SOCS 3 - Life and Works of Rizal  It was written in order to seek aide from the

same brilliant mind that drove the Filipinos of

 Historical background and context of RA 1425 the past to fight for freedom from colonists
 The Philippines in the 19thcentury as Rizal’s entails another need for another meaningful
context - Economic Development revolution in spite of the absence of invaders.

Republic Act No. 1425 – Rizal Law The Economic Development of the
 an act to include in the curricula of all public Philippines in the 19th Century as Rizal’s
and private schools, colleges and universities Context
courses on The life, works, and writings of  Galleon Trade
Jose Rizal, particularly his novels Noli Me  Opening of Suez Canal
Tangere and El filibusterismo, Authorizing the  Growth of Export Industry
printing and distribution thereof, and for other  Rise of Monopolies
purposes.
 It mandates all educational institutions in the GALLEON TRADE – KALAKALANG GALYON
Philippines to offer courses about Jose Rizal.  Also known in New Spain as “La Nao dela
 It was strongly opposed by the Roman China” (The China Ship) because it carried
Catholic Church in the Philippines due to anti- largely goods, shipped from Manila.
clerical themes of Noli and El Fili.  Our ancestors were always trading with China,
Japan, Siam, India, Cambodia,
 Senator Claro M. Recto was the main
proponent of the bill.  The Spanish Government continued trade
 Senator Jose P. Laurel, Sr., Chairman of the relations with these countries
Committee on Education, sponsored the bill in  Manila became the center of commerce in the
the Senate. East
 Both of them were known for their great sense  Spaniards closed the ports of Manila to ALL
of nationalism. countries except Mexico (Manila- Acapulco
 This nationalism served as the foundation to Trade better known as the Galleon Trade)
come up with this RA, to set our country free
from the hands of others and stand up on our  It was a government monopoly
own – Exactly the ideals and values that Rizal  2 galleons were used (Acapulco toManila –
strove to fight for. P500,000worth of goods,spending 120 days at
 To provide an in-depth study of nationalism sea, Manila to Acapulco – P250, 000 worth of
and the shaping of national character. goods, spending
 Enacted on June 12, 1956  The Spanish trading ships which for two and
half centuries linked the Philippines with
3 IMPORTANT POINTS OF REPUBLIC ACT NO. Mexico across the Pacific Ocean lasted from
1425 – RIZAL LAW 1565 to 1815

1. Need for a re-dedication to the ideals of freedom OPENING OF SUEZ CANAL

and nationalism for which our heroes lived and  Opened in 1869
died.  Became an easy passage between Spain and
the Philippines for Spanish trading
2. All educational institutions are under the  Connecting the Mediterranean and Red seas.
supervision of, and subject to regulation by the Opening of Suez Canal
State, and all schools are enjoined to develop  1854 – Ferdinand de Lesseps (former French
moral character, personal discipline, and civic Consul to Cairo), got an agreement with
conscience, and to teach the duties of citizenship. Ottoman governor of Egypt.
 Build a canal 100 miles across the Isthmus of
3. The Board of National Education (BNE) shall Suez
cause the translation of the Noli and El Fili as well  April 1859 construction began – end on
as other writings of Jose Rizal into English, November 17, 1869.
Tagalog and the principal Philippine dialects.  The canal grew into the one of the world’s
most heavily traveled shipping lanes
Republic Act No. 1425 – Rizal Law
 It was written during a time when patriotism OPENING OF MANILA PORTS TO WORLD
and nationalism were lost and needed TRADE
 During this time the Philippines and its’ citizens  Growing numbers of foreign merchants in
relied on the US for guidance, support, and Manila linking industrialized Europe and North
welfare.
 America with sources of raw materials and  Abusive inspectors, in search of hidden
markets in the Americas and Asia. tobacco leaves, sometimes entered the house
 In principle, non-Spanish Europeans were not of farmers and took everything of value.
allowed to reside in Manila  To recover their losses, farmers entered into
 1834 – the crown abolished the Royal smuggling and contraband selling of tobaccos.
Company of the Philippines and formally
recognized free trade, opening the Port of Disadvantages of Tobacco Monopoly
Manila to unrestricted foreign commerce.  Since cigarettes and cigars became known
 1856 – there were 13 foreign trading firms in nationally, more people smoked, endangering
Manila. not only their health but the health of other
 855 and 1873 the Spanish opened new ports people as well.
to foreign trade (Iloilo,Zamboanga, Cebu, and  The abusive and corrupt practices committed
Legaspi) by the officials led to the abolitions of the
Tobacco Monopoly in1882 by Governor-
THE RISE OF THE EXPORT CROP ECONOMY general Primo de Rivera.
 TOBACCO - Victorian parlors in Britain,
European continent, and North America Social and Cultural Development
 ABACA – Americans dominated the, trade - Education System
(from Bicol and Visayan Islands) - Other Schools Opened in the 19th Century
 SUGAR–Britain and Australia (from Negros) - Secondary Schools
- The Public School System in the 19th Century
•“SUGAR BARONS”– owners of the sugar - The Chinese Mestizos in the Philippines
plantations - The Rise of the Inquilinos
•Sugar became potent political and economic force
by the end of the 19th century THE EDUCATION SYSTEM
 The key factor in the emergence of nationalism
THE RISE OF THE MONOPOLIES in the late 19th century was the cultural
•JOSE V. BASCO – Spanish governor general development consequent on the rapid spread
•Established the tobacco monopoly as his of education from about 1861
economic program  Expelled from the Philippines and the rest of
•Only the government was allowed to buy the the Spanish empire in 1768
tobacco (brought to Manila to be made into cigar)  Return of the Jesuits was one of the major
influences on the educational development of
Why did Basco created Tobacco Monopoly? the 19th century.
•Expenses incurred in running the colony were  Take charge of the evangelization of Mindanao
usually paid for by a yearly subsidy called real when they returned in 1859
situado sent from the Philippines’ sister colony,  Having escaped, because of their expulsion -
Mexico was insufficient. from the general decline that in the early part
•They devise a plan to raise revenues on its own of the 19th century affected the Philippine
church and the system of education that
 When Basco became governor general, he depended on it.
plans to develop and promote agriculture in the  They returned with ideas and methods new to
Philippines the Philippine educational system.
 He explained to the Spanish king that the
Tobacco monopoly would be able to help the  Asked by Ayuntamiento to take over the
Philippines be financially sufficient. municipal primary school in 1859 that became
 For the first time ever, the Philippines ceased Escuela Municipal (later renamed Ateneo
to be an economic drag to the royal treasury Municipal de Manila in 1865)
 The Philippines became known globally as the
largest Tobacco producing country in Asia  1601 - Colegio de San Jose was founded by
the Jesuits – became Escuela Municipal in
Advantages of Tobacco Monopoly 1859 – renamed as Ateneo de Municipal de
 Filipinos were offered jobs in cigarette Manila in 1865 – now the Ateneo de Manila
factories, and many became employed University
 It triggered internal trade
 Regions were tobacco was best produced  Ateneo de Manila University was opened to the
became markets for other products such as Filipino students as well as Spaniards for
rice. whom it had been founded 1865, it was
 Tobacco growers were paid through transformed into Secondary School that
promissory notes and at very low rates offered a level of instruction beyond the official
 requirements and more approximated today’s training for leadership after three centuries of
college than high school. colonization.
- Latin, Spanish, Greek, French, and English were
studied  The Education Decree of 1863 provided for the
- Rizal studied at Ateneo Municipal when this establishment of at least two free primary
school was located at Intramuros, Manila . schools (1 for boys, and another for girls), in
each town under the responsibility of the
 A role was given to the natural sciences that municipal government. It is also commended
Rizal has the Filosopo Tasio (Rizal’s Father, the creation of a free public normal school to
Francisco say, “The Philippines owes (the train men as teachers, supervised by the
Jesuits) the beginnings of the Natural Science, Jesuits. (Spanish as a medium of instruction)
soul of the nineteenth century.”
EDUCATIONAL SYSTEM DURING THE
 Under the direction of the Jesuits too was the SPANISH REGIME
other new educational institution, the Escuela  The Education Decree of 1863 provided for the
Normal Superior de Maestros (Superior establishment of at least two free primary
Normal School) for female teachers. schools (1 for boys, and another for girls), in
 It was opened in 1865 to provide Spanish- each town under the responsibility of the
speaking teachers for the projected new municipal government. It is also commended
primary school system. the creation of a free public normal school to
 The Escuela Normal represented a hope of train men as teachers, supervised by the
progress in the mind of the many Filipinos that Jesuits.
just as it would be opposed by those for whom
modern education for Filipinos pose a danger RELIGION – the center of the educational system
to the continuance of Spanish rule. imposed by the Spaniards (the most important
subject)
OTHER SCHOOLS OPENED IN THE 19TH  Primary education – catered by the friars.
CENTURY Young Filipinos will learn the Christian
 April 28, 1811 – Universidad de Santo doctrine, alphabet, language, customs, and
Tomas was founded in Manila policies.
 Initially as the Colegio de Nuestra Señora del  Girls and boys have separate schools and they
Santisimo Rosario (later renamed as Colegio also have different curriculum
de Santo Tomas
 UST was first located in Intramuros, Manila
were Rizal took his course in Medicine.  MALE IN SECONDARY EDUCATION is the
 November 20, 1645 – Pope Innocent X Colegio Maximo de San Ignacio (1589), the
elevated it to University. College of San Ildefonso in 1599, Ateneo de
Municipal in 1817
 1640 - Universidad de San Felipe de Austria  The curriculum for males includes Spanish
was established in Manila History, Latin, Philosophy, Canon, Civil Law
 First Public University created by the and Rhetoric
Spanish government in the Philippines
 It closed down in 1643.  FEMALE is the Colegios of Santa Potenciana
 The Dominicans had Colegio de San Juan de in 1591, Sta Isabel in 1632, Santa Catalina de
Letran (1620) in Manila. Sena in 1696, Sta Rita College in 1719, and in
 All of them provided courses leading to 1868, the establishment of Colegio de la
different prestigious degrees and by the 19th Inmaculada Concepcion Concordia.
century included science subjects  The curriculum for females includes rules of
courtesy, vocal music, language, and sewing.
 Free access to modern public education by
ALL Filipinos was made possible through the  The educational system is also used to pacify
enactment of the Education Decree of the Filipinos and train them in Catholicism and
December 20, 1863 by Spanish Queen to follow laws imposed by the Spaniards.
Isabella II.  Filipino students are not allowed to speak their
 Primary instruction was made free and the own dialect in school School buildings and
teaching of Spanish was compulsory. other facilities are not enough to educate the
 The Royal decree provided for a complete population of students.
educational system which would consist of  The DepEd during this time could not also
primary, secondary, and tertiary levels, finally provide enough books and other instructional
making officially available to Filipinos valuable materials needed for quality education.
  CM impact was greatest in Central Luzon,
 Parochial schools were established with Cebu, and Iloilo
Spanish missionaries as the teachers.  The rise of mestizos implies the existence of
 Friars occupied the dominant positions (they social change during Spanish period
decided what to be taught to the children)  CM in the Philippines possesses a unique
 By Rote or Memorization – learning combination of cultural characteristics.
 Students memorized the contents of the book  Lovers of ostentation (impress)
that they did not understand.  Ardent (passionate) devotees of Spanish
 Native dialects should be taught although the Catholicism
law stated that only Spanish language was
allowed = Spaniards believed that learning THE RISE OF THE INQUILINOS
Spanish would make the Filipino people to (HACIENDEROS)
oppose Spanish rule.  Means “tenant”
 Growing population = increased amounts of
 The NATIVES were reminded that they had rice
INFERIOR INTELLIGENCE and they fit only to  Those who controlled large growing lands,
manual labor. profited the most
 The children attended classes on the ground  By this time, many of Inquilinos were
floor of the convent, in a stable in the “casa hacienderos in their own right, pass on from
real” or in the darkest corner of the pueblo’s one generation to the next the lands they
town hall. rented from the flier hacienda and farming
 The friars maintained these miserable schools them by means of their share-tenants or
to repress human intellect rather than to cultivate KASAMA
and develop them.
 Rising prosperity brought friction to Inquilinos
 At the end of the Spanish period, the and haciendas as lands grew in value and
University of Santo Tomas (UST) was the only rents were raised.
institution at the university level in Manila.  A combination of traditional methods and
 Established in 1611 solely for the Spaniards modernizing efficiency led to disputes
and mestizos  The prosperous inquilinos challenge friar
 It opened its doors to Filipino students four ownership (motive = to weaken the friars’
decades before the end of the Spanish regime influence in the Philippine political as well as
thus Jose Rizal and other heroes had come to the economic life.
study.

 The official secondary school for boys were POLITICAL DEVELOPMENT

San Juan de Letran College and Ateneo de 1. Rise and Gradual Spread of Liberalism and
Manila Democracy
 For girls, establishes in Manila, pioneered by 2. Impact of the Bourbon Movement
Santa Isabel College, La Concordia, Sta. 3. Cadiz Constitution of 1812
Catalina College, Sta. Rosa and Asilo de 4. Related Events Concerning the Cadiz
Lookan. Constitution
 - Although Educational Decree of 1863 was
issued, the friars did not implement it because THE SPANIARDS RULED THE FILIPINOS IN
they believed that if the Filipinos will be THE 19TH CENTURY.
educated, it might be inspired by new ideas of
freedom and independence as well as justice. Filipinos became the Spaniard’s slave
 The Filipinos must be kept in the dark. (Books  Spaniards claimed their taxes and Filipino
read by the Filipino people had to pass through worked under the power of the Spaniards
rigid censorship by church authorities as well  There was an appointment of OFFICIALS with
as the government. inferior qualifications, without dedication of
duty and moral strength to resist corruption for
THE CHINESE MESTIZOS IN THE PHILIPPINES material advancement
 Any person born of a Chinese father and a  Through this power and authority the
native Filipino (indigenous people – Malay) Spaniards possessed, they collected and
 CM’s population by the late 19th century = wasted the money of the Filipinos.
200,000
 A landowner and a middleman wholesaler Too complicated functions to the unions of the
of local produce and foreign imports. church and the state
 Spaniards have the right to appoint different  In particular, the crown pursued state
positions supremacy over the Catholic Church, resulting
 The term of office (length of time in a position) in the suppression of the Society of Jesus in
was dependent on the desire of the King of 1767 as well as an attempt to abolish
Spain. ecclesiastical privilege
 Spanish officials traveled to various places and
the needs of the Philippines were ignored.  The reforms resulted in significant restructuring
 Inadequate administrative supervisions, unable of the administrative structure and personnel.
to face and solve problems regarding the  It were intended to stimulate manufacturing
Philippines and technology to modernize Spain.
 Overlapping of powers and privileges of  In Spanish America, the reforms were
officials which made them competitive. designed to make the administration more
 Personal interest is over the welfare of the efficient and to promote its economic,
State commercial, and fiscal development.
 Alcalde was considered as the most corrupt
over the other corrupts. The crown did so, hoping that it would have
 There were also monopoly trade practices  a positive effect on the economy of Spain. The
Bourbon Reforms were intended to limit the
RISE AND GRADUAL SPREAD OF LIBERALISM power of Creoles (mixed African and European
AND DEMOCRACY race), and re-established Spanish Supremacy
over the colonies such as the Philippines.
 Liberty and equality = principal ideas  It achieved mixed results administratively but
 Equality before the law as opposed to legally succeeded in alienating (isolate) the local elites
separate classes of the Americas and eventually led to the
 Also meant to specific individual freedoms: demise (end) of all overseas dominions of the
freedom of the press, speech, assembly, and Spanish crown.
arbitrary arrest
 Successful in American Revolution and part in CADIZ CONSTITUTION OF 1812
the French Revolution  Spanish Constitution, adopted by the
 Democracy became a way of life in many constituent in Cadiz on March 18, 1812
European countries like Britain, Belgium, and  It declared that “sovereignty resides in the
Switzerland nation, which retains the exclusive right to
establish its own fundamental laws”
Democracy was established through the following  Spain was proclaimed a hereditary monarchy,
means: with legislative power represented by the
 Promulgation of laws that advance democracy monarch. It proclaimed individual freedom and
 Undertaking of reforms through legislation the inviolability (being safe/protected) of
 Abolition of slavery domicile (dwelling place)
 Adoption of liberal constitution  But proclaimed Catholicism as the official
 Providing citizens the opportunity to propose religion of Spain and prohibited the practice of
laws any other religion
 Adoption of manhood suffrage  It proclaimed the equality of the Spaniards of
 Granting of political, economic, and social the mother country and those of the Spanish
rights to the people colonies and established a national militia
(military force) in the provinces.
IMPACT OF THE BOURBON REFORMS  King Ferdinand VII (revoked the constitution-
May 4, 1814)
 Bourbon (the ruling family of France, it  Restored at the outbreak of the Spanish
represents the planters, landowners, and Revolution by Riego y Nuñez (Jan. 1, 1820)
merchants)  It was again abolished on October 1, 1823 by
 BOURBON REFORMS – were set of Ferdinand VII
economic and political legislation promulgated  August 12, 1836, the Constitution went into
by the Spanish Crown under various kings of effect for a 3rd time in responds to the
the House of Bourbon, mainly in the 18th demands of the masses and remained in force
century. until the adoption of a new constitution on June
 The strengthening of the crown’s power with 18, 1837.
clear lines of authority to officials contrasted to
the complex system of government that
evolved under the Habsburg monarchs. LIFE OF RIZAL
 JUNE 19, 1861 - Rizal`s was born.
 MERCADO- means market (businessman /
merchant)
 DOMINGO LAMCO - great grandfather;
chinese; paternal side
 EUGENIO URSUA - great grandmother;
japanese; maternal side
 FRANCISCO MERCADO - Father of Jose
Rizal
 TEODORA ALONZO - mother of Jose Rizal
 SATURNINA - eldest sister of Jose
 PACIANO - brother of Jose; second child
 CONCEPCION - concha; eight child; died at 3
years old
 PEPE - nickname of Jose; Saint Joseph
 Rev. RUFINO COLLANTES - he baptist Jose
 Maestro MANUEL ALBERTO - teach Physical
Development
 Maestro GREGORIO - teach love for education
 EDDIE ROMERO - Director of “Ganito kami
noon, Paano kayo ngayon”
 FR. JOSE BECH - First professor of Rizal in
Ateneo
 COUNT OF MONTE CRISTO - Rizal`s first
favorite novel.
 USMAN - dog`s Rizal

 Father Gil - father of Bindoy

 CONCORDIA - mother of Leonor