Republic Act 1425 (Rizal Law) PDF

RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA WHEREAS, all educational institutions are Week 1  under the supervision of, and sub...

RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA WHEREAS, all educational institutions are Week 1  under the supervision of, and subject to regulation by the State, and all schools are REPUBLIC ACT enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now, 1425  therefore, SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me (RIZAL LAW) Tangere and El Filibusterismo, shall be REPUBLIC ACT NO. included in the curricula of all schools, colleges and universities, public or private: 1425 Provided, that in the collegiate courses, the  An act to include in the curricula of all original or unexpurgated editions of the public and private schools, colleges and Noli Me Tangere and El Filibusterismo or universities courses on the life, works and their English translation shall be used as writings of jose rizal, particularly his novels basic texts. noli me tangere and el filibusterismo,  The Board of National Education is hereby authorizing the printing and distribution authorized and directed to adopt forthwith thereof, and for other purposes. measures to implement and carry out the  WHEREAS, today, more than any other provisions of this Section, including the period of our history, there is a need for a writing and printing of appropriate primers, re-dedication to the ideals of freedom and readers and textbooks. The Board shall, nationalism for which our heroes lived and within sixty (60) days from the effectivity died; of this Act, promulgate rules and  WHEREAS, it is meet that in honoring regulations, including those of a disciplinary them, particularly the national hero and nature, to carry out and enforce the patriot, Jose Rizal, we remember with provisions of this Act. special fondness and devotion their lives  The Board shall promulgate rules and and works that have shaped the national regulations providing for the exemption of character; students for reasons of religious belief  WHEREAS, the life, works and writing of stated in a sworn written statement, from Jose Rizal, particularly his novels Noli Me the requirement of the provision contained Tangere and El Filibusterismo, are a in the second part of the first paragraph constant and inspiring source of patriotism of this section; but not from taking the with which the minds of the youth, course provided for in the first part of especially during their formative and said paragraph. Said rules and regulations decisive years in school, should be shall take effect thirty (30) days after suffused; their publication in the Official Gazette. 1 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA SECTION 2. SECTION 5.  It shall be obligatory on all schools,  The sum of three hundred thousand pesos colleges and universities to keep in their is hereby authorized to be appropriated libraries an adequate number of copies of out of any fund not otherwise appropriated the original and unexpurgated editions of in the National Treasury to carry out the the Noli Me Tangere and El Filibusterismo, purposes of this Act. as well as of Rizal’s other works and SECTION 6. biography. The said unexpurgated editions  This Act shall take effect upon its of the Noli Me Tangere and El approval. Filibusterismo or their translations in  Approved: June 12, 1956 English as well as other writings of Rizal Published in the Official Gazette, Vol. 52, shall be included in the list of approved No. 6, p. 2971 in June 1956. books for required reading in all public or private schools, colleges and universities. THE STORY OF THE  The Board of National Education shall determine the adequacy of the number of RIZAL LAW books, depending upon the enrollment of FILING OF THE RIZAL BILL the school, college or university.  In 1956, Sen. Claro M. Recto filed a SECTION 3. measure which became the original Rizal  The Board of National Education shall Bill. Under the bill it shall be obligatory for cause the translation of the Noli Me college and university students to study the Tangere and El Filibusterismo, as well as life and works of Rizal. other writings of Jose Rizal into English,  Senator Claro M. Recto was the main Tagalog and the principal Philippine proponent of the Rizal Bill. He sought to dialects; cause them to be printed in cheap, sponsor the bill at Congress. However, this popular editions; and cause them to be was met with stiff opposition from the distributed, free of charge, to persons Catholic Church. desiring to read them, through the Purok THE STORY OF THE RIZAL LAW organizations and Barrio Councils  During the 1955 Senate election, the throughout the country. church charged Recto with being a SECTION 4. communist and an anti-Catholic. After  Nothing in this Act shall be construed as Recto's election, the Church continued to amendment or repealing section nine oppose the bill mandating the reading of hundred twenty-seven of the Rizal's novels Noli Me Tángere and El Administrative Code, prohibiting the Filibusterismo, claiming it would violate discussion of religious doctrines by public freedom of conscience and religion. school teachers and other person engaged in any public school. 2 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA before and after the Rizal law was implemented. He saw the change and the positive effect of the law to our country back then.  The youth was made aware of the contributions and the principled life of Jose Rizal who was an emblem of substantial nationalism and unconditional love for the country. He embodies brilliance coupled with humility and prestige that goes along with service. This Republic Act has pushed for Rizal to be a role model for  On May 12, 1956, a compromise inserted by the youth of this country. Committee on Education Chairman Jose P.  Through this republic act the essence of Laurel that accommodated the objections freedom and independence was emphasized of the Catholic Church was approved to the youth. Also, it has been implied unanimously. through this act that national identity is a  The bill specified that only college very important legacy that our heroes have (university) students would have the option achieved through sacrificing their own of reading unexpurgated versions of lives. They have passed it on to us, and it is clerically-contested reading material, such our role to nurture and protect it. as Noli Me Tángere and El Filibusterismo. NEGATIVE EFFECTS:  On June 12, 1956, the bill was approved by  The R. A. 1425 just caused havoc within the Philippine Legislature as Republic Act educational institutions. Take the case of 1425; otherwise known as Rizal Law. UP a couple of years after this law’s Incidentally, June 12 was declared as Flag implementation. The UP Student Catholic Day. Action and numerous publications and CRITICAL ANALYSIS students were pushed to go against their President, Dr. Singco because they feel OF THE RIZAL LAW that the University is starting to become godless. It has just caused a mass EFFECTS OF THE RIZAL LAW confusion between faith and nationalism. POSITIVE EFFECTS:  The faith of the people is being  According to Hernando Abaya, 1984, the compromised. This law is endangering the nationalist reawakening began on the UP Christian growth of the students who are campus, sparked by the teaching of Rizal’s still in their formative years. This can drive life and his writings made compulsory by the youth to question the credibility of the the Noli-Fili law, co-authored by Recto and church and its teachings and traditions. Laurel.  According to a survey that we have  This is a statement from a person who was conducted in our university, the Rizal able to witness the condition of the country course is not actually significant for the 3 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA students. It has just been a laborious subject that adds unnecessary work load to Week 2 students, and it sometimes drives the students to lose focus on their majors. WHY STUDY RIZAL? PHILIPPINES  It is of great importance that students understand the rationale behind having to take up a Rizal course in college. For high school students, the Noli Me Tangere and BEFORE RIZAL the El Filibusterismo are injected into the Filipino subject as part of the overall PHILIPPINES UNDER curriculum. In tertiary education, however, Rizal is a subject required of any course, in SPAIN any college or university in the Philippines.  The Philippines was discovered by Spain under the FERDINAND MAGELLAN expedition on BECAUSE IT IS MANDATED BY LAW March 17, 1521. He was sent by king Charles I. The Rizal Law, enacted in 1956, seeks to With Spain and Portugal competing on claims accomplish the following goals: over the Moluccas and the Philippine Islands,  To rededicate the lives of youth to the the Spaniards were only able to return to the ideals of freedom and nationalism, for Philippines in 1543 under the expedition of Ruy which our heroes lived and died Lopez de Villalobos who named the islands as  To pay tribute to our national hero for “Filipinas”. The Villalobos expedition exacted devoting his life and works in shaping the the location of the Philippines. Filipino character  To gain an inspiring source of patriotism THE CONQUEST through the study of Rizal’s life, works, and  In 1565, Miguel Lopez de Legazpi was sent writings. to the Philippines by Phillip II, the new king of Spain, and also Portugal. Legazpi became BECAUSE OF THE LESSONS the first Governor General of the CONTAINED WITHIN THE COURSE Philippines. He also established the  To recognize the importance of Rizal’s Encomienda system. Likewise, he founded ideals and teachings in relation to present the city of Manila under Spain in 1571 after conditions and situations in the society. taking it from Rajah Sulayman.  To encourage the application of such ideals in current social and personal problems and SYSTEMS AND  issues. To develop an appreciation and deeper POLICIES UNDER understanding of all that Rizal fought and SPAIN died for.  To foster the development of the Filipino 1. ENCOMIENDA youth in all aspects of citizenship. 4 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  The first government system adopted by  the principle of disuniting the people Spain in the islands. This system is based (making them go against each other) in on land occupation entrusted to private order to govern them more effectively. persons who contributed to the conquest of the islands, the Catholic Church and the SOME OF THE royal government. FILIPINO REVOLTS 2. PATRONATO REAL  (royal patronage) the unity of Spain and the AGAINST SPANISH Catholic Church. This system puts the RULE Church under the authority of the government as agreed by both the king and 16TH CENTURY the Pope. This gave the clergy national and  Lakandula and Sulayman Revolt (1574) or local political authority referred to as the Tagalog revolt against the Legazpi and “frailocracy”. Lavezares administrations.  Pampanga Revolt (1585) of Datus against 3. TRIBUTE Encomenderos  tax imposed by Spain to every family  Conspiracy of the Maharlikas in Tondo annually. It came in the form of produce or (1587-1588) money.  The Cagayan and Dingras Revolts Against 4. FRAILOCRACY Tribute (1589)  the rule of the friars (Spanish  Magalat Revolt (1596) led by Magalat, a missionaries/ regular priests) which Cagayano rebel resulted to grave abuses among civilians. 17TH CENTURY Most abusers were the “cura paroco”  Igorot Revolt (1601) against conversion to (parish priests) Christianity 5. ISOLATION POLICY  Bancao Revolt (1621-1622) for religious  As a result of Spain’s insecurity with the freedom in Leyte other Southeast Asian colonizers like the  Sumuroy Revolt (1649-50) of Warays of British in Malaya and the Dutch in Northern Samar Indonesia), the Philippines was secluded  Maniago Revolt (1660-1661) in Pampanga from the rest of Asia and trade was against friar and government abuses confined to the GALEON TRADE (the  Malong Revolt (1660-1661) in Pangasinan w/ Mexico-Philippines exchange) Maniago  Chinese Resistance of 1662 against pirate 6. POLO Koxinga  The compulsory service to the government  Panay Revolt (1663) by Tapar a religious rendered by all males, 16 to 60 years old pagan. annually without payment. FALLA refers to  Zambal(es) Revolt (1681-1683) by the payment exacted by anyone to be Chieftains exempted from work 7. DIVIDE AND RULE 18TH CENTURY 5 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  Agrarian Revolt of 1745 of Batangas, 3. Age of Explorations and Discoveries Laguna and Cavite 4. The Opening of the Philippines to World  Dagohoy Rebellion of 88 years (1744- Trade 1829) in Bohol.  Diego & Gabriela Silang Revolt (1762- AGE OF ENLIGHTENMENT 1763) in Ilocos Enlightenment, French (literally “century of  Palaris Revolt (1762-1764) during the the Enlightened”), a British invasion European intellectual movement of the 17th 19TH CENTURY and 18th centuries in which ideas concerning  Novales Revolt (1823) in Manila against God, reason, nature, and humanity were peninsulares synthesized into a worldview that gained  Palmero Conspiracy (1828) a failed plot wide assent in the West and that instigated against Spain revolutionary developments  Hermano Pule Religious Revolt (1840-1843) in art, philosophy, and politics. Central to in Tayabas Enlightenment thought were the use and celebration of reason, the power by which CAUSES OF THE humans understand the universe and improve their own condition. The goals of rational FILIPINOS’ DEFEAT humanity were considered to be knowledge, 1. Disunity because of lack of national freedom, and happiness. identity. The divide and rule strategy was an obstacle. 2. Loyalty crisis because of ethnic The Enlightenment was both a movement and differences a state of mind. The term represents a phase 3. Self-interest in the intellectual history of Europe, but it 4. Lack of preparation and training also serves to define programs of reform in 5. Absence of sufficient weapons and which influential literati, inspired by a firepower common faith in the possibility of a better 6. Geographical isolation and separation world, outlined specific targets 7. Communication gap due to language for criticism and proposals for action. differences. The powers and uses of reason had first THE PHILIPPINES IN been explored by the philosophers of ancient Greece. The Romans adopted and preserved THE 19TH CENTURY much of Greek culture, notably including the ideas of a rational natural order and natural EVENTS LEADING TO THE CHANGE OF law. Amid the turmoil of empire, however, a SYSTEM OF GOVERNMENT new concern arose for personal salvation, and the way was paved for the triumph of 1. Intellectual Revolution (Enlightenment) the Christian religion. Christian thinkers 2. Industrial Revolution gradually found uses for their Greco-Roman 6 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA heritage. The system of thought known creation of a sweeping new cosmology. The as Scholasticism, culminating in the work success of Newton, in particular, in capturing of Thomas Aquinas, resurrected reason as a in a few mathematical equations the laws tool of understanding but subordinated it to that govern the motions of the planets, gave spiritual revelation and the revealed truths great impetus to a growing faith in the of Christianity. human capacity to attain knowledge. At the same time, the idea of the universe as a The intellectual and political edifice of mechanism governed by a few simple—and Christianity, seemingly impregnable in discoverable—laws had a subversive effect the Middle Ages, fell in turn to the assaults on the concepts of a personal God and made on it by humanism, the Renaissance, and individual salvation that were central to the Protestant Reformation. Humanism bred Christianity. the experimental science of Francis Bacon, Nicolaus Copernicus, and Galileo and Inevitably, the method of reason was applied the mathematical investigations of René to religion itself. The product of a search Descartes, Gottfried Wilhelm Leibniz, for a natural—rational—religion was Deism, and Sir Isaac Newton. The Renaissance which, although never an organized cult or rediscovered much of Classical culture and movement, conflicted with Christianity for revived the notion of humans as creative two centuries, especially in England and beings, and the Reformation, more directly France. For the Deist, a very few religious but in the long run no less effectively, truths sufficed, and they were truths felt to challenged the monolithic authority of be manifest to all rational beings: the Roman Catholic Church. For Martin the existence of one God, often conceived of Luther as for Bacon or Descartes, the way to as architect or mechanical, the existence of truth lay in the application of human reason. a system of rewards and punishments Received authority, whether of Ptolemy in administered by that God, and the obligation the sciences or of the church in matters of of humans to virtue and piety. Beyond the spirit, was to be subject to the probing the natural religion of the Deists lay the of unfettered minds. more radical products of the application of reason to religion: skepticism, atheism, The successful application of reason to any and materialism. question depended on its correct application—on the development of The Enlightenment produced the first a methodology of reasoning that would serve modern secularized theories as its own guarantee of validity. Such of psychology and ethics. John a methodology was most spectacularly Locke conceived of the human mind as being achieved in the sciences and mathematics, at birth a tabula rasa, a blank slate on which where the logics experience wrote freely and boldly, creating of induction and deduction made possible the the individual character according to the 7 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA individual experience of the world. Supposed on how people lived and the way businesses innate qualities, such as goodness or original operated. Arguably, factory systems sin, had no reality. In a darker vein, Thomas developed during the Industrial Revolution Hobbes portrayed humans as moved solely by are responsible for the creation considerations of their own pleasure and of capitalism and the modern cities of pain. The notion of humans as neither good today. Production efficiency improved nor bad but interested principally in survival during the Industrial Revolution with and the maximization of their own pleasure inventions such as the steam engine, which led to radical political theories. Where dramatically reduced the time it took to the state had once been viewed as an earthly manufacture products. More efficient approximation of an eternal order, with the production subsequently reduced prices for City of Man modeled on the City of God, now products, primarily due to lower labor it came to be seen as a costs. Cheaper steel prices encouraged the mutually beneficial arrangement among development of infrastructure such as humans aimed at protecting the natural railroads and bridges during the American rights and self-interest of each. Industrial Revolution. INDUSTRIAL REVOLUTION INCREASED EMPLOYMENT AND  The Industrial Revolution was a period of INNOVATION major industrialization that took place  The Industrial Revolution created an during the late 1700s and early 1800s. The increase in employment opportunities. As Industrial Revolution began in Great Britain factories became more prolific, managers and quickly spread throughout the world; and employees were required to operate the American Industrial Revolution, them; this had a flow-on effect of new and commonly referred to as the second innovative products emerging. Increased Industrial Revolution, started sometime innovation led to higher levels of motivation between 1820 and 1870. This time period and education that resulted in several saw the mechanization of agriculture and ground-breaking inventions that are still textile manufacturing and a revolution in used today such as the telephone, X-ray, power, including steam ships and railroads, lightbulb, calculator and anesthesia. The that effected social, cultural and economic Industrial Revolution improved people’s conditions. lives. Due to Industrial Revolution BREAKING DOWN INDUSTRIAL advancements, there were improvements in nutrition, health care and education. REVOLUTION  Although the Industrial Revolution PITFALLS OF THE INDUSTRIAL occurred approximately 200 years ago, it is REVOLUTION a period in time that left a profound impact 8  RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA popularity. This era began in the late 1400’s  Several major pitfalls developed as the and lasted through the 1700’s. It is responsible Industrial Revolution progressed. There for influencing European culture, initiating was a reduction in agriculture as people globalization, and introducing colonialism were abandoning their farms to work in city around the world. For many Europeans, the Age factories where they could earn a higher of Exploration signifies a time when new lands income. This led to a shortage a food were discovered. However, for many others, produced on farms. Increased pollution was the Age of Exploration is remembered as a a pitfall of the Industrial Revolution. time their lands were invaded and settled by Before the sharp increase in factory newcomers. numbers, there was a limited amount of  Overseas travel, exploration, and discovery pollution generated in the world as paved the way for trade between Europe, Asia, production was predominantly manual. The and Africa (the Old World) and Australia and Industrial Revolution provided an incentive the Americas (the New World). This trade to increase profits, and as a result, working brought about the exchange of new foods, conditions in factories deteriorated. Long animals, and plants. Additionally, it saw the hours, inadequate remuneration and minimal introduction of new human populations, breaks became the norm. This subsequently including an increase in the trade and sale of led to health issues for many factory slaves and the use of slavery. The Age of workers. Labor movements in the United Exploration facilitated the exchange of ideas States developed momentum from the late and religions between the hemispheres, but 19th century in response to poor working also resulted in the spread of communicable conditions that developed during the diseases, which severely reduced and, in some Industrial Revolution. cases, wiped out some populations.  Because of this historical period, world maps are now available. Although, this arguably led AGE OF EXPLORATION AND to increased military conquest and resource DISCOVERIES exploitation. Christian missionaries were also WHAT WAS THE AGE OF able to spread around the world during the Age of Exploration, helping Christianity become one EXPLORATION OR THE AGE OF of the most widely practiced religions in the DISCOVERY? world.  The Age of Exploration is an informally defined EVENTS LEADING UP TO THE AGE OF period of European history when overseas exploration became a major part of European EXPLORATION culture.  Before the Age of Exploration really took  The Age of Exploration, also known as the Age off, several seafaring expeditions of Discovery, is the period in European history occurred, leaving behind some information when overseas exploration began to grow in that prompted the Age of Exploration. In 9 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA the 12th century, Muhammad al-Idrisi, an traveled down the west coast of Africa and Arab geographer, created a world map for eventually to the Cape of Good Hope and the King of Sicily. Al-Idrisi collected into the Indian Ocean by 1488. A decade information from Norman explorers and later, Vasco de Gama discovered the way Islamic merchants, creating the most around the Cape of Good Hope and to India, complex and thorough world map of its which established the first sea route time. However, little was known about the between Portugal and India. Portuguese southern reaches of the African continent, exploration continued to Japan in 1542 and so it was excluded. This map, the Tabula to Brazil in 1500. Rogeriana, provided inspiration to a number  Late in the 15th century, Spain became of curious explorers. involved in sea exploration as well in order  From the late 13th to early 15th century to overcome the monopoly that Portugal (the Middle Ages), some explorers traveled held over the west African trade route. In by land from to Eurasia and beyond, using 1492, Christopher Columbus left Spain, pre-existing trade routes from Eurasia to manning 3 ships, and crossed the Atlantic the Middle East to China. These trips were Ocean. His exploration crew first landed in carried out by Italian traders, Christian the already inhabited Canary Islands missionaries, and Russian royalty. In the before proceeding to the Bahamas. He mid-14th century, a Moroccan scholar set erroneously believed that he had landed in out to several regions, including: North the West Indies. Africa, West Africa, the Sahara Desert,  By the beginning of the 1500’s, the the Horn of Africa, Southern and Eastern governments of other countries Europe, and China. During the early 15th commissioned explorers to search for a century, Arab and Chinese traders traveled shorter route to the “West Indies”. This along the Indian Ocean and to present-day resulted in the North Atlantic route to India, Thailand, East Africa, Arabia, and present-day Newfoundland in North Southeast Asia. When the Young Emperor America. Doubts began to raise that this of China died, however, the new Emperor new Atlantic path was actually leading to advocated isolationism and abolished Asia. Explorers began to learn significantly international exploration and trade. Several more about these new lands and by 1513, books were published about travel the Pacific Ocean was reached by crossing accounts, feeding the greater of the world the Isthmus of Panama. and its undiscovered places. THE FIRST DISCOVERIES OF THE AGE EXPLORING THE PACIFIC OCEAN AND OF EXPLORATION BEYOND  The Portuguese are often credited with  Discovering that the Pacific Ocean is making the first discoveries of the Age of located on the other side of the New Exploration. These exploration parties World led to a renewed desire to explore. 10 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA Between 1515 and 1516, Spanish crews Imperialism, which was pushed by sailed the west coast of South America, increasing demand for slaves, commodities, while the Portuguese were exploring off and trade. Many existing communities and the coast of Southeast Asia. This kingdoms were abolished and taken over by exploration resulted in the first European interests. With these political circumnavigation of the world in 1519. aggressions came language, cultural, and Magellan took off from Seville with a fleet religious conversions as well as genocides of 5 ships, sailing south toward South and removal of indigenous peoples from America and navigating around the southern their original lands and homes. tip known as Tierra del Fuego. The crew  During the Age of Exploration, the slave continued across the Pacific Ocean, landed trade grew significantly which had a in the Spice Islands in 1521, and returned profound impact on the economy and on to Spain in September of 1522. society as a whole. The introduction of  Exploration increasingly left the water and agricultural practices and crops was so entered the land, resulting in invasions and successful that some areas now rely on colonizations throughout the Americas. introduced foods as major dietary staples Northern European countries and Russia (this includes potatoes in Europe and became involved in world exploration in the manioc and corn in Africa). Many of these latter part of the 16th century further new staples helped to increase the exploring North America, Siberia, New population sizes in their new countries. Zealand, and Australia. Goods and commodities were not the only things traded during the Age of LEGACY OF THE AGE OF Exploration. Additionally, technology and EXPLORATION cultures were also shared. This was a time  The Age of Exploration has had perhaps when countries everywhere began to one of the greatest impacts on global understand that the world was much bigger relations of any other historic period or than previously believed. The economies, event. Because of this widespread cultures, and politics of many countries discovery and exploration movement, New around the world were drastically World and Old World products were influenced by this period in history. exchanged. This brought horses, cows, and sheep from Europe to the New World and OPENING OF THE PHILIPPINE PORT TO tobacco, cotton, potatoes, and corn to the WORLD TRADE Old World.  It means that the goods from the  European forces came to dominate large Philippines could be shipped out to any of tracts of land and inhabitants around the the countries abroad. And goods from world, taking advantage of their perceived other country could enter the Philippines discoveries to colonize, settle, and exploit directly. Before Spanish banned the other the new areas. This gave rise to the Age of foreigners from living in the provinces or 11 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA having businesses in the Philippines. They crop. In 1834 Spain lifted restrictions on did not apply to Chinese settlers, but it trade between foreign nations and the covered other white men. Philippines. HISTORY OF OPENING OF PORT TO PEOPLE INVOLVED IN OPENING THE WORLD TRADE PORT TO WORLD TRADE  The good and quite modern King Charles  The world turns its eyes on the Philippines III of Spain was the one who created the when, the Royal Company of the Philippines, company, and his goal was to make trade to or in Spanish, the Real Compaña de Filipinas Spain from the Philippines more efficient. Governor-General Félix Berenguer de Governor-General Félix Berenguer de Marquina recommended that the King of Marquina recommended that the King of Spain to open Manila to world commerce. Spain open Manila to world commerce. Your Furthermore, the bankruptcy of the Real Majesty the King declared the Royal Compaña de Filipinas (Royal Company of the Company of the Philippines abolished and Philippines) catapulted the Spanish king to opened Manila’s ports to world trade.  open Manila to world trade. In a royal Governor-General Basco had opened the decree issued on September 6, 1834, the Philippines to this trade. privileges of the company were revoked and  Other persons who joined in the opening of the port of Manila was opened to trade. the Philippines to world trade were: Sebir  On September 6, 1834, the Philippines (1787) a Frenchman conducted a profitable opened to world trade- by a royal decree, business in Manila; Tomas de Comyn (1798), Your Majesty the King declared the Royal a Spanish writer, in his book published in Company of the Philippines abolished and Madrid 1820, mentioned an unnamed English opened Manila’s ports to world trade. merchant who left the Philippines in 1798 Because Manila was a great harbor (the after living in Manila for 20 years during shape of the bay protected trade boats which he became rich; George W. Hubbell from rough waters) it became one of the (1821), an American businessman, and his best cities to trade with, luring American, younger brother Henry, arrived in Manila, British and other European and Asian engaged in business, and founded the merchants to its shores. As a result, Hubbell Company. Spain’s economic supremacy lost its footing WHAT IS THE IMPACT OF OPENING in the region.  Modern methods of production and THE PORT TO WORLD TRADE TO ALL transportation, notably sugar mills and FILIPINOS? steamships, opened the Philippines for  The Impact of Opening the Port to World economic development. British, French, Trade to All Filipinos 19th Century: Dutch, and North American traders began  When world trades open to the Philippines, to demand Philippine agricultural products, it has caused for the Spaniards to sell more including sugar, cigars, and abaca (Manila product to other countries. Since the hemp). Sugar became the leading export materials came from the Philippines. They 12 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA use our resources and do not repay us as Diaz and Ferdinand Magellan in quest of they sell more things we grow to have less gold, evangelization and power. resources. But the positive is that our  Reformation of the Protestants and the economy increases.  Counter-Reformation of the Catholics.  The economy of the Philippines rose rapidly  The Scientific Revolution and the rise of and its local industries developed to satisfy Copernicus, Gallileo and Newton. The the rising demands of an industrializing Renaissance, the revival of the arts and Europe. humanities rediscovering the knowledge  Manila and the Philippines garnered great of the Greeks and the Roman. It was the economic growth around this time. Many rise of masters Michelangelo and Leonardo shops opened in the Binondo and the rest of de Vinci. the “Extramuros” area (the areas outside 18 TH CENTURY of Intramuros). The best part of this was  Enlightenment that some were also owned by Filipino  The Rights for Women businessmen who were knowledgeable in  Growth of Literacy and Reading. The age finance and consumer retail. Manila itself for the printing press expanded – more people came to settle in  The rise of modern philosophers like John the city and grew rich through profit from Locke, writers and artists trade.  Discussions on life, liberty and equality  In short by 19th and 20th century, the  Promotes progress, secularization and opening of the port and the other parts of individualism the Philippine to foreign trade brought not  Society became anti divine right, favored only economic prosperity to the country but the separation of church and state, and the also remarkable transformation in the life proliferation of social classes of the Filipinos. As the people, prospered,  The emancipation of black slaves in the their standard of living improved. United States by President Lincoln. THE 19TH CENTURY ENLIGHTENMENT OF  1821. Mexican independence from Spain  resulting to loss of trade in the Pacific. EUROPE IN THE  1834. Opening of the Philippines to World PHILIPPINES Trade by Spain. Natives started to engage in trade. More Chinese migration to the 16 TO 17TH CENTURY country.  Influx of European influence. The  Exploration. A period of expansion for Enlightenment reached the Indios. Western colonizers for Spain and Portugal  Education of the Natives like Burgos, del that produced the likes of Christopher Pilar, etc. Columbus, Vasco de Gama, Bartholomew 13 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  The rise of the educated middle class the FRANCISCO MERCADO ILUSTRADOS (B. MAY 11, 1818 – D. JANUARY 5, 1898) Week 3  the father of Jose Rizal was a native of Biñan, Laguna. He was an educated and RIZALS industrious farmer who studied at Colegio de San Jose in Manila. Of the ancestry, his great grandfather (Rizal’s great-great grandfather) was Domingo Lam-co, a ANCESTRY migrant from Amoy (Guanzhou), China. He was baptized as a Catholic and married the Filipina Ines de la Rosa.  The couple had the child Francisco BIRTH-TO- Mercado, who then married Bernarda Monicha. One of their sons was Juan Mercado, Rizal’s grandfather, who would marry Cirila Alejandro STUDIES-IN-  Juan and Cirila had thirteen children and the youngest was Francisco, “Kikoy”, Rizal’s father. BINAN  Both Rizal’s grandfather Juan, and great- grandfather Francisco became Capitanes or town mayors of Biñan. Upon the death of his mother, Francisco, Rizal’s father, moved BIRTH, FAMILY & to Calamba where he became a tenant and farmer of a large Dominican estate. He also ANCESTRY OF DR. built his house there  On 28 June 1848, he married Teodora JOSE RIZAL Alonzo. In 1849, when Gov. Narciso Claveria issued the decree on the Hispanization of 161ST BIRTH ANNIVERSARY Filipino names, he chose the new surname DR. JOSE P. RIZAL Rizal. The name is from the Latin word  Jose Protacio Rizal- Mercado y Alonzo- “ricial” meaning “green field.” Realonda was born on Wednesday, the 19th  In 1850 he petitioned the court to change of June 1861, in Calamba, Laguna. the family name to Rizal, with all their  He was the seventh in a brood of eleven children being surnamed as such. children of Francisco Mercado and Teodora TEODORA ALONZO REALONDA Alonzo. (B. NOVEMBER 8, 1826 – D. AUGUST 16, 1911)  He was baptized three days later by Fr.  The mother of Jose Rizal, born as a Rufino Collantes at St. John the Baptist Manileña, was an educated Filipina who parish of Calamba. Fr. Pedro Casañas stood graduated from the Colegio de Santa Rosa. as his godfather (ninong). 14 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA She moved to Biñan with her parents and siblings as a teenager. THE RIZAL FAMILY  Of Spanish and Japanese ancestry,  The marriage of Francisco and Teodora was Teodora was a talented woman whose blessed with eleven children – two boys and interests lay in literature, culture, and nine girls. business, and was well-versed in Spanish. SATURNINA  She helped her husband in farming and in their business. She devoted herself to the (1850-1913)  She is the eldest. She became the wife of children's education and growth as morally- Manuel Hidalgo of Tanawan, Batangas. upright individuals.  Teodora's lineage can be traced to Lakan PACIANO Dula, the great ruler of Tondo. Her great (1851-1930) grandfather, who was of Japanese blood,  He was the family caretaker. was Eugenio Ursua (Ochoa). Her maternal  After his younger brother’s execution, he grandfather, Manuel de Quintos was a joined the Philippine Revolution. popular lawyer in his time. Brigida de  He retired to his farm in Los Baños where Quintos was his daughter and mother of he lived as a farmer. Teodora.  He had 2 children by his common-law wife  From the father side, Gregorio Alonzo was (Severina Decena)- a boy and a girl. the great-great grandfather of Rizal. His son Cipriano, who belonged to Biñan's long NARCISA list of Capitanes was married to Maria (1852-1939) Florentina. Their son, Lorenzo Alberto  She was married to Antonio Lopez, a school would become the father of Dona Teodora, teacher of Morong, Rizal. Rizal’s mother.  Teodora was second child of Lorenzo OLIMPIA Alberto Alonzo, an engineer and a recipient (1855-1887) of the most sought decoration, the Knight  She became the wife of Silvestre Ubaldo, a of the Grand Order of Isabella and the telegraph operator of Manila. Catholic Order of Carlos III. He was first She died in 1887 from childbirth. married to Paula Florentina from whom he LUCIA had the son, Jose Alberto. Later, from Brigida de Quintos, a fair and well- (1857-1919) educated lady, were the children Narcisa,  She became the wife of Mariano Herbosa, a Teodora, Gregorio and Manuel. town mate from Calamba.  When Governor Claveria issued the decree  Herbosa died of cholera and was denied for the revision and adoption of new names, Christian burial because he was a brother- the children of Alberto Alonzo adopted the in-law of Dr. Jose Rizal surname Realonda. Thus, the name Teodora MARIA Alonzo became Teodora Alonzo Realonda. (1859-1945) 15 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  She became the wife of Daniel Faustino Cruz of Biñan, Laguna. JOSE PROTACIO (1861-1896)  The seventh child in the family. He was married to a Scottish girl named Josephine Bracken. CONCEPCION (1862-1865)  She died at the age of three (3) due to illness. JOSEFA THE RIZAL HOUSE. The Rizal house was large, a (1865-1945) two-storey building built of adobe stones, hardwood and tiled roof.  She was an epileptic  She died at the age of 80 as a spinster.  Calamba, Laguna was a special place for Jose Rizal. TRINIDAD  It is here where he was born, raised and (1868-1951) spent his early childhood.  She was also a spinster.  Even when Rizal was already in Europe he  She died at the age of 83. would remember this town as the place  She administered much Rizal’s properties in where he spent some of the most joyous Dapitan. times of his life.  The Rizal house was large, a two-storey SOLEDAD building built of adobe stones, hardwood (1870-1929) and tiled roof.  She was the youngest in the family.  It had many rooms: for the girls, the boys,  She became the wife of Pantaleon Quintero another for the couple, and quarters for also from Calamba. servants. CHILDHOOD  The family had a huge dining table and a big ceiling fan. MEMOIRS OF JOSE  They also had a library of more than a thousand volumes of Latin and Spanish RIZAL books.  In their backyard there is a nipa hut, a THE RIZAL ANCESTRAL HOUSE IN native house whose roof was made of thatched cogon grass and bamboo wall, CALAMBA where the children played.  Many fruit-bearing trees surrounded the house. 16 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  The Rizal family also had a library of more  Trinidad or Trining, the sibling next to than a thousand volumes of Latin and Josefa, was even much closer to Jose. She Spanish books. was a girl with a strong character. It is as  Rizal’s family was one of the richest if Jose had a new younger brother. families in Calamba. Indeed, they belonged to the principalia, a town aristocracy in Spanish Philippines.  The main source of their livelihood was the sugarcane plantation which was being rented from the Dominicans.  The farm also had coconut (copra), rice fields, fruit-bearing trees and a large turkey farm.  Moreover, the family milled their sugar and had a ham press.  Doña Lolay, fond name for Doña Teodora, who belonged to an affluent family was relatively popular in Calamba and in Binan, and was well respected by the town folks.  At an early age Pepe (nickname of Jose) proved to be a truly gifted boy.  His mother was his first teacher. “The Moth and the Flame” from the book, El  At the age of three he was already taught Amigo de los Ninos. how to read the Latin and Spanish  Jose learned many stories and legends even alphabets. at a young age.  He was trained to work fast and  He remembered his “yaya” (Tagalog word: efficiently, to be honest at all times, and to nanny) would always frighten him through always pray to God. her stories of freaky night creatures.  His younger sister Concepcion, fondly called  However, of all the stories told, he would Concha, his playmate and best friend, died never forget the story of “The Moth and of a sickness at the age of three. the Flame” from the book, El Amigo de los  His younger sister Concepcion, fondly called Ninos. Concha, his playmate and best friend, died  Some of those who became very influential of a sickness at the age of three. to Jose when he was young were the three  Jose was four years old at the time. brothers of his mother. Josefa, the next sister, should have taken  They were uncles Gregorio, Manuel and the place of Concha, but with her health Jose Alberto. condition, being an epileptic.  Pepe would always come along to his uncles  Jose was probably more of a caretaker to who taught him things that would benefit her rather than a playmate. him in the future. 17 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  Jose Alberto, an artist, would teach Pepe  Later on, Jose would be able to catch up skills in sketching and drawing through the quickly and win many prizes in competitions use of a pencil or charcoal. held by the maestro. He had practically  Manuel, being an athlete, would instruct him beaten all his Biñan schoolmates. the rudiments of fencing and wrestling.  Maestro Justiniano, though a strict  Lastly, his uncle Gregorio, who was a lover disciplinarian, was also a conscientious of books and a writer, would instill in him a instructor. passion for writing and an appreciation to  The teacher told Jose, who had been only a poetry and literature. few months under his care, that he already knew as much as his master. JOSE ALBERTO ALONZO  Thus, he advised his parents that Jose be  an artist, would teach Jose skills in sent to Manila to pursue higher education. sketching and drawing through the use of a  Being physically frail and thin, Jose was pencil or charcoal. initially bullied by his classmates.  When Doña Teodora gave birth to Soledad,  One of them was a boy named Pedro whom the eleventh child in the family, Don he remembered as the first one he had a Francisco together with Jose went to brawl with. Antipolo for a pilgrimage.  Another one was Andres Salandanan who  Jose was then seven years old. almost broke his arm during a “bunong  Afterwards, they proceeded to Manila braso” or arm-wrestling match. where they visited Saturnina who was then  Arm-wrestling is a sport with two a boarding student at La Concordia College participants. in Sta. Ana.  Each participant places one arm, both put BIÑAN STUDIES either the right or left, on a surface, with their elbows bent and touching the surface,  At the age of nine, Jose would be sent by and they grip each other's hand. his parents to Biñan to continue his primary  The goal is to pin the other's arm onto the education under the instruction of Maestro surface, with the winner's arm over the Justiniano Aquino Cruz. loser's arm.  Maestro Justiniano was a renowned teacher  Biñan had been a valuable experience for adept in Latin and Spanish grammar. young Rizal. There he had met a host of  In fact, he was a former teacher of his relatives and from them heard much of the brother Paciano. past of his father's family.  In the first weeks of his studies in Biñan,  He befriended Leandro, his cousin’s son. he would receive ruler blows on his palms His best friend in the class, though, was for his mistakes and misbehavior. Jose Guevarra, his painting partner in the  The pain of Maestro Justiniano’s class of a painting guru Mang Juancho, the punishment helped him to take his studies ageing father-in-law of Maestro Justiniano. seriously. Maestro Justiniano was of the  Rizal stayed for one and a half years in old school who believed in the maxim Binan for his studies. "Spare the rod and spoil the child." 18 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA 19 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA Laguna). This was equivalent to a day’s walk. Week 4 She was then imprisoned in Santa Cruz city jail. The imprisonment would go on for two INJUSTICE, years and a half, and Francisco would use all his resources just to see his wife free from jail. The case could have ended before LIBERALISM 1873 and Lolay could have been freed, but because of the intervention of Mayor Antonino Vivencio del Rosario the case was reopened in the Royal Audencia. Don AND Francisco had to hire two of some of the best lawyers from Manila for the case. THE SPANISH REVOLUTION GOMBURZA  In 1868, a revolution broke out in Spain in defiance against the oppressive reign of Queen Isabel II. This was staged and led by two of her generals, Marshals Francisco MARTYRDOM Serrano and Juan Prim. The Spanish people called it as ‘Revolucion de Disgusto’ or ‘Revolution of Disgust’. At the end of the event, Queen Isabel II was ousted and THE IMPRISONMENT OF RIZAL’S took refuge in France. Francisco Serrano MOTHER became the Marshal Regent of Spain.  Before the end of 1871 and just right after Eventually, with the will of the people, the Christmas celebration, Dona Teodora Serrano created a republican form of was arrested on malicious charge that she government and ended absolute monarchy in had conspired with her brother, Jose Spain. This move started to pave the way Alberto, in the attempt to murder the for liberal forms to be introduced not only latter’s wife, Teodora Formosa, by to Spain but also in the colonies. A new Governor General was named for the poisoning. Ordinarily, she should have been Philippines, Carlos Ma. dela Torre. sent to the Calamba jail. However, it was payback time, for the arresting officials DELA TORRE AND LIBERALISM were Spaniards who had some grudge with  Probably the best administrator the Don Kikoy. These people, according to Rizal, Philippines ever had during the Spanish have even frequented their house before as rule, dela Torre and his liberalism was visitors in celebrating various occasions. highly favored in Manila and the rest of the territory. Censorship was abolished and She was instead tied at the back of a government criticisms were accepted as wagon and was dragged to travel by foot reforms recommended by various sectors from Calamba to Santa Cruz (capital of were welcomed. Some of the reforms that 20 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA were being considered or already to service. After the untimely death of P. introduced by the new administration were: Pedro Pelaez, who was a casualty of an  the Filipinization of Parishes: the handing earthquake that destroyed parts of the over of parishes to Filipino secular priests Manila Cathedral, his follower P. Jose as successors to the Spanish missionaries Burgos took his place to champion the from the religious orders. secular priests. The ageing P. Mariano  the abolition of polo in Cavite which Gomez and the young P. Jacinto Zamora affected the agricultural economy of the partnered him in the movement. province and the people themselves. A REVERSAL OF FORTUNE  the lifting of heavy taxes to native military  The founding of the republic in Spain servicemen and other reforms that became created issues that would take the beneficial to the locals in the royal army Philippines back to the old ways. One of  the Education Decree of 1869 which placed these issues is that Spain cannot be Spain all schools under government supervision. without a traditional monarch, and so, they crowned a new one in the person of Amadeo This gave way for many natives to have of Savoy, a new king under the new Spanish children go to college and university: and Constitution. Another issue is that the  the creation of the Guardia Civil which was liberalism that was achieved by Spain must truly intended for the protection of only be confined in Spain and the colonies civilians from bandits, pirates and ordinary must have, still, a separate set of laws that criminals. would not endanger Spanish interest. THE SECULARIZATION MOVEMENT Liberalism in the Philippines, as introduced  The Secularization of the Parishes was by dela Torre, had already starting to pioneered by Fr. Pedro Pelaez. It was a encourage many Filipino patriots to petition move to give opportunities for the secular the government for more political reforms. Filipino priests to occupy parishes, the But with Serrano ousted from power, the occupation of which they were really Spanish Cortes, the parliament, adopted a trained to do. Since the beginning of the new administrative policy that was colonial period parishes have been implemented for the colonies, a policy of traditionally awarded to missionaries, the terror. regular Spanish friars. This was due to the THE RESTORATION OF TERROR Spanish government’s distrust among  Military rule was restored to the natives. The colonial government continued Philippines as a new administrator arrived to be in control of the Church during the to replace dela Torre. With a vow to erase entire Spanish period in the Philippines. from the minds of the Filipinos the joys of  The only time the native priests were given the liberalism and a dream for a future the opportunity to take care of parishes independence, military action was executed was during the expulsion of the Jesuits in by Gov. Gen. Rafael Izquierdo. He the Philippines. However, this only served immediately reversed all the reforms of as an interlude for it was cut right after the former governor and used the Guardia the Jesuits were returned by the Church Civil to protect the interest of the 21 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA government from the civilian population. As  Paciano who was then a student of Colegio a consequence, he attracted many enemies de San Jose and was boarding with Father from various sectors who were affected. Burgos was gravely affected by the event for he was a trusted assistant of Burgos in THE CAVITE MUTINY AND MARTYRDOM the fight for the Filipinization of the OF THE GOMBURZA parishes. His close association with Burgos  On the night of January 20, 1872 about was so crucial that after the execution of 200 Filipino soldiers and workmen of the the three priests, evading arrest or Cavite Arsenal at Fort San Felipe rose in a suspicion, he quit studies in Colegio de San violent mutiny under the leadership of Sgt. Jose, where Burgos became his professor, La Madrid. Unfortunately, this Cavite and returned to Calamba. Here, he told the Mutiny was suppressed two days later by heroic story of Burgos to his family and troop reinforcement from Manila. La revealed his kept secrets to his father. Don Madrid and the mutineers were defeated Francisco on his part, made a specific by Lt. Felipe Ginoves. The Spanish instruction to all his children that no one authorities magnified Jose Burgos as the must talk anymore about Burgos (even mastermind of the incident together with though a family relative), the Cavite mutiny, Jacinto Zamora and Mariano Gomez. The nor the word “filibustero’ (anti- case was rebellion. government). This was for Paciano’s  Evidence coming from the Intramuros protection. investigation included testimonies of those  The martyrdom of Gomburza and the who were captured in the Cavite Mutiny injustice to his mother made Rizal to which included Francisco Zaldua. According become truly aware of the evils of Spanish to the prosecution, Jose Burgos did not tyranny, and that even priests can get only plan a mutiny but a rebellion of which executed as long as you are not one of the aim was the assassination of Izquierdo them, a Spaniard. and an attack on Intramuros. He allegedly financed and mastermind this move and was THE ARREST AND supported by native soldiers and citizens, not only from Cavite but also from Manila DETENTION OF and other provinces. The Cavite Mutiny was RIZAL’S MOTHER mere error that failed the whole grand  One of the turning points of Jose Rizal’s plan. On February 17, 1872, Gomburza were life, which had a profound influence on his executed upon the order of the Gov. Gen. becoming a political activist later on, was Rafael Izquierdo. Paciano, Jose’s brother the unjust arrest of his mother. saw the execution. The search for those  His mother based on a malicious and others involved, likewise, commenced. As a concocted charge was accused to have result, many of those accused of direct or conspired with her brother, Jose Alberto, indirect involvement were either exiled or in an attempt to kill the latter’s wife by executed. poisoning, despite the lack of evidence against her. 22 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  But what made the arrest even worse was her humiliating treatment at the hands of authorities who made her walk all the way from Calamba to the provincial jail in Santa Cruz, which was 50 kilometers far.  (It was payback time for the arresting Spanish officials who had some grudges with Don Kikoy (nickname of Don Francisco.) There she was imprisoned for two years before gaining her freedom. LIBERALISM AND THE REIGN OF TERROR  In September 1868, Generals Juan Prim and Francisco Serrano denounced the  Gov. Carlos Ma. Dela Torre was probably oppressive government of Queen Isabella the best administrator the Philippines had II. ever had.  They launched a revolution and much of the  During dela Torre’s reign his liberal policies Spanish army defected to the revolutionary would highly favor the people of Manila and generals’ side. the rest of the territory.  The queen made a brief show of force at  Censorship was abolished and government the Battle of Alcolea, where her loyal criticisms were also accepted. moderate generals under Manuel Pavia were  Reforms recommended by various sectors defeated by General Serrano. were welcomed.  Isabella, then, crossed into France and Some of the reforms that were considered or retired from Spanish politics to Paris, introduced by the new administration were as where she would remain until her death in follows: 1904.  Francisco Serrano became the Marshal 1. The Filipinization of Parishes: the handing down of parishes to secular priests once Regent of Spain. the missionaries are transferred to new  Eventually, with the will of the people, assignments; Serrano created a republican form of government and ended absolute monarchy in 2. The abolition of polo in Cavite which Spain. affected the agricultural economy of the  This move started to pave the way for province and the people themselves; liberal reforms to be introduced not only in 3. The lifting of heavy taxes to native military Spain but also in the colonies. servicemen and other reforms in the army;  A new Governor General was named for the 4. The Education Decree of 1869 which placed Philippines, Carlos Ma. dela Torre. all schools under government supervision. 23 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA This pave the way for many natives’  With Serrano’s power in government children to enter college or university; and already transferred to the Spanish Cortes, 5. The creation of the Guardia Civil which was the lawmaking body, a new administrative truly intended for the protection of the policy was implemented for the colonies. civilians from bandits, pirates and ordinary  Military rule was restored in the Philippines criminals. as a new Governor-General arrived to  The Secularization of the Parishes was replace Gov. Carlos Ma. dela Torre. pioneered by Fr. Pedro Pelaez. It was a  With a vow to erase from the minds of the move to give opportunities for the secular Filipinos the joys of the liberalism and a Filipino priests to occupy parishes, the dream for a future independence, military occupation of which they were really action was executed by Governor-General trained to do. Rafael de Izquierdo.  Since the beginning of the colonial period  He immediately reversed all the reforms of parishes have been traditionally awarded to the former governor and used the Guardia missionaries, the regular Spanish priests. Civil to protect the interests of the This was due to the Spanish distrust among government from the civilian population. natives.  As a consequence, he attracted enemies  The only time natives experienced to take from various sectors which were affected care of parishes was during the expulsion by his new policies.  of the Jesuits from the Philippines. This was short-lived because it was cut THE CAVITE MUTINY right after the Jesuits returned to service. After the death of Pedro Pelaez, his AND MARTYRDOM follower Fr. Jose Burgos took his place to  The Cavite Mutiny took place at an arsenal champion the seculars. in Cavite, on January 20, 1872.  Fr. Mariano Gomez and the young Fr.  Around 200 Filipino soldiers and laborers Jacinto Zamora later joined him. rose up against Spanish oppression in the  The founding of the republic in Spain hope of starting a national uprising. created issues that would take the  The mutiny was unsuccessful, and the Philippines back to the old ways. One of Spanish executed many of the participants these issues was that Spain cannot be a and began to crack down on a growing Spanish kingdom without a traditional nationalist movement. monarch, and so, they made one in the FORT SAN FELIPE, CAVITE CITY person of Amadeo of Savoy, the new king  Located at the compound of the Phil. Navy, under the new Spanish Constitution. this 16th century fort is dedicated to San  Another issue was that the liberalism Felipe Neri. The place where the Cavite achieved by Spain must only be confined in Mutiny 1872 occurred when Filipino Spain while the colonies must still have workers were implicated in the armed separate set of laws that would not uprising against the Spaniards. endanger Spanish interests. 24 RIZL211_2nd YR_2ND SEM ©ABEGAIL G. MAGBANUA  The primary cause of the mutiny was  Those who were exiled were able to make believed to be on the order of Governor- their way to more progressive places like General Rafael de Izquierdo to subject the London, Hong Kong, or Tokyo. Filipino laborers in the Engineering and  They were able to start small movements Artillery Corps in Cavite to pay personal that were to help the Philippine Revolution. taxes, from which they were previously  These executions, particularly those of the exempt during the term of Governor- GOMBURZA have significant effects on General Carlos Ma. dela Torre. the people because of the shadowy nature  The taxes required them to pay a monetary of the trials. sum and to perform forced labor (polo) as  The martyrdom of GOMBURZA and the well. injustice committed against his mother  The mutiny started on January 20, when made Rizal truly aware of the evils of the laborers received their pay and Spanish tyranny, and that even priests get realized that the taxes and the falla, the executed as long as they are not Spaniards. fine one paid to be exempt from forced  Jose Rizal dedicated his second novel, El labor, were deducted from them. Filibusterismo to the executed priests.  The mutiny, led by a certain Filipino soldier Sgt. Lamadrid, was used by Spanish colonial TEENAGE ATENEAN government to implicate three Filipino priests, Mariano Gomez, Jose Burgos and TO UST STUDIES AND Jacinto Zamora, collectively known as OTHER SOCIAL GOMBURZA and other Filipino leaders.  The three were avid advocates of the ACTIVITIES Secularization of the Parishes.  The mutiny, led by a certain Filipino soldier THE TEENAGE ATENEAN Sgt. Lamadrid, was used by Spanish colonial  On June 10, 1872, Jose was accompanied by government to implicate three Filipino Paciano to take the entrance examination priests, Mariano Gomez, Jose Burgos and for the secondary course at the Colegio de Jacinto Zamora, collectively known as San Juan de Letran. GOMBURZA and other Filipino leaders.  The examinations included Christian  The three were avid advocates of the Doctrine, Arithmetic and Reading. Rizal Secularization of the Parishes. passed the examinations and returned to  On January 27, 1872 Governor-General Calamba to stay with his family for a few Izquierdo approved the death sentences on more days and perhaps to attend the t