Gonzales, Miguel IV Q.
WEEK 3 ( The Ascendance of Chinese Mestizo ) …… Page 4
1G4
WEEK 1 ( The Rizal Law ) ………… Page 1
• Rizal Bill (1956) …………………… Page 1
• Senators who opposed the bill: ……. Page 1
• Groups who opposed the bill ……... Page 1
• Rizal Law (R.A. 1425) ……………...Page 1
• Important points of R.A. 1425 ……... Page 2
• Sections from R.A. 1425 …………... Page 2
WEEK 2 ( Nationalism ) ………………Page 3
• Nationalism ………………………. Page 3
WEEK 4 (Family, Childhood and Early Education of Rizal) Page….7
• The Rise of Liberal Ideas ………………………. Page 3
• Giving of Indulgence………………………. Page 3
• Giving of Indulgence………………………. Page 3
• The Development of in international Trading…………. Page 3
• The Political Instability in Spain………………………. Page 3
• The Administration of Carlos Maria de la Torre…………. Page 3
• The Issues of Secularization ………………………. Page 3
• The Execution of GomBurZa …………………. Page 3
• Father Gomez, Burgos, and Zamora ……………………. Page 3
• The Reformist ………………….Page 4
• The Organization for Reform ………………….Page 4
• Governador Luis Perez Dasmariñas ……… Page 4
• Chinese Mestizo Origin ………….… Page 4
• Filipinos with Chinese blood have occupied important positions in
the government. ………….… Page 5
• Chinese Mestizo proved to be a more significant element in the
Philippines society for three (3) reasons: ………….… Page 5
• ( 1571 ) ………….… Page 5
• Dilemma ………….… Page 5
• There are 3 person who describe Chinese mestizo: ……….… Page 5
• The Rise of the Middle Class to Social Prestige ……….… Page 5
• Manuel Bernaldez Pizzaro ……….… Page 5
• The authorities suggest promoting rivalry and jealousy, and to
foment antagonism between the two classes: ……….… Page 5
• Family of Jose Rizal ……….… Page 6
• Rizal's Childhood ……….… Page 6
• In his childhood, Jose was very curious about the things
around him. ……….… Page 6
• Early Education of Rizal ……….… Page 6
WEEK 5 (Agrarian Relation and the Friar Lands)
…….. Page 8
• History of Friar Land ……….… Page 7
• Hacienderos ……….… Page 7
• Galleon Trade ……….… Page 7
• Spanish Friars ……….… Page 7
• Agrarian Relations ……….… Page 7
• Hacienda De Calamba Dispute ……….… Page 7
• Tierras Palayeras ……….… Page 7
• Tierras Cañadulzales ……….… Page 7
• Tierras Catijanes ……….… Page 7
• The Mercado Family ……….… Page 8
WEEK 1 ( The Rizal Law )
The Rizal Law, the Theory of Nationalism and the 19th
Century Philippines
What justifications exist for including the study of Rizal into
college curricula? The Rizal Law (Republic Act 1425),
The Rizal Law (Republic Act 1425),
the Study of Rizal and Literature
Rizal Bill (1956)
• Proposed by Claro M. Recto and Jose P. Laurel
• Mandating schools to offer a course on Rizal’s life, works and
writings.
• Catholic schools threatened because of communist and anti-
Catholic Recto and Laurel.
• Archbishop of Manila, Rufino Santos, requested Recto to only
require the “expurgated” version of Rizal’s two novels.
• Recto refused and insisted the use of “unexpurgated” version of
Rizal’s novels.
• This is fight for Rizal’s legacy (Ocampo, 2012)
• However, the priests who opposed the passage of the bill
threatened the persons behind the bill and might to be considered
as “heretic.”
• In the same way the opposition threatened them by mentioning that
the schools handled by the Catholic Church. Might be closed if the
bill will be converted into law.
• Even so, Recto and Laurel countered the statement by saying that if
that were to happen, schools would be “nationalized” and the
government would convert these schools into Government-ruled
institutions.
Senators who opposed the bill:
1. Francisco “Soc” Rodrigo
2. Mariano Cuenco
3. Decoroso Rosales
Groups who opposed the bill:
1. Catholic Action of the Philippines
2. Congregation of the Mission
3. Knights of Columbus
Rizal Law (R.A. 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 Noli Me
Tangere and El Filibusterismo, Authorizing the Printing and
Distribution thereof, and for Other Purposes.”
• Enacted on June 12, 1956
• Co-written by Jose P. Laurel and mentioned the aims of the law:
• to rededicate the ideals of freedom and nationalism.
• to pay tribute to Rizal’s efforts.
• to gain inspiring source of patriotism from his works.
Fidel Ramos directed CHEd and DECS to fully implement the law
through CMO No. 247 in 1994, CMO No. 3 was issued to enforce
strictly the law in 1995
Important points of R.A. 1425
SECTION 3. The Board of National Education shall cause the
translation of the Noli Me Tangere and El Filibusterismo, as well as
WHEREAS, today, more than any other period of our history,
other writings of Jose Rizal into English, Tagalog and the principal
there is a need for a re-dedication to the ideals of freedom
Philippine dialects; cause them to be printed in cheap, popular
and nationalism for which our heroes lived and died;
editions; and cause them to be distributed, free of charge, to persons
desiring to read them, through the Purok organizations and Barrio
WHEREAS, it is meet that in honoring them, particularly the
Councils throughout the country.
national hero and patriot, Jose Rizal, we remember with
special fondness and devotion their lives and works that
SECTION 4. Nothing in this Act shall be construed as amendment
have shaped the national character;
or repealing section nine hundred twenty-seven of the Administrative
Code, prohibiting the discussion of religious doctrines by public
Sections from R.A. 1425
school teachers and other person engaged in any public school.
SECTION 1. Courses on the life, works and writings of Jose
SECTION 5. The sum of three hundred thousand pesos is hereby
Rizal, particularly his novel Noli Me Tangere and El
authorized to be appropriated out of any fund not otherwise
Filibusterismo, shall be included in the curricula of all schools,
appropriated in the National Treasury to carry out the purposes of
colleges and universities, public or private: Provided, That in
this Act.
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.
Significance of R.A. 1425
SECTION 2. It shall be obligatory on all schools, colleges and
• It provides insights on how to deal with current problems;
universities to keep in their libraries an adequate number of copies of
• It helps to understand better ourselves as Filipinos;
the original and unexpurgated editions of the Noli Me Tangere and
• It teaches nationalism;
El Filibusterismo, as well as of Rizal’s other works and biography.
• It provides various essential life lessons; and
The said unexpurgated editions of the Noli Me Tangere and El
• It serves as a worthwhile inspiration to every Filipino
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.
 WEEK 2 ( Nationalism )
Nationalism
• Andres Bonifacio - it was the highest and purest kind of love.
• The state of mind and deep sentiments of a certain group of people
towards their native land and to the people who belonged to the
nation.
• Begun when the people in the Philippines already realized that their
country was the Philippines and they were Filipinos.
Factors that led to the Rise of Philippine Nationalism
1. The Rise of Liberal Ideas
• The liberal ideas came to the Philippines thru the continuous
contact of the Filipino illustrados with the west.
• Marin Luther, a German clergy started to question the
different policies of the church which he thought did not
correspond with the teachings of the Bible.
Giving of Indulgence
• The French people had their revolution against the monarchy
of King Louis XVI and Marie Antoinette. They imposed
excessive taxes to people.
2. The Development of in international Trading
• The opening of Suez Canal - gave way to easy
transportation from Europe going to Asia.
• In 1834 the port of Manila opened for the international trade
and this brought tremendous development in the economy of
the Philippine.
• The Hecienderos and the inquilinos where able to
participates in the trading of tobacco, rice, sugar, abaca
and other Filipino goods.
3. The Political Instability in Spain
• Spanish monarch was threatened by liberalism.
• Continuous changes in the monarchy of Spain.
• During the Napoleonic Wars, The Spanish monarchy had
a lot of expenses so they imposed additional tax to the
people.
• Cadiz Constitution of 1812 - mandated the transformation
of the Spanish government.
4. The Administration of Carlos Maria de la Torre
• in 1868 - Governor General Carlos Ma de la Torre was a
liberal who was assigned in the Philippines.
• He abolished the espionage and implemented freedom of
speech.
• His liberal ideas made him the champion for the Filipinos
but angered the Spanish in Manila and the friars.
• Replaced by Governor General Rafael de Izquierdo.
5. The Issues of Secularization
• To travel Friars here, liberal administration in Spain ordered
to close their churches.
• They replaced the secular priest with regular pries and this
actin pushed the Filipinos to create a Secularization
movement.
6. The Execution of GomBurZa
• In 1861, Archbishop Gregorio Meliton Martinez issued
decree which removed the parishes of the secular priest from
them and transferred it under the control of the Recollects
and Jesuits priest.
• The Secular priest fought for their rights and sought the
assistance to the Marshal Francisco Serrano.
• To solve the problem, they replaced the secular priest with
regular priest and action pushed the Filipinos to create a
Secularization movement.
Father Gomez, Burgos, and Zamora
• In January 1872, the workers in Cavite arsenal had the rebellion
against the additional deductions in their salary and the loss of the
exemption in tribute.
• The rebellion happened in Cavite arsenal; however, the accused
leader of the rebellion was the GomBurZa.
• This was due to the testimony of Francisco Zaldua, the only witness
that they had.

The Reformist
1. Jose Rizal
• The greatest reformist in the Philippine Society.
• The first person who thought that the Philippines was a
nation and the Filipinos should be united and educated to
reform their own society.
• His novels and essays inspired the Filipinos to fight for the
rights and for their independence.
2. Graciano Lopez Jaena
• One of the greatest orators in the Philippine History
• Born on December 17, 1856 , in Jaro, Iloilo.
• Died in January 20, 1896, suffered on tuberculosis in
Barcelona.
• Writer of Fray Botod, a novel about the friar which he
described as a big bellied man, abusive, immoral and
selfish.
• He became the first editor in chief of La Solidaridad, a
newspaper that published the true condition of the
Philippines.
3. Marcelo H. del Pilar
• The second editor in chief of La Solaridad.
• Born in Bulakan, Bulacan on August 30, 1850.
• Died on July 4, 1896 because of tuberculosis.
• Founder of Diariong Tagalog, a newspaper which
published the nationalistic sentiments of the Filipinos.
• Writer of manuscript entitled Caiingat Kayo, the manuscript
which defended Rizal against the Friaars.
• Also writer of Dasalan at Tocsohan that criticized the praye
of Our Lady and Hail Mary.
• Chinese mestizos who converted to Catholicism.
The Organization for Reform
1. The Circulo-Hispano Filipino
• In 1882, The Organization of Spanish and Filipino in
Madrid, sought social reform from the Spanish government
in the Philippines.
• Minister of colonies discouraged the members to continue
fighting for its aim, that ended the existence.
2. The La Solaridad
• Founded on January 1, 1889
• February 15, 1889 when subscription first came out.
• A Newspaper which was the organ for the Filipinos to
express their sentiments for the Philippines and against the
Spanish colonial government.
• It is ended on November 15, 1895 because of lack of funds
and unity among its members.
3. The La Liga Filipina
• Founded by Dr. Jose Rizal
• On July 3, 1892
• In the house of Doroteo Ongjunco in Laguna
• La Liga Filipina aimed for the unity of the whole
archipelago.
• Mutual protection of law, defense against violence and
injustice and application of the reforms needed by society.
• After ( 3 ) three days of the foundation
• Dr. Jose Rizal exiled to Dapitan. Because of conflict, the
members split up into two groups.
WEEK 3 ( The Ascendance of Chinese Mestizo )
Chinese mestizo played an important part in the creation and
evolution of what is now called the ‘’Filipino nation’’.
1. Governador Luis Perez Dasmariñas
• 1594, he created Binondo as a permanent settlement for
Chinese Mestizo Origin
• Chinese Father & India or Mestiza Mother
• Male – Chinese Mestizo (whoever he marries)
• Female – (if married an Indio) – India (if married a mestizo)
– Mestiza
 Filipinos with Chinese blood have occupied important positions authorities, foreign firms and residents of Manila. Engaged landholding and
in the government. wholesaling.
The Rise of the Middle Class to Social Prestige
• Sergio Osmena
• Jose P. Laurel s
• Elpidio Quirino • Express themselves in novel artistic term.
• Ramon Magsaysay • They followed the model of Hispanic-European culture.
• Ferdinand E. Marcos • According to Wickberg the wealth they acquired and the
manner they spent it, made them the arbiter of fashion,
Chinese Mestizo proved to be a more significant element in the
customs and style of living.
Philippines society for three (3) reasons:

• Chinese mestizo was more numerous as there was a greater infusion 1. John Bowring- in 1850 he wrote that many of them adopt European
of chinese blood than any other blood in the Filipino. costume.
• Chinese mestiza was readily assimilated into the fabric of the native The Chinese Mestizo in the formation of the Filipino identity
society.
• They assume important roles in the economic, social, political life of • form their own Grenio de Sangley.
the nation.
Manuel Bernaldez Pizzaro
1571
• - He observed that Indio and mestizo clerics ‘’dangerous tendencies
• Spaniards founded the city of Manila.
to revolution.
• Colony involved, performing multiple services, trader, artisans and
domestics servant.
The Spanish Government put pressure or race hatred
• Became important to the needs of Capital.
between the Chinese mestizo and natives to separate the
Dilemma
two classes:
• Resolved by converting Chinese and encouraging marriage between
Catholic Chinese and Catholic Indio. • The native is strong in its number.
• The Chinese mestizo is intelligent and wealthy.sss
There are 3 person who describe Chinese mestizo:
The authorities suggest promoting rivalry and jealousy, and to foment
1. John Bowring- describe Chinese mestizo as more active and antagonism between the two classes:
enterprising, more prudent and pioneering, more oriented to trade
and commerce than Indio’s. • Declare the rank of gobernadorcillo for the Indio superior to that
2. Feoder Tagor- called Chinese mestizo as the richest and most meant of the mestizo.
enterprising portion of the entire population. • Have separate threats for each, by which they could attack and
3. W.G Palgrave- he described Chinese mestizo as intellectually. ridicule each other.
• Imposed land taxes on the Chinese mestizo and a distinctive
In 1760 the expulsion of many Chinese who occupied in Manila began
• dress for them.
because of their cooperation with the British Government. The absence of the
Chinese traders, the Chinese Mestizo became the provisioners of the colonial
Week 4 (Family, Childhood and Early Education of Rizal) Early Education of Rizal

• Jose Rizal’s first teacher was his mother, who had taught him how to
Family of Jose Rizal read and pray and who had encouraged him to write poetry. Later,
private tutors taught the young Rizal Spanish and Latin, before he
• Jose Rizal was born in wealthy family in Calamba, Laguna. was sent to a private school in Biñan.
• He was the 7th among the 11 children of Francisco Mercado Rizal • When he was 11 years old, Rizal entered the Ateneo Municipal de
and Teodora Alonzo Realonda. Manila. He earned excellent marks in subjects like philosophy,
• Jose had a Chinese ancestor from his father's side. physics, chemistry, and natural history. At this school, he read
• Don Francisco Mercado II is Jose Rizal's Father novels; wrote prize-winning poetry.
• Teodora Alonso Realonda mother of Jose Rizal • In his journals, he wrote, "My mother taught me how to read and to
• He had nine sisters and one brother and they are Saturnina Rizal was say haltingly the humble prayers which I raised fervently to God."
the eldest child among the siblings, followed by Paciano, Narcisa, • Leon Monroy, taught him the rudiments of Latin.
Olympia, Lucia, Maria, Jose, Concepcion, Josefa and the youngest • Jose had his early education in Calamba and Biñan. His education
was Soledad. was focused on reading, writing, arithmetic, and religion. Instruction
was imposed very rigidly and strictly. •
Rizal's Childhood • Rizal was able to acquire the necessary skills to prepare him for
• Jose’s parents made sure he and his siblings were well taken care of. higher education in Manila.
• Because Jose was so respectful and kind, many adults already • Rizal was able to acquire the necessary skills to prepare him for
welcomed him as a friend at a young age. higher education in Manila.
• In terms of academics, Jose was the most outstanding among all his
In his childhood, Jose was very curious about the things around him. classmates. He surpassed them all in Spanish, Latin, and other
• Jose Rizal was not a physically blessed or strong. But he had a subjects.
strong will that was nurtured and trained by his mother, who was his
first teacher.
• Jose Rizal learned his letters at the age of three.
• Three uncles who were brothers of his mother also had much
influence on the early childhood of Jose Rizal.
• The youngest uncle named Jose, took care of teaching regular
lessons to Rizal.
• His huge uncle Manuel developed his physique until he had a body
of silk and steel and no longer a skinny and sickly boy.
• The last uncle, Gregorio instilled in the mind of Rizal that it was not
easy to obtain something until you put effort into it.
• He can draw without lifting his pencil from the paper. Clay and wax
were the favorite play materials of Rizal to make models of birds
and animals.
• He also went on lengthy strolls with Usman, his large, black dog.
• Even in his childhood, He already knew how to respect the rights of
others and requested his elders to reason with him rather than get
mad at him for small offenses.
Week 5 (Agrarian Relation and the Friar Lands)
History of Friar Land
• The existence of Friar Lands in the Philippines can be traced back to
the early Spanish colonial period when Spanish conquistadors were
awarded lands in the forms of Haciendas for their loyalty to the
Spanish crown.
• Approximately 120 Spaniards were granted either large tracts of land
called Sitio De Ganado Mayor or smaller tracts called Caballerias.
Hacienderos
• People who owned the Haciendas
• Failed to develop their lands
• Spaniards were not expected to permanently stay in the Philippines.
Galleon Trade
• Based in Manila
• Appealed more to the Spaniards because it offered better economic
opportunities.
Spanish Friars
• Were able to acquire land through whatever means available to them.
• Lands were donated to the friars in exchange for spiritual favors.
• Many Filipinos believed that the friars had no titles to the lands they
owned because they acquired them through dubious means.
Agrarian Relations
• In the Agrarian Relations, the form of land property became its basis
as it is the primary means of agriculture production. Therefore, to
determine its nature, land ownership, and land tenure will be
determined through the comparison of Hacienda De Calamba and
Negros Haciendas, the two modes of export-oriented sugar hacienda
production in the 19th century Spanish Philippines.
• Hacienda De Calamba and Negros Hacienda were completely
different. The former being under a religious entity while the latter
not under a friar administration.
Hacienda De Calamba Dispute
• Was originally owned by Spaniards who donated the land to Jesuit
friars.
• In 1803, the hacienda was sold to Don Clemente de Azansa.
• Eventually sold to the Dominicans who claimed the ownership of the
hacienda until the late 19th century.
The lands of Hacienda de Calamba were classified into three for
the purpose of determining rents and each lands has its own
products being produced.
• Tierras Palayeras
➢ a land suited for Rice farming.
➢ this land produces “Palay”.
• Tierras Cañadulzales
➢ Sugar land.
➢ this land produces sugar cane.
• Tierras Catijanes
➢ Includes fishing ground and garden plots.
• In the 18th century, the export of agricultural crops started to
blossom.
• The inquilinato system was put into place.
• In this system,
• One who rented land for fixed annual amount, an Inquilino was
expected to give personal services to the landlords. If he or she failed
to do so, he/she would be expelled from the land
• The Inquilinos could also lease the land they were renting from the
landlord to a kasama or sharecropper who would then be responsible
for cultivating the land.
• The Inquilinato system functioned as a three-layered system with the
landlords on top, the inquilinos in the middle, and the kasamas at the
bottom
 Rizal’s family became one of the principal Inquilinos of the
hacienda. They rented one of the largest leased parcel of the
land measuring approximately 380 hectares.

The Rizal family got their income mainly from the land
ownership in the center arouse in the 1883, the family
evidently suffer.

And that’s the beginning of the suffering in the family of

Jose Rizal since the ownership of Hacienda de Calamba are
out of their hands.

The Mercado Family