamboo or on specially prepared palm leaves, using knives and styli.

They used the ancient Tagalog script which had 17 basic symbols: 3 vowels a/e, I, o/u; 14 consonants ba, ka, da/ra, ga, ha, la, ma, na, nga, pa, sa, la, wa, ya.  The kudlit modified the sound of the symbol into different vowel sounds.

TIGMO in Cebuano, PAKTAKON in Ilonggo, PATOTOTDON in Bicolano and BUGTONG in Tagalog.

• Showcase of Filipino wit. literary talent, and keen observation of the surroundings.
• There are made up of one or more measured lines with rhyme and may consist of 4 to 12 syllabes

Further by offering a nugget of wisdom enveloped in short, apt, rhymed verse.

• When in groups, Ifugao use proverbs to give advice to the young.
• Most of the collected Rombloanon Literature is in the form of proverbs which use metaphorical expression in referring to traditional lore and everyday experience.

One of the oldest form of Philippine Literature that emerged in Pre-Spanish period.

Hele Oroyayi - lullaby

Tagay ( Cebuano and Waray ) - Drinking Song

Kanogan ( Cebuano ) - Song of lamentation for the dead

Ambahan ( Mangyan ) - About human relationships and social entertainment.

Kalusan ( Ivatan) - Work song

Folk Tales Myths

Explain how the world created, how certain animals possess certain characteristics, why some places have waterfalls, Volcanoes, Flora and Fauna.

Explain the origin of things.

Used animals characters and allegory.

Fantasy Stories

Deal with underworld characters such as tiyanak, aswang, kapre and so on.

These are narratives of sustained length based on oral tradition revolving around supernatural events or heroic deeds.

Made up of stories about life, adventure, love, horror and humor where one can derive lessons about life.

THE SPANISH COLONIAL PERIOD

Spanish occupied Philippines in early 15th century. The Spanish colonization period has two classification Religious and Secular.

RELIGIOUS LITERATURE

• Religious lyrics written by Ladino poet or those versed in both Spanish and Tagalog were included in early catechism

• Long narrative poem about the passion and death of Christ.
• 1704- Gaspar Aquino de Belen
• 1750- Don Luis Guian
• 1814- P. Mariano Pilapil
• 1856- P. Aniceto dela Merced
• A- Asuncion
• R- Resurrecion
• A- Adoracion
• L- Lamentacion

• Dramatization of the pasyon, it shows the passion and death of Christ.  

SECULAR LITERATURE

• Non- Religious literature

IBONG ADARNA

• Colorful tales of chivalry made for singing and chanting.

FLORANTE AT LAURA

• Metrical tale written in octosyllabic quatrains.

1879- Modesto de Castro's " Pagsusulatan ng dalawang binibini na si URBANA at ni FELIZA.

PROSE NARRATIVES

• Written to prescribe proper decorum.

ORAL LITERATURE

• Songs, Religious Drama, Drama.
• A composition for voice and voices performed by singing.

• Is a Filipino love song traditionally sung by a man wooing the woman of his dream.

LERON LERON SINTA

• This song depicts humbleness.

SARUNG BANGGI

• A kundiman which means "one night" or "one evening" In Bicol.

RELIGIOUS DRAMA

• Setting forth events recorded in the Bible or moral lessons to be drawn from religious teaching.

PANUNULUYAN

• A Philippine Christmas dramatic ritual.
• Enacted of in front of audience. It is also known as play.

WHY WOMAN WASH THE DISHES

• This is filled with humor and antiques.

WRITTEN LITERATURE

• Short stories and poetry

SHORT STORIES

• A brief work of literature

1838 FLORANTE AT LAURA

• An imaginative awareness of experience expressed through meaning, sound and rhythmic language.

Notable Filipinos During the Spanish Colonization Period in Philippine Literature

Did you know?

1788-1862 FRANCISO BALTAZAR popularity called Balagtas, he is the acknowledge master of traditional Tagalog poetry.

1746-1829 JOSE DELA CRUZ was the foremost exponent of the komedya during his time.

Education in spanish era essay

• Category: Education
• Published: 12.27.19

Formal educational program. Primary level to the tertiary level of education. The schools focused on the Christian Projet. There was a separate school intended for boys and girls. The wealthy Flossing or the Illustrator were accommodated In the colleges. Colonial education brought more non-beneficial effects to the Filipinos. Educational Decree 1863 1 . The initially educational system for students in the country was established. installment payments on your Provide college institutions to get boys and girls in each and every town. three or more. Spanish schools started acknowledging Filipino pupils.. The Normal University was as well established. five. The friars controlled the academic system during the Spanish times 6. The missionaries took charge In teaching, handling and maintaining the rules and regulations Imposed to the pupils. 7. The schools before were exclusive to get the Spaniards. The Filipinos were only able to enter the school In the late 19th 100 years. School pertaining to Boys: The flirts set up schools were exclusive intended for the kids. The Augustine built this individual first university in the Korea situated in Zebu in 1565.

College was equivalent as well university throughout the Spanish program. The 1st college college for the boys was the College Para San Ignition which was established by the Jesuits in Manila in 1589. They also established the College Para San Deadlines in Zebu in 1595. In 1601, College De San Jose was established. In 1589, the Scales Pip was vested by the federal government to the Jesuits. The College or university of Santos Thomas opened in 1611 by the Dominicans. The San Juan Para Lateran pertaining to the orphaned boys, in 1630.

College for Girls: School De Santa Potential was the first university and college for girls. This is opened In 1589. College De Santa Isabel opened In 1632. The spiritual congregations likewise established schools for the girls called beater. Effects of Colonial time Education in the Philippines The friars had been effective in evangelize the Catholic religious beliefs to the Filipinos. One major failure from the educational approach to the faith based congregations was the withholding with the Filipinos to understand other body of knowledge.

Education during the Spanish regime was privileged simply to Spanish college students. Several educated Filipinos called illustrator started out movements aimed towards change in the system of government in the Philippines. Education in Spanish Period By genuinely 102 The wealthy Filipinos or the Illustrator were let in in the educational institutions. Colonial education brought even more non-beneficial results to the Filipinos. Educational missionaries took demand in educating, controlling and maintaining the rules and rules imposed towards the students. The schools before had been exclusive pertaining to the Spaniards. The Filipinos were just able to your school back in the 19th hundred years. The initially established universities were unique for the boys. The Augustine created the 1st school in the Philippines operating out of Zebu in 1565. University was comparable In 1589, the Weighing machines Pta was entrusted by the government to the Jesuits. The faculty De Santa claus Potential was the first university and college for girls. This was opened in 1589. College or university De Santa claus Isabel exposed in 1632.

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