The Conditions of: Europe, America, Spain

RIZAL’S CENTURY: THE 19TH CENTURY

The major event in the 19th century was the colonization of Asia by
European force. The19th century was a period of great political and social change,
including social reforms affectingeducation, poverty and public health, and reform
of the franchise

The 19th century was a century of change. During the last two decades of the previous
century. the age of enlightenment reached its zenith in France , culminating in the French Revolution
of 1789. In this age, ideas of freedom, liberty, and equality, and the belief in the sovereignty of the
people in determining government thundered all across Europe. The French Revolution resulted in
the toppling of the monarchy of King Louis XVI and the ushering in of the French Republic. Though
France was to slide back to monarchy following the establishment of Napoleon Bonaparte’s French
Empire and the restored Bourbon dynasty, the ideas of philosophers such as Jean-Jacques
Rousseau, Montesqueiu, Francois-Marie Arouet (Voltaire), and Englishman John Locke spread
around the world like a conflagration. The world was never the same again.

HISTORY:
1848

- when Europe went up in revolution with the regimes of the absolute monarchs in France and Austria
being toppled by people seeking more responsible governments.

1861

- The year of Rizal’s birth, Tsar Alexander II emancipated Russian serfs , the Italian nationalism ended the
domination of the church and united the various Italian states as one country.

▪ 1871

- in the process of unification , the Italian nationalism ended the domination of the church and united the
various Italian states as one country. Germany, on the other hand.

1861 to 1865

- President Abraham Lincoln of the United States emancipated the black slaves but also triggered the
American Civil War
1808

- Napoleon invaded Spain and installed his brother Joseph as king. During Napoleon’s time, Spain was part
of France’s alliance against Great Britain in the Continental System

The Need for Reforms: Representation

Cortes

- the Constitution of Cadiz had a novel feature of aloowing colonies to be represented in the Spanish
parliament.

The Spaniards resisted the French, and Spanish patriots declared allegiance to their own Prince Ferdinand
and gathered in the city of cadiz where they crafted a constitution.

Ventura De Los Reyes

- a spaniard born in the Philippines, was selected to represent the colony.

King Ferdinand VII

- abolished the Cortes, saying that the body encroached on powers he believed belonged solely to him.

1820

- the spanish people forced King Ferdinand VII to reconvene the Cortes and restore the representation of
the colonies. The Restoration of the cortes was short lived as France. Under the Bourbons sent an army
which restored Ferdinand to absolute rule and caused the abolition of the Cortes.

1833

- Ferdinand VII died and the Cortes restored..

❖ The body of Ferdinand held a secret session in which it was decided that the Philippines should not be
accorded representation.

❖ This body was one of the reforms demanded by reformists like Rizal. It would have given the Filipinos
the right to be heard and equal rights with the Spaniards.

Queen Isabella

- the daughter of Ferdinand who rules the country , and was characterized by decadence and
mismanagement.
CONDITIONS IN ASIA IN THE 19TH CENTURY

In the 19th century, three factors changed the Asian monetary system forever: the globalization of
trade, colonization, and inflation. The growth of international trade in the 19th century led to increasing
contact—much of it violent—between cultures.

In Asia, there were renewed efforts of European penetration with the weakening of Spain and Portugal
and the rise of Great Britain and France. The British gained its colony in Hong Kong and forced China to
open Five ports to its traders following China’s defeat in the Opium War of the British, now joined by the
French, forced China to open the whole country to foreigners.

Furthermore, Great Britain enlarged its colony in Hong Kong by taking over Kowloon, and Japan was forced
open by Americans under Commodore Matthew Perry in 1854. Unlike the Chinese, however, the Japanese
were able to parry western requests to make Yokohama a treaty port.

ASIA IN 19TH CENTURY 19TH CENTURY

- India became a crown colony of Great Britain in 1858 following the suppression or the Sepoy
Mutiny in 1857. Burma became a colony of Great Britain after three Burmese War in 1824-1826.
1862-1863, and 1886. Near the Philippines, Indo-China became a protectorate of France following
the suppression of the kingdoms of Annam and Cochin-China.
- Filipino troops sent from Manila played a role in the conquest of Indo-China for France. Malaysia
became a protectorate and eventually a colony of Great Britain while Indonesia WAS CONQUERED
BY THE Dutch of Netherlands.

Some Asian countries in 19th century

Laos

Laos was also annexed into French Indo-China, although it was not as important for French interests as
Cambodia or Viet Nam. Industry and modern conveniences became common in the capital of Vientiane,
but the predominantly rural population continued to live as they had for centuries, but silver ingots still
played an important role in daily life.

Silver ingot (19th century), from Vientiane.

China

The Qing government's paper money devalued existing copper currency, and allowed regional banks to
strike their own coins. Foreign money, especially U.S. and Mexican trade coins, was widely used,
particularly in port areas. The British crown colony of Hong Kong began to issue its own coins, using a
mixture of Chinese and British symbolism.

Chinese copper qixiang zhongbao 10 cash (1861-1875) issued by the Board of Works. Chinese coins were
cast in tree-shaped molds, after which the individual coins were removed from the stem. The excess metal
would have been returned to the mint for melting and re-coining. This technology, perfected in the 3rd
century BC, was still being used in China in the 19th century AD.
Korea

Hemmed in by China and Japan, Korean kings increasingly looked for ways to raise money for stronger
armies. The decision in 1882 to abandon Chinese-style currency for the costly chon denomination (which
included enamel-work on individual coins) contributed to the country's economic difficulties. By 1910,
Japan had taken over the country.

Copper p'yong t'ongbo cash (1806) "seed" coin of King Kongbo (1801-1835) issued by the Treasury
Department. "Seed" coins were sample patterns submitted by the mint for royal approval.

Philippines

- The Philippine foreign trade from year 1825 to 1895 had risen significantly with the total trade
(combined exports and imports) amounting to 2,800,000 pesos in 1825 and rose to 62,000,000
pesos in 1895. The growth of an export economy in those years brought increasing prosperity to
the Filipino middle and upper classes as well as to the Western merchants who are chiefly British
and American who organized it.

This brought to the Philippines both the machinery and the consumer goods which the
industrialized economies of the West could supply.

- During the political developments, modernizing Filipinos saw the colonial policies of Spain as not
only the causes of the existing economic prosperity, but increasingly as positive hindrances
preventing further progress and even threatening what had already been achieved. Schumacher
described how the instability of the Spanish government and the tendency of corruption and
incompetency of the Spanish officials during the 19th century had affected colonial governance
especially in the Philippines.

Far worse in many ways than the corruption of the government was its inability to provide for
basic needs of public works, schools, peace and order, and other prerequisites to even a semi-
modern economy.

- By the late 18th century, political and economic changes in Europe were finally beginning to
affect Spain and, thus, the Philippines. Important as a stimulus to trade was the gradual
elimination of the monopoly enjoyed by the galleon to Acapulco.

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.

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

Lowest class – this class includes the Filipinos only.

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.
 1. THE SECULARIZATION MOVEMENT AND THE MATYRDOM OF GOMBURZA

2. Without 1872, there would have been no Plaridel, Jaena or Sanciongco; nor would the brave and
generous Filipino colonies in Europe have existed. Without 1872, Rizal would now have been a Jesuit and
instead of writing "Noli Me Tangere," would have written the opposite. Jose Rizal in a letter
to the staff of La Solidaridad in Paris

4. This movement demanded the handling over of the parishes from the regular clergy ( Dominicans,
Franciscans, Recollects etc.), who were Spanish friars, to secular priests, most of whom were Filipinos.

5. The seculars were those who were not bound by monastic vows or rules. Filipino priests were then not
accepted by the regular clergy, and were mostly assigned as assistants to Spanish friars.

6. BUT WHAT IS THE REAL SCORE? 1. ISSUE ON VISITATION .

7. Filipino Secular Clergy

8. Cavite Mutiny

9. The three secular priests were implicated in the Cavite Mutiny.

10. They were executed in Bagumbayan (Luneta) through Garrote.

11. Paciano Rizal witnessed the event and mentioned it to his brother Jose.

12. Accidental Heroes of 1872?

13. PACO PARK : Former Cemetery and former site of GOMBURZA tomb (taken from www.filipinasoul.com
)
Jose RizalHis Early life

2 Outline: to dwell on Rizal’s: Family Background

Multiracial Ancestry/Mixed racial ancestryBirth and Early ChildhoodStudies/Education in the
Philippines

3 Objectives:To identify the significant factors contributed to Rizals being a hero;To know how his
parents mold him to become a better person;To appreciate the qualities of Rizal as a child to his
parents, student, champion and genius

4 Introduction Patriot Physician

Man of Letters who was an inspiration to the Philippine nationalist movement (La Solidaridad---
Katipunan)National Hero and pride of the Malayan race

5 Family Background (Genealogy)

Genealogical Graph of:Francisco Engracio Rizal Mercado y AlejandroTeodora Morales Alonzo
Realonda y QuintosSiblings of Jose Rizal

9 Ancestry Mixed Racial Origin From his father side

Domino Lam-Co (a full-blooded Chinese from Amoy, China) - - Ines de la Rosa (Chinese half-
breed)Francisco Mercado - - Bernarda Monicha (21 children)Juan Mercado - - Cirila Alejandra (14
children)Francisco Mercado Rizal

10 mother sideRegina Ursua/Ochoa– Manuel de Quintos (2 children)Brigida de Quintos Lorenzo

Alberto Alonzo (7 children)Teodora Alonzo

11 Multiracial Ancestry Spanish Chinese Japanese Malayo-Polynesian

Negrito

12 Immediate Family Father

- Studied Latin & Philosophy at the College of San Jose (Mla)- described by Rizal as “model of fathers”-
he inherited Profound sense of dignityself-respect, seriousness and self-possession-a successful
farmer-he loved books-an excellent model for Rizal that molded him up into a man of honor-
understood the world of humanity which furnished him with greater respect for other people, and a
greater respect to the dignity of labor.

13 Mother- born in Meisik, Sta. Cruz Mla.- talented and remarkable woman- he inherited
temperament of the poet and dreamer and bravery for sacrifice- his first teacher- inculcated the value
of knowledge and education to the young Rizal- a good Mathematician and Manager of business of
the Rizal family

14 “My mother is not a woman of ordinary culture

“My mother is not a woman of ordinary culture. She knows literature and speaks Spanish better than
I do. She even corrected my poems and gave me wise advice when I was studying rhetoric. She is a
mathematician and has read many books.”

15 Early InfluencesHis mother- encouraged him to express his ideas and sentiments in verse“The
Story of the Moth” about the mother moth warning its offspring of the danger of fluttering to close to
flame. The little moth did not heed the advice, thus it was burned by the flame.gave him the moral
lesson that if one must succeed, he must take risks and prepare for the worst consequences. Without
courage, there will be no glory.

16 Birth and Early Childhood

In Calamba, Laguna:19 June 1861 – birth22 June 1861 – baptizedlearned the alphabet from his
motherhis sister Conception (8th child) died at the age of three

17 Birth and Early Childhood

1865 – his mother taught him how to read and writeLeon Monroy - taught Rizal the rudiments of
LatinUncle Manuel Alberto - taught the latter love for the natureUsman – Rizal’s dogUncle Gregorio -
instilled love for education"Sa Aking Mga Kabata."

18 Birth and Early Childhood

In Biñan, Laguna :His brother Paciano brought Rizal to Biñan, LagunaJustiniano Aquino Cruz – taught
Rizal Latin and SpanishJuancho Carrera – taught him the art of painting17 December Rizal returned
to Calamba after he finished his studies in Biñan

19 Birth and Early Childhood

Back in Calamba:His mother was imprisoned in Sta. Cruz, Laguna for allegedly poisoning the wife of
Jose AlbertoCavite Mutiny on January 20, 1872; his father forbid the words:BurgosfilibusteroCavite

20 Early Influences Mother – love for literature

“The Story of Moth” (about the mother moth warning his offspring of the danger of fluttering to close
to the flame. The little moth did not heed the advice, thus, it was burned by the flame)-Gave him the
moral lesson that if one must succeed, he must take risks and prepare for the worst consequences.

21 Formal education In Binan - he was 9 yrs old - Justiniano Aquino Cruz

he studied Latin and Spanish- Andres Salandanan ( a local painter)he developed his initial lessons in
painting

22 Studies in the Philippines

in Ateneo:got excellent gradesstudied bachelor of arts in 1877graduated as one of sobresalientefirst
professor was Fr. Jose Bech

23 Studies in the Philippines

in UST:got low gradesstudied Philosophy and Lettersstudy medicine (ophthalmology) - did not
complete