RIZAL REVIEWER  Most of those who managed the hub were Chinese.

Eventually,
Spaniards feared them, taxed them, and even massacred them.
LESSON 1: RIZAL LAW
 Because of the Galleon trade, LIBERAL IDEAS entered the
REPUBLIC ACT 1425 OR “RIZAL LAW” Philippines.

 Why study Rizal?  The trade ended because of Mexico’s War of Independence in
1815.
1. Mandated by law

2. There are lessons contained within the course.  SUEZ CANAL 1869

 The people behind RA 1425

 Suez Canal – artificial sea waterway in Egypt. It
opened in 1869.
1. Sen. Claro M. Recto
 The canal made the distance of travel between
2. Sen. Jose P. Laurel SR. Europe and the Philippines shorter. It took 32 - 40
days to travel one way.
 What R.A. 1425 went through?
 Importation was not limited to commercial products
1. pro-Rizal vs. pro-Catholic but also of books, magazines, & newspapers with
LIBERAL ideas from America & Europe. The
2. Fist fight between Cong. Emilio Cortez and Cong Ramon Western political views entered the Philippine soil.
Durano
 Ilustrados were encouraged to study in Europe.
3. Walk-out of former Manila Mayor Arsenio Lacson during a
mass.  RISE OF THE EXPORT OF CROP ECONOMY

4. Burning of pastoral letter by 3,000 youth in front of the  Exportation of crops such as sugar, Manila hemp,
Quiapo church and coffee became progressive.

5. At UP, the course title of the Rizal subject is “Philippine  The growing population of Chinese in the
Institutions 100.” Philippines provided opportunities for them to work
as agents for the exportation of crops.
6. Catholic churches threatened to close their schools.
 Tobacco Monopolies
7. Some pro-Catholics threatened not to vote for Sen. Recto
anymore.  The Spanish government placed the Philippine
tobacco industry under the government control to
TH
LESSON 2: 19 CENTURY PHILIPPINES increase the gov’t revenue.

 The birth of modern life  Ilocos Norte & Sur, Abra, El Yu, Isabela, Cagayan

 Birth of nation-states around the globe  Filipino farmers were abused. The gov’t bought the
tobacco at very low prices. Farmers were not
 Massive changes in Europe, Spain and consequently in the allowed to keep even a piece of tobacco, so they
Philippines had to buy for themselves.

 Twilight of Spain.  These abuses prompted people in the North to seek

freedom from colonial bondage.

 Education in the 19th Century

 Economic Context
 Religion was a compulsory subject at all levels to
(Of the era in which Jose Rizal was born)
convert natives to the Catholic faith.

 King Philip’s Leyes de Indias mandated Spanish

authorities in the Philippines to educate the locals
1. The end of the Galleon Trade (read, write, & learn Spanish). But did they?

2. The opening of the Suez Canal  Less than 1/5 of the graduates could read & write,
and much lower could speak in Espanol.
3. The rise of the export of the Crop Economy
 Schools: elementary, H.S., & universities. There
 GALLEON TRADE (1565-1815) were no co-ed schools.

 Spain closed the ports of Manila to previous traders (China,
Japan, Siam, India) and allowed only Mexico. This gave birth to
Manila-Acapulco Trade or Galleon Trade. Mexico was a colony
of Spain.
 Exported: mango, rice, Chinese tea, porcelains
 Universities, initially, were opened only to Spaniards
& the mestizos. Eventually, it opened to the natives
though limited to the sons of wealthy Indio families.
 A new social class emerged known as Ilustrados,
though Spaniards still looked down on them.

 Imported: guava, avocado, horses, cattle  They formed the Propaganda Movement.

 This trading made Spain a very rich country.  One of the most prominent Ilustrados was Jose
Rizal.
 Manila became a trading hub where China, India, &
S.E. Asia sent their goods.

 The Rise of Chinese Mestizo

  Inquilino – “tenant” / a system of tenancy  7th of 11 siblings

 Friars were absentee landlords.  RIZALS SIBLINGS

 Spanish mestizos became the administrators. They 1. Saturnina

would collect rent of the inquilinos & remit it to the
estate owners. 2. Paciano

 Inquilinos rented a piece of land and hired farm 3. Narcisa

workers to cultivate it. This system became very
profitable that inquilinos acquired land of their own. 4. Olympia

5. Lucia
 Social Stratification
6. Maria
 Peninsular – pure blooded Spaniard born in Spain
7. Jose
 Insular – pure blooded Spaniard born in the
Philippines 8. Conception

 Mestizo – “Mixed” Spanish mestizo or Chinese 9. Josefa

mestizo
10. Trinidad
 Principalia – wealthy pure-blooded native
11. Soledad
 Indio – pure blooded native of the Philippines
 THE SURNAME RIZAL
 Chino infel – non-Catholic pure-blooded Chinese
 Jose’s great-great grandfather, Domingo Lamco
(Chinese merchant), adopted the name “Mercado”
which means “market”.
 THE POLITICAL LANDSCAPE
 Governor Narciso Claveria’s decree: to adopt
The spread of liberal ideas Spanish surnames. Jose’s father (Francisco)
adopted “Rizal”, which means “green
 a political and economic doctrine that emphasizes fields”.
individual rights, equality of opportunity and the
protection of individual rights.  Paciano suggested to his brother, Jose, to use
“Rizal” for his safety because Paciano gained
 Liberals believe that government is necessary to notoriety with his links to Fr. Burgos.
protect individuals from being abused; though, they
are also aware that the gov’t itself can pose a threat
to liberty.

 RIZAL’S BIRTH
 Factors that contributed to the idea of Liberalism in the
Philippines  Dona Teodoro was said to have suffered the
greatest pain during the delivery of her 7th child,
1. French Revolution in 1789-1799. Jose.

2. Spanish Revolution in 1868. Queen Isabella II was  Rizal’s head was bigger than normal.
deposed.
 EDUCATION AT HOME (CALAMBA)
3. The appointment of Gov. Gen. Carlos Maria Dela Torre to
the Philippines.  His mother taught him how to read and say prayers.

4. World Trade that carried printed materials discussing  Other mentors: Saturnina and 3 maternal uncles.
liberal ideas. He learned painting, martial arts & wrestling with
them.
5. Coming to the Philippines of Spaniards & other
Europeans with liberal mindset.  Private tutors were hired.

6. The European education of the Ilustrados  EDUCATION IN BINAN

 1869 – Jose was sent to a private school in Binan.

GOV. GEN. CARLOS MARIA DELA TORRE Paciano brought him there.

LESSON 3: RIZAL’S CHILDHOOD, FAMILY AND EDUCATION  He had his first fist fight and won.

Jose Protacio Rizal Mercado y Alonso Realonda  His father told him to study more.

 June 19, 1861 – December 30-1896  Dec 1870, Jose went back to Calamba.

 Born in Calamba  AT ATENEO

 Father – Francisco Rizal Mercado  1872 he enrolled to Ateneo

 Mother – Teodora Alonzo Realonda  He was lagging at first but he perceived

  “empire”
 1877- graduated with degree in Bachiller en Artes
with highest honors
 OTW TO MANILA AGAIN
 His father wanted to send him to manila again but
her mother was hesitant.
 AT UST
 UST in 1877-1882
 Course: Philosophy & Letters
 A year after he shifted to medicine
 Paciano found Jose a boarding house in Intramuros
but later transferred to Sta. Cruz.
 SHIFTED TO MEDICINE 1878
 Atenean rector advised him to.
 Because her mother’s eyesight is getting worse
 He took up land surveying in Ateneo while in UST
and passed
 WHILE IN UST
 He experienced brutality by Spaniards
 Defender of the Filipino race
 Spaniards: “Indio Chonggo”
 Rizal: “Kastila Bangus”
 Rizal would get into brawls
 UNHAPPY IN UST
 He was experiencing discrimination
 “Instructions were obsolete & repressive”
 So he decided to continue his studies abroad.
 EDUCATION IN EUROPE
 1882- left for Spain and enrolled at Universidad
Central de Madrid.
 Courses : Philosophy & Letters and Medicine
 1884 – received the degree in Medicine, age 23.
 1885 – received the degree in P&L with a grade of
“excellent”.
 In between studies, he met with fellow Ilustrados in
Madrid
 WHILE IN EUROPE
 He wrote the 1st half in Madrid.
 He got exposed to the idea of liberalism
 IN PARIS & GERMANY
 Went to Paris for a medical lecture to know more
about how to cure his mother’s advancing
blindness.
 Worked as an assistant to an ophthalmologist.
 Finished the whole novel, “Noli” in Berlin and was
published in 1887 with the help of Maximo
Viola.
 1887- back to Calamba
 JOSE’S HOMECOMING 1887
 restored his mother’s eyesight
 Opened a clinic and was known for dr. uliman
 Was advised to leave because of the fame of Noli
 BACK TO EUROPE
 February 1888 – went to HK and Japan.
 April – went to Great Britain
 In London, he manually copied and annotated
Morga’s Sucesos delas Islas Filipinas.
 Became very much involved in the Propaganda
Movement
 Brussels, 1891 – completed “El Fili”. His friend,
Valentin Ventura helped him in publishing it.
 SECOND HOMECOMING 1892
 June 21, 1892 – returned to the Philippines,
believing that the real struggle is here.
 July 6, 1892- arrested and exiled in Dapitan
LESSON 4: THE OTHER RIZAL
PACIANO RIZAL MERCADO (MARCH 9, 1851- APRIL 13, 1930)
 2nd of the eleven children
 tall, had fair complexion
 Serious and bowlegged
 He studied in San Jose, Manila, and at UST.
 He was said to be the “mensahero” of Fr. Burgos.
 He stopped studying after his roommate, Fr. Jose Burgos, was
executed.
 He farmed the land with his family.
 Paciano & Jose grew up in a patriarchal society. Being the
eldest son, he should have been the one to study abroad.
 He prodded Jose to write a historical book about the
Philippines.
 He became the father figure for his brother.
 Jose’s departure to Spain in 1882 was known only between the
two brothers.
 He was the absentee guardian of Jose while he was studying in
Spain. Paciano became the father
figure for his brother.
 He constantly sent money to Rizal (P50/month, then reduced to
P35/month, until he could no longer send)
 He updated Rizal through a letter about the friar’s abuses.
 He contributed financially to The Propaganda Movement &
spread La Solidaridad in the Philippines.
 After the GomBurZa execution, Paciano was part of the
“watchlist” long before Jose was spied on by officials.
 He became a farmer, and later a revolutionary general of KKK.
 He was tortured by the Spanish officials to squeal any
information about Rizal.
 His wealthy friend, Pedro Paterno, encouraged him to surrender
to the Spaniards.
 THE RIZALS IN KATIPUNAN
Paciano, Josefa and Trinidad
LESSON 5: THE AGARIAN DISPUTE
 WORRIES OF RIZAL
 His family was embroiled in a litigation case
concerning the Hacienda de Calamba
 This conflict greatly affected Rizal
 3 REASONS WHY THE SPANIARDS FAILED TO DEVELOP
THEIR LANDS
1. Spanish populations in the Philippines was transient
2. Market remained small
3. The galleon trade was based in manila which
offered bigger economic rewards and attracted
more Spaniards
 rice and sugar later served as the main commodities served
 Among the families arrived at the hacienda were
Rizal's ancestors who became one of the principal
inquilinos in the hacienda.
 Sugar was the main commodity planted in the
hacienda.
 In 1883, the conflict began to manifest itself as
Paciano Rizal wrote that the friars were collecting
rents without issuing the usual receipts.
 As a punishment for not being to pay for their rents,
the Dominicans declared the lands vacant.
 The charges against the friars continued with Rizal's
brother- in-law, Mariano Herboso, specifically
complaining about the yearly increase in rentals,
faulty irrigation systems, and failure to issue
receipts.
 Problems continued to escalate when in 1887, the
colonial government demanded from the tenants of
the bacienda
 The tenants complied and submitted a report, but
they also attached a petition authored by José
Rizal.
 The friars began to evict tenants who refused to pay
rent in 1891. Among those who were exiled to
remote areas in the country were Rizal's parents,
brother, and sisters.

 INQUILINATO SYSTEM
 Under this system, an individual rented land for a
fixed annual amount, known as canon. Aside from
the rent, the inquilino or lessee was also expected
to render personal services to his landlords.
 If the inquilino failed to satisfy these requirements,
he could face expulsion from the land. Usually, the
inquilino, in turn, would sub-lease the land to a
kasamá or sharecropper who would then take on
the task of cultivating the soil.
 Thus, a three-tiered system emerged with the
landlords at the top, the inquilinos at the middle, and
the sharecroppers at the bottom.

 By leasing the land to an inquilino, the religious

hacenderos freed themselves from the social
responsibilities borne from a direct interaction with
the sharecroppers since it was now the inquilinos
who dealt directly with the kasama.
 The sharecroppers, on the other hand, benefitted
from the arrangement because their labor
obligations to the religious estate allowed them to
be exempted from the responsibilities of forced
labor demanded by Spanish government.
 The downside to this type of arrangement, however,
was that two non- cultivating groups further
diminished the income of the sharecroppers. After
the inquilino paid his rent to the religious
bacenderos and deducted his own share, the
remaining amount of income would then be divided
among all the sharecroppers.
 The change in the social structure and land tenure
practices would eventually render the haciendas as
sites of contestation among the Spanish religious
hacenderos, the inquilinos, and the sharecroppers.
It is not surprising, then, that when the Philippine
Revolution broke out in 1896, the abuses in the friar
estates were often identified as one of the main
causes that instigated the revolt.

 FORMER OWNERS OF HACIENDA DE CALAMBA

 In 1759, a destitute Spanish layman, donated the
lands to the Jesuits on the condition that he would
be allowed to live in the Jesuit monastery for the
rest of his life.
 King Charles III on February 27, 1767
 DON MANUEL JAUREGUI

 In 1803, the government sold the property to a

Spanish layman, Don Clemente Azansa.