Answer:

1.Republic Act No. 1425 is an act to include in the curricula of all public and private schools,
colleges and universities. The essence of this act in encouraging patriotism is to know the life,
works and writings of Jose Rizal particularly his novels. To know the inspiring source patriotism
with which the minds of the youth, especially their decisive years in school.

2. His complete name was Dr. Jose Rizal Protasio Mercado y Alonso Realonda. Many wonder
why he used “Rizal” while his father was Francisco Mercado. He should have been Jose
Mercado right? So why did Rizal’s surname become Rizal instead of Mercado? Some of the
explanations with this are: Jose’s real name, Mercado during those times was hot name
targeted by Spaniards. He changed his surname to protect his identity. So he just used his
middle name “Rizal”, instead which was considered as illustrado during the Spanish time entails
the benefits a Spaniard can get.

3. Rizal’s early education was better to his brother and sisters because his parents sent him to
good school, bright as her brothers but they were quite blatant about it. The son’s job was to
achieve the daughter’s to provide them with grandchildren.

4. The Dark Ages in the Philippines which Rizal witnessed is the cruel, abuses, blooded
situations, and experienced by his fellow countrymen. Who lost their livelihood and love ones.
Filipinos were treated as slaves. . Rizal harshly criticized the Spanish colonial rule in the
country, exposed the Philippine society at that time, and because he wrote about the injustices
of the Spaniards in the country. The authorities band Filipinos from reading the controversial
books.

5. These were the main reasons for his struggling academic performance at the university of
Santo Tomas because Rizal was not satisfied the system of education of the university. Rizal is
stressed in El Filibusterismo through Father Millon, the professor in Physics and Placido
Peritente, one of the students under him.

6. The achievements of Rizal:When he was 11 years old, Rizal entered the Ateneo Municipal de
Manila. He earned excellent marks in subjects like philosophy, physics, chemistry, and natural
history. At this school, he read novels; wrote prize-winning poetry (and even a melodrama
—“Junto al Pasig”); and practiced drawing, painting, and clay modeling, all of which remained
lifelong interests for him. Rizal eventually earned a land surveyor’s and assessor’s degree from
the Ateneo Municipal while taking up Philosophy and Letters at the University of Santo Tomas.
Rizal earned a Licentiate in Medicine at the Universidad Central de Madrid, where he also took
courses in philosophy and literature. It was in Madrid that he conceived of writing Noli Me
Tangere. 

7. Segunda Katigbak was his puppy love. Unfortunately his first love was engaged to be
married to a town mate, Manuel Luz. After his admiration for a short girl in the person of
Segunda, then came Leonor Valenzuela, a tall girl from Pagsanjan. Rizal send his love notes
written in invisible ink, that could only be deciphered over the warmth of the lamp of the candle.
He visited Valenzuela on the eve of his departure to Spain and bade hackett. Rizal supposed to
have an affection for Valenzuela at the age of 14 was a love story made by his friend. But he
never really loves Valenzuela. Rizal was really in love with Leonora Rivera.

8. First the superiority of Santo Thomas is University is way unrivalled to the Secondary school
like Atenean Education. Both school were managed by different system in Ateneo was under by
Jesuitical system of education which is more advance to the other colleges.
9. Gom Bur Za’s execution symbolizes the martyred priest that were executed by garrote by the
Spaniards in Bagumbayan in connection with the 1872 Cavite Mutiny. The three priest incurred
the hatred of the Spanish authorities for leading the campaign against the abusive Spanish
friars and fighting for equal rights among the priest. They fought in unresolved issues about
secularization in the Philippines that resulted in a conflict among the religious regulars and the
church seculars. The Spanish prosecutors bribed a witness to testify against the three priest
who were charged with sedition and treason, which lead to their death by garrote. Their
execution left a profound effect on many Filipinos, including Dr. Jose Rizal, the national hero,
who dedicated his novel Noli Me Tangere to their memory.

10. The education system during the time Rizal was really independent because the students
go, to do themselves. The educational system in our time is we are depending on the
technologies. It is easy to do the things that you need and want using technologies.

11. The relevance of the Story of the Moth in Rizal’s life is to fight and sacrifice your life for a
noble cause within a lot of people will free like a flies who is flying near in a candle.

12. The three significant events in the Philippines history are the following;
 Struggle for nationalism- it is a group of people who believed that they possess common
traditions culture and common ideas or goals.
 Ban dual Spread of Democracy- which refers to as democracy assistance, democracy
support/democracy building.
 Modernization of living through industrial revolution- is a way of life that encompasses
profound economics, social, political, and cultural changes.

13. The distinction of UST today as compared to other universities is they provide best
education for all of the students and also caters the best atmosphere.

14. Real Audencia or simply Audencia was an appellate court in Spain and its empire. The
name of the institution has been sometimes translated as Royal Audience. The additional
designation chanchillera was applied to appellate courts in early modern Spain. Each audencia
has oidores.

15. Encomienda system established social and racial relations as the basis for the economic
and political order in the Spanish areas of the Americas. Derived from the Spanish verb
“encomendar” (to entrust a mission for someone to fulfill). The mission of the encomienda was
to care and protect indigenous people by awarding part of their labor and produce to men who
serve the crown-encomenderos. The encomendero was to indoctrinate his wards into the
Catholic faith while acculturating them to European standards. In return, the encomiendero was
to authorized to collect tribute and receive personal sevices from his wards.

16. A notorious invisible government existed in Spanish Philippines. This government was
called “FRAILOCACY” meaning rule of the friars.

17. The Galleon Trade was a government monopoly.

18. There are 5 Governor Generals in our country and Miguel Lopez de Legaspi was the first.
Diego de los Rios y Nicolas was the last Governor General.

19. Bandala refers to a tribute of wealth often in kind that a party gives to another sign of
respect.

20. Rizal did not study in Colegio de San Juan de Letran because he was subjected to Father
Burgos and to avoid discrimination.

21. Bureaucratic system is better than the triangular system. In bureaucratic system, they
implement laws and policies made by the elected officials, they provide necessary
administrative functions. Like conducting examinations, issuing permits, & collecting fees. They
reduces simpler system, either uni-focal or dualistic.
22-23. The biggest impact on Rizal’s nationalism is when his novels awakened the Philippine
nationalism. Rizal had been very local against the Spanish government, but in a peaceful and
progressive manner. For him, “the pen was mightier than the sword.” And through his writings,
he exposed the corruption and wrongdoings of government officials as well as the Spanish
friars.

24. Jose Rizal’s maternal and paternal ancestors are Teodora Alonso Redonda and Franscisco
Mercado.

25. The mother of Rizal suggested a civil marriage which she believed to be lesser sacrament
but free from hypocrisy and thus, less burden to his son conscience than making any sort of
reaction.

26. The government of Spain during their colonization here in the Philippines for 333 years, from
1565 to 1898. Spain established a centralized colonial government in the Philippines that
compose of a National and Local Governments that administered the provinces, cities, towns,
and municipalities, with the cooperation of the local governments the national government
maintains peace and order, collected taxes, built schools and other public works.
The present political system takes place in an organized structure of a presidential,
representative, and democratic republic wherein the president is both the head of government of
the head of state within multi-party system. This system has three co-dependent branches: the
executive branch, legislative, and judicial branch.

27. I am not favor of the powers the Governor-General which covers the church and state
because we have no freedom to voice out what we want and need to do in every aspects lives if
he conquer.
 The Philippines During in the 19th Century

The 19th century is known to be the Age of Enlightenment in Philippine history which can

be described as a colorful part of our country. At the closing years of the nineteenth century the

Philippine Islands became a territorial part of the United States. For this “imperialist” domination

of another people, the latter government, being based on the principle of popular sovereignty,

had to find a justification. It found reason in the contention that it was helping the Filipino people

achieve their independence from the despotism of Spanish rule; after that, the United States

Government felt obliged to provide a stable government in the islands in place of the former

colonial government. For the benefit of the American people, most of whom had only then heard

of the Philippines, scores of articles were written on this Far Eastern country. In line with the

government's position—that of posing as the “ savior ” of an oppressed people—and influenced

by the revolutionary propaganda which had characterized the period of struggle for

independence, these writers tended to paint a more or less dark picture of the Philippine

Archipelago as it stood in the last century of Spanish colonization. What really was the state of

the Philippines in the nineteenth century has remained a question of great interest and

undiminished historical importance. Another Philippine affair was met with equal interest in this

country: the friar-problem(Volume 18, Issue 2, pp. 127-148). They were sailing westward from

Spain across the Pacific Ocean, these navigators misconceived of the Philippines as being

situated in the West. Under this misconception the Spaniards thought that the Philippine Islands

belonged to them in accordance with the provisions of the Treaty of Tordesillas. The three

expeditions mentioned were the Loaisa (1525), Saavedra (1527), and Villalobos (1542)

expeditions. “To the Filipino … [the friar lands] seemed immense in size and of boundless

revenues, and yet for the period between 1880 and 1893, according to original accounts which

have found their way into the mass of documents from which this compilation is made (P. I.R.

[i.e., the Philippine Insurgent Records which were captured by the American Army], 320–4),

after the fixed charges for improvements in the estate of Santa Rosa de Pandi had been

deducted the amount turned over to the religious order owning the property as profits was only

two percent of the sum which has lately been paid for that property. As an example of the

methods of administration it is of interest to note that 8,800 pesos in 1888 were spent by the

estate for the purchase of draft animals for the tenants. They were given until 1893 to reimburse

the amount so expended, and no interest was charged upon it. In Pangasinan Province in 1898

a third of the crop was paid as rent upon certain church estates there (P. I. R., 1222–1). In 1896

the value of the sugar crops upon the estates of Calamba, Santa Rosa, and Biñan was

1,586,263 pesos. The rent received by the religious corporations owning these estates were
33,200 pesos (P.I.R., 1222–2).” Taylor, 24FZ.The Real Patronato de Indias was a right granted

by Pope Julius II in his Bull Universalis Ecclesiae to the Spanish monarchs to permit or to

provide for the erection of churches in the colonies and to present candidates for high colonial

church offices and benefices. In return for this privilege, the Spanish crown was to promote the

Christianization of her pagan colonized subjects and provide for the material needs of the

Church in these colonies. See Hernáez, Francisco Xavier, Colección de bulas, breves y otros

documentos relativos a la Iglesia de América y Filipinas (Brussels, 1879).

The Filipinos in the 19th century had suffered from feudalistic and master slave

relationship by the Spaniards. Their social structure is ranked into three groups:Highest

class – the people that belong in this class include the Spaniards, peninsulares and the friars.

They have the power and authority to rule over the Filipinos. They enjoyed their positions and

do what they want.The Spanish officials:The Peninsulares (Spaniards who were born in Spain).

They held the most important government jobs, and made up the smallest number of the

population.The Friars are members of any of certain religious orders of men, especially the four

mendicant orders (Augustinians, Carmelites, Dominicans, and Franciscans).Middle Class – the

people that belongs into this class includes the natives, mestizos and the criollos. Natives – the

pure Filipinos.The Mestizos  are the Filipinos of mixed indigenous Filipino or European or

Chinese ancestry.Lowest class, this class includes the Filipinos only.The Indios are the poor

people having pure blood Filipino which ruled by the Spaniards.

Political System and the Sources of Abuses in the Administrative System.The Spaniards

ruled the Filipinos in the 19th century. The Filipinos became the Spaniard’s slave. The

Spaniards claimed their taxes and they worked under the power of the Spaniards. Sources of

Abuses in the Administrative System:There was an appointment of officials with inferior

qualifications, without dedication of duty and moral strength to resist corruption for material

advancement. Through the power and authority the Spaniards possess, they collected and

wasted the money of the Filipinos.There were too complicated functions to the unions of the

church and the state.Manner of obtaining the position.Through the power that the Spaniards

possess, they had the right to appoint the different positions. The appointment of positions is

obtained by the highest bidder which is the Governor-general of the country.Term of office is the

length of time a person (usually a politician) serves in a particular office is dependent on the

desire of the King of the country.Distance of the colony,the Spanish officials traveled to various

places and the needs of the Philippines were ignored. They did not put too much attention to

the needs of the other people. There were inadequate administrative supervisions, they were
unable to face and solve the problems regarding to the Philippines. There were also

overlapping of powers and privileges of officials which made them competitive.Personal interest

over the welfare of the State.They were corrupt during the 19th century and the Alcaldias/Alcalde

is considered as the most corrupt over the other corrupts. The Alcaldias/Alcalde includes the

administrators, judges and military commandants. They usually have P25/mo liberal allowances

and privileges to take a certain percentage of money from the total amount of taxes. There were

also monopoly trades or business practices known as indulto para comerciar.

There are lots of criticisms received in the educational system of the Philippines in the

late 19th century. Overemphasis on religious matters, the power of religious orders remained

one of the great constants, over the centuries, of Spanish colonial rule. The friars of the

Augustinian, Dominican, and Franciscan orders conducted many of the executive and control

functions of government on the local level. They were responsible for education and health

measures. These missionaries emphasized the teachings of the Catholic religion starting from

the primary level to the tertiary level of education. Obsolete teaching methods their methods are

outdated. Limited curriculum, the students in the primary level were taught the Christian

Doctrines, the reading of Spanish books and a little of the natives’ language. Science and

Mathematics were not very much taught to the students even in the universities. Aside from the

Christian Doctrines taught, Latin was also taught to the students instead of Spanish.Poor

classroom facilities ,absence of teaching materials, primary education was neglected, absence

of academic freedom. The absence of academic freedom in Spain’s educational system was

extended to the schools that Spaniards established in the Philippines. Learning in every level

was largely by rote. Students memorized and repeated the contents of book which they did not

understand. In most cases knowledge was measured in the ability of the students to memorize,

largely hampering intellectual progress. Prejudice against Filipinos in the schools of higher

learning. In entirety, education during the Spanish regime was privileged only to Spanish

students. The supposed Philippine education was only a means to remain in the Philippines as

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

patterned from the Spaniards. Friar control over the system, the friars controlled the educational

system during the 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

maintaining the rules and regulations imposed to the students.Economic Development and the

Rise of Filipino Nationalism. The country was opened to foreign trade at the end of the 18th

century which resulted in the rapid rise of foreign firms in Manila. This stimulated agricultural
production and export of sugar, rice hemp and tobacco. The number of families which

prospered from foreign commerce and trade were able to send their sons for aneducation in

Europe. Filipinos who were educated abroad were able to absorb the intellectual development

in Europe. Factors Contributed to the Development of Filipino Nationalism:Opening of the

Philippines International Trade and the Rise of the Middle Class. Manila was opened to foreign

trade which brought prosperity to the Filipinos and Chinese mestizo resulting to the existence of

middle class.Influx of European Liberalism, ideas of the enlightened philosophers like John

Locke and Jean Jacques Rosseau, masonry and the French Revolution reached the

Philippines. Liberty, religious freedom, democracy, human rights such as suffrage, freedom of

speech, press and form associations and assemblies. Opening of the Suez Canal on November

17, 1869, connects Mediterranean and red sea; shortened distance between Europe and

Orient. Results: (a) Philippines became closer to Europe and Spain (b) encouraged European

travelers to come to our country (c) exodus of literal ideas from Europe to the Philippines (d)

more educated and young Filipinos were able to study abroadSpanish Revolution of 1868 and

the Liberal Regime of  Carlos Maria Dela Torre(1869-1871). Glorious September Revolution of

1868: Queen Isabela II 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 democrat). Most liberal governor-general walked the streets in civilian clothes

and dismissed his alabaderos (halberdiers) – the governor’s security guards – and went

unescorted.Accomplishments:(1) abolished censorship of the press and allowed unlimited

discussions of political problems and proclaimed freedom of speech(2) abolished flogging as a

punishment(3) curtailed abuses particularly the tribute and the polo(4) allowed secular priests to

be assigned to vacant parishes or seminaries and created an office which would prevent abuses

by members of the regular religious orders(5) reformed the Royal Audiencia to bring about

speedieradministrationofjustice(6) decreed educational reforms, ordered the setting up of

medical, pharmacy, and vocational schools.(7) created the Council of the Philippines on

December 4, 1870 which was a consultative body to study Philippine problems and propose

solutions to them.Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and the Execution

of GomBurZa (February 17, 1872).Monarchy was restored in Spain (Prince Amadeo of Savoy,

son of Victor Emmanuel I) ascended the throne in 1870. April 4, 1871: Isquierdo became the

governor-general; “with crucifix in one hand and a sword in the other” restored press censorship

(b) prohibited all talk on political matters and secularization of the parishes (c) disapproved the

establishment of arts and trades in Manila (d) dismissed natives and mestizos in the civil and

military service.Cavite Mutiny (January 20, 1872), about 200 Filipino soldiers and workers in
Fort San Felipe mutinied, under the leadership of Sgt. La Madrid; caused by Izquierdo’s

abolition of the exemption of the Filipino workers from polo and paying tributes; mutineers were

able to kill the fort commander and some soldiers; mutiny leaders and participants were

arrested and shot to death.GomBurZa (fought for the Filipinization of parishes and champions of

liberalism and humanitarianism).They were charged of sedition and rebellion due to the false

testimony of Francisco Zaldua (former Bicolano soldier and was bribed by the Spanish

prosecutors to implicate them as the masterminds of the mutiny). Military Court: three priests

guilty and sentenced them to die by garrote.Originally, Rizal’s plan was to take up priesthood

and become a Jesuit father. When he heard of the martyrdom of GomBurZa, he changed his

mind and swore to dedicate his life to vindicate the victims of Spanish oppression.

References

1.https://www.cambridge.org/core/journals/americas/article/nineteenthcentury-philippines-and-the-

friarproblem/14E0D0624958B5740D8D44F0C1AD1046

2.https://dimasalanglaonglaan.wordpress.com/philippines-in-the-19th-century/