Rizal’s Life and Works

Week 1: THE STUDY OF RIZAL’S LIFE, WORKS and WRITINGS

Topics:
A. Rizal Law and the Teaching of Rizal Course
B. Rizal, A True Filipino Hero
C. Rizal, Pioneer Asian Nationalist Leader
D. Major Periods in the Life of Rizal

Introduction
This lesson is geared towards introducing students enrolled in Rizal Course on the need to
study the life, works, and writings of our national hero and on some issues on the heroism
of Rizal.
A. Rizal Law and the Teaching of Rizal Course
Republic Act 1425, otherwise known as the Rizal Law, mandates the teaching of the
life, works, and writings of Rizal in all schools in the country.

1. The Objectives of the teaching of Rizal’s life, works, and writings:

 To rededicate the lives of the youth to the ideals of freedom and nationalism,
for which our heroes lived and died;
 To pay tribute to our national hero for devoting his life and works in shaping
the Filipino character;
 To gain an inspiring source of patriotism through the study of Rizal’s life,
works and writings.
The teaching of Rizal Course in higher education institution in our country today is anchored
on the patriotic policy statements of Rizal Law and the patriotic goals set by the then Board
on National Education (Capino et al, 1997). These goals are as follows:
 To recognize the relevance of Rizal’s ideals, thoughts, teachings, and life values to
present conditions in the community;
 To apply Rizal’s ideas in the solution of day-to-day situations and problems in
contemporary life;
 To develop an understanding and appreciation of the qualities, behavior and
character of Rizal; and
 To foster the development of moral character, personal discipline, citizenship and
vocational efficiency among the Filipino youth.

B. Rizal, A True Filipino Hero

Among the country’s national heroes, Jose Rizal stands out. To many Filipinos, he is the
national hero of the Philippines. Actually, Rizal is only one of the country’s national heroes
who include Andres Bonifacio, Emilio Jacinto, Marcelo H. Del Pilar and others. They helped
guide in the formation of the Filipino national spirit and the Philippine nation-state. All of
these heroes are exemplars for all Filipinos to follow.
In making Rizal as our Filipino national hero, a number of conclusions can be drawn
(Guerrero, 19980:
 1. Since the Filipinos love peace, they have chosen to magnify a man of peace
above the men of war.
2. Because Filipinos are lovers of freedom and justice, they have given their worship
to a man who gave up all comforts and pleasures of peace for their sake.
3. Filipinos prize virtue more than victory, and sacrifice above success.

C. Rizal, Pioneer Asian Nationalist Leader

Fisher (1962 called Rizal the Pioneer Exponent of Liberal Democracy in Asia. According to
her, even before Gandhi and Sun Yat-Sen began their career of political agitation, Rizal
through his essays, letters, and novels had already spoken out with firmness and courage
ideas on liberal democracy. These ideas include the following:
 The worth and dignity of the individual;
 The inviolability of human rights;
 The innate equality of all men and races;
 The necessity for constitutional government;
 Due process of law;
 Popular sovereignty as the basis of all political authority;
 Faith in human reason and enlightenment;
 The rights of masses to public education; and
 Belief in social progress through freedom.
Rizal was the first Asian leader to assert that the aforementioned ideas and principles be
established in Asia for the benefit of the Asians. It was through Rizal that the basic tenets of
modern and social democracy were given a major voice in Asia for the first time. Thus, Rizal
deserves to be called the First Asian Nationalist Leader.
D. Major Periods in the Life of Rizal
First Period (1891-1872)
This was the period when young Rizal learned how to read, write and listened to stories that
triggered imaginative and critical thinking on his part. It was a period when the following
values and virtues were developed in him: industriousness instead of idleness; creativeness
instead of unproductiveness; rationality instead of blind acceptance; and dignity instead of
servility.
Second Period (1872-1882)
This was the first turning point in the life of Rizal. He was then 11 years and was enrolled at
the Ateneo Municipal, despite the objection of his mother. It was the period when Father
Gomez, Burgos, and Zamora were unjustly executed by the Spanish government. The
martyrdom of these three priests led Rizal to be awakened to the abuses of the regime and
at the same time led him to devote himself in the future to avenge the victims of injustices
and cruelties of the Spanish colonizers.
Other significant developments in Rizal’s life during this period:
 Strengthening of his religious foundation;
 Cultivation of the drive toward excellence;
 Conception of the Philippines as his fatherland;
 Envisioning the Philippines receiving light through education; and
  Perception of the intimate alliance between religion and education.
Third Period (1882-1892)
The year 1882 was the second major turning point in the life of Rizal. It was at this time that
Rizal decided to leave the Philippines to escape persecution. He went to Europe and
everywhere he went, Rizal was always an observer and a student, learning from everything
he saw, read, and heard. He urged the Filipino colony in Spain to prove that Filipinos can
compete with the Europeans in intellect and talent. Through his membership in exclusive
societies of scholars and scientists in Europe where he presented monographs and was
greatly appreciated, Rizal provided his compatriots an example.
During this period, Rizal took part in the Propaganda Movement, based in Europe. Through
his articles, essays, and novels, he sought to make truthful disclosures of the political, social,
and economic conditions in the Philippines.
Fourth Period (1892-1896)
The year 1892 can be considered the last turning point in the life of our national hero,
before his martyrdom on December 30, 1896. Rizal was exiled in Dapitan. It was here in
Dapitan, where Rizal demonstrated what an individual can do and accomplish within a short
period of time. It was here where he detached his connection with politics and devoted
more of his time in practical service and usefulness to the community.
Rizal’s Life and Works
Week 2: THE DEVELOPMENTS IN THE 19TH CENTURY WORLD OF RIZAL
Topics:
A. Growth and Development of Nationalism
B. Rise and Gradual Spread of Liberalism and Democracy
C. The Industrial Revolution
D. The Advance of Science
E. The Resurgence of Western Imperialism
F. Optimism and Confidence in Progress
Introduction
To fully understand the role Jose Rizal played in the shaping of the Filipino nationalism,
there is a need for us to look into the developments in the 19th century. This is significant in
understanding his ideology and outlook as an individual.
A. Growth and Development of Nationalism
Nationalism is a sense of loyalty or psychological attachment members of a nation share,
based on a common language, history, culture, and desire for independence (Jackson &
Jackson, 2000).
The growth of nationalism can be attributed to two major revolutions:
 the American Revolution of 1776; and
 the French Revolution of 1789.
Both revolutions gave birth to the idea that an individual’s loyalty has to be to his nation not
to the king. The American Revolution gave birth to the United States of America and the
French Revolution led to the overthrowing of the absolute rule of the Bourbon Dynasty and
the abolition of the feudal system.
B. Rise and Gradual Spread of Liberalism and Democracy
Liberalism and democracy was actually a consequence of the growth and development of
nationalism.
Democracy was non-existent in the Philippines in the 19th century. The Philippines was
denied representation in the Spanish Cortes since 1833. The ecclesiastical and civil
authorities then were not inclined to grant basic human rights to the Filipinos, as it will be
detrimental to Spain’s colonial administration of the Philippines. They believed that if the
Filipinos will enjoy basic rights and freedom, they would be motivated to work for
independence and topple down the Regime.
C. The Industrial Revolution
The Industrial Revolution refers to the transformation of manufacturing brought about by
the invention and use of machines.

Some of the positive effects brought by this development include the following:
 The rise of the factory system;
 Mass production of essential and non-essential goods;
  Improvement of people’s standard of living;
 Greater urbanization of society;
 Beginnings of specialization or division of labor;
 Invention of labor-saving devices;
 The beginnings of industrial capitalism;
 Fostering of liberalism and nationalism; and
 Encouragement of people’s mobility.
The negative effects of Industrial Revolution to people:
 Widening of the gap between the rich and the poor;
 Unending economic warfare between labor and capital;
 Pollution and other environmental problems;
 Beginning of child and women labor; and
 Intensification of imperialistic rivalry between and among industrialized countries.

D. The Advance of Science

th
The 19 century was a time of the expansion of scientific knowledge. This means that
search for knowledge and truth could be explained by a rational and empirical approach.
The triumph of science and technology had at least three significant consequences:
1. Everyday experience and innumerable scientists impressed the importance of
science on the mind of ordinary citizens.
2. As science became more prominent in popular thinking, the philosophical
implications of science spread to broad sections of the population.
3. The methods of science acquired unrivaled prestige after 1850.

E. The Resurgence of Western Imperialism

In the 19th century, the industrializing West entered the third and most dynamic phase of its
centuries-old expansion into non-Western lands. In so doing, these Western nations
profitably subordinated those lands to their economic interests, sent forth millions of
immigrants, and political influence in Asia and vast political empires in Africa.
F. Optimism and Confidence in Progress
Optimism and confidence in progress can be gleaned from the achievements of men in the
19th century. Notable among these were the following:
 Extension of human rights to many people;
 Promotion of higher education for men and women;
 Education for nationalism in schools;
 Investment in science to serve mankind;
 Improvement of public health thru the establishment of numerous hospitals; and
 Emergence of realistic literature depicting the life of the time.
Rizal’s Life and Works
Week 3: Spain and the Philippines in the 19 th Century
Topics:
A. Spain in the 19th Century
1. Political Instability in Spain
2. Abandonment of Mercantilism
B. The Philippines During Rizal’s Time
C. Administrative Organization
D. The Social Structure of Filipino Society
E. Educational System
F. Economic Situation
Introduction
To complete our understanding of the era Rizal lived, let us look at Spain and the Philippines
during the 19th century. This is vital in helping us appreciate Rizal’s leadership in working for
the country’s freedom.
A. Spain in the 19th Century
1. Political Instability in Spain
After the death of Ferdinand VII, Spain went through a downward spiral as a world power.
By 1830 all of Spain’s American colonies have seceded and became independent states with
the exception of Cuba and Puerto Rico. A struggle for the throne followed between the
forces loyal to Ferdinand’s daughter Isabella and his brother Charles (Carlos). The ensuing
struggle would be known as the Carlist Wars.
The political instability in Spain affected the Philippines adversely. As a consequence of this
condition, there were frequent changes in the top colonial administration in the Philippines.
Owing to the brief tenure of office of governor - generals, colonial administration became
very inefficient and corrupt. In addition to the foregoing, the Philippines became a dumping
ground for the relatives and favorites of Spanish politicians in Madrid.
2. Abandonment of Mercantilism
Along with political change, there was also a shift in the world economy. Before the 19 th
century, European practiced mercantilism, which is an economic doctrine based on the idea
that the country’s wealth and power can be measured in its stock of gold and silver. It also
means that all trade should be conducted within a certain country and its colonies. Trade
was dictated by the monarch and wealth should flow toward the center of imperial power.
This resulted in to the creation of monopolistic ventures like the Galleon Trade between
Manila and Acapulco, which began in 1565. The Philippines was prohibited from trading
with other European countries.
Nonetheless, by the 18th and 19th centuries, there was a shift towards laissez faire or free
market trade. Countries and their colonies began trading with one another. Merchants
began trading freely as profits from international commerce began to shape official policies.
B. The Philippines During Rizal’s Time
As a result of the Spanish conquest of the Philippines, the Filipinos lost their ancestral lands
on account of Spain’s institution of the encomienda system. They were forced by the
Spanish colonizers to accept Spanish culture and religion. This change was evident in the
administrative organization of the country, social structure and educational system of the
Philippines and economic situation in the 19th century.
1. Administrative Organization
The Philippines was governed directly by the Spanish Crown, thru the Ministry of Colonies in
the 19th century. The government of the country was unitary as policies implemented by
colonial administrators from Luzon to Mindanao emanated from the Manila, the seat of the
central government.
2. The Social Structure of Filipino Society
The social structure implemented by Spain was pyramidal due to the colonizers’ adherence
to the doctrinal limpieza de sangre or purity of blood.

3. Educational System
Up to the middle of the 19th century schools were under the control of the friars. Primary
education was not given attention despite the establishment of parochial schools in many
towns. By the end of the 19th century, only the University of Santo Tomas (UST) was the
existing higher education institution in the Philippines. The Spaniards also opened secondary
schools for boys during this period. Notable among these schools were Colegio de Santo
Tomas and San Juan de Letran in Manila, as well as the Ateneo Municipal. Secondary
education for girls were provided by the following schools in Manila, namely, Santa Isabel,
La Concordia, Santa Rosa, and Santa Catalina.
It was also in this century when public education for the natives was begun (Agoncillo,
1990). The Educational Decree of 1863 was implemented in the colony, which required the
establishment of one elementary school for boys and one elementary school for girls in each
town in the Philippines.
The friars resisted the teaching of Spanish language to the Filipinos. They opined that
knowledge of the language would lead to the development of political and social awareness
among the natives, which in effect could trigger in them the desire to work for freedom and
independence.
Although the Spanish government exerted efforts to educate the Filipinos in the 19th
century, the educational system implemented in the country had serious weaknesses.
Notable among these weaknesses were as follows (Romero et al, 1978):
 Over-emphasis on religion ;
 Limited and irrelevant curriculum;
 Obsolete classroom facilities;
 Inadequate instructional materials;
 Absence of academic freedom; and
 Racial prejudice against the Filipinos in school.

4. Economic Situation
The country was opened to foreign trade in 1834, which resulted in the rapid rise of foreign
firms in Manila. The presence of these foreign traders stimulated agricultural production
and export of sugar, rice, hemp, and tabacco.
SOCIAL HIERARCHY OF COLONIAL PHILIPPINES
PENINSULARES
Spaniards who were
born in Spain. They are
the highest class in the
Philippines, entrusted
with the offices of high
rank. Peninsulares are pure
blooded Spaniards
SOCIAL HIERARCHY OF COLONIAL PHILIPPINES

INSULARES
Spaniards born in the
Philippines who took important
positions in the Spanish
government in the Philippines.
SOCIAL HIERARCHY OF COLONIAL PHILIPPINES

MESTIZOS
Filipino of mixed racial
ancestry such as
Austronesian/Polynesian/
Malay/European or
Chinese ancestry.
SOCIAL HIERARCHY OF COLONIAL PHILIPPINES

Principalia (Nobility Class)

The social and educated class in the
towns of colonial Philippines
composed of Gobernadorcillo or
Cabeza de Barangay.
SOCIAL HIERARCHY OF COLONIAL PHILIPPINES

INDIOS
Persons of pure
Austronesian ancestry
The Political
Structure
in the
colonial
Philippines
THE POLITICAL STRUCTURE IN THE COLONIAL PHILIPPINES

 Spain established a centralized colonial

government.
National Government
Local Government
THE POLITICAL STRUCTURE IN THE COLONIAL PHILIPPINES

National Government Functions:

• Maintained peace and order
• Collected taxes
• Built schools and other public works
THE POLITICAL STRUCTURE IN THE COLONIAL PHILIPPINES

The King’s
Representative and
highest and highest
Ranking official in the
Philippines.
He had great power.
The Political Structure in the colonial Philippines
THE ROYAL AUDENCIA The highest court in the
land
Served as an advisory body to the Governor General.
He had the power to check and report on his abuses.
The audencia also audited the expenditures of the colonial
government, the Archbishop and other government officials.
Sent a yearly report to Spain.
Despite all these checks, however, an abusive governor general
often managed to escape stiff fines, suspension, or dismissal
by simply bribing the Visitador and other investigators.
THE LOCAL GOVERNMENT
The local
government was
created for provinces.
There are two types:
• Alcadia
• Corrigimiento
 THE MUNICIPAL GOVERNMENT
Each province was
divided into several
towns or pueblos
headed by
gobernadorcillos.
Duties: efficient
governance and tax
collection.
Four lieutenants aided the Governardorcillo:
The Teniente Mayor (chief lieutenant)
The Teniente de Policia (police lieutenant)
The Teniente de Sementeras (lieutenant of the fields)
The Teniente de Ganados (lieutenant of the livestock)
 SECULARIZATION CONTROVERSY
Secularization of parishes was
the transfer of the ministries
established by the regular
Spanish clergy to the Filipino
seculars, (Agoncillo, 1990). This
issue cropped up when the
Jesuits were expelled from the
country in 1768.

Parishes vacated by the Jesuits had to be filled up by Filipino seculars

(Schumacer, 1972).
 SECULARIZATION CONTROVERSY

 The secularization controversy began as a religious issue

on the right of the regular and secular priests to
administer the parishes. This issue later on became a racial
controversy between the friars and the Filipino secular
clergy, as the friars started demanding that the latter were
not qualified to administer the parishes.
FR. PEDRO PELAEZ
Leading the Filipino seculars in the struggle was
Fr. Pedro Pelaez, an insular, who rose to the
position of vicar capitular of Manila in 1861
(Anderson, 1969). He led the fight against royal
decrees turning secular parishes over to the
friars. The controversy became acute when the
Jesuits returned to the Philippines. Parishes
under the Filipino priests were taken over by the
friars, which sparked protests from the former.
FR. PEDRO PELAEZ
Fr. Pelaez appealed to Queen Isabela II for
ecclesiastical equality between the Spanish
regulars and Filipino seculars (Fabella, 1960).
With the death of Fr. Pelaez in 1863 due to the
earthquake that occurred in Manila, the struggle
for equality was temporarily stopped. Fr. Burgos
continued the struggle by his former professor.
He exerted all efforts to defend the Filipino
clergy from all attacks by the Spanish regulars.
 SECULARIZATION CONTROVERSY
The secularization controversy
led to the unification of the
Filipino clergy, which in effect,
strengthened their sense of
identity (Romero, et al, 1978;
Mendez, 1972).

The former religious conflict took on racial overtones because the

friars were Spaniards and the seculars were true blooded Filipinos.
 SECULARIZATION CONTROVERSY

For the first time, the word Filipino meant not only the Filipino
Spaniards, now it included the native clergy.
CAVITE MUTINY OF 1872
On the night of January 20, 1872, a mutiny
broke out among Filipino soldiers in the
arsenal of Cavite under the leadership
of Sgt. La Madrid (Schumacher, 1991). This
mutiny was brought about by the abolition of
their exemption from tribute and forced labor
by Governor-General Izquierdo, previously
enjoyed by Filipino soldiers and workers in
the arsenal of Fort San Felipe.
 CAVITE MUTINY OF 1872

The Spanish authorities took advantage of the situation by arresting

liberal-minded Filipinos. Nine Filipino priests were deported to
Marians Islands, together with thirteen lawyers.
CAVITE MUTINY OF 1872
The incident was exaggerated by the
Spaniards, particularly the friars, to implicate
Fathers Jose Burgos, Mariano Gomez, and
Jacinto Zamora, due to their active
involvement in the campaign for the
secularization of parishes. These three Filipino
priests were executed by garrote for alleged
complicity in the rebellion.
CAVITE MUTINY OF 1872
The martyrdom of Gomburza was a
turning point in Philippine history
(Agoncillo, 1990). It ushered in an
era of peaceful campaign for
reforms to counter the evils of the
Spanish Regime, known in our
history as the Propaganda
Movement.
RIZAL AND THE CAVITE MUTINY OF 1872
Rizal at the time was only 11
years old. Originally his plan was
to take up priesthood and
become a Jesuit father (De
Ocampo, 1969). 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.
IN HIS LETTER TO PONCE, DATED APRIL 18, 1889
(NATIONAL HEROES COMMISSION, 1963), HE SAID…

….Without 1872 there would not be now either a Plaridel, or Jaena, nor
Sanciano, or would there exist brave and generous Filipino colonies in Europe;
without 1872, Rizal would be a Jesuit now and instead of writing the Noli Me
Tangere, would have written the opposite. At the sight of those injustices and
cruelties, while still a child, my imagination was awakened and I swore to devote
myself to avenge one day so many victims, and with this idea in mind I have
been studying and this can be read in all my works and writings. God will
someday give me an opportunity to carry out my promise. Good! May they
commit abuses, let there be imprisonments, banishments, executions, good. Let
destiny be fulfilled! The day they martyrize innocent families for our fault,
goodbye friar government, and perhaps, goodbye Spanish government.
 THE DAWN OF FILIPINO NATIONALISM

 Unification of the Philippines Under Spanish Rule

The country came to be known as Philippines due to her
three centuries of colonial administration.
With the use of the Cross, the natives were pacified.
The reduccion plan of Fr. Juan de Plasencia was
implemented, which required the natives to live in the area
near the church.
 Unification of the Philippines Under Spanish Rule
Spain’s political system was gradually introduced into the
country.
Government was highly centralized and for the first time, the
people came to be politically united under the Spanish
Crown.
Barangays were merged to form pueblos, pueblos into
alcaldias, in addition to the ayuntamientos established by
the colonizers. Despite unification, the people started to
nurture resentment and dislike for foreign rule.
 EARLY RESISTANCE TO SPANISH RULE
 The integration of the country into the Spanish Empire,
resulted into the implementation of:
taxation without representation
polo y servicio or forced labor
galleon trade
indulto de comercio and
government monopolies
 EARLY RESISTANCE TO SPANISH RULE

 Government restrictions and control made the people

experience hardships and miseries.
 In effect, they started harboring grievances against the
colonial administrators. They began clamoring for freedom
from foreign control.
 EARLY RESISTANCE TO SPANISH RULE

 Discontent with Spanish rule was first expressed in the

regional revolts that broke out in the archipelago from 1574
to 1843.
 Majority of the early uprisings were caused by the desire to
regain their lost freedom.
 EARLY RESISTANCE TO SPANISH RULE
 Examples of revolts under this particular cause were the following:
 Revolt of Rajah Sulayman and Lakan Dula (1574)
 Tondo Conspiracy (1587-1588)
 Revolt of Malong (1660-1661)
 Dagohoy’s Revolt (1744-1829)
 Revolt of Diego Silang (1762-1763)
 Revolt of Palaris (1762-1764)
 EARLY RESISTANCE TO SPANISH RULE
 Revolt of Rajah Sulayman and Lakan
Dula (1574)
A pact of peace and friendship was
made with Adelantado Legazpi who
promised that Spain would recognize
their patrimonial lands and treat their
people fairly and well.
But he died on August 20, 1572, his successor, Governor Guido de
Lavezaris, confiscated their patrimonial land properties and allowed
the Spanish encomenderos to abuse and oppress their people.
 EARLY RESISTANCE TO SPANISH RULE
Revolt of Rajah Sulayman and
Lakan Dula (1574)
Realizing that Governor Lavezaris could not
drive away Lim-Ah-Hong, who attacked Manila
in December 1574 without the help of
Filipinos, he sent Salcedo and Father Marin to
the war camp of Lakan Dula and Sulayman to
persuade them to lay down their arms and to
promise that all their grievances would be
remedied and those who took up arms would
be pardoned.
Happily, Lavezaris kept his word so peace and
friendship were restored
EARLY RESISTANCE TO SPANISH RULE
The mastermind of this
libertarian movement was
Agustin de Legazpi, nephew
of Lakan Dula and son-in-law
of the sultan of Brunei. His
plan was to kill the Spaniards
and set the city of Manila on
fire. He also revealed this to
his first cousin Martin Pangan
who were then given cruel
penalties and were brutally
hanged after their secret
mission reached to Governor
Santiago de Vera.
 EARLY RESISTANCE TO SPANISH RULE
The Revolt of Malong (1660-1661)
This revolt was led by Andres
Malong, who led some natives in
Pangasinan to take up arms against
the Spanish government and
proclaimed himself King of
Pangasinan. However his kingdom
was short-lived and soon most of
his forces abandoned him, enabling
the Spanish forces to capture him
and subsequently executed him.
 EARLY RESISTANCE TO SPANISH RULE
Later, Juan dela Cruz Palaris, a
native of Binalatongan, led a
renewal of the revolt. The
Spanish authorities reviewed the
demands of the natives and
required the alcalde-mayor of
Pangasinan to resign. The people
of Pangasinan continued their
resistance nonetheless, but they
finally defeated in March, 1764.
The Revolt of Malong (1660-1661)
 EARLY RESISTANCE TO SPANISH RULE
Father Gaspar Morales ordered his
constable to capture a man who had
abandoned his Christian Religion in the
island of Bohol. Francisco Dagohoy,
brother of the deceased, instigated the
people to rise in arms. Afterwards,
Morales was killed by Dagohoy.
Dagohoy defeated the Spanish-Filipino
forces sent against him. He established a
free government in the mountains and Dagohoy’s Revolt (1744-1829)
had 20,000 followers. Dagohoy being
the leader of the longest
EARLY RESISTANCE TO SPANISH RULE
Revolt of Diego Silang (1762-1763)
Diego Silang – one of the greatest heroes of
Ilocandia, roused his people to action and
proclaimed the abolition of the excessive
tribute and forced labor. The Spanish
authorities decided to have him assassinated
since they can’t destroy him by arms. Thus died
Silang, the guiding genius of the Ilocos war of
independence.
 EARLY RESISTANCE TO SPANISH RULE
Revolt of Palaris (1762-1764)
On November 3, 1762, with the
Spanish at war with Britain and a
British invasion of the Philippinesin
progress, a Pangasinense leader
named Juan de la Cruz Palaris (also
known as Pantaleon Perez) rebelled
against Spanish imposition of the
tribute. The revolt lasted two years,
spreading across Pangasinan and
affecting other provinces.
 EARLY RESISTANCE TO SPANISH RULE

The report ended in 1764, when

Spanish forces along with some
Ilocanos loyal to Spain led by
Manuel de Azar hunted Palaris
down and executed him publicly.

Revolt of Palaris (1762-1764)