LIFE & WORKS OF RIZAL
GEC 109 | 2ND SEMESTER 2023-2024
PRE-COLONIAL TIMES
 Before the Spaniards colonized the Philippines in the
sixteenth century, there existed local communities with
indigenous cultural beliefs and traditions. These were
suppressed when the Spaniards introduced the Catholic
religion, and implemented policies to organize
communities, in efforts to make the Philippines a colony
of Spain. These events transpired for hundreds of years
until the nineteenth century.
 It is important to note that before the Spanish arrived,
there was no such geopolitical entity as the
Philippines, as various ethnolinguistic communities
across the archipelago were divided into pockets of
kinship that traded not only with one another but also with
neighboring groups in the southeast and eastern Asian
regions.
 The writer Nick Joaquin, in Culture and History, aptly
observes that "before 1521 we could have been anything
and everything not Filipino; after 1565 we can be nothing
but Filipino.”
PRE-COLONIAL TIMES (ECONOMIC)
Means of Livelihood
o Pre-colonial Filipinos lived communally, having no
such notion as a private property. Owned by no individual,
lands were borrowed from the gods for the people to
cultivate through kaingin, or swidden-farming, or the wet
method, i.e., planting near sources of water. Other
indigenous groups-built rice terraces to overcome
mountains terrains.
o Aside from agriculture, they engaged in hunting, and the
game was shared among the members of the community.
As mentioned earlier, trading with neighboring
communities was common, including the Chinese, who
were then called Sangley, which literally means
"business" or "livelihood." Our early contact with the
Chinese gave us indigenizes words like kuya (older
brother, from ahia) and ate (for older sister, from achi).
Social Classes
▪ Datu - the ruling class
▪ Maharlika - the wealthy class
▪ Timawa - the freemen
▪ Alipin - the slaves
Two types of alipin:
▪ namamahay - owns a home
▪ saguiguilid - lives with master
PRE-COLONIAL TIMES (SOCIAL)
Shelter
o Although there are variations from one region or ethnicity
to another, typical native houses are made of light
materials and are elevated at about five feet for the
occasional flooding in riverine areas and to keep animals
out. The materials were nipa, various kinds of wood, or
bamboo, depending on what was ecologically available.
As land ownership was an alien concept, the light
materials facilitated for the dwellers to move around for
the most immediate sources of livelihood. (Mojares, 1983)
Arts
o The natives were music lovers, with each community
having their own musical instruments. For example, the
Jesuit missionary Francisco Ignacio Alcina marveled
that perhaps the Visayans would only stop singing when
they were asleep. (Mojares, 1997).
o Literature was largely oral, which both entertained the
community and served as a repository of the community's
life-ways and histories. The literary forms include the the
short narratives in verse called awit and the longer forms,
the folk epics. The folklorist Damiana L. Eugenio explains
that "Philippine folk literature reaches its highest point of
development in its epics." (Eugenio, 2001)
Beliefs
o With the exception of Islam in areas of Mindanao and Sulu
archipelago, the native religion was polytheistic, with
beliefs in Bathala (among the Tagalog), Magbabaya
(Higaonon), and Bagatulayan (Tinguian). The natives
also believed that life on earth is simply a passage into
another, as shown in the Manunggul burial jars from
Palawan.
Education
o The children learned from their parents the ways of the
community and, as mentioned earlier, their life-ways and
histories from the epic chanters. In all, learning is often
acquired through observation and practice. While men
were taught to hunt, fish, and do agricultural practices,
women were taught how to manage the household. The
form of education as we know, as it is derived from a
Western mode, was not yet introduced among the natives.
PRE-COLONIAL TIMES (POLITICAL)
Form of Government
o An organized community in the lowland is called a
barangay, a unit composed of individuals in extended
kinship groups.
o They are led by a datu, or a chieftain, who is chosen
based on any among the three traits: inheritance, age, and
extent of knowledge.
o The datu's responsibilities include: implementation of
laws, maintaining peace and order, recommendation of
laws to be implemented, providing protection, and
resolving conflicts.
o Conflicts in a barangay are resolved through: trial by datu,
trial by ordeal, and trial by war.
Taxation
o The datu collects taxes from the community as payment
for the people's protection. This is called buwis. The datus
are exempted from paying buwis.
Alliances
o Barangays form alliances for trade, peace, and mutual
protection.
o The alliances are sealed through sanduguan, or blood
compact, to ensure that each party is sincere and will
conform to the alliance.
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GEC 109 | 2ND SEMESTER 2023-2024
Arrival of the Spaniards
o In 1494, Spain and Portugal signed the Treaty of
Tordesillas, which neatly split the New World into two for
each of the empire. The western hemisphere belonged
to Spain, and the eastern, to Portugal. At that time, spices
were a major trade in Europe, thus the quest for a
monopoly in the Moluccas, or the Spice Islands (now in
Indonesia).
o Representing the Spanish empire, the Portuguese-born
Ferdinand Magellan set sail to find a westward route to
the Spice Islands, and, in 1521, he landed on Visayan
shores, setting in motion the centuries-long Philippine
becoming that would lead to Rizal.
Spanish Colonization
o Over the next decades, Spain sent more expeditions to
the Philippines. Following Magellan's voyage was one
led by Ruy López de Villalobos in 1543. His voyage
traveled to the islands of Samar and Leyte, which he
named Las Islas Filipinas. This name was soon adapted
to the whole archipelago.
SPANISH COLONIZATION
(TIMELINE OF THE OCCUPATION)
1565
o Another expedition arrived, led by Miguel Lopez de
Legazpi.
o The first Spanish settlement was established in Cebu.
o Spanish leadership with central rule was established in
many small communities
1571
o Following defeat of a Muslim leader
o Legazpi established Manila as capital.
1574
o Manila fought against the attack of the Chinese pirate
Limahong.
1603
o The Spaniards ordered to murder thousands of
Chinese.
o The Philippines supplied wealth to Spain in the galleon
trade.
o There were continual wars between the Spanish and
the Dutch and the Moros.
1762
o British troops invaded the Philippines in response to
Spain's entry to the Seven Years War.
1763
o The Treaty of Paris brought back Spanish rule.
o The British retreated.
1781
o The Sociedad Económica de Los Amigos del Pais was
founded.
1869
o The Suez Canal opened and cut travel time to Spain.
1896
o The Philippine Revolution broke out.
1898
o Emilio Aguinaldo claimed the country as independent.
It was later sold to United States for $20 million.
1899-1913
o Philippine- American war.
SPANISH COLONIZATION
 Spain used force and religion to occupy the islands. The
Philippines remained under Spanish rule for 333 years,
the way of life of its peoples changing significantly over
time.
SPANISH COLONIZATION (ECONOMIC)
Encomienda
o Upon King Philip II's order in 1558, lands in Cebu were
distributed to the Spaniards as encomienda.
o In the encomienda system, the encomenderos had the
right to collect tributes or taxes from the area assigned
to them.
o In return, the encomendero had to protect the natives,
ensure their conversion to Christianity, and promote
their education.
o Unfortunately, many encomenderos committed
abuses.
o This system was abolished in the seventeenth century,
and was replaced by civil and military leaders appointed
by the governor- general.
The Galleon Trade
o In 1815, the last ship of the Galleon Trade arrived in
Manila. For two centuries, the trade had been the
monopoly of Spain and plied the Manila-Acapulco
route. After such time, the trade was opened to any
foreign merchant.
o The demand for rice and abaca increased, and the
Philippine export industry continued to grow, especially
after Suez Canal opened.
o Manila was chosen as Philippine capital because it had
ports that welcomed ships. The galleon trade also
attracted the Chinese community, which became
dominant players in the commerce industry for centuries.
SPANISH COLONIZATION (POLITICAL)
Organization of Communities
o The Spanish wanted Filipinos to move near the stone
churches, a process called reduccion, which makes way
for the establishment of pueblos, or villages.
o Former barangay leaders, or datu, which was once an
inherited position, became a position appointed by the
Spaniards.
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SPANISH COLONIZATION (SOCIAL)
The Power of Church
o The appointed governor- general and the archbishop
fought for political power throughout the country.
o Archbishops, who also acted as lieutenant-governors,
dominated in political power throughout the
seventeenth and eighteenth centuries.
o Thus, Catholic institutions (schools, churches,
hospitals) and even bishops and priests accumulated
vast amount of wealth.
o Friars also studied the local language of their parish for
the natives' catechisms. They wrote dictionaries in
Tagalog, Bisaya, among others, which are now important
primary resources for researchers.
o Although local beliefs were suppressed, the natives
managed to indigenize their Catholic faith, such as the
ritualistic pomp and ceremony of the Sinulog, in Cebu,
while other communities, especially those that escaped
the reduccion, retained their life-ways and indigenous
practices.
THE PHILIPPINIES IN THE 19TH CENTURY
 One of the key events that shaped the nineteenth century
was the age of enlightenment in France. This sparked
the French Revolution of 1789, which overthrew
monarchy and gave birth to the French Republic.
 Other countries followed suit and began ascribing to the
ideas of freedom, equality, and liberty. They also believed
that the people should have sovereignty to determine
governance.
 These changes heavily influenced many changes across
Europe, and Spain was not spared.
Economic
▪ The End of the Galleon Trade
▪ The Opening of Suez Canal
▪ Opening of Ports to World Trade
▪ Rise of the Export Crop Economy and Monopolies
Political
▪ Conflicts in Spain
▪ Changes in Government Positions
▪ Rise of the Chinese Mestizo
▪ Rise of the Inquilino
▪ Power of the Church
▪ Growing Distaste of the Filipino Regime
Social
▪ Spread of Education
▪ The Return of Jesuits
▪ Ideas on Nationalism
▪ Interest in the Filipino Past
▪ The Rise of Filipino Clergy
▪ Liberal Reformists
▪ Execution of GomBurZa
▪ Propaganda Movement
19TH CENTURY PHILIPPINES (ECONOMIC)
The End of the Galleon Trade
o The Manila-Acapulco trade or the galleon trade lasted
for 250 years (1565-1815). It ended a few years before
Mexico gained independence from Spain.
o The Spanish crown then started direct control of the
Philippines from Madrid.
The Opening of Suez Canal
o With the invention of steam ships and the opening of the
Suez Canal, travel time between Spain and the
Philippines had been reduced from two months to 30
days, making trading with and governance of the faraway
colony easier.
Opening of Ports to World Trade
o The bankruptcy of the Royal Company of the Philippines
forced Spain to open Manila to world trade.
o Manila was a strategic harbor for trade and attracted
British, Americans, European, and Asian merchants.
Spain then lost its footing on the trade. Philippines
benefitted from importing products and machinery from
the west.
o The Philippines gained great economic growth around
this time.
Rise of the Export Crop Economy and Monopolies
o The export economy of the Philippines rapidly rose in
response to the growing demands from Europe.
o Manila expanded and more people built shops and
came to settle in the city.
o Foreign traders demanded mainly for Philippine
agricultural products, such rice, cigars, abaca (Manila
hemp), and sugar, which became the leading export crop.
o The export industry benefited the middle- and upper-
class, especially the hacenderos, who owned lands with
the said produce.
19TH CENTURY PHILIPPINES (POLITICAL)
Conflicts in Spain
o The conflicts among liberals and conservatives in
Spain stirred up governance in the country, which in turn
affected the governance of its colonies.
Changes in Government Positions
o Several Spanish bureaucrats took advantage of the
Philippines' growing economy and travelled to the
country under the pretext of governing it. Most of them
ended up lining their own pockets, benefitting from the
growing economy.
o Although short-lived, the Cadiz Constitution of 1812, the
first Constitution of Spain, influenced Filipinos in
introducing liberal ideas and a people-governed state.
With its enactment, "Filipino mestizos and criollos sought
changes in government bodies, the equality of opportunity
in acceding to public office, as well as new economic
guidelines." (Pérez de los Cobos, 2012)
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GEC 109 | 2ND SEMESTER 2023-2024
Rise of the Chinese Mestizo
o The population of Chinese mestizos exceeded 200,000
in the nineteenth century.
o Chinese mestizos were landholders and middlemen
wholesalers of local produce and foreign imports.
o Their influence was noticeable in Central Luzon, Cebu,
and Iloilo.
Rise of the Inquilino
o The inquilinos rented lands and had semi-feudal
relationships with their kasama (land tenants). However,
the prosperity brought about by the trade stirred conflict
as rents increased. The inquilinos started to challenge the
authorities of the friar hacenderos.
The Power of the Church
The spread of education produced ilustrados, who commonly
harbored anti-friar sentiments because of:
1. The abuses of the friars
2. The influence of the Spanish anticlericalism movement
3. Intermingling of the political and religious
characteristics of the Spanish patronato real, or royal
patronage.
o Some parish priests capitalized on the Filipinos'
Catholic faith to justify the ineptitude of the Spanish
government (i.e., the Catholic faith teaches humility and
devotion to Spain to save one's soul).
o Thus, there was clamor in the unhealthy influence of the
Catholic church to Filipinos and the government.
o Gov. Valeriano Weyler in 1891 expressed that, instead
of claiming that religion was an obstacle in the Philippines,
it should be used in Luzon and Visayas as a means of
government that justified the existence of different
religious orders in the provinces.
o The Spanish officials then rallied and supported the
importance of friars in influencing peace and order among
the Filipino people.
In 1872, Rafael Izquierdo (successor of Gov. Weyler)
expressed:
o "The religious orders have their defects, their vices and
their difficulties, but in the Philippines they have two
qualities which from the political point of view are so great
and so important that they oblige us to prescind from
whatever may be alleged against the. One of these
qualities is their unshakeable devotion to Spain, the other
is their influence on the natives, which even in the
weakened state in which it is today, is still sufficiently great
to consider it as a preserving factor. "(Schumacher, 1991)
o For the abuse of influence and oppressive policies, the
Filipino nationalists specifically targeted friars.
o Filipinos who were unable to attend school in Manila or in
Europe remained faithful to the Church.
o The ilustrados, on the other hand, realized that the
Catholic practices were regressive and that some of
their policies are oppressive.
o These conflicts with religion inspired many nationalists to
start the Propaganda Movement.
Growing Distaste for the Spanish Regime
o Spain was unable to provide basic needs (public
works, schools, peace and order, etc.) to its colonies
became more noticeable.
o The presence of guardias civiles (civil guards) in the
provinces failed to rid of tulisanes (bandits) and incited
fear because they harassed farmers for personal gain.
o The highly protective tariffs forced Filipinos to buy Spanish
textiles and other products when there were cheaper
British counterparts.
o The exploitative system and incapability of Spain to
maintain the Philippines stirred nationalists to propose
reform and, eventually, separation from the Motherland.
19TH CENTURY PHILIPPINES (SOCIAL)
Racial Hierarchy in the Spanish Colonies
o Racial hierarchy or caste segregated people according
to the color of their skin and social origin. The
peninsulares, born in the Spanish peninsula, thought
themselves superior to the insulares (or criollos), born in
the colonies. The mestizos, with their blood tainted with
the foreign, still enjoyed a good social standing. The
Sangleys (or the Chinese) were ghettoized, considered
as purveyors of venereal diseases. At the bottom were the
indios, followed by the negritos.
Spread of Education
o With the modernization of transport, families that could
afford higher education for their children sent them to
Europe to study. These young people were later called
ilustrados, or "the enlightened ones."
o The ilustrados spread and propagated liberal ideals and
stimulated discourse on reforms and nationalism.
o The spread of higher education however, was not
affordable for the middle- and lower-class Filipinos
Jose Rizal described the young Filipinos in Spain as:
o "These friends are all young men, criollos, mestizos, and
Malaya; but we call ourselves simply Filipinos. Almost all
were educated by the Jesuits. The Jesuits have surely not
intended to teach us love of the country, but they have
showed us all that is beautiful and all that is best.
Therefore I do not fear discord in our homeland; it is
possible, but it can be combated and prevented."
(Schumacher, 1991)
o The ilustrados learned the concepts and principles of
human dignity and justice, and the equality of all men.
They also imparted humanistic approach on literature,
sciences, and philosophy.
The Return of the Jesuits
o The Jesuits were suppressed by papacy in 1759, and
their order was only restored in 1814, by Pope Pius VII.
When they came back to the Philippines in 1859, with
mandate from Queen Isabel II to resume the
evangelization of Mindanao and Sulu, they brought with
them a modern and inclusive form of educational system.
LIFE & WORKS OF RIZAL
GEC 109 | 2ND SEMESTER 2023-2024
o They opened Ateneo Municipal, which became both a
primary and secondary school. It welcomed both Filipino
and Spanish students and taught languages such as
Latin, Spanish, Greek, French, and English. It also
introduced Natural Science in education.
o They also opened Escuela Normal de Maestos, which
aimed to provide Spanish-speaking teachers to teach in
their proposed new system of primary schooling. This,
however, induced conflict, as it allowed indios to learn the
Spanish language.
Ideas on Nationalism
o In these Jesuit-run schools concepts of humanistic
education began and opened a wider perspective for
Filipinos.
Jose Rizal, who was among those who studied in
Manila said:
o "the eyes of my intelligence opened a little, and my heart
began to cherish nobler sentiments and "my patriotic
statements greatly developed." (Schumacher, 1991)
o The Dominican-run institution University of Sto.
Tomas, despite its traditional approach in education,
nonetheless produced nationalist clergy leaders, such
as Fr. Jose Burgos and Fr. Mariano Sevilla.
o Other nationalist key figures who also shared a non-Jesuit
educational background were:
▪ Marcelo del Pilar (Colegio de San Jose)
▪ Emilio Jacinto (San Juan de Letran)
▪ Apolinario Mabini (UST)
o In 1843, Juan dela Matta, a Spanish official suggested to
close progressive educational institutions since they were
becoming a fundamental ground for subversive ideas.
o It was, however, the experience of the Filipino students
that truly nurtured nationalist ideals. According to
Schumacher (1991), they:
▪ became more conscious of the suffering of the
Filipino people;
▪ became aware of the backward Spanish political
system; and
▪ realized the inability of the Spanish government
to promote its own welfare and that of its
colonies.
Interest in the Filipino Past
o As the modern nation is a secular form of community,
meaning, a community whose common destiny lies
beyond the ken of the Catholic Church (Anderson
1983), the German preoccupation with the volk and
folklore to mine the past for a spiritual national identity
inspired Filipino students in Spain to follow suit. Rizal took
it as a project of creating national consciousness, while
Father Jose Burgos proposed the importance for
Filipinos to look back to their roots.
The Rise of the Filipino Clergy
o The lack of friars in the nineteenth century prompted
the training of Filipino priests.
o Fr. Pedro Pelaez, a Spanish mestizo, had Filipino priests
under his wing and argued that Filipinos were as capable
of spiritual leadership as the Spanish friars.
o He died in 1863, accused of subversion and serving as
key person in fighting for the rights of the Filipino clergy.
o After Pelaez's death, Fr. Jose Burgos took over his role
in advocating for the clergy.
o Burgos published an anonymous pamphlet to defend
Pelaez's memory and to call for justice for the treatment
against Filipino clergy.
Liberal Reformists
o Liberal reforms arose in 1860, pushing for:
▪ economic progress;
▪ modern legal system; and
▪ modern liberties (press freedom and association
of speech)
o They were mainly composed of criollos (Spaniards born
in the Philippines), who did called for reforms but not
secession from Spain. Among them were Joaquin Pedro
de Tavera, Antonio Regidor, and other lawyers and
merchants who would benefit from a reform.
The Execution of Filipino Priests
o Carlos Ma. dela Torre, a newly- appointed governor-
general, arrived in Manila in 1869 and promised reforms
and freedom of expressions in the Philippines.
o He possessed executive, legislative, and judiciary
powers and was supported by liberalists and the Filipino
clergy due to his promised reforms.
o When the Cavite Mutiny broke out and was immediately
quelled, in 1872, he ordered for the arrest of Filipino
clergy in Cavite, on grounds of inciting the disorder. He
also ordered for the execution of Filipino priests now
known as GomBurZa (for Mariano Gomez, Jose Burgos,
and Jacinto Zamora). Their execution would be influential
in Rizal's revolutionary ideas.
The Propaganda Movement
o This was composed of talented Filipino students who
were nationalist and had passion for reforms.
o They produced magazines, poetry, and
pamphleteering containing commentaries that were
mostly anti-clerical. Their writings saw publication in the
biweekly newspaper La Solidaridad. Later, we will discuss
Rizal's falling out from the movement because of differing
political views.
o In 1829, Rizal helped in established La Liga Filipina.
o Rizal was then arrested by the Spanish and sent to exile,
and was executed in 1986.
o The remaining members of the movement then formed the
Katipunan under the leadership of Andres Bonifacio, and
it aimed to expel the Spaniards from the Philippines.
Conclusion
❖ There occurred several economic, political, cultural, and
social shifts during the nineteenth century.
❖ These influenced Filipino groups and individuals to use
their passion for reforms and exhibit nationalist practices
through different means.
❖ Prominent among the groups was the Propaganda
Movement, which published the newspaper La
Solidaridad for reformist sentiments.
❖ Several groups such as liberal reformists and Filipino
priests also exhibited and fought for nationalist ideals
during the Spanish rule.