Philippine Education Under Spanish Rule

The lack of a standardized and regulated educational system in the Philippines during Spanish rule.

The friars, who ran most schools, emphasized obedience to themselves and religious teachings.

The belief that Filipinos were inherently inferior and incapable of intellectual progress.

The focus on memorization and repetition in Spanish education, hindering critical thinking.

The act of using writing to bring about positive change in a society.

The friars' opposition to teaching Spanish to Filipinos, fearing their knowledge would lead to rebellion.

Spanish control maintained through intellectual isolation, preventing Filipinos from learning about freedom and independence.

The process of identifying and recognizing individuals who have made significant contributions to their nation's freedom and progress.

A strong feeling of patriotism and loyalty towards one's nation.

The Spanish government's support for the outdated and restrictive educational system.

The mirroring of Spain's outdated educational system in the Philippines, emphasizing rote learning and hindering intellectual growth.

The ability of literature to accurately depict historical events and influence social change.

The power of literature to highlight important social issues, events, and societal perspectives.

Rizal's use of Tagalog in his novel 'Makamisa,' showcasing the importance of local language in literature.

The act of using literature to inspire and promote national pride and unity.

The interconnectedness between the past, present, and future, where history shapes the present and influences the future.

Diverse groups of people, like different castes, religions, and ethnicities, coming together as one nation.

The belief that a people should rule themselves and determine their own destiny.

The influence of liberal ideas, like freedom and democracy, spreading to the Philippines.

The killing of three Filipino priests (GOMBURZA) by the Spanish fueled anger and resentment.

The emergence of a new class of Filipinos with education and wealth, who were inspired by nationalism.

The abuse of power by the Spanish government in the Philippines.

The concept of Filipinos being united as one people, despite differences.

The College of San Juan de Letran was the only official secondary school in the Philippines during the Spanish colonial period.

The University of Santo Tomas was a major educational institution in the Philippines during the Spanish colonial period. It was influenced by the friars.

The friars in the Philippines opposed any educational reforms that might challenge their power or the authority of the Spanish government.

The Moret Decree of 1870 aimed to secularize higher education in the Philippines, meaning it aimed to remove the control of the Catholic Church over higher education.

The friars actively censored materials and books that could challenge their authority or the Spanish government's rule, particularly in the field of education.

The friars blocked the implementation of the Moret Decree, which would have transferred control of higher education from the Church to the government.

Industrialization, driven by advancements in technology like the internal combustion engine and the discovery of new energy sources, revolutionized production and transportation, leading to economic growth and new opportunities.

Engineering played a crucial role in industrialization, enabling the construction of infrastructure like factories, bridges, etc., and increasing efficiency.

Cuenco argued that Rizal's criticisms went beyond the abuses of the friars, extending to a complete rejection of the Bible and Catholic faith.

The bill stipulated that only college students could read unexpurgated versions of Noli Me Tangere and El Filibusterismo.

Despite significant contributions to Philippine history, Rizal was not officially declared a National Hero through law, executive order, or proclamation.

Some senators opposed Rizal's heroism, viewing him as a saint-like figure worshipped by Filipinos, leading to a devaluation of his writings.

Rizal's rejection of purgatory contradicted the beliefs of the majority of senators, including Domocao Alonto.

Despite not having official national hero status, laws were enacted honoring other historical figures and events.

The bill allowing the reading of unexpurgated versions of Noli Me Tangere and El Filibusterismo was approved unanimously.

The bill allowing the reading of unexpurgated versions of Noli Me Tangere and El Filibusterismo was enacted on June 12, 1956.

Francisco Mercado, Rizal's father, faced discrimination due to his Chinese heritage, which was evident in the surname "Lam-co". He also lived with "cajas ablertas" (exiles), learning their ways.

After facing discrimination, Francisco Mercado changed his surname to the Spanish "Mercado" in 1849, following the order of Governor General Narciso Claveria. This surname was also apt for their merchant background, as "Mercado" translates to "market" in Spanish.

Teodora Alonzo, Rizal's mother, was a native of Manila and resided in Calamba with her mother. She belonged to a family with a rich heritage - her father was a Kapitan-munisipal of Biñan, Laguna, highlighting a Spanish connection.

Teodora Alonzo's family tree includes a blend of diverse ancestries - her mother, Maria Florentina, had Chinese roots, while her father, Kapitan Mariano Alejandro, was of Spanish descent. Her grandmother, Regina Ochoa, had a mix of Spanish, Chinese, and Tagalog ancestry.

Rizal's mixed Chinese heritage came from both his father's and mother's families. This highlights the interconnectedness of his ancestry and its impact on his life.

Under the Spanish colonial system, a mestiza (mixed-race woman) who married an indio (native man) was classified as an indio, and so were their children. This system highlights the social classifications and limitations imposed during colonial rule.