Iliana Grace L.
De La Torre
Republic Act 1425
Frequently Asked Question: Why Filipino Students
are Required to Study the Life and Works of Rizal?
 IT IS MANDATED BY LAW
What is Republic Act 1425?
 Known as Rizal Law
 An act to include in the curriculum 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.
 IT WAS APPROVED ON JUNE 12, 1956
(5) The Law basically provides the following:
1. Requirement for students in the colleges and
universities to study the life, works and writings
of Jose Rizal; (Section 1)
2. Requirement for the colleges and universities to
have sufficient and unexpurgated copies of Rizal’s
works and writings especially his novels Noli Me
Tangere and El Filibusteresmo in their respective
libraries; (Section 2)
3. Translation and publication of Rizal’s works to
English and other dialects of the Philippines in
cheap editions and distribution of his works
through the Purok organizations; (Section 3)
4. Stipulation that the discussion of Rizal’s idea does
not violate the state’s prohibition of discussion of
religious beliefs in the country's public learning
institutions; (Section 4) and
5. The appropriation of the sum of 300,000 for the
publication of popular and cheap editions of
Rizal’s works. (Section 5)
Jose P. Laurel
 a chairman on the committee on education
sponsoring the bill and explained that since Jose
Rizal was the founder of the country’s nationalism
and had significantly contributed to the current
condition of the nation, it is only right that
Filipinos, especially the youth, know about and
learn to imbibe the great ideals for which the hero
died.
Rizal Law aims to accomplish the following goals:
1. To rededicate the lives of youth to the ideals of freedom
and nationalism, for which our heroes lived and died.
2. To pay tribute to our national hero for devoting his life
and works in shaping the Filipino character.
3. To gain an inspiring source of patriotism through the
study of Rizal’s life, works, and writings.
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HISTORY OF THE RIZAL LAW
 SENATE BILL 438 KNOWN AS RIZAL BILL,
AUTHORED BY SENATOR CLARO M.
RECTO IS CONSIDERED AS ONE OF THE
MOST CONTROVERSIAL BILLS IN THE
PHILIPPINES.
 RECTO’S ORIGINAL BILL MADE IT
OBLIGATORY FOR COLLEGE AND
UNIVERSITY STUDENTS TO STUDY THE
LIFE AND WORKS OF JOSE RIZAL.
WHAT MADE IT CONTROVERSIAL?
 THE BILL WAS NOT JUST FIERCELY
OPPOSED BY THE PEOPLE FROM
LEGISLATIVE BRANCH BUT ALSO BY THE
CATHOLIC CHURCH DUE TO THE
INCLUSION OF COMPULSARY READING OF
RIZAL’S NOVELS IN WHICH ACCORDING
TO THEM, CATHOLIC DOGMAS ARE
HUMILIATED.
 THE BILL WAS OPPOSED BY THREE
SENATORS NAMELY, FRANCISCO
RODRIGO, MARIANO CUENCO AND
DECOROSO ROSALES.
 THE CATHOLIC CHURCH WAS
INDIRECTLY INCLUDED IN THE DEBATES
AND PLAYED A MAJOR ROLE FOR THE
INTERVENTION OF SIGNING OF THE BILL
INTO A LAW.
 THE CATHOLIC BISHOPS CONFERENCE OF
THE PHILIPPINES (CBCP) SUBMITTED A
PASTORAL LETTER TO WHICH RIZAL
VIOLATED CANON LAW 1399 WHICH
FORBIDS OR BANS BOOKS THAT ATTACK
OR RIDICULE THE CATHOLIC DOCTRINE
AND PRACTICES.
SENATOR LAUREL, CREATED AMENDMENTS TO
THE ORIGINAL BILL IN WHICH OTHER NOLI ME
TANGERE AND EL FILIBUSTERISMO, WORKS
WRITTEN BY OTHERS ABOUT RIZAL WOULD BE
INCLUDED AND READING OF THE
UNEXPURGATED REVISION OF THE TWO NOVELS
WOULD NO LONGER BE COMPULSORY TO
ELEMENTARY AND SECONDARY LEVELS BUT
WOULD BE STRICTLY OBSERVED TO COLLEGE
LEVEL.
SENATOR LIM - SUGGESTED THE EXEMPTION
TO THOSE STUDENTS WHO FEEL THAT READING
RIZAL’S NOVELS WOULD NEGATIVELY AFFECT
THEIR FAITH.

SENATOR PRIMICIAS – PROMULGATES THE
RULES AND REGULATIONS IN GETTING AN
EXEMPTION ONLY FROM READING THE TWO
NOVELS THROUGH WRITTEN STATEMENTS OR
AFFIDAVITS AND NOT FROM TAKING THE RIZAL
COURSE.
AFTER THE REVISED AMENDMENTS, FINALLY,
THE BILL WAS SIGNED INTO LAW AS REPUBLIC
ACT 1425 BY PRESIDENT RAMON MAGSAYSAY
ON JUNE 12, 1956.
President Fidel V. Ramos
 In 1994, through Memorandum Order No. 247,
directed the Secretary of Education, Culture and
Sports and the Chairman of the Commission on
Higher Education to fully implement the RA
1425.
 In 1995, CHED Memorandum No. 3 was issued
enforcing strict compliance to Memorandum
Order No. 247.
Republic Act No. 229
 Is an act prohibiting cockfighting, horse racing,
and jai-alai on the thirtieth day of December of
each year and to create a committee to take charge
of the proper celebration of Rizal day in every
municipality and chartered city, and for other
purposes.
(7) The Importance of Studying Rizal
1. Provides insights on how to deal with current
problems.
2. It helps us understand better ourselves as
Filipinos.
3. It teaches nationalism and patriotism.
4. It provides various essential life lessons.
5. It helps in developing logical and critical thinking.
6. Rizal can serve as a worthwhile model and
inspiration to every Filipino.
7. The subject is a rich source of entertaining
narratives
REPUBLIC ACT NO. 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, PARTICULARLY
HIS NOVELS NOLI ME TANGERE AND EL
FILIBUSTERISMO, AUTHORIZING THE PRINTING
AND DISTRIBUTION THEREOF, AND FOR OTHER
PURPOSES”
 WHEREAS, today, more than any other period of
our history, there is a need for a re-dedication to
the ideals of freedom and nationalism for which
our heroes lived and died;
Iliana Grace L. De La Torre
3BSN2
 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 character;
 WHEREAS, the life, works and writing of Jose
Rizal, particularly his novels Noli Me Tangere and
El Filibusterismo, are a constant 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,
 SECTION 1. Courses on the life, works and
writings of Jose Rizal, particularly his novel Noli
Me Tangere and El Filibusterismo, shall be
included in the curricula of all schools, colleges
and universities, public or private: Provided, That
in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere and
El Filibusterismo or their English translation shall
be used as basic texts.
 SECTION 2. It shall be obligatory on all schools,
colleges and universities to keep in their libraries
an adequate number of copies of the original and
unexpurgated editions of the Noli Me Tangere and
El Filibusterismo, as well as of Rizal’s other
works and biography. The said unexpurgated
editions of the Noli Me Tangere and El
Filibusterismo or their translations in English as
well as other writings of Rizal shall be included in
the list of approved books for required reading in
all public or private schools, colleges and
universities.
 SECTION 3. The Board of National Education
shall cause the translation of the Noli Me Tangere
and El Filibusterismo, as well as other writings of
Jose Rizal into English, Tagalog, and the principal
Philippine dialects; cause them to be printed in
cheap, popular editions; and cause them to be
distributed, free of charge, to persons desiring to
read them, through the Purok organizations and
Barrio Councils throughout the country.
 SECTION 4. Nothing in this Act shall be
construed as an amendment or repealing section
nine hundred twenty-seven of the Administrative
Code, prohibiting the discussion of religious
doctrines by public school teachers and other
persons engaged in any public school.
 SECTION 5. The sum of three hundred thousand
pesos is hereby authorized to be appropriated out
of any fund not otherwise appropriated in the
National Treasury to carry out the purposes of this
Act.
 SECTION 6. This Act shall take effect upon its
approval.
Approved: June 12, 1956
 Iliana Grace L. De La Torre
3BSN2
Published in the Official Gazette, Vol. 52, No. 6, p. 2971
in June 1956.
Source: CDAsia
Question
Is there a law that considers Rizal a National Hero?
 There is no law, executive order, or proclamation
enacted or issued that officially proclaims any
Filipino historical personage as a "National Hero,"

(4) Types of Heroes

1. Epic Hero
2. Tragic Hero
3. Anti-Hero
4. Super Hero
QUESTION
ARE THOSE HEROES MENTIONED SIMILAR TO
THE NATIONAL HERO OF WHICH RIZAL FOR THE
FILIPINOS?
What is then a Hero?
HERO – A man of distinguished courage or ability
admired for his braved deeds and noble qualities.
(dictionary.com)

Does Rizal possess these qualities?

Can we note his courage or ability?
His brave deeds? His noble qualities?

Well, then if Rizal is not enough to be a hero who then

deserves to be the Philippines’ National Hero? Who do
you think must be our National Hero?
 Iliana Grace L. De La Torre
3BSN2
Topic: THE PHILIPPINES IN THE 19th CENTURY
(19th CENTURY FROM 1800 TO 1899) THE MUNICIPAL GOVERNMENT
 THE MUNICIPAL GOVERNMENT IS
SPAIN AND THE PHILIPPINES IN RIZAL’S TIME HEADED BY THE GOBERNADORCILLIO
OKAY SO
 SPANISH RULE WAS IMPOSED IN THE  HIS POWER AND RESPONSIBILITIES WAS
PHILIPPINES BY CONQUEST THE SAME AS THE GOVERNOR GENERAL
HOWEVER HIS POWER WAS LIMITED
 MIGUEL LOPEZ DE LEGAZPI ESTABLISHED ONLY IN THE TOWN OR PUEBLO
THE FIRST SPANISH SETTLEMENT IN 1565  HE ALSO HAD THE POWER OF “INDULTO
IN CEBU DE COMERCIO” OR THE POWER
(THE FIRST GOVERNOR GENERAL OF THE EXCLUSIVELY FOR THE
PHILIPPINES) GOBERNADORCILLIO TO ENGAGE IN
TRADING
 BEFORE THE CONQUEST THE FILIPINOS
HAD THEIR OWN INDIGENOUS CULTURE BARRIO GOVERNMENT
AND THEIR OWN GOVERNMENT, THE  THE BARRIO GOVERNMENT IS HEADED BY
BARANGAY HEADED BY A NATIVE THE CABEZA DE BARANGAY
CHIEFTAIN CALLED “DATU”.  THE FILIPINO WAS ALLOWED TO ASSUME
THE POSITION OF GOBERNADORCILLO
 THE PHILIPPINES BECAME A COLONY OF AND CABEZA DE BARANGAY ONLY AND
SPAIN AND SHE BELONGED TO THE KING ONLY GIVEN TO FILIPINO MALE, 23 YEARS
OF SPAIN. OLD, EDUCATED AND HAD PROPERTY OF
500 PESOS.
THE POLITICAL CONDITION OF THE
PHILIPPINES DURING THE THE SUPREMACY OF THE FRIARS OVER THE
19TH CENTURY COLONIAL GOVERNMENT
 THE DIFFERENT RELIGIOUS ORDERS HAD
 THE SPANISH COLONIAL GOVERNMENT IN THE GREAT CONTRIBUTION IN THE
THE PHILIPPINES RAN INDIRECTLY ESTABLISHMENT OF A SPANISH
THROUGH THE VICEROY OF THE SPAIN IN COLONIAL GOVERNMENT IN THE
MEXICO. COUNTRY.

SYSTEM OF GOVERNMENT  THE REGULAR PRIESTS OR SPANISH

 NATIONAL GOVERNMENT PRIESTS WERE ABLE TO DOMINATE THE
 THE PROVINCIAL GOVERNMENT CONTROL IN DIFFERENT PARISHES AND
 THE MUNICIPAL GOVERNMENT AND THE HAD THE POWER TO GET THE PARISHES
BARRIO OR THE BARANGAY FROM THE SECULAR OR THE FILIPINO
GOVERNMENT PRIESTS.

RESPONSIBILITIES OF THE GOVERNOR ABUSES OF THE SPANISH GOVERNMENT

GENERAL OFFICIALS
 THE EXCESSIVE POWERS AND PRIVILEGES
 HE IS THE CHIEF EXECUTIVE IN THE OF THE GOVERNOR GENERAL MADE HIM
WHOLE ARCHIPELAGO WEAK AND UNDISCIPLINED.
 HE IS THE HEAD OF STATE AND CHURCH
 HE IS THE COMMANDER-IN-CHIEF OF THE  THE PROVINCIAL GOVERNMENT WHERE
MILITARY THE ALCALDE MAYOR WAS THE
 HE HAD THE POWER OF CUMPLACE ADMINISTRATOR, JUDGE, MILITARY
COMMANDER WAS THE MOST CORRUPT
VISITADOR BRANCH OF THE GOVERNMENT.
 VISITED THE COUNTRY TO CHECK THE
ADMINISTRATION OF THE GOVERNOR CORRUPT SPANISH OFFICIALS
 GENERAL RAFAEL DE ISQUIERDO (1871-
RESIDENCIA 1873) – A BOASTFUL AND RUTHLESS
 LIVED IN THE PHILIPPINES TO OBSERVE GOVERNOR GENERAL, AROUSED THE
THE GOVERNOR GENERAL ANGER OF THE FILIPINOS BY EXECUTING
THE FATHERS GOMBURZA.
PROVINCIAL GOVERNMENT
 THE PROVINCIAL GOVERNMENT IS  ADMIRAL JOSE MALCAMPO (1874-1877) - A
HEADED BY THE ALCALDE MAYOR. GOOD MORE FIGHTER BUT WAS INEPT
ALCALDE MAYOR AND WEAK ADMINISTRATOR.
 IS THE HEAD IN THE PROVINCIAL LEVEL
 HE HAD THE POWER AND  GENERAL FERNANDO PRIMO DE RIVERA –
RESPONSIBILITIES LIKE THE GOVERNOR A GOVERNOR GENERAL FOR TWO TERMS
GENERAL BUT ITS POWER WAS LIMITED (1880-1883) AND (1897-1898), ENRICHED
IN THE PROVINCE
 Iliana Grace L. De La Torre
3BSN2
HIMSELF BY ACCEPTING BRIBES FROM THE FRAILOCRACY OR SECULARIZATION OF
GAMBLING CASINOS IN MANILA WHICH THE FILIPINO PRIESTS
HE SCANDALOUSLY PERMITTED TO
OPERATE.  FRAILOCRACY – THE SPANISH POLITICAL
PHILOSOPHY OF UNION OF CHURCH AND
 GENERAL VALERIANO WEYLER (1888 – STAY
1891) – A CRUEL AND CORRUPT
GOVERNOR GENERAL OF HISPANIC-  THE FRIARS, AUGUSTINIANS DOMINICANS
GERMAN ANCESTRY, ARRIVED IN AND FRANCISCANS CONTROL THE
MANILA. A POOR MAN AND RETURNED TO RELIGIOUS AND EDUCATIONAL LIFE OF
SPAIN A MILLIONAIRE. THE PHILIPPINES AND LATER IN THE 19 th
CENTURY, THEY CAME TO ACQUIRE
 GENERAL CAMILO DE POLAVIEJA (1896- TREMENDOUS POLITICAL POWER,
1897) – AN ABLE MILITARIST BUT INFLUENCES AND RICHES.
HEARTLESS GOVERNOR GENERAL, WAS
WIDELY DETESTED BY THE FILIPINO THE EDUCATIONAL SYSTEM DURING THE
PEOPLE FOR EXECUTING DR. JOSE RIZAL. SPANISH REGIME

THE PHILIPPINE REPRESENTATION IN THE  THE RELIGION IS STILL THE CENTER OF

SPANISH CORTES
 THE FIRST PERIOD OF THE PHILIPPINE
REPRESENTATION IN THE SPANISH
CORTES (1810-1813) WAS FRUITFUL WITH
BENEFICENT RESULTS FOR THE WELFARE
OF THE COLONY. HOWEVER, THE SECOND
PERIOD OF REPRESENTATION (1820-1823)
AND THE THIRD PERIOD (1834-1837) WERE
LESS FRUITFUL IN PARLIAMENTARY
WORK.
 THE REPRESENTATION OF THE OVERSEAS
COLONIES INCLUDING THE PHILIPPINES
IN THE SPANISH CORTES WAS ABOLISHED
IN 1837. SINCE THEN, THE PHILIPPINE
CONDITION WORSEN.
THE SOCIAL CULTURAL CONDITION
 THE SPANIARDS IMPOSED NEW SOCIAL
STRATIFICATION WHICH DISCRIMINATE
THE NATIVES IN THEIR OWN LAND.
PENINSULARES
INSULARES
CREOLES
THE EDUCATIONAL SYSTEM IMPOSED BY
THE SPANIARDS.
 GIRLS AND BOYS HAVE SEPARATE
SCHOOLS AND THEY ALSO HAVE
DIFFERENT CURRICULUMS.
 FOR MALE AND SECONDARY EDUCATION
1. COLEGIO MAXIMO DE SAN IGNACIO
FOUNDED IN 1589
2. COLLEGE OF SAN DIEGO FOUNDED IN 1599
3. ATENEO DE MUNICIPAL FOUNDED IN 1817
 THE CURRICULUM FOR MALES INCLUDES:
1. SPANISH HISTORY
2. LATIN PHILOSOPHY
3. CANON
4. CIVIL LAW
5. RHETORIC
 FOR FEMALE IN SECONDARY EDUCATION:
1. COLLEGIOS OF SANTA POTENCIANA IN
1591
2. SANTA ISABEL IN 1632
3. SANTA CATALINA DE SANA IN 1696
4. SANTA RITA COLLEGE IN 1719
5. COLEGIO DE IMMACULADA CONCEPTION
CONCORDIA IN 1868

INDIOS  THE CURRICULUM FOR FEMALES

INCLUDES:
1. RULES OF COURTESY
PENINSULARES – THE HIGHEST CLASS, SPANISH 2. VOCAL MUSIC
BORN IN SPAIN AND LIVE IN THE PHILIPPINES. 3. LANGUAGE
4. SEWING
INSULARES – SPANISH BORN IN THE PHILIPPINES
 THE EDUCATIONAL SYSTEM IS ALSO
CREOLES – THE THIRD CLASS, THEY ARE THE USED TO PACIFY THE FILIPINOS AND
MIX BLOOD OR COMBINATION OF SPANISH AND TRAIN THEM IN CATHOLICISM AND TO
FILIPINO FOLLOW LAWS IMPOSED BY THE
ILLUSTRADO – THE WELL EDUCATED FILIPINO SPANIARDS.
PRINCIPALIA – THE LAND OWNERS
 THE DEPARTMENT OF EDUCATION
INDIOS – THE LAST CLASS, THE UNFORTUNATE DURING THE SPANISH COULD NOT ALSO
AND DISCRIMINATED CLASS IN THE SOCIETY. PROVIDE ENOUGH BOOKS AND OTHER
INSTRUCTIONAL MATERIALS NEEDED
FOR THE QUALITY EDUCATION.

 THE PAROCHIAL SCHOOLS WERE
ESTABLISHED WITH THE SPANISH
MISSIONARIES AS THE TEACHERS
 STUDENTS WERE TAUGHT IN NATIVE
DIALECTS ALTHOUGH THERE WAS A LOT
REQUIRING THE CHILDREN TO BE
TAUGHT IN SPANISH
 RELIGION WAS THE MOST IMPORTANT
SUBJECT.
 AT THE END OF THE SPANISH PERIOD THE,
UNIVERSITY OF SANTO TOMAS WAS THE
ONLY INSTITUTION OF UNIVERSITY
LEVEL IN MANILA. IT WAS ESTABLISHED
IN 1611 SOLELY FOR THE SPANIARDS AND
MESTIZOS.
EDUCATIONAL DECREE OF 1863
(DECEMBER 28, 1863)
 EACH MAJOR TOWN IN THE PHILIPPINES
ESTABLISH AT LEAST ONE PRIMARY
SCHOOL, FOR BOYS AND ANOTHER FOR
GIRLS AND THE MEDIUM OF INSTRUCTION
IS SPANISH.
THE MORET DECREE OF 1870
 INTENDED TO SECULARIZE HIGHER
EDUCATION IN THE COLONY BUT THE
FRIARS OPPOSE THE IDEA OF THE
GOVERNMENT'S CONTROL OVER
EDUCATION.
THE ECONOMIC CONDITION OF THE
PHILIPPINES DURING THE 19th CENTURY
 TO SOLVE THE ISSUE OF GOVERNANCE.
MIGUEL LOPEZ DE LEGASPI CONVERTED
THE LAND OF THE INDIOS INTO THE
ENCOMIENDA.
 THE ENCOMIENDA IS A GRANT OF
INHABITANTS LIVING IN A PARTICULAR
CONQUERED TERRITORY WHICH SPAIN
GAVE TO SPAN SPANISH COLONIZER AS A
REWARD FOR HIS SERVICES.
THREE TYPES OF ENCOMIENDA
 ROYAL – THE TAXES WILL GO TO THE
KING OF SPAIN
 ECCLESIASTICAL – THE TAXES WILL GO
TO THE CHURCH
 PRIVADO – THE ENCOMIENDA GIVEN TO
THE FRIEND OF THE KING WHO HAD
CONTRIBUTION FOR THE COLONIZATION
THE DUTIES AND RESPONSIBILITIES OF
ENCOMIENDERO
1. THE RIGHT TO COLLECT TAXES
2. THE RIGHT TO MONITOR THE PEACE AND
ORDER
3. GOVERN THE PARCEL OF LAND GIVEN TO
HIM
HACHENDA'S OWNED BY THE FRIARS AND
SPANISH OFFICIALS
Iliana Grace L. De La Torre
3BSN2
 THE SPANISH FRIARS BELONG TO
DIFFERENT RELIGIOUS ORDERS WHERE
THE RICHEST LANDLORDS FOR THEY
OWN THE BEST HACIENDAS
SPECIFICALLY AGRICULTURAL LANDS IN
THE PHILIPPINES.
 THE RURAL FOLKS OR THE HUMAN
NATIVES WHO HAD BEEN LIVING IN
THESE HACIENDAS AND NAG EFFORT NA
I-CULTIVATING THEM FROM GENERATION
AFTER GENERATION BECAME TENANTS.
THE ABUSES OF GUARDIA CIVIL CHURCH
OFFICIALS AND POLITICAL LEADERS
 GUARDIA CIVIL – THE LAST HATED
SYMBOL OF SPANISH TYRANNY WHICH
WAS CREATED BY THE ROYAL DECREE OF
FEBRUARY 12 1852.
 IT WAS AMENDED BY ANOTHER ROYAL
DECREE ON MARCH 24 1888, FOR THE
PURPOSE OF MAINTAINING INTERNAL
PEACE AND ORDER IN THE PHILIPPINES.
 IT WAS PATTERNED AFTER THE FAMOUS
AND WELL DISCIPLINED GUARDIA CIVIL
IN SPAIN.
THE DIFFERENT SOCIAL ECONOMIC POLICIES
IMPOSED BY THE SPANIARDS
1. REDUCCION – THIS POLICY WAS
IMPLEMENTED SO THAT THE
GOVERNMENT AND PARISH PRIESTS
COULD EASILY MONITOR THE NATIVES
AND FOR THE EASY CONVERSION TO
CATHOLICISM.
2. BANDALA – THE NATIVES ARE OBLIGED
TO SELL THEIR PRODUCTS TO THE
SPANIARDS.
3. POLO y SERVICIOUS
 THE FORCED LABOR OF ALL FILIPINO
MALES FROM 16 TO 60 YEARS OLD FOR 40
DAY PERIODS.
 THE WORD POLO REFERS TO COMMUNITY
WORK AND THE LABORER WAS CALLED
POLISTA.
 THE ONLY WAY TO AVOID BEING FORCED
TO DO POLO y SERVICIO WAS TO PAY
FALLA
 IN 1884 THE 40 DAYS OF FOREST LABOR
WAS REDUCED TO 15 DAYS
THE EFFECTS OF POLO y SERVICIOUS
 DECREASE IN THE PRODUCTION IN
AGRICULTURE
 DECREASE IN THE POPULATION
 Iliana Grace L. De La Torre
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4. TAXATION

A. CEDULA – MALE AND FEMALE 18 YEARS

OLD AND ABOVE WILL PAY EVERY YEAR
FOR CEDULA.

B. SANTORIUM – TAX FOR THE CHURCH

C. DONATIVO de ZAMBOANGA – A TAX

SPECIFICALLY USED FOR THE CONQUEST
OF JOLO

D. TRIBUTE – IT MAY BE PAID IN CASH OR IN

KIND

E. THE TRIBUTE (BUWIS) OR TRIBUTO

 MIGUEL LOPEZ de LEGAZPI WAS FIRST TO
ORDER THE PAYMENT OF TRIBUTE. HIS
SUCCESSORS FOLLOWED THE PRACTICE.
 THE TRIBUTE OR BUWIS WAS COLLECTED
FROM THE NATIVES BOTH IN CASH AND
IN KIND.
 THE KING OF SPAIN PREFERRED THE
PAYMENT OF GOLD BUT THE NATIVES
PAID LARGELY IN KIND.

GALLEON TRADE
 THIS TRADING POLICY CHANGED THE
SYSTEM OF FREE TRADING IN THE
PHILIPPINES WHERE IN THE OTHER
NATIONALITIES LIKE THE CHINESE ARE
FREE TO EXCHANGE THEIR GOODS WITH
THE FILIPINOS WHO HAD EXTRA GOODS.

BOLETAS – THE TICKET FOR THE GALLEON

TRADE

THE EFFECTS OF THE GALLEON TRADE

1. THE DECREASE IN THE PRODUCTIVE OF

THE NATIVE INDUSTRY BECAUSE THE
ALCALDE MAYORS WHO WERE PART OF
THE TRADING IMPOSED THE PLANTING OF
COCONUT AND ABBA FIBERS THE
FARMERS WHO COULD NOT MEET THE
IMPOSED QUOTA WILL NEED TO PAY A
HEAVY FINE.

2. THE LOSS OF PROFIT OF THE LOCAL

INDUSTRY.

3. THE INTERCULTURAL EXCHANGES

BETWEEN THE PHILIPPINES AND MEXICO.
THE PRODUCTS OF MEXICO LIKE COCOA,
SAYOTE, BEANS, ETC.

4. THE COUNTRY WHILE THE MANGO OF

THE PHILIPPINES, RICE AND TEXTILES
WERE ABLE TO REACH MEXICO