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Through the power that the Spaniards possess, they

Philippines in the 19th Century had the right to appoint the different positions. The
appointment of positions is obtained by the highest bidder
Social Structure which is the Governor-general of the country.

The Filipinos in the 19th century had suffered from feudalistic 4. Term of office
and master slave relationship by the Spaniards. Their social
structure is ranked into three groups:
Term of office or term in office is the length of time a
person (usually a politician) serves in a particular office is
• Highest class – the people that belong in this class dependent on the desire of the King of the country.
include the Spaniards, peninsulares and the friars. They
have the power and authority to rule over the Filipinos. 5. Distance of the colony
They enjoyed their positions and do what they want.
The Spanish officials traveled to various places and the
→ The Spanish officials needs of the Philippines were ignored. They did not put too
much attention to the needs of the other people. There were
→ The Peninsulares (Spaniards who were born in Spain). They inadequate administrative supervisions, they were unable to
held the most important government jobs, and made up the face and solve the problems regarding to the Philippines. There
smallest number of the population. were also overlapping of powers and privileges of officials
which made them competitive.
→The Friars are members of any of certain religious orders of
men, especially the four mendicant orders (Augustinians, 6. Personal interest over the welfare of the State
Carmelites, Dominicans, and Franciscans).
7. They were corrupt during the 19th century and the
• Middle Class – the people that belongs into this class Alcaldias/Alcalde is considered as the most corrupt
includes the natives, mestizos and the criollos. over the other corrupts. The Alcaldias/Alcalde includes
the administrators, judges and military commandants.
→ Natives – the pure Filipinos They usually have P25/mo liberal allowances and
privileges to take a certain percentage of money from
→ The Mestizos are the Filipinos of mixed indigenous Filipino the total amount of taxes. There were also monopoly
or European or Chinese ancestry. trades or business practices known as indulto para
comerciar.
• Lowest class – this class includes the Filipinos only.
Educational System
→The Indios are the poor people having pure blood Filipin
There are lots of criticisms received in the educational system
which ruled by the Spaniards.
of the Philippines in the late 19th century. Below are the
following:
Political System and the Sources of Abuses in the
Administrative System
1. Overemphasis on religious matters
The Spaniards ruled the Filipinos in the 19th century. The
The power of religious orders remained one of the great
Filipinos became the Spaniard’s slave. The Spaniards claimed
constants, over the centuries, of Spanish colonial rule. The
their taxes and they worked under the power of the
friars of the Augustinian, Dominican, and Franciscan orders
Spaniards. Sources of Abuses in the Administrative System:
conducted many of the executive and control functions of
government on the local level. They were responsible for
1. There was an appointment of officials with inferior education and health measures. These missionaries
qualifications, without dedication of duty and moral emphasized the teachings of the Catholic religion starting from
strength to resist corruption for material advancement. the primary level to the tertiary level of education.
Through the power and authority the Spaniards
possess, they collected and wasted the money of the
2. Obsolete teaching methods
Filipinos.

Their methods are outdated.


2. There were too complicated functions to the unions of
the church and the state.
3. Limited curriculum
3. Manner of obtaining the position.
The students in the primary level were taught the • Opening of the Philippines to International Trade and
Christian Doctrines, the reading of Spanish books and a little of the Rise of the Middle Class
the natives’ language. Science and Mathematics were not very
much taught to the students even in the universities. Aside Manila was opened to foreign trade which brought
from the Christian Doctrines taught, Latin was also taught to prosperity to the Filipinos and Chinese mestizo resulting to the
the students instead of Spanish. existence of middle class.

4. Poor classroom facilities • Influx of European Liberalism

5. Absence of teaching materials Ideas of the enlightened philosophers like John Locke and
Jean Jacques Rosseau, masonry and the French Revolution
6. Primary education was neglected reached the Philippines.

7. Absence of academic freedom Liberty, religious freedom, democracy, human rights such as
suffrage, freedom of speech, press and form associations and
The absence of academic freedom in Spain’s educational assemblies.
system was extended to the schools that Spaniards established
in the Philippines. Learning in every level was largely by rote. • Opening of the Suez Canal on November 17, 1869
Students memorized and repeated the contents of book which
they did not understand. In most cases knowledge was
Connects Mediterranean and red sea; shortened distance
measured in the ability of the students to memorize, largely
between Europe and Orient
hampering intellectual progress.
Results: (a) Philippines became closer to Europe and Spain
8. Prejudice against Filipinos in the schools of higher
(b) encouraged European travelers to come to our country (c)
learning
exodus of literal ideas from Europe to the Philippines (d) more
educated and young Filipinos were able to study abroad
In entirety, education during the Spanish regime was
privileged only to Spanish students. The supposed Philippine
• Spanish Revolution of 1868 and the Liberal Regime
education was only a means to remain in the Philippines as
of Carlos Maria Dela Torre(1869-1871)
colonizers. For this reason, the Filipinos became followers to
the Spaniards in their own country. Even auspicious Filipinos
became cronies, to the extent that even their life styles were Glorious September Revolution of 1868: Queen Isabela II
patterned from the Spaniards. was overthrown resulting to the rise of liberalism in
Spain. Generals Juan Prim and Francisco Serrano appointed
dela Torre as the governor-general in the Philippines (true
9. Friar control over the system
democrat). Most liberal governor-general walked the streets
in civilian clothes and dismissed his alabaderos (halberdiers) –
The friars controlled the educational system during the the governor’s security guards – and went unescorted.
Spanish times. They owned different schools, ranging from the
primary level to the tertiary levels of education. The
missionaries took charge in teaching, controlling and • Accomplishments:
maintaining the rules and regulations imposed to the students.
(1) abolished censorship of the press and allowed unlimited
discussions of political problems and proclaimed freedom of
Economic Development and the Rise of Filipino Nationalism
speech
The country was opened to foreign trade at the end of the 18th
century which resulted in the rapid rise of foreign firms in (2) abolished flogging as a punishment
Manila. This stimulated agricultural production and export of
sugar, rice hemp and tobacco. The number of families which (3) curtailed abuses particularly the tribute and the polo
prospered from foreign commerce and trade were able to send
their sons for an education in Europe. Filipinos who were (4) allowed secular priests to be assigned to vacant parishes or
educated abroad were able to absorb the intellectual seminaries and created an office which would prevent abuses
development in Europe. by members of the regular religious orders

Factors Contributed to the Development of (5) reformed the Royal Audiencia to bring about speedier
Filipino Nationalism: administration of justice
(6) decreed educational reforms, ordered the setting up of a) American Revolution (1775-1789)
medical, pharmacy, and vocational schools · Gave birth to united states
b) French Revolution (1779-1789)
(7) created the Council of the Philippines on December 4, 1870 · Led to the overthrowing of the absolute rule of the Bourbon
which was a consultative body to study Philippine problems dynasty and the abolition of the feudal system; its ideology---
and propose solutions to them. liberty, fraternity and equality ---had influenced subject people
to cast off the yoke of colonialism by means of armed uprising.
• Rafael de Izquierdo (1871-1873), the Cavite Mutiny of
è The Liberals believed that a country should be free from
1872 and the Execution of GomBurZa (February 17,
domination by another and the people should enjoy liberty,
1872)
equality and opportunity while the Conservatives believed in
the “good old days” when monarchs and kings ruled over their
Monarchy was restored in Spain (Prince Amadeo of Savoy, subjects.
son of Victor Emmanuel I) ascended the throne in 1870. Throughout the 19th century, many people revolted against their
rulers.
April 4, 1871: Isquierdo became the governor-general; “with a) Greeks: with foreign aid won their freedom from the Turks in
crucifix in one hand and a sword in the other” restored press 1830
censorship (b) prohibited all talk on political matters and b) Norwegians: won their freedom from the Swedes in 1905
secularization of the parishes (c) disapproved the c) Italy: through the work of Camilo Cavour, Joseph Mazzini and
establishment of arts and trades in Manila (d) dismissed Joseph Garibabaldi became a free and united nation in 1861
natives and mestizos in the civil and military service. (with the excpetion of the city of Rome which remained under
the Pope and Venetia, trent and Trieste under Austria)
→ Cavite Mutiny (January 20, 1872) d) Germany: through the leadership of Otto Von Bismarck became
a united country through his policy of blood and iron.
About 200 Filipino soldiers and workers in Fort San Felipe e) Canada: became a self-governing nation in 1867
mutinied, under the leadership of Sgt La Madrid; caused by f) Colonies of Spain in Latin America: revolted between 1800 and
Izquierdo’s abolition of the exemption of the Filipino workers 1825 and won their independence
from polo and paying tributes; mutineers were able to kill the g) Northern South America: Simoun de Bolivar (The Liberator)
fort commander and some soldiers; mutiny leaders and freed part of America which is now Valenzuela, Colombia,
participants were arrested and shot to death Bolivia and part of Peru.
h) Jose San Martin, a patriotic upper-class Spaniard born in
Argentina freed Southern South America, the territory
→GomBurZa (fought for the Filipinization of parishes and
i) Japan: after a long period of seclusion under the shogunate,
champions of liberalism and humanitarianism)
slowly developed nationalism
j) China: it developed nationalism after some portions of it were
They were charged of sedition and rebellion due to the false under foreign control.
testimony of Francisco Zaldua (former Bicolano soldier and
was bribed by the Spanish prosecutors to implicate them as *** The development of Nationalism in the Philippines was
the masterminds of the mutiny). Military Court: three priests very slow. It only began after the unjust execution of Fathers
guilty and sentenced them to die by garrote. Gomez, Burgos, And Zamora on February 17, 1872.

• Originally, Rizal’s plan was to take up priesthood and SECULARIZATION MOVEMENT


become a Jesuit father. When he heard of the
martyrdom of GomBurZa, he changed his mind and ▪ Secularization is a process by which the society is slowly
swore to dedicate his life to vindicate the victims of transforming from that having close identification with
Spanish oppression. the religious institution to a more separated relationship.
This was considered to be the dawn of Philippine
Nationalism, particularly after the execution of Gomburza.
▪ The Gomburza headed the secularization movement. They
NATIONALISM: a sense of loyalty or psychological attachment advocated the right of the Filipino secular clergy over the
members of a nation share, based on a common language, assignment of parishes rather than giving them to the
history, culture, and desire for independence; a feeling that newly arrived Spanish friars in the country.
drives a person together as a nation; love of a country ▪ The seculars were those who were not bound by monastic
expressed in devotion to and advocacy of national interest and vows or rules. They were discriminated by the
independence. Dominicans, Jesuits, Franciscans and Recollects. The
Filipino priests then were assigned as assistants to Spanish
Growth of Nationalism can be attributed to two major friars.
revolutions of the earlier century:
▪ Secularism began in 1861 when the parishes of Mindanao fighting for the secularization movement. Among them
originally managed by the Recollect friars were handed to were Fathers Mariano Gomez, Jose Burgos and Jacinto
the Jesuits. The Jesuits were expelled from the Philippines Zamora.
in 1768 because of the conflict they had between the
European leaders.
▪ However, they returned to the country in 1861 and regain CAVITE MUTINY
power over the Mindanao parishes from the Recollects ▪ On the night of January 20, 1872, a mutiny broke out
who took over during their absence. The Recollects were among Filipino soldiers in the arsenal of Cavite under the
bestowed the parishes of Manila and Cavite by the leadership of Sgt. La Madrid. This mutiny was brought
colonial government to appeased their loss. The original about by Izquierdo’s abolition of their exemption from
administrators of the parishes, the Filipino secular priests, tributes and forced labor, which the soldiers previously
naturally protested enjoyed.
The Secularization Controversy ▪ The Spanish authorities took advantage of the situation by
arresting liberal-minded Filipinos. Nine Filipino priests
SECULAR PRIEST were deported to Marianas Islands, together with thirteen
lawyers and businessmen. The incident was exaggerated
▪ Secular priests did not belong to any religious order. They by the Spaniards to implicate Fathers José Burgos,
were trained specifically to run the parishes and were Mariano Gomez, and Jacinto Zamora, due to their active
under the supervision of the bishops. involvement in the campaign for the secularization of
REGULAR PRIEST parishes. These three priests were executed by garrote for
alleged complicity in the rebellion.
▪ Regular priests belonged to religious orders. Their main ▪ The Filipinos deeply resented the execution of GomBurZa,
task was to spread Christianity. Examples were owing to their innocence of the crime for which they were
the Franciscans, Recollects, Dominicans, and tried. They hailed the three Filipinos priests as true
Augustinians. martyrs of the fatherland. The martyrdom of GomBurZa
was a turning point in Philippine history. It ushered in an
Conflict began when the bishops insisted on visiting the era of peaceful campaign for reforms to counter the evils
parishes that were being run by regular priests. It was of the Spanish Regime, known in our history as the
their duty, they argued, to check on the administration of Propaganda Movement.
these parishes. But the regular priests refused these visits,
saying that they were not under the bishop’s jurisdiction.
They threatened to abandon their parishes if LIBERALISM AND DEMOCRACY
the bishops persisted.
▪ In 1774, Archbishop Basilio Santa Justa decided to uphold Nationalism and democracy were the political ideals of the
the diocese’s authority over the parishes and accepted the 19thcentury.
resignations of the regular priests. He assigned secular · Liberalism demanded the representative government as
priests to take their place. Since there were not enough opposed to legally separate classes; specific individual
seculars to fill all the vacancies the Archbishop hastened freedoms; equality before the law as opposed to legally
the ordination of Filipino seculars. A royal decree was also separate classes; specific individual freedoms; freedom of the
issued on November 9, 1774, which provided for the press; freedom of speech; freedom of assembly; and freedom
secularization of all parishes or the transfer of parochial from arbitrary arrest.
administration from the regular friars to the secular · Democracy became a way of life in many European countries
priests. like Britain, Belgium and Switzerland.
▪ The regulars resented the move because they considered a) France: Democracy succeeded through a revolution; after the
the Filipinos unfit for the priesthood. Among other establishment of the third French Republic in 1875,
reasons they cited the Filipinos’ brown skin, lack of France git many laws which advanced democracy i.e. the right
education, and inadequate experience. to vote.
▪ The controversy became more intense when the Jesuits b) England: Democracy was established peacefully through a
returned to the Philippines. They had been exiled from the series of reforms passed by the parliament; suffrage
country because of certain policies of the order that the was extended to more people; new election districts
Spanish authorities did not like. were created; a cabinet system was adopted under
▪ The issue soon took on a racial slant. The Spaniards were which the ministers were made possible to the House of
clearly favouring their own regular priest over Filipino Commons and not to the King of House of Lords; slavery
priests. were abolished in British colonies; funds were provided
▪ Monsignor Pedro Pelaez, ecclesiastical governor of the for public education; prohibition of employment
Church, sided with the Filipinos. Unfortunately, he died in of children below to 10 years of age.
an earthquake that destroyed the Manila Cathedral in c) Belgium: a liberal constitution was adopted in 1831.
1863. After his death, other priests took his place in d) Switzerland: suffrage was approved in 1848.
a. Referendum: allows a bill passed by the legislature to be FACTORS WHY WESTERN IDEAS CAME TO THE EAST DURING
presented to the people for approval THE EARLY PART OF THE 19TH CENTURY
b. Initiative: gives the voters the right to propose laws for approval
of their legislature The global expansion of western Europe between the 1760s
e) Australia: introduced the secret ballot system and adopted and the 1870s differed in several important ways from the
manhood suffrage. expansionism and colonialism of previous centuries. Along
f) New Zealand: adopted suffrage of Australlia in 1893 with the rise of the Industrial Revolution, which economic
g) United States of America: adopted the manhood suffrage of historians generally trace to the 1760s, and the continuing
Australlia in 1893 spread of industrialization in the empire-building countries
came a shift in the strategy of trade with the colonial world.
*** Democracy was non-existent in the Philippines in the Instead of being primarily buyers of colonial products (and
19th Century. The ecclesiastical and civil authorities then were frequently under strain to offer sufficient salable goods to
not inclined to grant basic human rights to the Filipinos for the balance the exchange), as in the past, the industrializing
Spanish Authorities believe that if the Filipinos will enjoy basic nations increasingly became sellers in search of markets for
rights and freedom, they would be motivated to work for the growing volume of their machine-produced goods.
independence and topple down the regime. Furthermore, over the years there occurred a decided shift in
the composition of demand for goods produced in the colonial
HUMAN RIGHTS areas. Spices, sugar, and slaves became relatively less
important with the advance of
▪ In the 19th century, human rights became a concern industrialization, concomitant with a rising demand for raw
over the issue of slavery. A number of reformers, such materials for industry (e.g., cotton, wool, vegetable oils, jute,
as William Wilberforce in Britain, worked towards the dyestuffs) and food for the swelling industrial areas (wheat,
abolition of slavery. This was achieved in the British tea, coffee, cocoa, meat, butter).
Empire by the Slave Trade Act 1807 and the Slavery This shift in trading patterns entailed in the long run changes
Abolition Act 1833. in colonial policy and practice as well as in the nature of
colonial acquisitions. The urgency to create markets and the
▪ In the United States, all the northern states had incessant pressure for new materials and food were eventually
abolished the institution of slavery between 1777 and reflected in colonial practices, which sought to adapt the
1804, although southern states kept it. Conflict and colonial areas to the new priorities of the industrializing
debates over the expansion of slavery to new areas nations. Such adaptation involved major disruptions of
constituted one of the reasons for the southern states' existing social systems over wide areas of the globe. Before the
secession and the American Civil War. During the impact of the Industrial Revolution, European activities in the
reconstruction period immediately following the war, rest of the world were largely confined to: (1) occupying areas
several amendments to the United States Constitution that supplied precious metals, slaves, and tropical products
were made. These included the 13th amendment, then in large demand; (2) establishing white-settler colonies
banning slavery, the 14th amendment, assuring full along the coast of North America; and (3) setting up trading
citizenship and civil rights to all people born in the posts and forts and applying superior military strength to
United States, and the 15th amendment, guaranteeing achieve the transfer to European merchants of as much
African Americans the right to vote. existing world trade as was feasible. However disruptive these
changes may have been to the societies of Africa, South
America, and the isolated plantation and white-settler
▪ Many groups and movements have achieved intense
social changes over the course of the 20th century colonies, the social systems over most of the Earth outside
because of human rights. In Europe and North America, Europe nevertheless remained much the same as they had
been for centuries (in some places for millennia). These
labor unions brought about laws granting workers the
societies, with their largely self-sufficient
right to strike, establishing minimum work conditions
small communities based on subsistence agriculture and home
and forbidding or regulating child labor. The women's
industry, provided poor markets for the mass-produced goods
rights movement succeeded in gaining for many women
flowing from the factories of the technologically advancing
the right to vote. National liberation movements in
countries; nor were the existing social systems flexible enough
many countries succeeded in driving out colonial
to introduce and rapidly expand the commercial agriculture
powers. One of the most influential was Mahatma
(and, later, mineral extraction) required to supply the food and
Gandhi's movement to free his native India from British
raw material needs of the empire builders.
rule. Movements by long-oppressed racial and religious
The adaptation of the nonindustrialized parts of the world to
minorities succeeded in many parts of the world,
become more profitable adjuncts of the industrializing nations
among them the African American Civil Rights
embraced, among other things: (1) overhaul of existing land
Movement, and more recent diverse identity politics
and property arrangements, including the introduction of
movements, on behalf of women and minorities in the
private property in land where it did not previously exist, as
United States.
well as the expropriation of land for use by white settlers or for
plantation agriculture; (2) creation of a labour supply for
commercial agriculture and mining by means of direct forced The most important aspect of this disparity was the technical
labour and indirect measures aimed at generating a body of superiority of Western armaments, for this superiority enabled
wage-seeking labourers; (3) spread of the use of money and the West to impose its will on the much larger colonial
exchange of commodities by imposing money payments for populations. Advances in communication and transportation,
taxes and land rent and by inducing a decline of home industry; notably railroads, also became important tools for
and (4) where the precolonial society already had a developed consolidating foreign rule over extensive territories. And along
industry, curtailment of production and exports by native with the enormous technical superiority and the colonizing
producers. experience itself came important psychological instruments of
The classic illustration of this last policy is found in India. For minority rule by foreigners: racism and arrogance on the part
centuries India had been an exporter of cotton goods, to such of the colonizers and a resulting spirit of inferiority among the
an extent that Great Britain for a long period imposed colonized.
stiff tariff duties to protect its domestic manufacturers from Naturally, the above description and summary telescope
Indian competition. Yet, by the middle of the 19th century, events that transpired over many decades and the incidence
India was receiving one-fourth of all British exports of cotton of the changes varied from territory to territory and from time
piece goods and had lost its own export markets. to time, influenced by the special conditions in each area, by
Clearly, such significant transformations could not get very far what took place in the process of conquest, by the
in the absence of appropriate political changes, such as the circumstances at the time when economic exploitation of the
development of a sufficiently cooperative local elite, effective possessions became desirable and feasible, and by the varying
administrative techniques, and peace-keeping instruments political considerations of the several occupying powers.
that would assure social stability Moreover, it should be emphasized that expansion policies and
and environments conducive to the radical social changes practices, while far from haphazard, were rarely the result of
imposed by a foreign power. Consistent with these purposes long-range and integrated planning. The drive for expansion
was the installation of new, or amendments of old, legal was persistent, as were the pressures to get the greatest
systems that would facilitate the operation of a money, advantage possible out of the resulting opportunities. But the
business, and private land economy. Tying it all together was expansions arose in the midst of intense rivalry among major
the imposition of the culture and language of the dominant powers that were concerned with the distribution of power on
power. the continent of Europe itself as well as with ownership of
The changing nature of the relations between centres of overseas territories. Thus, the issues of national power,
empire and their colonies, under the impact of the unfolding national wealth, and military strength shifted more and more
Industrial Revolution, was also reflected in new trends in to the world stage as commerce and territorial acquisitions
colonial acquisitions. While in preceding centuries colonies, spread over larger segments of the globe. In fact, colonies
trading posts, and settlements were in the main, except for were themselves often levers of military power—sources of
South America, located along the coastline or on smaller military supplies and of military manpower and bases for
islands, the expansions of the late 18th century and especially navies and merchant marines. What appears, then, in tracing
of the 19th century were distinguished by the spread of the the concrete course of empire is an intertwining of the struggle
colonizing powers, or of their emigrants, into the interior of for hegemony between competing national powers, the
continents. Such continental extensions, in general, took one manoeuvring for preponderance of military strength, and the
of two forms, or some combination of the two: (1) the removal search for greatest advantage practically obtainable from the
of the indigenous peoples by killing them off or forcing them world’s resources.
into specially reserved areas, thus providing room for settlers
from western Europe who then developed the agriculture and
industry of these lands under the social system imported from CADIZ CONSTITUTION
the mother countries, or (2) the conquest of the indigenous A Spanish constitution, adopted by the constituent Cortes in
peoples and the transformation of their existing societies to Cádiz on Mar. 18, 1812, and made public on Mar. 19, 1812,
suit the changing needs of the more powerful militarily and
during the Spanish Revolution of 1808-14.
technically advanced nations.
At the heart of Western expansionism was the growing The constitution declared that “sovereignty resides in the
disparity in technologies between those of the leading nation, which retains the exclusive right to establish its own
European nations and those of the rest of the world. fundamental laws” (art. 3). Spain was proclaimed a hereditary
Differences between the level of technology in Europe and
monarchy (art. 14), with legislative power vested in the Cortes
some of the regions on other continents were not especially
and the monarch (art. 15) and executive power represented by
great in the early part of the 18th century. In fact, some of the
crucial technical knowledge used in Europe at that time came the monarch (art. 16). The constitution proclaimed individual
originally from Asia. During the 18th century, however, and at freedom and the inviolability of domicile (arts. 286 and 307)
an accelerating pace in the 19th and 20th centuries, the gap but declared Catholicism the official religion of Spain and
between the technologically advanced countries and prohibited the practice of any other religion (art. 12). The
technologically backward regions kept on increasing despite constitution proclaimed the equality of Spaniards of the
the diffusion of modern technology by the colonial powers. mother country and those of the Spanish colonies (art. 18) and
established a national militia in the provinces (art. 362). On his Francisco Mercado
return to Spain, King Ferdinand VII revoked the constitution on
– son of Domingo and Ines, great-grandfather of Rizal. He
May 4, 1814. Restored at the outbreak of the Spanish
married a Chinese-Filipino mestiza, Cirila Bernacha, and was
Revolution of 1820-1823 (it was proclaimed by Riego y Núñez
elected governadorcillo of Biñan.
on Jan. 1, 1820, and Ferdinand VII swore to uphold it on Mar.
9, 1820), it was again abolished on Oct. 1, 1823, by Ferdinand Juan Mercado
VII. On Aug. 12, 1836, the constitution went into effect for a
– one of Francisco’s and Cirila’s sons, grandfather of
third time in response to the demands of the masses and
Rizal.Married Cirila Alejandro, a Chinese-Filipino mestiza. Like
remained in force until the adoption of a new constitution on his father, he was selected governadorcillo of Biñan.
June 18, 1837.
Francisco Mercado

- Rizal’s father. The youngest of thirteen children ofJuan and


CADIZ CONSTITUTION Cirila. At the age of eight he lost his father. He met and fell in
love with Teodora Alonso Realonda in Manila while studying.
- Nilikha bunga ng hangarin ng Spain na wakasan ang mga They got married on June 28, 1848
pang-aabusong dala ng sistemang konserbatibong umiiral sa
kanilang bansa. ANCESTORS (Mother Side)
HALAGA: Lakandula
Binigyang halaga sa nasabing konstitusyon ang mga ideyang – the last native king of Tondo. He is a believed ancestor of
liberal gaya ng: DoñaTeodora’s family
▪ karapatan sa pagboto ng mga kalalakihan Eugenio Ursua
▪ pambansang soberanya
▪ Monarkiyang konstitusyonal – Rizal’s great-great-grandfather from his mother’s side. He
▪ Kalayaan sa pamamayag was of Japanese ancestry. He married a Filipina named
▪ Reporma sa lupa Benigna.
▪ Malayang kalakalan Regina
VENTURA DELOS REYES – the daughter of Eugenio and Benigna married Manuel de
- Isang mayamang Filipino na ipinadala sa Cadiz at nahalag Quintos,a Filipino-Chinese lawyer from Pangasinan. One of
bilang kinatawan their daughters married Lorenzo Alberto Alonso, a prominent
Spanish-Filipino mestizo of Biñan; their children were: Narcisa,
EPEKTO NG CADIZ CONSTITUTION Teodora (Rizal’s mother), Gregorio, Manual and Jose.
Hindi nagtagumapay ang tangkang ipatupad ito sa Pilipinas, PARENTS
nagkaroon ito ng epekto sa pamamahala ng Spain sa Pilipinas
FRANCISCO MERCADO (1818-1898)
▪ Ipinatigil ang kalakalang galyon
▪ Napalitan ang merkantilismo ng malayang kalakalan - Father of Jose Rizal who was the youngest of 13 offsprings of
▪ Pagsiklab ng pag-aalsa sa Ilocos laban sa pagkansela Juan and Cirila Mercado. Born in Biñan, Laguna on April 18,
sa pagpapatuapd ng konstitusyon sa Pilipinas noong 1818; studied in San Jose College, Manila; and died in Manila.
1815 TEODORA ALONSO (1827-1913)
▪ Paglaganap ng mga bagong kamalayang bunga ng
Enlightenment sa Europe - Mother of Jose Rizal who was the second child of Lorenzo
Alonso and Brijida de Quintos. She studied at the Colegio de
Santa Rosa. She was a business-minded woman, courteous,
religious, hard-working and well-read. She was born in Santa
RIZAL’S FAMILY
Cruz, Manila on November 14, 1827 and died in 1913 in
ANCESTORS (Father Side) Manila.

Domingo Lam-Co SIBLINGS

- a Chinese immigrant from the Fukien city of Changchow. He Saturnina Mercado Rizal Hidalgo
is Rizal’s great-great-grandfather. He arrived in Manila about
- was born in 1818 and was the eldest sister of Jose Rizal. She
1690. He married a well-to-do Chinese Christian girl of Manila
had five children together with husband Manuel T. Hidalgo and
named Ines de la Rosa, then assumed Mercado as his surname
died the same year as her mother in 1913.
in 1731
General Paciano Mercado Rizal aka "Lolo Ciano"
- was the only brother of Jose Rizal. He was born in 1851 and - was born in 1870 making her the youngest of the Rizal
studied in Binan later attending school at the Colegio de San siblings. She married Pantaleon Quintero and together they
Jose in Manila. After the execution of his brother, he joined in had 5 children. Soledad died in 1929.
the Philippine Revolution where he rose up to the ranks of a
General. He later married Severina Decena of Los Banos and INFORMAL EDUCATION
had two children of which one died at an early age. Paciano Education in Binan
passed away in 1930.
Narcisa Rizal Lopez ▪ During the time of Rizal, education was characterized by
the 4Rs: reading writing, arithmetic, and religion.
- was born in 1852 and was the one who found the unmarked ▪ Rizal, although he was born a physical weakling, became
grave of her brother, Jose in the abandoned Old Paco an intellectual giant.
Cemetery. Narcisa married Antonio Lopez who was a teacher ▪ His first teacher was his mother.
and musician from Morong, Rizal. She died in 1938. ▪ At the age of 3, Rizal learned to recite the alphabet and
prayers.
Olympia Rizal Ubaldo ▪ Jose had private tutors to teach him lessons at
- was born in 1855. She married Silvestre Ubaldo and together home: Maestro Celestino, then Maestro Lucas Padua.
they had three children. She died in 1887 when she was only ▪ Leon Monroy, who as a former classmate of Jose's father,
32 years old. taught the young boy Spanish and Latin.
▪ When Leon Monroy died, Jose's parents decided to send
Lucia Rizal Herbosa him to a private school in Binan.
▪ When Jose left for Binan, he was accompanied by his
- was born in 1857. She married Mariano Herbosa and had 5 brother Paciano.
children together. In 1889 Mariano died due to an epidemic ▪ Jose lodged at his aunt's house in Binan.
but was denied a Christian burial. This was due to the fact that ▪ Rizal's school in Binan was in the house of his teacher,
he was the brother in law of Jose Rizal. This showed the Maestro Justiniano Aquino Cruz.
beginning of the persecution of the Rizal family by Spanish ▪ Pedro, the teacher's son, was not very fond of Jose. He
friars. Lucia died in 1919. bullied Rizal, and this led to Jose's first school brawl.
Maria Cruz Rizal ▪ Jose also took painting lessons in Binan, and was taught by
an old painter named Juancho, his schoolteacher's father-
- was born in 1855. She married Daniel Faustino Cruz of Binan, in-law.
Laguna and together they had 5 children. Mauricio Cruz, one ▪ He was the best student in school, beating all the Binan
of Maria's children became a student of Jose Rizal in Dapitan boys.
and was known to be one of his uncle's favorites. Maria was a ▪ His schooling in Binan lasted for a year and a half.
known recipient of many od Jose's letters during his lifetime.
Maria died in 1945. FORMAL EDUCATION
Concepcion Rizal Education in the Ateneo de Manila
- was born in 1862. Concepcion did not live very long as she
▪ Jose was sent to Manila four months after the friars
died at the age of 3 in 1865. Gomez, Burgos, and Zamora were martyred.
Josefa Rizal ▪ He studied in the Ateneo Municipal, which was under the
supervision of the Spanish Jesuit priests.
- was born in 1865. She was unmarried lived together with ▪ The Ateneo Municipal was later named Ateneo de Manila.
sister Trinidad until death. Josefa was said to have suffered ▪ Jose's father had intended him to study at Letran, but
from epilepsy. She died in 1945. changed his mind and sent him to the Ateneo instead.
▪ At first, the college registrar, Fr. Magin Ferrando, refused
Trinidad Rizal
Jose's admission because the boy had registered late and
- was born in 1868. She remained unmarried and lived together he was sickly and small for his age.
with her sister Josefa. Trinidad was the one who recieved an ▪ Rizal was nonetheless admitted to the Ateneo with the
alcohol lamp from brother Jose, in which he secretly hid the help and intercession of Manuel Xeres Burgos, a nephew
"Last Farewell" better known as "Mi Ultimos Adios," a poem of the martyred priest.
Rizal wrote on the eve of his death in 1896. Trinidad died in ▪ Jose adopted the name Rizal to escape suspicion. His
1951, outliving all her siblings. brother Paciano had used the name Mercado, and was
now known to the authorities as Jose Burgos' favorite
student.
▪ The quality of education in the Ateneo was more
Soledad Rizal Quintero
advanced.
▪ Students were divided into two groups: the "Roman
Empire" (boarders) and the "Carthaginian Empire" (non- Pre- Med Course
boarders). ▪ Curso de Ampiacion or Advanced course in Physics,
▪ The best student in each empire was the emperor, Chemistry and Natural History
followed by the tribune, then the decurion, the centurion, ▪ Out of the 28 young men taking Ampliacion only four
and the fifth best was the standard-bearer. including Rizal were granted the privilege of taking
▪ The Romans had red banners, and the Carthaginians had simultaneously the preparatory course and the first year
blue. of medicine
▪ Jose's first professor at the Ateneo was Fr. Jose Bech. ▪ Rizal also received his four year practical training in
▪ To improve his Spanish, Jose took private lessons in Santa medicine at the Hospital de San Juan de Dios in Intramuros
Isabel College at noon breaks. ▪ During his last year at the University, Rizal had obtained
▪ Rizal's first favorite novel was The Count of Monte the global grade of Notable (Very Good) in all of his
Cristo by Alexander Dumas. subjects, and he was the second best student in a
▪ He won a medal in Latin. decimated class of seven who passed the medicine course.
▪ Jose considered Fr. Sanchez as his best professor in the After which, Rizal decided to study in Spain.
Ateneo.
▪ He obtained the highest grades in all subjects and Academic Journey To Spain ( 1882-1885 )
graduated with the highest honors ▪ His departure for Spain was kept secret from Spanish
▪ When Rizal was 16 years old he had his first romance with Authorities, friars and even his parents especially his
Segunda Katigbak. Unfortunately, the lady was already mother because she would not allow him to go
engaged to be married. Rizal, as a shy and timid lover, ▪ To avoid detection, he used the name Jose Mercado
failed to propose despite her encouragement. ▪ On May 3, 1882 he boarded on Salvadora bound for
Singapore where he was the only Filipino passenger
Extra Curricular Involvement ▪ On November 3, 1882, he enrolled in Universidad Central
▪ An emperor inside the classroom de Madrid taking up two courses: Philosophy and Letters
▪ Campus leader and Medicine
▪ Active member and became a secretary, the Marian ▪ On June 21, 1884 , he conferred the degree of Licentiate
Congregation Religious Society in Medicine
▪ Member of the Academy of Spanish Literature and the ▪ The Following academic year , he studied and passed all
Academy of Natural Sciences subjects leading to the degree of doctor of medicine
▪ Poet ▪ Unfortunately, he was not able to submit the thesis
▪ Studied painting under the famous Spanish Painter, required for graduation nor paid the corresponding fees
Agustin Saez ▪ With that, he was not awarded his Doctor’s Diploma
▪ Improved his sculpture talents under the supervision of ▪ Jose Rizal also finished his studies in Philosophy and
Romualdo de Jesus Letters with higher grades
▪ Engaged in gymnastics and fencing and continued the ▪ He was awarded the Degree of Licentiate in Philosophy
physical training under his sports-minded Tio Manuel. and Letters by the Universidad Central de Madrid June 19,
1885 with the rating of excellent.

Medical Studies at the Opthalmology studies and travels in Europe


University of Santo Tomas
▪ Jose Rizal went to Paris and Germany in order to
specialize in ophthalmology. Among all branches, he
▪ After finishing one year in Philosophy and Letters, Jose
chose this specialization because he wanted to cure
transferred to the medical course.
his mother’s failing eyesight.
▪ He enrolled in UST for two reasons:
▪ In 1885, after studying at the Universidad Central de
(1) to appease his father, and
Madrid, Rizal, who was then 24 years old, went to
(2) because he was still unsure of what
Paris to acquire more knowledge in ophthalmology
career he should pursue.
▪ On February 3, 1886, after gathering some experience
▪ Rizal took up medicine following the advice of Fr. Pablo
in ophthalmology, he left Paris and went to
Ramon, the Rector of the Ateneo. He also did so to be able
Heidelberg, Germany
to cure his mother's growing blindness.
▪ He worked at the University Eye Hospital under the
▪ He finished a surveying course in the Ateneo, but was not
direction of Dr. Otto Becker, a distinguished German
given the title of Surveyor because he was still 17 and
ophthalmologist
underage.
▪ On April 22, 1886, Rizal wrote a poem entitled A Las
▪ After finishing four years in the medical course, Rizal
Flores de Heidelberg (To the Flowers of Heidelberg)
decided to study in Spain. He did not seek his parents'
because he was fascinated by the blooming flowers
permission for this, because he knew they would not allow
along the Neckar River, which was the light blue
it.
flower called “forget-me-not”.
▪ On August 14, 1886, Rizal arrived in Leipzig. There, he Authorized by a royal decree of 1852, ten Spanish Jesuits
attended some lectures at the University of Leipzig on arrived in Manila on April 14, 1859. This Jesuit mission was sent
history and psychology mainly for missionary work in Mindanao and Jolo. However,
despite almost a century away from the Philippines, the
Reasons why Rizal choose to reside in germane longer: Jesuits’ reputation as educators remained entrenched in the
▪ To gain further his studies in science and languages minds of Manila’s leaders. On August 5, the ayuntamiento or
▪ To observe the economic and political conditions of city council requested the Governor-General for a Jesuit school
the German nation financed by public money.
▪ To associate with the famous scientists and scholars
▪ To publish his novel Noli Me Tangere On October 1, 1859, the Governor-General authorized the
Jesuits to take over the Escuela Municipal, then a small private
Jose Rizal earned a Licentiate in Medicine at the Universidad school maintained for 30 children of Spanish residents. Partly
Central de Madrid, where he also took courses in philosophy subsidized by the ayuntamiento, it was the only primary school
and literature. It was in Madrid that he began writing Noli Me in Manila at the time. Under the Jesuits, the Escuela eventually
Tangere. became the Ateneo Municipal de Manila in 1865 when it was
elevated to an institution of secondary education. The Ateneo
He also attended classes in the University of Paris and, in 1887, Municipal offered the bachillerato as well as technical courses
he completed his eye specialization course at the University of leading to certificates in agriculture, surveying, and business.
Heidelberg. It was also in that year that Rizal’s first novel was
published in Berlin. When American colonial rule came in 1902, the Ateneo
ATENEO HISTORY Municipal lost its government subsidy. In 1908, the colonial
government recognized it as a college licensed to offer the
The Ateneo de Manila University began in 1859 when Spanish bachelor’s degree and certificates in various disciplines,
Jesuits established the Escuela Municipal de Manila, a public including electrical engineering. In 1909, years after the
primary school established in Intramuros for the city of Manila. Ateneo became a private institution, the Jesuits finally
However, the educational tradition of the Ateneo embraces removed the word “Municipal” from the Ateneo’s official
the much older history of the Jesuits as a teaching order in the name, and it has since been known as the Ateneo de Manila.
Philippines.
American Jesuits took over administration in 1921. In 1932,
The first Spanish Jesuits arrived in the country in 1581. While under Fr. Richard O’Brien, third American rector, the Ateneo
primarily missionaries, they were also custodians of the ratio transferred to Padre Faura after a fire destroyed the
studiorum, the system of Jesuit education formulated about Intramuros campus.
1559. In 1590, they founded one of the first colleges in the
Philippines, the Colegio de Manila (also known as the Colegio Devastation hit the Ateneo campus once again during World
Seminario de San Ignacio) under the leadership of Antonio War II. Only one structure remained standing – the statue of
Sedeño, S.J. The school formally opened in 1595. St. Joseph and the Child Jesus which now stands in front of the
Jesuit Residence in the Loyola Heights campus. Ironwork and
In 1621, Pope Gregory XV, through the archbishop of Manila, statuary salvaged from the Ateneo ruins have since been
authorized the San Ignacio to confer degrees in theology and incorporated into various existing Ateneo buildings. Some
the arts. Two years later, King Philip IV of Spain confirmed this examples are the Ateneo monograms on the gates of the
authorization, making the school a royal and a pontifical Loyola Heights campus, the iron grillwork on the ground floor
university, the very first university in the Philippines and in of Xavier Hall, and the statue of the Immaculate Conception
Asia. displayed at the University archives.

However, by the mid-18th century, Catholic colonial powers, But even if the Ateneo campus had been destroyed, the
notably France, Portugal, and Spain, had grown hostile to the university survived. Following the American liberation, the
Society of Jesus. The colonial powers eventually expelled the Ateneo de Manila reopened temporarily in Plaza Guipit in
Society, often quite brutally, from their realms. Sampaloc. The Padre Faura campus reopened in 1946 with
Quonset huts serving as buildings among the campus ruins.
The Jesuits had to relinquish the San Ignacio to Spanish civil
authorities in 1768, upon their violent expulsion from all In 1952, the university, led by Fr. William Masterson, S.J.
Spanish territories. Finally, under pressure from Catholic moved most of its units to its present Loyola Heights campus.
royalty, Pope Clement XIV formally declared the dissolution of Controversy surrounded the decision. An Ateneo Jesuit
the Society of Jesus in 1773. supposedly said that only the ‘children of Tarzan’ would study
in the new campus. But over the years, the Ateneo in Loyola
Pope Pius VII reinstated the Society in 1814, after almost seven Heights has become the center of a dynamic community. The
decades of persecution and over four decades of formal Padre Faura campus continued to house the professional
suppression. However, the Jesuits would not return to the schools until 1976.
Philippines until 1859, almost a century after their expulsion.
The first Filipino rector, Fr. Francisco Araneta, S.J. was leading to the issuance of such diplomas were supervised by
appointed in 1958. And in 1959, its centennial year, the Ateneo the Dominican professors of UST.
became a university. On September 17, 1902, Pope Leo XIII made the University of
Santo Tomas a “Pontifical University”, and by 1947, Pope Pius
The Padre Faura campus was closed in 1976. A year after, the XII bestowed upon it the title of “The Catholic University of the
University opened a new campus for its professional schools in Philippines”. The University of Santo Tomas is the second
Salcedo Village, in the bustling business district of Makati. In university in the world after the Gregorian University in Rome
October 1998, the University completed construction of a to be granted the formal title of Pontifical University. The
bigger site of the Ateneo Professional Schools at Rockwell, also Gregorian University was allowed to assume this title in 1873.
in Makati. The continuing increase in enrolment prompted the
administration, in 1927 to transfer the university campus from
UST HISTORY Intramuros to its present site in Sampaloc district, which
covers a total of 21.5 hectares. The Intramuros campus
The University of Santo Tomas (UST) is the oldest existing continued to operate until its destruction during the Second
university in Asia. In terms of student population, it is the World War.
largest Catholic university in the world in a single campus. The Since its establishment in 1611, the university academic life
institution was established through the initiative of Bishop was disrupted only twice: once, from 1898 to 1899, during the
Miguel de Benavides, O.P., third Archbishop of Manila. On July second phase of the Philippine Revolution and the Filipino-
24, 1605, he bequeathed the amount of one thousand five American War, and for the second time, from 1942 to 1945,
hundred pesos and his personal library for the establishment when the Japanese Occupation Forces during the Second
of a “seminary-college” to prepare young men for the World War converted the UST campus into an internment
priesthood. Those funds, and his personal library, became the camp where around 2,500 allied civilians were detained.
nucleus for the start of UST and its library. Buildings such as the Main Building, the Gymnasium and an
The founding of the University of Santo Tomas followed on annex building behind the Main Building called the Domestic
April 28, 1611. With the original campus located in Intramuros, Arts building, were used as living quarters. The internees were
the Walled City of Manila, UST was first called Colegio de liberated by the U.S. forces on February 3, 1945.
Nuestra Señora del Santisimo Rosario, and later renamed Throughout its more than 400 years of existence, the
Colegio de Santo Tomas, in memory of the foremost University has become the alma mater of four Filipino heroes
Dominican Theologian, St. Thomas Aquinas. who shaped the nation’s destiny like Jose Rizal, Emilio Jacinto,
Marcelo H. del Pilar, Apolinario Mabini; Philippine Presidents
On July 29, 1619 the Colegio was authorized to confer such as Manuel Luis Quezon, Sergio Osmeña, Jose P. Laurel and
academic degrees in theology and philosophy. By November Diosdado Macapagal; various Chief Justices of the Supreme
20, 1645, Pope Innocent X elevated the college to a university. Court, senators, congressmen, scientists, architects, engineers
In 1680, it was subsequently placed under the royal patronage and writers, all outstanding in their chosen professions. It was
of the Spanish monarchy. In 1681, Pope Innocent XI declared it visited by three popes, Pope Paul VI, Pope John Paul II, , and
a Public University of General Studies allowing it to confer Pope Francis, and various heads of states and foreign
other degrees. In 1734 Pope Clement XII authorized the dignitaries.
University to confer degrees in all existing faculties as well as
in all others that might be introduced in the future. The Pope INTRAMUROS- SPANISH TIME
also approved the curriculum in the entire field of
jurisprudence. In 1564, conquistadors led by Miguel López de Legazpi sailed
During the British invasion of Manila in 1762, the University from New Spain (Mexico) and arrived on the island of Cebu in
raised four companies of students and professors numbering February 13, 1565. There they established the first Spanish
400 men each. These saw action in battles against the British colony in the archipelago. Having heard of rich resources of
until 1764. Manila by local natives, López de Legazpi dispatched two of his
The expulsion of the Society of Jesus from the Philippines in Lieutenant-commanders, Martín de Goiti and Juan de Salcedo
1768 left the University of Santo Tomas as the only institution to explore the northern regions of the Visayas.
of higher learning in the islands.
In 1570, the Spaniards arrived in the island of Luzon. After
In 1785 in recognition of the role of the students and faculty in quarrels had erupted between the Islamic natives and the
resisting the British, King Charles III conferred the title of Spaniards; Goiti and López de Legazpi's soldiers waged war on
“Royal” to the university and formally granted it the status of the people, before they were able to take control and establish
a royal university. a permanent settlement in the area. In 1571 after the natives
On May 20, 1865, a royal order from Queen Isabella II gave the were defeated in battle, López de Legazpi made a peace pact
University the power to direct and supervise all the schools in with Rajah Sulayman, Rajah Lakandula and Rajah Matanda;
the Philippines and the Rector of the University became the ex- who, in return, handed over Manila to the Spaniards.
officio head of the secondary and higher education in the
Philippines. All diplomas issued by other schools were López de Legazpi declared the area as the new capital of the
approved by the Rector of the University and examinations
Spanish colony in the Philippines on June 24, 1571; Referring
to the rich resources and location of Manila; The King of Spain,
delighted at the new conquest achieved by López de Legazpi
and his men, awarded the city a coat of arms and declaring it
“Distinguished and ever loyal city".

The planning of the city of Manila was commenced by López


de Legazpi who had become the first Governor general on the
islands. He established forts, roads, churches and schools. The
plans for Intramuros were based on King Philip II's Royal
Ordinance issued on July 3, 1573 in San Lorenzo, Spain. Its
design was based upon a medieval castle structure and
covered 64 hectares of land, surrounded by 8 meter thick
stones and high walls that rise 22 meters.

Intramuros was completed in 1606 and it served as the center


of political, military and religious power of the Spaniards
during the time that the Philippines was a colony of Spain.
Inside Intramuros; there are several Roman Catholic churches,
like the Manila Cathedral and the San Agustin Church,
convents and church-run schools, such as the Universidad de
Santo Tomás, the Colegio de San Juan de Letran and the
Ateneo Municipal de Manila, which were usually being run by
religious orders such as the Dominicans, Augustinians,
Franciscans and Jesuits. The Governor's Palace, the official
residence of the Spanish Viceroyalties to the Philippines was
originally in Intramuros before it was officially moved to
Malacañang Palace and Fort Santiago. Only Spaniards and
Mestizos were allowed to take part on political issues and take
residence inside the walled city, Christian natives and Chinese
were also allowed inside, but Spanish officials prevented them
living there. The vast majority of the natives and Chinese
residents lived outside the walled city

REDUCCION

- Reduccion is the centralization of the Filipino community


where churches, convents, casa real and plaza complexes can
be found. Plazas are where people gather when there are
events or celebrations like festivals. By using this system, the
Spaniards can easily monitor the movements of Filipinos to
prevent protests and to collect the taxes easier. There are also
changes in the architectural designs of infrastructures

- In line with reduccion, the people were categorized based on


race and religion. For the still rebellious places, entrada was
enforced. For those which are not, Spain turned the citizens to
soldiers and were made to fight with their fellow Filipinos.

SISTEMANG PUEBLO

- Tawag sa sistemang bayan na pinapairal noong panahon ng


pananakop ng mga Kastila o Espanyol.

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