Spanish colonization of the Philippines began in 1565
but it was not until the late 19th century that significant writing in
Spanish by Filipino emerged. A key reason for the late development is that
while printing was introduced in 1593 (with the first book printed in the
Philippines, Doctrina Cristiana), the conditions for a "culture of
literacy" - particularly, the rise of journalism and an educational system
based on letters - developed only in the 19th century. Between 1593 and
1800, only 541 books were published in the Philippines. Before 1800, the
only noteworthy Filipino writers in Spanish were those who wrote religious
literature, usually in collaboration with the Spanish missionaries.
The slow development of the Spanish language also
drew from the ambivalence of Spanish authorities concerning its promotion.
Racist and colonialist notions dictated the dominant view that the learning
of the language by Filipinos would foster among the colonial subjects a
spirit of assertiveness and rebellion.
The late 19th century was a watershed because of
political, economic, and social changes that "opened up" the colony to the
world. While the first newspaper in the Philippines, Del Superior
Gobierno, came out in 1811, it was the second half of the 19the century
that saw the rise of popular journalism, with the publication of papers like
Diario de Manila (1848-52,1860-98) and El Comercio
(1869-1925). The increase in publishing outlets fostered the writing of
fiction and poetry, particularly among Spanish and Creole citizens of the
colonial capital. Equally important, the reforms of 1865 marked the
beginning of a secular public school system and efforts in promoting teacher
training.
The production and circulation of literature were
regulated by the colonial government. Censorship was in force, restricting
the entry into the colony of books like those of Victor Hugo, Alexander
Dumas, and Eugene Sue. Even Cervantes' Don Quixote was initially
banned for depicting "immoral customs." Yet, the force of social economic
changes created openings for the emergence of Filipino writing in Spanish.
An important vehicle was the nationalist "Propaganda
Movement" carried out by Filipinos in Europe and the Philippines. The
generation of the Propaganda Movement produced a major wave of literary
activity. The most important figure is that of Jose Rizal (1861-1896), who
produced, among many other writings, Noli me Tangere (1887) and
El Filibusterismo (1891) which remain, to this day, the most important
novels written by a Filipino. Important writers of Rizal's generation
include Pedro Paterno (1858-1911), Marcelo H. del Pilar (1850-1896),
Graciano Lopez-Jaena (1856-1896), and Mariano Ponce (1863-1918). The organ
of the Propaganda Movement in Spain, La Solidaridad (1889-1895),
was the leading medium for 19th-century nationalist writings in Spanish.
The end of Spanish rule in 1898 and the first decades
of the American occupation saw a surge of literary activity in Spanish.
Factors for this surge include the spread of secular and liberal ideas,
advances in public education, and the expansion of journalism and book
publishing. A key factor, too, was the language situation in the early 20th
century. Three languages contended as medium for expression -- the native
language (whether Tagalog, Iloko, Cebuano, or some other Philippine
language), Spanish (the language of the educated elite), and English (then
in the process of being propagated in the U.S. -sponsored public school
system). In this transition, Spanish persisted as a medium, particularly for
the generation schooled in the Spanish system.
The early years of the century -- which some call
"the golden age" of Philippine literature in Spanish - produced a
substantial body of work. The most vigorous activity was in poetry, spurred
by the presence of Spanish-language periodicals, like El Renacimiento
and La Vanguardia, and the popularity of publicly-performed poetic
jousts called balagtasan. The most important poets are Fernando Ma.
Guerrero (1873-1929), Cecilio Apostol (1877-1936), Jesus Balmori
(1886-1948), Manuel Bernabe (1890-1960), Claro M. Recto (1890-1960), and
Flavio Zaragoza y Cano (1892-1965). Significant books of poetry include
Recto's Bajo los Cocoteros (1911), Guerrero's Crisalidas
(1914), Balmori's Mi Casa de Nipa (1938), and Apostol's
Pentelicas (1941).
In theater, there was a lot of creativity at the turn
of the century--particularly in the zarzuela, a Spanish form
introduced into the Philippines in the 19th century and subsequently
"localized." Recto, Pascual Poblete (1857-1921), and Antonio M. Abad
(1894-1970) wrote plays in Spanish. These had limited appeal, however, as
Spanish-language theater was quickly overshadowed by theater in the
Philippine languages.
The period saw important works in fiction. Leading
novelists were Jesus Balmori, who wrote Bancarrota de Almas (1910)
and Se Deshojo la Flor (1915), and Antonio M. Abad, the author of
El Ultimo Romantico (1927), La Oveja de Nathan (1929), and
El Campeon (1939). Among the outstanding writers of short stories
were Jesus Balmori, Buenaventura Rodriguez (1893-1941), and Enrique K. Laygo
(1897-1932).
The achievement in the essay and other prose forms
was substantial. The 19th-century propagandists produced prose which
demonstrated how well Filipinos had taken the Spanish language as their own.
Their example was carried into the early 20th-century in the work of
Trinidad Pardo de Tavera (1857-1925), Rafael Palma (1874-1939), Jaime C. De
Veyra (1873-1963), and Teodoro M. Kalaw (1884-1940).
The Spanish language, however, became increasingly
marginal. It was not a popular language to begin with. At the end of the
Spanish era, less than ten percent of the Christianized population was fully
literate in the language. Spanish-language speakers were limited to the
urban centers and the elite. With the decline in the prestige of the
language in the post-Spanish era and the radical shift to English,
Philippine literature in Spanish waned. The decline is illustrated in the
disappearance of Spanish-language newspapers. Premio Zobel, a prestigious
contest for Spanish writing established by the Zobel family in 1920, ceased
in 1942. Though it was revived in 1951, it had an erratic existence because
of the lack of entries. It was revised in 1975 as the Hispanidad Award.
Courses in the Spanish language used to be compulsory for university
students; they are now no longer required. Support has been given to the
propagation of the language by the contemporary writers continue to labor in
the language, Filipino writing in Spanish no longer has the visibility it
once had.