..

-
At the end of the lesson, the learner is expected to:

• Gain insights about Rizal by reading the RA. 1425

• Evaluate the heroism and martyrdom of Jose Rizal
• Give examples of new heroes
• Know Jose Rizal by heart through his biography
--- Thoughts to Ponder
 '

Claro M. Recto

• Born Claro Recto y Mayo; February 8, 1890 - October

2, 1960 was a Filipino statesman, jurist, poet and one
of the foremost statesmen of his generation.

• He is remembered for his nationalism, for "the

impact of his patriotic convictions on modern
political thought"
► 1916-legal adviser to the first Philippine Senate

1919, elected representative of the second district of Batangas

► 1925-minority floor leader

member of the Independence Mission to US

► 1934-Recto presided over the assembly that

drafted the Philippine Constitution
► 1942-43 Commissioner of Education

► 1943-44 Minister of Foreign Affairs and

► 1960 Cultural Envoy with the rank of Ambassador on a cultural

mission to Europe and Latin America abogado

► mi/agroso (lawyer of miracles)

► poet, playwright, essayist

► An Act to Include in the Curricula of All Public and Private Schools, Colleges and Universities courses on
the Life Works and Writings of JOSE RIZAL, particularly his novels NOLI ME TANGERE and
EL FILIBUSTERISMO, Authorizing the Printing and Distribution Thereof, and for Other Purposes.

► Whereas, today, more than other period of our history, there isa need for a re-dedication to the
ideals of freedom and nationalism for which our heroes lived and died.

► Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal,
we
remember with special fondness and devotion their lives and works that have shaped the national i,;;::-;,,.

character;
• Whereas, the life, works and writings of Jose Rizal particularly his novels Noli Me Tangere and El
Filibusterismo, are a const,ant and inspiring source of patriotism with which the minds of the
youth, especially during their formative and decisive years in school, should be suffused.

• Whereas, all educational institutions are under the supervision of, and subject to regulation by the
State, and all schools are enjoined to develop moral character, personal discipline, civic conscience,
and to teach the duties of citizenship; Now therefore,

• Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled.
 Claro Mayo Recto Jose P. Laurel
the author or main proponent of the sponsor of the said law.
the law.

It was enacted and signed on June 12, 1956 which coincides the
Philippine Independence Day.
 C o n t. e n f;
. . '
.
M and a t e
. - . ' -· . ' · _·· . -

ts o th...e
- - .
.

Section 1: This section mandates the students to read the two greatest novels of Rizal. These two shall be
included in the curricula of all schools, colleges and universities, public or private.

Section 2: This section mandates the schools to have "an adequate number" of copies in their libraries.

Section 3: This section orders the Board of National Education to publish the works in English, Tagalog, and
other major Philippine languages.

Section 4: It prohibits the discuss[on of religious doctrines by persons engaged in any public school.

Section 5: A sum of 300 thousand pesos is appropriated to carry out the purposes of the law.

Section 6: It shall take effect upon its approval.

Rizal Law

IMandates the teaching of the LIFE, WORKS

AND WRITING of Rizal in ALL SCHOOLS in the
country. ,
• To rededicate the lives of 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 thru the study of Rizal's life, work and
writing
• 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

• To foster the development of moral character, persorral discipline, citizenship and vocational
efficiency'among the Filipino youth
 Constantino (1969) claims that Rizal was an America
RIZAL, AN AMERICAN SPONSORED HERO?
Act No. 137 - organized a politico-military district and
Act No. 243 - authorized a public subscription for the
Act No. 345 - sets aside the anniversary of Rizal's
death as a day of observance.
Factors attributable to Filipinos why Rizal should be the official national hero:

Tributes given by the Katipunan

Names Decrees
.. ..

j
Construction of Myriad monuments
Erection of his monument
 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

According to Guerrero (1998 justice, they have given their worship to a man
), the following who gave up all comfarts and pleasures of
conclusions drawn in peace for their sakes.
making Rizal as our national
3. Filipinos prize virtue more than victory, and
hero:
sacrifice above success.
 RIZAL, PIONEER ASIAN NATIONALIST LEADER

'' Rizal was the most remarkable because his

ideas matured at an early"

'
.. -Coates,1968

"Rizal was the first exponent of Asian nationalis

since he was the source of inspiration for the ou

.-.
' - De Ocampo, 1969
• Rizal is pioneer Exponent of Liberal Democracy in Asia

• Rizal, spoken out with firmness and courage ideas on liberal democracy:
- worth and dignity of individual
- Inviolability of human rights
- Innate equality of all men and races
- Constitutional government
- Due process of law
- Popular sovereignty
- Faith in human reason and enlightenment
- Public education
- Social progress through freedom
• Republic Act 1425, An Act to Include in the Curricula of All Public and Private Schools, Colleges
and Universities courses on the Life Works and Writings of JOSE RIZAL authored by Jose P.
Laurel

• Claro Recto y Mayo, is remembered for his nationalism, for "the impact of his patriotic
convictions on modern political thought"

• According to Guerrero (1998), one conclusion drawn to proclaim Rizal as national hero, since the
Filipinos love peace, they have chosen to magnify a man of peace above the men of war

• It cannot be denied that Dr. Rizal gave form to the aspiration of the Filipino people,
thereby giving rise to our people's nationalist struggle
 At the end of the lesson, the learner is expected to:

► Illustrate the

social and political structure during the 19th Century and

compare it with the present social and political structure
►
►
Compare 19th century Philippine setting to the present political structure
Know the educational system established in the 19th century Philippines
► Give the economic condition of the 19th
century Philippines and its
corresponding implications to the society
► Analyze the various social, political, economic and cultural changes that::::,._
occurred in the 19 century
th
, .. ,
. ...
 11111

\lOU .

· - -
I\

■ -
r !IIJ;I

\1

'.l1H

,..,.
Which among the maps was been used by the GalleonTradeto reach the Philippines?
 ■ 1.,11
Liu

\\l!JJC.1

Answer: A & C

It is the route that is important ,

where theyused Northern andj
Southernroute ,.. _r

6
• •
A dynamic and creative age especially in Europe and the United
States different Concepts arise such as:

Industrialism, democracy, and nationalism

Triggered revolutionary changes in:

Science, technology, economics and prosperity

► Feudalistic social and economic structure
► Censorship
► Racial discrimination
► Intellectual decadence

► Government processes had no respect for the

needs of the people
► Clamor for reforms remained unheeded
JI If!
► Social discontent caused confusion

► Middle class stepped right into the

currents of modern liberalism
► Foreign contacts influenced the X
of adevelopment
sense of nationhood among the Filipinos.
.
·1 r. t'1
)

-
The rise of middle class

Opening of public education

 Economic Situation of the 19th Century Philippines

QALLEON TRADE,.
"The Manila Galleon was... the first medium to reduce the
world to a village."
- Nick Joaquin (1990)

When the Spaniards came to the Philippines, our ancestors

were already trading with China, Japan, Siam, India, Cambodia,
Borneo and the Moluccas
• Lasted for two and a half centuries after Legazpi's settlement in Cebu,
from 1565 to 1815.

• It was the longest shipping line in history existed for roughly 150 years
• 108 galleons were used, and of this number, 30 were lost by shipwreck
• It made Manila the first primate city in Southeast Asia by the early
seventeenth century.
 -
It attracts
....

Exchanging them
for silver from the
New World

Fray Andres de
Urdaneta who
found theroute
vory Gold Spices Silk Damask porcelain
 • Senor Guillermo Gomez Rivera, Phil. Honorary
President of Asociacion Cultural Galeon de
• Nov. 21, 1564 - San Pedro, San Pablo, Manila
San Lucas and San Juan from Mexico
noticed the fantastic Trading system • 90% of goods were Mexican Silver headed
• 1521- Magellan arrived Philipp.ines already for China
trading with other Southeast
Asian neighbors including China • 10% from Phils such as gold, pearls and

Juan Salcedo's account, rescuing the plants Manila is the Center of Commerce in the
Chinese from a brawl with Filipinos
in Taal, Batangas East

P 500, 000 goods - Acapulco to Manila(120 days)

P 250, 000 goods - Manila to Acapulco (90 days)

'--
 .. .
:: ·..
:
-...
Profile of the
: ..
Galleon Trade
..
..
.... Cdanol--­
c,111 ,-, .,, Pa\

..
.,,.,,,.,... 1111-..
• •
. . .. o - ,.
\h d .. . l ,b .o,\\

. - 1-.........
f,_.•1:iNNlatMlii(j
• J

• In 1454, after Columbus confirmed the existence of the Americas, Pope

Alexander the VI issued "Inter Caetera" dividing the Americas between Portugal
Christian world.
 Manila Galleon

(1565 to 1815) were

large Spanish ships that sailed across
Pacific between New Spain (Mexico) and
the Philippines.

They allowed Spain to trade with

East Asia without using Portuguese trade
routes. They brought the first Asian to
arrive in North America after Columbus.
 ..--
i
Cltnll........

\; .,.
...... :'! -=-·
. ... _- ....,,_,,i,l,l-,.t' 1i
 Trade partners:
Japan, Taiwan,
Fujian province of Ming Dynasty China,
1521 Magellan discovered theWestward Macau, East Timar and
route Spice Island (Eastern
Indonesia)
1565 Andres de Urdaneta discovered the
eastward route (Kuroshio current near Japan­America near Cape Mendocino -Acapulco)
 /ioml Elffi

All£RIC\

Cliina ){ r

p\(. f!l. lfRICA

II( L\\
Ocia,w
,':"it.
Pacifico
L·\.\ll Dlf.')
'lli.,I,.

A.\OllC,\
'-
The first post-Columbianrecord of Asians in North America

• In 1587, Filipinos landed in California at Morro Bay near San Luis Obispo,
33 years before the May Flower

• In 1595, a galleon shipwrecked near Point Reyes just north of the San
Francisco Bay, survivors swan to shore

• Chinese artifacts in Mexico date back to 16th century

• Chinese settlement in California goes back to at least the 17th Century

:•1854, a French company by Ferdinand de Crossroads of Europe, Africa and Asia
Lesseps

!•Opened 1869 and it is163 kilometers long

:•Arabic, Egyptian and some European

societies benefited from this canal with its help
over irrigation, transportation and strategic
military advantages

•!•Road for global world

• Decreases the road between Europe and South Asia from 16000
km(Cape of good hope) to10000 km

• Europe - for the oil and trade with Asia

• US - transporting troops and military equipment to Afghanistan

• Egypt - Control the Suez Canal and Suez-Mediterranean oil

pipeline (3,000 barrels)

• It has power in the world economy due to taxes it receives

from ships transiting there

• It help reduce unemployment as Egypt need labor force to

repair the erosion of coastline
 30 days travel time from Philippines to Spain

• Brings prosperityto native Indio(illustrados)

• Importation of books, magazines and newspapers

withpolitical thoughts and liberal ideas

• Encouraged more Spaniards and Europeans withliberal ideas to come

to the Philippines and interact with Filipino reformists

• Creation of middleclass

• Encouraged the illustrados to pursue higher studies abroad

Increase in trade and navigation in Asia
There was a "saltatory rise in the level of foreign Trade" in the Philippines
Foreign merchants introduced modern machinery, advanced money on crops
Increasing commodity concentration of exports (sugar, abaca, tobacco and coffee) to U
Liquid wealth reach Filipinos
• Disparities between regions and occupations became
more marked

• Domestic textile industry could not compete with

Disparities
foreign imports

• 1880, the "decade of death" because of an

imbalance between commercial and subsistence
agriculture and arrival of epidemic
 • Improvement in communications, finance and
infrastructure

Advantages • The funds of Obras Pias was employed in the past to

finance the galleon trade and used to establish the Banco
Espanol-Filipino(1851)and Monte de Piedad (1882).

• Water system was built in Manila

• A dynamic and creative age especially in Europe and the United States different Concepts arise such
as: Industrialism, democracy, and nationalism

• Clamor for reforms is one of the most important need of the filipinos during the Spanish era

• Political and economic changes was brought into reality when the Philippines opens its doors to
foreign exchange of goods

• Manila Galleon (1565 to 1815) were large Spanish ships that sailed across Pacific between New
Spain (Mexico) and the Philippines

• Road for global world was because of opening of suez canal. Increase in trade and navigation in Asia
 Name three (3) political and economic conditions in the Philippines that are s

19th Century Philippines

Political:

Economic:
 Grading Rubric

ucellent Good Need-improvement Unacceptable

Performance Areas 10· 7 6•4 3-2 ,1• 0

Content h-1s specific Central Idea Is vague; Unable to find specific Content had no central
central Idea that Is somewhat sketchy and supportive details, Idea or supportive
Content/ dearly stated In the non-supportive to the more than 3errors In details
Development openIng, concrete topics; lacks focus Information
details, support the
central Idea and show
orfglnalltv and focus.
Content is logically Content somewhat Central point and flow Ideas were unor nlied
org;inized and welt- digresses from the. of content is lost.; lacks and vague; no
Organization structured dlsplay,ng a central Ideas do !lOt organization and particular flow was
beginning.vs bodyand logically follow each continuity followed.
a concluslon. Critical other
thinking skills are
evident
 ••
C..c"J\IU ry

- -
.A':
 At the end of the lesson, the learner is expected to:

► Analyze the various social, political, economic and cultural changes that
occurred in the 19th century
► Illustrate the social and political structure during the 19 Century and compare it with the
th

present social and political structure

► Compare 19 century Philippine setting to the present political structure
th

► Know the educational system established in the 19th century Philippines

► Give the economic condition of the 19th century Philippines and its corresponding
implications to the society
Friar Governor General

Who is more powerful?

BensO!IJohnLos ii'tg,ea.Harmer's Encyctlo !lia a.1Uni1.00 Sta

(vol.111New Y00:,,!iY.l-tarf)Er ao.dQotbm,Y:1!2)
 Friar
His approval was necessary on alm

tmpsdl'#'.¥1•:,j:imaresLptvpinllil4288171't0869i":C2/
 Started after the death of Ferdinand VII, Spain went through a
downward spiral as a world power.

1830 - all of Spain's American colonies have seced and became

independent except Cuba and Puerto Rico

► A struggle for the throne between forces loyal to Ferdinand's

daughter Isabella and his brother Charles known as Carlist War.

► 19th century - was the period of political instability of Spain to

the frequent rise and fall of the ministries and constitutions.

► Canovite system or rotativism - wherein liberals and conservative

in Spain took turns in administering the affairs of the country.

Political instability of Spain affected the top colonial

adminstration in the Philippines.
 Abandonment of Mercantilism

Before the19th century

• Mercantilism is an economic doctrine based on the idea that the country's wealth and power can be
measured in its stocks of gold and silver.

Galleon trade - began in1565, a trade between Manila and Acapulco.

In 18th to 19th century, laissez faire or free market trade began

• Merchants began trading freely as profit from international commerce.
• There was a demand for Philippine products like sugar, coffee, rice, indigo and tobacco.
AE\JroptonView
-
1834 - Philippines was officially opened to foreign trade
J \ ""'
, 'F.11
E,po,fll
• a new middle class families were created named "llustrados" who have been given a
chance to send their children to higher education

• opening of Suez Canal(1869} and telegraph line

• connected the Philippines to the rest of the world

• increased contact with the west brought home the political ideas in Europe

• preached equality and God given rights of men.

• civic courage began, questioning the abuses of Spanish regime and began clamor
for reform which later on Rizal was involved.
 THE PHILIPPINES DURING
RIZAL 'S TIME
ADMINISTRATIVEORGANIZATION

1 \ "
111a..--.111es,.w,
• ThePhilippines was governed directly by the Spanish
crown, thru the ministry of colonies, in the 19th
century.
, };, { M\. .
..,,W•-•;
1 1 1 •• • - , .,I_, . ...
N l h w o f

. ..
: a
. .. , . l GOVERNOR GENERAL
_, ... .., ......, J

l. c. t. w . . v. t. f .ml ./
c o a c z » lf l 1 t .
• Head of the Spanish colonial government in the
country.
. o . . l. l ,
. . . ,.
• He was the vice royal patron.
,,,_........,11.>. tll!I\
,, ................................,pnla, • He was also the commander in chief of the
!.. •• ... ....Spldrltl>q, ,,,,,..,.
dlu1I I - W..MISCUL colonial army.
• He was an ex officio president of the royal audiencia.
Practices encomienda system
 LOCAL GOVERNMENT UNITS (Provinces, Towns,
Cities and Barrios)

Provinces
, . . , . . . ., .
l ll i M • c ;> t

► Duringthe Spanish regime were

.
_,_of,_.,
called alcaldias
_ , .. .. ,
, . , . ,...........
., ► Headed by AlcaldeMayor
I
INd1I ► Exercised Executiveand Judicial Functions

-
I-

I_ . _ ,.la.d.1,1.r.1.u_t.........._
.. . ., _
Towns
...
..,blli., ' · ► Also called Pueblos
► Headed by Gobernadorcillo
............,1.1.......Cllilollatblll,,
J! lice,.1l'Clffl""""""N
, ..... ..... ;1111t.

•sJtf ntdllblt • •1. ► His principal responsibility was tax collection

Practices encomienda system
 Barrios

► also called Barangays

► Headed by Cabeza de Barangay

.
,.
► His main function was the maintenance of
'-:: peace and order and the collection of taxes,
z\ }. tl
...,._, .,,.s,,,,i,11_
,
• and tributes in the barangay.

.
; ..,....,....,•• r ,......,.,

. .. .
. . .. .. ... . _ ,., City Government
• • 1,,,1 - . lodw!
. . .. .
. .... . . . . . .. . ..
., .. .. . - ' i l ! a

.b 1u.du
I 1 cu.,.1
:ll 2illbt
e ,. lo ;.. . ualllllly
O Wld aa 1111\
► Also called Ayuntamiento
F ._. _ , , _ , . . _ _ , . . , . ...

M IIC 'la.. ip••III: 0 G

► Headed by Cabildo or City Council, City Mayor

" 1
_M
-. ,1 pc at -,t111tW1 a 1..

or Alcalde en Ordinario, Councilors or

Practices encomienda system regidores, chief constable or aguacilmayor
and a secretary or escrubano
 PROVINCES
TOWNS
Alcaldias
Pueblos
Alcalde Mayor
Gobernadorcillo (elected by Males/13
Executive & judicial functions
electors) Tax collection-mortgage his
Most corrupt =indulto de comrnPrr_in
properties
(monopolize trade)
LOCAL GOVERNMENT UNITS

CITIES BARRIOS
Ayuntamiento Baranggay
Cabildo Cabeza de baranggay
City council - city mayor, councilors, chief Maintenance of peace and order
constable and secretary and
collection of taxes and tributes
Another powerful position aside from Governor General:

Friar
- The supervising representative of the Spanish government for
all local affairs
- His approval was necessary on almost all acts of the local officials.
- Frailocracia, the situation which the civil authorities feared the
friar's because of their power and influence.

Guardia Civil
- Was organize in1867, as a corps of native police under the leadership
of Spanish officer's for the purpose of dealing with outlaws and
renegades
- In1880 it was the most feared instrument of summary arrests
of individuals identified by the friars.
 Terms used during the Spanish Era:

• FILIBUSTEROS
-Enemies of the government

• EREHES ..
-Enemies of the catholic church

• AUDENCIA REAL
-Were two territorial audencias
1.courts of first instance
2. justice of the peace court

r Not only adjudicate appeals for civil and criminal cases it also served as a
umfor settling important issues on governance
SOURCE OF WEAKNESS AND ABUSE OF SPANISH GOVERNttENT

• The wide spread selling of lower positions to the highest bidders

• Unqualified and unfit employees for government service

RESIDENCIA
• the trial of an outgoing governor general to account for his acts
during his tenure of office

VISITADOR
• investigating officer to probe on the complaints against the governor
-general
FEUDALISTIC
the Filipinos were treated as slaves by the Spanish conquerors

Polo y servicio
• forced labor to the government
and the catholic church
 Mestizos or the Spanish and Chinese

• Principalia or the ruling class of native elites

• Indios or the browned skinned natives who composed the majority of the people
Indios or natives
 Mid of 19th century :

• Schools were under the control of the friars.

• Instructions centered on the teaching of fear of God

and obedience to the friars.

• Indoctrination as the principal method of teaching

• Filipinos were taught that they were of inferior intelligence and

suited only for manual work

• With this method of teaching, developed severe

inferiority complex and culture of silence.
By the end of 19th century :

University of Santo Tomas (1611) ,founded by Dominicans and the only existing higher education or
university which offered courses in medicine, pharmacy, theology, philosophy and canon
and civil law.

Spaniards also opened secondary education for boys:

Colegio de Santo Tomas
Colegio de San Juan de Letran {Dominicans)
Ateneo Municipal (Jesuits)

Secondary education for girls:

Santa lsabela;
La Concordia,
Santa Rosa; and
Santa Catalina (Manila)
Public education for the natives was also begun.

Educational Decree of 1863 - establishment of 1elementary

school for boys and elementary school for girls in each town in
the Philippines.

Establishment of a normal school for the training of the

teachers with a mastery of Spanish language
WEAKNESSES

OF
Racial prejudice against the Filipinos in
school
The country was opened to foreign trade (1834)­
resulted rapid rise of foreign firms in Manila.

Presence of Foreign traders - stimulated

agricultural production and export of sugar, rice.
hemp and tobacco.

Opportunities for trade increased Filipino contacts

with foreigners and peninsular Spaniards.

Number of families who prospered from foreign

commerce and trade, were able to send their sons
for an education in Europe.
../ The awareness of a completely
different type of society prevalent in Europe made these European­educated Filip
• Political instability started after the death of Ferdinand VII, Spain went through
a downward spiral as a world power.
• Mercantilism is an economic doctrine based on the idea that the country's wealth and
power can be measured in its stocks of goldand silver
• Galleon trade began in1565, a trade between Manila and Acapulco
• A new middle class families were created named "llustrados
• Social structure of filipino society is based on Liempeza de Sangre
• Educational system is under the supervision of the friars
• Economic opportunity arises as foreigners begun trading to Asia
 What are your thoughts on the
weaknesses both Spanish and modern
educational system?
 GRADE RUBRIC

Need
PERFORMANCE AREA
Excelle Good improvement Unacceptabl
10-7 6-4 3-2 1-0

Given clear and Given specific Given details No specific

Topic specific details on on details on the topic the topic description of the
the topic topic