If Rizal was born in present-day, would he be a different person? In this slide, we will examine the 19th century Philippines and uncover the economic, social, political, and cultural context of Jose Rizal, the national hero of the Philippines. We will also analyze the historical forces that have shaped him and the society we know of today.
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Rizal was born in the 19th century, a time of significant changes in the world, including the emergence of modernity, a transition from traditional ways of life to new ideas, attitudes, and institutions. During this era, the industrial revolution was taking place, resulting in new forms of work and leisure, urbanization, and the growth of cities. The 19th century was also characterized by various political upheavals, including the American and French Revolutions, influenced by the Enlightenment, a philosophical movement that valued reason, rationality, and individualism. This wave of political change challenged the power of the monarchy and paved the way for new forms of governance based on individual rights, nationalism, and freedom.
Rizal grew up amidst the Philippines' struggle for independence and the shifting social, economic, and political landscape of the time, which played a role in shaping his perspective on life. To better understand why Spain was experiencing a slow decline during this period, we need to examine its economic condition, particularly in the Philippines. Trading was already apparent among the ancestors before the Spaniards colonized the Philippines. Early Philippine merchants traded with various countries, including China, Japan, Siam, Cambodia, India, Borneo, and the Moluccas. However, the Spanish Crown saw an opportunity to profit from this trade and eventually closed the ports of Manila to all countries except Mexico. This created a monopoly because Spain had exclusive control over the trade route and the goods that were traded, hence the birth of the Manila-Acapulco Trade, also known as Galleon Trade.
The trade monopoly that emerged from the decision made Manila the center of commerce in the East. Mangoes from Manila, as well as tamarind, rice, carabao, Chinese tea, textiles, fireworks, perfume, precious stones, and tuba were sent to Mexico. On the return voyage, numerous and valuable flora and fauna were brought into the Philippines, including guava, avocado, papaya, pineapple, horses, and cattle. Spain became a mercantilist superpower. But not forever.
By the late 18th century, the Galleon system faced tough competition as other nations became self-sufficient and preferred direct trade. Spain's trading system and the demand for Asian goods eventually declined. Revolts, particularly in the War for Independence in Mexico, took place in the New World, thus shifting the focus and priority of consumers away from trade. With the old trade system no longer sustainable, the Galleon Trade was ended by decree during the first decade of the 19th century.
Rizal studied medicine at the University of Santo Tomas from 1877-1882 but faced discrimination as a Filipino student. He excelled in his studies at the Ateneo de Manila and won several literary prizes for his poems and plays. However, Rizal struggled under the outdated and repressive teaching methods at UST. He was also the champion of Filipino students against arrogant Spanish students, leading to confrontations. Despite his academic achievements, Rizal failed to win high honors at UST due to hostility from Dominican professors.
Chapter 8: Noli Me Tangere Published in Berlin (1887)Anthony Javier
The document summarizes key details about the writing and publication of Jose Rizal's novel Noli Me Tangere. It describes how Rizal was inspired by Uncle Tom's Cabin to write about the suffering of the Filipino people under Spanish rule. It outlines his process writing the novel over several years in different locations. It also discusses how his friend Maximo Viola loaned him funds to have it published in Berlin in 1887 after finding Rizal in poor health and condition. Finally, it provides an overview of some of the main characters and plots of the novel.
The document summarizes Jose Rizal's novel Noli Me Tangere. It describes how Rizal was inspired to write the novel after reading Uncle Tom's Cabin. He began writing it in Madrid in 1884 and finished it in Berlin in 1887. Some of the main characters introduced are Crisostomo Ibarra, Maria Clara, Padre Damaso, and Elias. The summary outlines some of the key plot points in the novel including Ibarra learning about his father's death, the picnic incident, and Ibarra's attack on Padre Damaso which leads to his exile.
Rizal was exiled to Dapitan by the Spanish authorities due to charges that his writings were anti-Catholic and promoted revolution. In Dapitan, Rizal made the best of his situation by practicing medicine, teaching local children, undertaking community development projects like improving the water system, and engaging in scientific studies. He lived a productive life during his exile, gaining respect from the locals. However, his exile ultimately came to an end with his arrest and execution in Manila in 1896.
Rizal was exiled to Dapitan by the Spanish authorities due to his writings and activities. During his 4 years in exile, he developed the town through infrastructure projects, agriculture, medicine and teaching. He established a model community and school. However, he was still monitored by Spanish spies. Rizal made the best of his situation in Dapitan and contributed greatly to the development of the town.
Rizal decided to study abroad in Europe without his parents' consent. He traveled to Singapore and then continued on to locations like Ceylon, Aden, Italy, France, and Spain. In Spain, he studied medicine and philosophy and was involved in writing and political activism. He experienced hardship but also made important connections. He later traveled throughout Europe including to Germany where he did further study and research, worked in medical clinics, and wrote his first novel which inspired political change.
Under Spanish colonial rule in the 19th century, the Philippines had an inefficient and corrupt centralized administration system with the governor-general wielding absolute powers. The society was feudal and based on racial discrimination, with Peninsulares at the top of the social hierarchy. Education was limited, religion-oriented and aimed at promoting Spanish culture. While the 1863 decree expanded access, schools remained inadequate and under friar control.
Rizal studied medicine at the University of Santo Tomas from 1877-1882 but faced discrimination as a Filipino student. He excelled in his studies at the Ateneo de Manila and won several literary prizes for his poems and plays. However, Rizal struggled under the outdated and repressive teaching methods at UST. He was also the champion of Filipino students against arrogant Spanish students, leading to confrontations. Despite his academic achievements, Rizal failed to win high honors at UST due to hostility from Dominican professors.
Chapter 8: Noli Me Tangere Published in Berlin (1887)Anthony Javier
The document summarizes key details about the writing and publication of Jose Rizal's novel Noli Me Tangere. It describes how Rizal was inspired by Uncle Tom's Cabin to write about the suffering of the Filipino people under Spanish rule. It outlines his process writing the novel over several years in different locations. It also discusses how his friend Maximo Viola loaned him funds to have it published in Berlin in 1887 after finding Rizal in poor health and condition. Finally, it provides an overview of some of the main characters and plots of the novel.
The document summarizes Jose Rizal's novel Noli Me Tangere. It describes how Rizal was inspired to write the novel after reading Uncle Tom's Cabin. He began writing it in Madrid in 1884 and finished it in Berlin in 1887. Some of the main characters introduced are Crisostomo Ibarra, Maria Clara, Padre Damaso, and Elias. The summary outlines some of the key plot points in the novel including Ibarra learning about his father's death, the picnic incident, and Ibarra's attack on Padre Damaso which leads to his exile.
Rizal was exiled to Dapitan by the Spanish authorities due to charges that his writings were anti-Catholic and promoted revolution. In Dapitan, Rizal made the best of his situation by practicing medicine, teaching local children, undertaking community development projects like improving the water system, and engaging in scientific studies. He lived a productive life during his exile, gaining respect from the locals. However, his exile ultimately came to an end with his arrest and execution in Manila in 1896.
Rizal was exiled to Dapitan by the Spanish authorities due to his writings and activities. During his 4 years in exile, he developed the town through infrastructure projects, agriculture, medicine and teaching. He established a model community and school. However, he was still monitored by Spanish spies. Rizal made the best of his situation in Dapitan and contributed greatly to the development of the town.
Rizal decided to study abroad in Europe without his parents' consent. He traveled to Singapore and then continued on to locations like Ceylon, Aden, Italy, France, and Spain. In Spain, he studied medicine and philosophy and was involved in writing and political activism. He experienced hardship but also made important connections. He later traveled throughout Europe including to Germany where he did further study and research, worked in medical clinics, and wrote his first novel which inspired political change.
Under Spanish colonial rule in the 19th century, the Philippines had an inefficient and corrupt centralized administration system with the governor-general wielding absolute powers. The society was feudal and based on racial discrimination, with Peninsulares at the top of the social hierarchy. Education was limited, religion-oriented and aimed at promoting Spanish culture. While the 1863 decree expanded access, schools remained inadequate and under friar control.
This document provides an overview of the major changes and challenges of the 19th century that influenced Jose Rizal's life and work. It discusses the rise of nationalism, spread of democracy, modernization through the Industrial Revolution, advancements in science and technology, growth of imperialism, and new ideas that fostered growth. Specific events like the American and French Revolutions are mentioned. The effects of the Industrial Revolution on living standards, population growth, and the rise of capitalism are summarized. Responses to social problems created by these changes from different groups are also outlined.
Rizal returned to the Philippines in 1887 against warnings from friends and family. He established a medical practice in Calamba and opened a gymnasium. However, his novel Noli Me Tangere faced harsh criticism from religious authorities who deemed it heretical and subversive. Rizal was compelled to leave Calamba due to threats to his family's safety. Before departing, he wrote a poem commemorating the town of Lipa.
Controversy over Rizal Law and Rizal Centennial (1861-1961)Zille Rodriguez
The Rizal Law of 1956, also known as Republic Act No. 1425, mandates that all educational institutions in the Philippines offer courses about Jose Rizal, including his novels Noli Me Tangere and El Filibusterismo. The law was strongly opposed by the Roman Catholic Church due to the anti-clerical themes in Rizal's novels. Senator Claro M. Recto was the main proponent of the bill, which was signed into law by President Fidel V. Ramos in 1956 despite opposition from the Catholic Church and some members of the Senate. The controversy arose from claims by the Catholic Church that requiring students to read Rizal's novels would violate freedom of conscience and religion.
Rizal returned to the Philippines after 5 years in Europe. He practiced medicine in Calamba and lived quietly, but his enemies who were angry about his book "Noli Me Tangere" threatened him. The Governor General met with Rizal after concerns about subversive ideas in the book, but found nothing wrong with it after reading it. However, powerful Spanish priests in the Philippines still banned the book and wanted to destroy Rizal.
The document discusses the political, economic, and social aspects that shaped the Philippines during the 19th century under Spanish colonial rule. This includes the impact of the Bourbon Reforms, the introduction of the Cadiz Constitution, the end of the Galleon trade, the opening of the Suez Canal, the rise of the Chinese mestizos and inquilinos social classes. Overall, these changes introduced ideas of liberalism, nationalism and calls for more rights and representation among Filipinos during Rizal's time in the late 19th century.
This document provides details about Jose Rizal's education history. It describes that he started at the Ateneo de Manila where he took surveying courses. He then enrolled at the University of Santo Tomas in 1877 at age 16 to study Philosophy and Letters, and later transferred to the medical program. The document outlines the various courses and grades he achieved in his studies at UST from 1877-1882. It also mentions some of his literary works and romantic interests during this time period as a student in Manila.
The document provides details about Republic Act 1425, also known as the Rizal Law. It mandates that the works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, be included in the curriculum of all public and private schools, colleges and universities. The law aims to rekindle nationalism in the hearts of Filipinos, especially youth. It discusses the requirements of the law for educational institutions to include Rizal's works in their curriculum and have copies available.
Rizal chapter 21- THE SECOND HOMECOMING AND LA LIGA FILIPINAleahamper29
Rizal made his second homecoming to Manila in June 1892, where he sought meetings with Governor General Despujol to negotiate for pardons for his family members. During this time, he also visited friends in Central Luzon and founded the civic league Liga Filipina. On July 6, Rizal was arrested and jailed in Fort Santiago on accusations of publishing anti-Spanish writings. He was then deported to Dapitan on July 15, where he began his four-year exile.
Rizal Course: Chapter 5 Medical Studies at University of Santo TomasRoy Capangpangan
Rizal's mother opposed him pursuing higher education due to fears of what happened to Gom-Bur-Za. Despite this, Rizal enrolled at UST and later studied medicine on the advice of the Ateneo rector to cure his mother's blindness. Rizal excelled in his studies and extracurricular activities. However, he faced discrimination from the Dominicans and decided to continue his studies in Spain due to the rampant bigotry in UST.
Travels of Rizal Powerpoint Presentation
REFERENCES:
Dante Desiderio, A. E. (2005). Rizal: Mga Piling Kwento ng Pag-ibig at Pakikipagsapalaran. Manila: Rex Bookstore, Inc. .
Estela G. Adanza, L. A. (2002). ISang Aklat sa Pandalubhasaang Kurso: Jose P. Rizal. Manila: Rex Bookstore, Inc. .
Gregorio F. Zaide, S. M. (1994). Jose Rizal: Life, Work,s and Writings of a Genius, Writer, Scientist and National Hero. Quezon City: All-Nations Publishing Co., Inc.
Ocampo, A. (2008, April 11). Rizal the Traveler. Retrieved February 10, 2009, from Inquirer: http://tinyurl.com/joserizal
Quote, B. (n.d.). Rizal Quotes. Retrieved February 10, 2009, from Brainy Quote: http://www.brainyquote.com/quotes/authors/j/jose_rizal.html
The Secularization Of Priests During The Spanish PeriodJunhel Dalanon
The Suez Canal, which opened in 1869, connected the Red Sea and Mediterranean Sea, shortening travel time between places like Barcelona and Manila from 3 months to 32 days. This made trade in the Philippines more profitable and brought foreign merchants and progressive ideas. However, it also sparked desires for freedom and improvement. There was also a controversy between regular priests belonging to religious orders and secular priests over authority in parishes. In 1774, the Archbishop assigned secular priests to replace regular priests who refused bishops' visits to parishes, though regulars considered Filipinos unfit to be priests. The issue took on racial overtones as Spaniards favored their own regular priests over Filipinos.
Rizal was born in 1861 in Calamba, Laguna to a wealthy family. He was a gifted student from a young age, excelling in his studies and showing a talent for art and languages. He was taught at home by his mother initially before attending private schools. Rizal later studied medicine in Manila, Madrid and Paris, earning his medical degree. Throughout his childhood and education, Rizal demonstrated an intense curiosity and desire to learn.
Rizal spent his second sojourn in Paris during the 1889 Universal Exposition. While there, he lived with friends like Valentin Ventura and had Filipino roommates like Capitan Justo Trinidad and Jose Albert. In Paris, Rizal spent most of his time studying at the Bibliotheque Nationale and socializing with friends. He also continued his art, fencing lessons, and language studies. During this time, he wrote articles for La Solidaridad and worked on his second novel El Filibusterismo.
Chapter 9: Rizal's Grand Tour In Europe Tour In Europe With Viola TriciaVillalobos
Rizal and Viola began their tour of Europe in Berlin, then visited cities like Dresden, Prague, and Vienna. They had a particularly happy time in Leitmeritz visiting with Professor Blumentritt and his family. Along the way, they met professors who showed them historic sites. Their tour continued through cities in Switzerland like Geneva before Rizal visited important places in Italy like Rome. The trip allowed Rizal to see important places and experience different cultures, but he was upset to hear about the poor treatment of Igorots displayed at an exhibition in Madrid.
Upon his return to the Philippines in 1892, he was arrested by the Spanish government for being a subversive and for his reported involvement in the rebellion. He was then exiled to the island of the Dapitan in the southernmost island group of the Philippines, Mindanao.
Rizal traveled extensively through Europe, furthering his studies in ophthalmology and observing different cultures. He spent time in Paris, Heidelberg, Leipzig, and Berlin, making important connections with scientists and scholars. In Berlin especially, he immersed himself in the scientific community and published his first novel, Noli Me Tangere. However, Rizal experienced great poverty during the winter of 1886 in Berlin, surviving on only one meal a day until his brother Paciano raised money to support him.
Rizal and other heroes heroines chapter 10 rizal's first home coming 1887-88Mary Grace Mancao
Rizal returned home to the Philippines in 1887 after being warned that his novel Noli Me Tangere had caused uproar among the friars. Upon arriving, he established a medical practice and helped his partially blind mother. However, controversy over the Noli grew, with the friars attacking it as heretical and subversive. Defenders including Rizal's former teacher defended the work. Threats against Rizal's life increased and he was forced to leave the Philippines in 1888 for his own safety, though he remained committed to serving his country from abroad.
Rizal was exiled to Dapitan where he lived productively for four years. He established a school, hospital, farm, and engaged in business. Rizal contributed to the community through his work as a physician, scientist, inventor, and engineer. He had a romantic relationship with Josephine Bracken. When offered a position in Cuba, Rizal's exile ended as he departed sadly from the community in Dapitan that he had helped develop.
GE Rizal: The Philippines of Rizal's Time (11 Evil Colonial Power)iamclaii
During Rizal's time in the Philippines, the country suffered under oppressive Spanish colonial rule. The Spanish governance was unstable, with frequent changes in leadership. Colonial officials were often corrupt, accepting bribes and imposing harsh punishments. Filipinos had no representation and no rights, facing racial discrimination, abuse of forced labor systems, and an unjust legal system dominated by corrupt friars. This exploitation and oppression ignited nationalist sentiments and a desire for reforms that figures like Rizal sought to advocate.
02 - 19th Century Philippines as Rizal's Context | Life and Works of Rizal (S...Humi
The 19th Century marked a significant shift towards modernity, which entailed a break from traditional ways of life and the emergence of new ideas, attitudes, and institutions. It was also part of the Age of Revolution, as it was characterized by several transformative events, including:
Industrial Revolution: The industrial revolution brought about new modes of production, transportation, and communication, leading to a shift from manual labor to machine-based production. This transformation of the economy and society resulted in new forms of work and leisure, as well as urbanization and the growth of cities.
Political Revolutions: Various political revolutions occurred during the 19th and late 18th century, such as the American Revolution and the French Revolution. These political upheavals were heavily influenced by the Enlightenment, a philosophical movement that valued reason, rationality, and individualism. The wave of political change challenged the power of the monarchy and paved the way for new forms of governance based on individual rights, nationalism, and freedom.
Whilst different parts of Europe were flourishing, such as Britain due to the Industrial Revolution and France due to the French Revolution, Spain was experiencing a slow decline.⁸ To better understand why, we need to examine its economic condition during this period.
Trading in the Philippines can be traced back to the time before the Spanish colonization. Early Philippine merchants traded with various countries, such as China, Japan, Siam, Cambodia, India, Borneo, and the Moluccas. When the Spanish Crown arrived, they saw an opportunity to profit from this trade. They closed the ports of Manila to all countries except Mexico, which was also a colony of Spain during the 16th century.⁹
This decision created a trade monopoly, known as the Manila-Acapulco Trade or Galleon Trade, which made Manila the center of commerce in the East.¹⁰ The goods traded included mangoes, tamarind, rice, carabao, Chinese tea, textiles, fireworks, perfume, precious stones, and tuba (a coconut wine). These were sent to Mexico and, on the return voyage, numerous and valuable flora and fauna were brought into the Philippines, including guava, avocado, papaya, pineapple, horses, and cattle. The trade monopoly made Spain a mercantilist superpower for a while. However, it did not last forever.
The document discusses the major economic, social, political, and cultural changes that occurred in the Philippines during the 19th century. It provides context for Jose Rizal and his role in awakening Philippine nationalism. Some key events discussed include the establishment of the Suez Canal which opened the Philippines to trade with Europe, the development of an agricultural cash crop economy, the introduction of a class system consisting of Peninsulares, Insulares, Mestizos, Chinese, and Indios, reforms to education, and the role of Filipino students studying abroad in Spain in accelerating nationalism.
This document provides an overview of the major changes and challenges of the 19th century that influenced Jose Rizal's life and work. It discusses the rise of nationalism, spread of democracy, modernization through the Industrial Revolution, advancements in science and technology, growth of imperialism, and new ideas that fostered growth. Specific events like the American and French Revolutions are mentioned. The effects of the Industrial Revolution on living standards, population growth, and the rise of capitalism are summarized. Responses to social problems created by these changes from different groups are also outlined.
Rizal returned to the Philippines in 1887 against warnings from friends and family. He established a medical practice in Calamba and opened a gymnasium. However, his novel Noli Me Tangere faced harsh criticism from religious authorities who deemed it heretical and subversive. Rizal was compelled to leave Calamba due to threats to his family's safety. Before departing, he wrote a poem commemorating the town of Lipa.
Controversy over Rizal Law and Rizal Centennial (1861-1961)Zille Rodriguez
The Rizal Law of 1956, also known as Republic Act No. 1425, mandates that all educational institutions in the Philippines offer courses about Jose Rizal, including his novels Noli Me Tangere and El Filibusterismo. The law was strongly opposed by the Roman Catholic Church due to the anti-clerical themes in Rizal's novels. Senator Claro M. Recto was the main proponent of the bill, which was signed into law by President Fidel V. Ramos in 1956 despite opposition from the Catholic Church and some members of the Senate. The controversy arose from claims by the Catholic Church that requiring students to read Rizal's novels would violate freedom of conscience and religion.
Rizal returned to the Philippines after 5 years in Europe. He practiced medicine in Calamba and lived quietly, but his enemies who were angry about his book "Noli Me Tangere" threatened him. The Governor General met with Rizal after concerns about subversive ideas in the book, but found nothing wrong with it after reading it. However, powerful Spanish priests in the Philippines still banned the book and wanted to destroy Rizal.
The document discusses the political, economic, and social aspects that shaped the Philippines during the 19th century under Spanish colonial rule. This includes the impact of the Bourbon Reforms, the introduction of the Cadiz Constitution, the end of the Galleon trade, the opening of the Suez Canal, the rise of the Chinese mestizos and inquilinos social classes. Overall, these changes introduced ideas of liberalism, nationalism and calls for more rights and representation among Filipinos during Rizal's time in the late 19th century.
This document provides details about Jose Rizal's education history. It describes that he started at the Ateneo de Manila where he took surveying courses. He then enrolled at the University of Santo Tomas in 1877 at age 16 to study Philosophy and Letters, and later transferred to the medical program. The document outlines the various courses and grades he achieved in his studies at UST from 1877-1882. It also mentions some of his literary works and romantic interests during this time period as a student in Manila.
The document provides details about Republic Act 1425, also known as the Rizal Law. It mandates that the works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, be included in the curriculum of all public and private schools, colleges and universities. The law aims to rekindle nationalism in the hearts of Filipinos, especially youth. It discusses the requirements of the law for educational institutions to include Rizal's works in their curriculum and have copies available.
Rizal chapter 21- THE SECOND HOMECOMING AND LA LIGA FILIPINAleahamper29
Rizal made his second homecoming to Manila in June 1892, where he sought meetings with Governor General Despujol to negotiate for pardons for his family members. During this time, he also visited friends in Central Luzon and founded the civic league Liga Filipina. On July 6, Rizal was arrested and jailed in Fort Santiago on accusations of publishing anti-Spanish writings. He was then deported to Dapitan on July 15, where he began his four-year exile.
Rizal Course: Chapter 5 Medical Studies at University of Santo TomasRoy Capangpangan
Rizal's mother opposed him pursuing higher education due to fears of what happened to Gom-Bur-Za. Despite this, Rizal enrolled at UST and later studied medicine on the advice of the Ateneo rector to cure his mother's blindness. Rizal excelled in his studies and extracurricular activities. However, he faced discrimination from the Dominicans and decided to continue his studies in Spain due to the rampant bigotry in UST.
Travels of Rizal Powerpoint Presentation
REFERENCES:
Dante Desiderio, A. E. (2005). Rizal: Mga Piling Kwento ng Pag-ibig at Pakikipagsapalaran. Manila: Rex Bookstore, Inc. .
Estela G. Adanza, L. A. (2002). ISang Aklat sa Pandalubhasaang Kurso: Jose P. Rizal. Manila: Rex Bookstore, Inc. .
Gregorio F. Zaide, S. M. (1994). Jose Rizal: Life, Work,s and Writings of a Genius, Writer, Scientist and National Hero. Quezon City: All-Nations Publishing Co., Inc.
Ocampo, A. (2008, April 11). Rizal the Traveler. Retrieved February 10, 2009, from Inquirer: http://tinyurl.com/joserizal
Quote, B. (n.d.). Rizal Quotes. Retrieved February 10, 2009, from Brainy Quote: http://www.brainyquote.com/quotes/authors/j/jose_rizal.html
The Secularization Of Priests During The Spanish PeriodJunhel Dalanon
The Suez Canal, which opened in 1869, connected the Red Sea and Mediterranean Sea, shortening travel time between places like Barcelona and Manila from 3 months to 32 days. This made trade in the Philippines more profitable and brought foreign merchants and progressive ideas. However, it also sparked desires for freedom and improvement. There was also a controversy between regular priests belonging to religious orders and secular priests over authority in parishes. In 1774, the Archbishop assigned secular priests to replace regular priests who refused bishops' visits to parishes, though regulars considered Filipinos unfit to be priests. The issue took on racial overtones as Spaniards favored their own regular priests over Filipinos.
Rizal was born in 1861 in Calamba, Laguna to a wealthy family. He was a gifted student from a young age, excelling in his studies and showing a talent for art and languages. He was taught at home by his mother initially before attending private schools. Rizal later studied medicine in Manila, Madrid and Paris, earning his medical degree. Throughout his childhood and education, Rizal demonstrated an intense curiosity and desire to learn.
Rizal spent his second sojourn in Paris during the 1889 Universal Exposition. While there, he lived with friends like Valentin Ventura and had Filipino roommates like Capitan Justo Trinidad and Jose Albert. In Paris, Rizal spent most of his time studying at the Bibliotheque Nationale and socializing with friends. He also continued his art, fencing lessons, and language studies. During this time, he wrote articles for La Solidaridad and worked on his second novel El Filibusterismo.
Chapter 9: Rizal's Grand Tour In Europe Tour In Europe With Viola TriciaVillalobos
Rizal and Viola began their tour of Europe in Berlin, then visited cities like Dresden, Prague, and Vienna. They had a particularly happy time in Leitmeritz visiting with Professor Blumentritt and his family. Along the way, they met professors who showed them historic sites. Their tour continued through cities in Switzerland like Geneva before Rizal visited important places in Italy like Rome. The trip allowed Rizal to see important places and experience different cultures, but he was upset to hear about the poor treatment of Igorots displayed at an exhibition in Madrid.
Upon his return to the Philippines in 1892, he was arrested by the Spanish government for being a subversive and for his reported involvement in the rebellion. He was then exiled to the island of the Dapitan in the southernmost island group of the Philippines, Mindanao.
Rizal traveled extensively through Europe, furthering his studies in ophthalmology and observing different cultures. He spent time in Paris, Heidelberg, Leipzig, and Berlin, making important connections with scientists and scholars. In Berlin especially, he immersed himself in the scientific community and published his first novel, Noli Me Tangere. However, Rizal experienced great poverty during the winter of 1886 in Berlin, surviving on only one meal a day until his brother Paciano raised money to support him.
Rizal and other heroes heroines chapter 10 rizal's first home coming 1887-88Mary Grace Mancao
Rizal returned home to the Philippines in 1887 after being warned that his novel Noli Me Tangere had caused uproar among the friars. Upon arriving, he established a medical practice and helped his partially blind mother. However, controversy over the Noli grew, with the friars attacking it as heretical and subversive. Defenders including Rizal's former teacher defended the work. Threats against Rizal's life increased and he was forced to leave the Philippines in 1888 for his own safety, though he remained committed to serving his country from abroad.
Rizal was exiled to Dapitan where he lived productively for four years. He established a school, hospital, farm, and engaged in business. Rizal contributed to the community through his work as a physician, scientist, inventor, and engineer. He had a romantic relationship with Josephine Bracken. When offered a position in Cuba, Rizal's exile ended as he departed sadly from the community in Dapitan that he had helped develop.
GE Rizal: The Philippines of Rizal's Time (11 Evil Colonial Power)iamclaii
During Rizal's time in the Philippines, the country suffered under oppressive Spanish colonial rule. The Spanish governance was unstable, with frequent changes in leadership. Colonial officials were often corrupt, accepting bribes and imposing harsh punishments. Filipinos had no representation and no rights, facing racial discrimination, abuse of forced labor systems, and an unjust legal system dominated by corrupt friars. This exploitation and oppression ignited nationalist sentiments and a desire for reforms that figures like Rizal sought to advocate.
02 - 19th Century Philippines as Rizal's Context | Life and Works of Rizal (S...Humi
The 19th Century marked a significant shift towards modernity, which entailed a break from traditional ways of life and the emergence of new ideas, attitudes, and institutions. It was also part of the Age of Revolution, as it was characterized by several transformative events, including:
Industrial Revolution: The industrial revolution brought about new modes of production, transportation, and communication, leading to a shift from manual labor to machine-based production. This transformation of the economy and society resulted in new forms of work and leisure, as well as urbanization and the growth of cities.
Political Revolutions: Various political revolutions occurred during the 19th and late 18th century, such as the American Revolution and the French Revolution. These political upheavals were heavily influenced by the Enlightenment, a philosophical movement that valued reason, rationality, and individualism. The wave of political change challenged the power of the monarchy and paved the way for new forms of governance based on individual rights, nationalism, and freedom.
Whilst different parts of Europe were flourishing, such as Britain due to the Industrial Revolution and France due to the French Revolution, Spain was experiencing a slow decline.⁸ To better understand why, we need to examine its economic condition during this period.
Trading in the Philippines can be traced back to the time before the Spanish colonization. Early Philippine merchants traded with various countries, such as China, Japan, Siam, Cambodia, India, Borneo, and the Moluccas. When the Spanish Crown arrived, they saw an opportunity to profit from this trade. They closed the ports of Manila to all countries except Mexico, which was also a colony of Spain during the 16th century.⁹
This decision created a trade monopoly, known as the Manila-Acapulco Trade or Galleon Trade, which made Manila the center of commerce in the East.¹⁰ The goods traded included mangoes, tamarind, rice, carabao, Chinese tea, textiles, fireworks, perfume, precious stones, and tuba (a coconut wine). These were sent to Mexico and, on the return voyage, numerous and valuable flora and fauna were brought into the Philippines, including guava, avocado, papaya, pineapple, horses, and cattle. The trade monopoly made Spain a mercantilist superpower for a while. However, it did not last forever.
The document discusses the major economic, social, political, and cultural changes that occurred in the Philippines during the 19th century. It provides context for Jose Rizal and his role in awakening Philippine nationalism. Some key events discussed include the establishment of the Suez Canal which opened the Philippines to trade with Europe, the development of an agricultural cash crop economy, the introduction of a class system consisting of Peninsulares, Insulares, Mestizos, Chinese, and Indios, reforms to education, and the role of Filipino students studying abroad in Spain in accelerating nationalism.
The nineteenth century philippine economy society andEdmundo Dantes
The document discusses the changing landscape of the Philippine economy and society in the 19th century. Several factors contributed to this change, including reforms implemented by the Spanish Bourbon monarchy to revitalize colonial profits, the opening of Manila to world trade in 1834, and the growth of cash crops for export. This led to opportunities that attracted migrants to Manila and a renegotiation of social stratification. The Chinese and Chinese mestizos played an important economic role and benefited from these changes, influencing the economy by accumulating wealth and land ownership. The economic development precipitated social, political, and cultural changes as well.
The 19th century (1801-1900) was a century of changes and filled of turning points in our historyand identity. It was this time when a lot of changes happened in aspects of political, economical and social. The nationalist sentiments awakened, a propaganda movement started, a national anti-colonial movement and revolution ignited, and our independence declared.
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The document discusses the political, economic, social and educational changes that occurred in the Philippines during the 19th century under Spanish colonial rule. Key developments included the transition to an export-oriented agricultural economy producing cash crops, the rise of landowners and merchants which increased social stratification, and the establishment of schools though the education system faced many issues including a limited curriculum and prejudice against Filipinos. By the late 19th century, the society was undergoing negotiations as the power of ethnic Spanish declined and the mestizo and principalia classes asserted their role, laying the foundations for the reforms pursued by Jose Rizal.
1. The document discusses the political, economic, and socio-cultural context of the 19th century Philippines and how it shaped Jose Rizal.
2. Key events of this time included the industrial revolution, opening of the Suez Canal, rise of the ilustrados class, and growing unrest against the Spanish colonial government.
3. Rizal responded to the needs of the time by advocating for reforms and calling out injustice, which paved the way for him to become a leader in the growing independence movement.
The document summarizes key events in the development of Filipino nationalism from the mid-1700s to 1900. It discusses early revolts against Spanish rule that were localized in nature, as well as later revolts and events in the 1800s that helped unify the Filipino identity and nationalist movement. Specifically, it mentions the British invasion exposing Spain's vulnerabilities, the Silang and Palaris revolts demonstrating regional unification against Spain, the Basco wine and tobacco monopolies sparking revolt, and the opening of foreign ports allowing entry of new liberal ideas from abroad. It also discusses the rise of an educated Ilustrado class and their promotion of Filipino rights and identity, as well as Governor de la Torre's
The Beginning of Filipino Nationalism (MID 1700`S -1900`S)mirylyngomezalcones
This document provides a summary of key events in the development of Filipino nationalism from the mid-1700s to 1900. It discusses early revolts against Spanish rule that were local and fragmented in nature. It then outlines the unifying impact of the British invasion in 1762, the Silang and Palaris revolts of the same time period, and the Basi revolt of 1807. The document also notes the influence of the opening of foreign ports, the spread of liberal ideas from abroad, and the execution of priests Gomez, Burgos, and Zamora in 1872 in galvanizing Filipino nationalism. It concludes that while the secularization movement was halted, the seeds of Filipino nationalism had been firmly planted
The economic situation in the Philippines did not greatly improve under Spanish rule. While some social and cultural changes were made, the economic benefits mainly went to Spanish colonizers rather than Filipinos. New systems like land ownership, tribute payments, and forced labor were introduced but oppressed Filipinos and slowed economic development. This exploitation of resources and people by Spain and the rich landowners contributed to the Philippine revolution for independence.
The document summarizes the key historical context of the Philippines in the 19th century during the time of Jose Rizal. It describes the 19th century as a time of modernity, revolution, enlightenment, and the decline of the Spanish empire. Economically, the Philippines shifted from the galleon trade to cash crop agriculture. Socially, there was a class system and discrimination against Filipinos. Culturally, education spread nationalism. Politically, the country was under a weak frailocracy rule with an unjust court system. The death of King Ferdinand VII and revolutions in other Spanish colonies influenced calls for independence.
The philippines under spanish colonial regimeManuel Daria
The Spanish colonial policy in the Philippines aimed to control and exploit its natural resources. It established an onerous system of taxation, forced labor, and trade monopolies that distorted the economy. The Spanish introduced Catholicism and imposed their language and culture on education available primarily to the wealthy elite. While infrastructure and trade improved later, the Spanish rule overall exploited Filipinos for three centuries through policies of extraction, cultural imposition, and limited opportunities for advancement.
The document summarizes the key social, political, and economic aspects of the 19th century Philippines under Spanish colonial rule. It describes the colonial administration as unstable and corrupt, denying basic human rights to Filipinos. Socially, it was a feudal system with Spanish officials and friars at the top. Economically, the galleon trade declined and new crops for export grew. The opening of the Suez Canal increased liberal ideas and desire for independence. The educational system focused on religion and Spanish language to promote colonial control.
The opening of the Suez Canal in 1869 had several important impacts:
1) It significantly shortened travel time between Europe and the Philippines from over two months to just 30 days, boosting agricultural exports and the Philippine economy.
2) It increased the flow of liberal ideas from Europe and America into the Philippines through increased access to books, newspapers and periodicals, influencing Filipino reformists like Jose Rizal.
3) It encouraged more Filipinos to study abroad in European universities, exposing them to scientific and liberal thought and influencing their desires for Philippine independence and nationhood.
The document provides a detailed overview of the early history and political development of the Philippines from initial settlements thousands of years ago through Spanish colonial rule and eventual independence. It discusses the introduction of Islam and Christianity, the establishment of Manila as the capital under Spanish control in the 16th century, the rise of nationalist movements in the late 19th century, the U.S. occupation following the Spanish-American War, Japanese occupation during World War II, and the establishment of an independent republic after the war. It then outlines the political eras of several post-independence presidents through the 1990s.
1. The document discusses the social and political context of the Philippines in the 19th century when Jose Rizal lived.
2. It was a time of massive changes in Europe, Spain, and the Philippines as the Industrial Revolution precipitated the birth of modernity and many nation-states.
3. The Spanish rule over the Philippines was declining in the 19th century due to various economic, social, political and cultural forces both globally and locally.
The document discusses the social structure in 19th century Philippines. It was divided into three classes - the highest class consisted of the Spaniards, peninsulares and friars who had power and authority. The middle class included the natives, mestizos and criollos. The lowest class comprised only of the indios or poor Filipinos who were ruled by the Spaniards.
This document summarizes the beginnings of Filipino nationalism from the mid-1700s to 1900. It describes several key events that contributed to the rise of Filipino identity and nationalism, including revolts led by Diego Silang and Juan de la Cruz Palaris against Spanish colonial rule in the 1760s. It also discusses the growth of a Filipino middle class in the 1800s as the Spanish opened ports to foreign trade and the introduction of modern machinery boosted the sugar industry. The execution of priests GomBurZa in 1872 for their involvement in the Cavite Mutiny helped foster a sense of shared Filipino identity among witnessing Filipinos across ethnic groups.
During the 19th century in the Philippines:
- The ascendance of Chinese mestizos, who owned large sugar and coffee haciendas, increased their economic influence and later helped native Filipinos fight against Spanish rule.
- Land ownership was dominated by Spanish friars, who developed the hacienda system. This led to conflicts over land and the oppression of farmers like Jose Rizal's family.
- Disagreements between the secular and regular clergy, with the latter being mostly Spanish, sparked revolutions against the Spanish and the execution of Gomburza. This began fostering Filipino nationalism.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
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26. This era was characterized by various
political upheavals, including the American
Revolution and the French Revolution,
27. which were both heavily influenced by the
Enlightenment, a philosophical movement that
valued reason, rationality, and individualism.
28. The wave of political change challenged the power of the
monarchy and paved the way for new forms of governance
based on individual rights, nationalism, and freedom.
29. characterized by an increased focus on
individualism, rationality, and the belief
in progress and the ability to shape the
world through scientific, technological,
and social advancement.
The 19th Century encompasses
a new way of thinking about the
world and one's place in it,
30. While different parts of Europe were flourishing,
Spain was experiencing a slow decline
The 19th Century
31. To better understand why, we
need to examine its economic
condition during this period.
42. The Spanish Crown saw an opportunity to profit from this
trade,
and eventually closed the ports of Manila to all countries
except Mexico.
The trade monopoly that emerged
from this decision made Manila the
center of commerce in the East.
43. Mangoes from Manila, as well as tamarind,
rice, carabao, Chinese tea, textiles,
fireworks, perfume, precious stones, and
tuba (a coconut wine), were sent to Mexico.
44. On the return voyage, numerous
and valuable flora and fauna were
brought into the Philippines,
including guava, avocado, papaya,
pineapple, horses, and cattle.
45. Spain became a mercantilist superpower.
But not forever.
47. By the late 18th century, the
Galleon system faced tough
competition as other nations
became self-sufficient and
preferred direct trade.
48. By the late 18th century, the
Galleon system faced tough
competition as other nations
became self-sufficient and
preferred direct trade.
Spain's trading system and the
demand for Asian goods
eventually declined.
49. Spain was heavily dependent on
the silver mines of its colonies in
South America, which slowly
dwindled.
50. The value of silver also
declined due to the
increased production of
silver in the Americas,
reducing the profit
margins of Galleon
Trade merchants.
51. By the late 18th century, the Galleon system
faced tough competition as other nations
became self-sufficient and preferred direct
trade.
Spain's trading system and the demand for
Asian goods eventually declined.
Revolts, particularly in the War for Independence in
Mexico, took place in the New World, thus shifting
the focus and priority of consumers away from trade.
52. With the old trade system no
longer sustainable, the
Galleon Trade was ended by
decree during the first
decade of the 19th century.
54. The economic opportunities created by the
Industrial Revolution had encouraged Spain in 1834
to open the Philippine economy to world commerce.
55. The Philippines became a
supplier of raw materials for
the industries of the West by
utilizing its underutilized land
resources to venture into
cash crop agriculture.
56. cash crop agriculture
is a type of farming where crops are
grown primarily for sale rather than
for personal or local consumption.
57. British, Dutch, and American trading companies invested
large capital in the country for the large-scale production
of different products, such as tobacco and sugar.
58. To make transactions easier, foreign
investors need people who are
already in the Philippines,
63. Inquilinos oversee the production of cash crops by
subleasing large estates or haciendas from friars and
then subletting them to indigenous farmers.
64. Inquilinos oversee the production of cash crops by
subleasing large estates or haciendas from friars and
then subletting them to indigenous farmers.
65. The opening of the Suez Canal, construction of steel bridges, and
safer and faster gave way to more intensive production of crops,
which provided a huge advantage in commercial enterprises.
When the Suez Canal, an artificial sea-level waterway, was
opened, the distance of travel between Europe and the
Philippines was considerably shortened.
66. The opening of the Suez Canal, construction of steel bridges, and
safer and faster gave way to more intensive production of crops,
which provided a huge advantage in commercial enterprises.
67. From this, positive effects took place as
the industrial revolution contributed
many things to the people:
78. The fast tempo of economic progress in the
Philippines during the 19th century facilitated
by Industrial Revolution resulted to the rise
to a new breed of rich and influential Filipino
middle class.
79. This made the Inquilino class
wealthy, which include the Rizal
patriarch, the family Mercado.
80. When Rizal’s Chinese ancestor Domingo Lam-co had
come to the Binan hacienda in mid-eighteenth century,
the average holding of an Inquilino was 2.9 hectares.
81. After Rizal's father had moved too the Calamba hacienda, the Rizal
family in the 1890s rented from the hacienda over 390 hectares.
88. In the Mariana Islands, for administrative purposes,
the Spanish racial hierarchy was as follows:
Peninsulares
Creoles or Insulares
Mestizos
Native Filipinos
Indios
89. The highest class is the
Peninsulares - pure-blooded
Spaniards who were born in the
Iberian Peninsula, such as Spain.
90. They were the officials and
friars who had the power and
authority to rule over the
Filipinos.
91. Insulares or Creoles were
part of the second-
highest racial class in the
Spanish hierarchy below
the Peninsulares.
92. Insulares were the specific
term given to creoles (full-
blooded Spaniards born in
the colonies) born in the
Philippines or the Marianas.
99. and as Spanish blood disappeared, so
did all the privileges that came with it.
100. Insulares, despite being
part of the second-highest
racial class, were viewed
negatively because they
were born in the Philippines
or the Marianas,
102. Those with any trace of Indio
blood were never considered
the social equals of pure-
blooded Spaniards.
103. Since the Spaniards viewed Filipinos
as inferior, they denied them access
to education, associating them with
backwardness, primitiveness, and
inferiority.
104. As a result, obtaining a college education was
difficult for those at the bottom of the hierarchy.
105. While wealthy families like the Rizals were able to
send their children to study in prestigious schools.
116. It has become commonplace to speak of the role of
ideas learned by the European-educated Ilustrados
in the emergence of the nationalist movement.
117. However, it was not just this handful of Filipinos who
were important, nor was it only the European
intellectual atmosphere that stimulated nationalism.
‘Di lang kami?
118. A key factor in the emergence of nationalism in the late
nineteenth century was the cultural development consequent
on the rapid spread of education from about 1860.
119. In many respects, the spread of higher education among middle and
lower-middle-class Filipinos, who could not afford to go abroad, was
more important for propagating the liberal and progressive ideas
written about from Europe by Rizal or Del Pilar.
120. Let us examine the educational reforms
that happened in the mid-19th century.
128. This educational system will no longer work
to keep up with the modernizing world.
Whew.
The Educational Decree of 1863.
129. The Educational Decree of 1863.
This was a significant attempt by the Spanish
Colonial Government to address the lack of
formal education among Filipinos.
130. It mandated the establishment
of a public school system
throughout the country and
required each town to have at
least one primary school for
boys and girls,
131. which was to be supported by
municipal funds and supervised by
the local government.
132. This decree marked the beginning of formal education in the
Philippines and opened up educational opportunities to a wider
segment of society, including the middle and lower classes.
133. However, the implementation of the Education
Decree faced numerous challenges, including a
lack of resources and qualified teachers.
134. The curriculum was heavily
influenced by the Spanish
colonial government and
focused on Catholicism and
Spanish culture,
135. limiting the scope of
education and hindering the
development of a national
identity among Filipinos.
136. Despite these challenges, the Education Decree of 1863
was an important step towards the democratization of
education in the Philippines and laid the foundation for the
development of a formal education system in the country.
137. The return of the Jesuits was a significant event that
influenced the educational system in the Philippines
138. When the Jesuits returned to the Philippines, they returned with
ideas and methods new to the educational system.
139. In 1865, Ateneo (which was handled by Jesuits) transformed into a
secondary school that offered a level of instruction beyond the official
requirements, more closely resembling today's college than high school.
140. Alongside Latin and Spanish,
subjects such as Greek, French,
and English were also taught.
142. It was in these secondary schools that the ideas
of nationalism began to emerge,
143. It was in these secondary schools that the ideas
of nationalism began to emerge, even among
those who had never traveled to Europe.
144. While the Ateneo did not directly teach
nationalism or liberal principles of
progress, its emphasis on humanistic
education in literature, science, and
philosophy, as well as the principles of
human dignity, justice, and equality of
all men, undermined the foundations of
the Spanish colonial regime.
145. Although the Spanish Jesuits
may not have intended to do so,
their teachings broadened the
perspectives of their Filipino
students, and many of them
drew their own conclusions from
these principles.
146. The Jesuits have surely not
intended to teach us love of
country, but they have shown 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."
As Rizal once said in a letter,
147. These reforms opened up educational opportunities to a
wider segment of society, helping to democratize
education in the country.
148. By 1866, the proportion of literate people in the Philippines was
higher than in Spain. The proportion of Filipino children
attending school was also above average in European standards.
149. By emphasizing humanistic education and principles of
justice and equality, these schools helped to undermine the
foundations of the Spanish colonial regime and inspired a
growing sense of national identity among Filipinos.
150. This growing sense of nationalism would ultimately
pave the way for significant political developments,
including the pursuit of greater democracy.
155. Despite the teachings of
Christianity, which emphasized
equality among all people, the
Spanish colonial authorities did
not treat brown-skinned
Filipinos equally.
156. This hypocrisy is reminiscent of this
famous quote from Animal Farm:
157. Most Filipinos (except the hinterland of
Luzon and the Visayas and in Mindanao
and Sulu) became Christians.
158. And throughout the next three centuries,
Spaniards used religion to justify their
malicious behaviors:
165. Spain showcased this wonderful
thing and used it for corruption,
oppression, and exploitation.
166. During Rizal's time, the court of justice in the
Philippines was notoriously corrupt.
167. They were a court of "injustice," as far as
brown Filipinos were concerned.
168. The Spanish fiscals (prosecuting attorneys)
and other court officials were inept, venal,
and oftentimes ignorant of the law.
169. Brown Filipinos were often treated unfairly
and justice was costly, partial, and slow.
170. The poor had no access to the courts due
to the heavy expenses of litigation,
171. while the rich and those with white skin
color were favored in court.
172. John Foreman, a British eyewitness of the
last years of Spanish sovereignty in the
Philippines, said:
It was hard to get the judgment
executed as it was to win the case.
Even when the questions at issue
were supposed to be settled, a
defect in the sentence could
always be concocted to reopen
the whole affair.
173. If the case had been tried and judgment given
under the Civil Code, a flaw would be discovered
under the Laws of the Indies, or the Siete
Partidas, or the Roman Law, or the Novísima
Recopilación, or the Antigous Fueros, Decrees,
Royal Orders, Ordenanzas del Buen Gobiernos,
and so forth, by which the case should be
reopened."
174. Racial prejudice was rampant in the
Philippines during the Spanish colonial period.
175. The local indigenous population was prohibited
from organizing assemblies or political meetings.
176. Merit was not based on one's capabilities or qualifications but on
wealth, race, and connections with influential people.
177. This system of discrimination resulted in a sense of
oppression and discontent among the local population.
178. The Spanish colonial government in the Philippines
was highly centralized and authoritarian.
179. It enforced strict social and political
hierarchies, denying Filipinos basic
political rights and freedoms.
180. The Church played a significant role in the state's
proceedings, manipulating the indigenous people to
comply with the state's laws as it saw fit.
181. Meanwhile, the colonial government was primarily
interested in exploiting the country's natural
resources and labor for the benefit of Spain.
182. In addition, the money collected from the natives
was not used to improve their province, but rather
for the self-betterment of the officials.
183. The system was exploitative and maintained
through the use of force, including military forces
deployed to quell uprisings and rebellions.
184.
185. If you witnessed such injustices happening to
your fellow Filipinos, wouldn't you feel angry?
186. That's precisely how Rizal,
Ilustrados, and other Filipinos
who were exposed to liberal
ideas felt when they witnessed
such injustices.
187. They viewed Spain as
regressive, incompatible, and
the main reason why the
country was not progressing.
188. "I wanted to hit the friars since the friars are
always making use of religion, not only as a
shield but also as a weapon, protection,
citadel, fortress, armor, etc.,
In one of Rizal’s letter, he said:
189. I was therefore forced to attack their false
and superstitious religion in order to combat
the enemy who hid behind this religion...
God must not serve as shield and protection
of abuses, nor must religion.
In one of Rizal’s letter, he said:
190. Those who shared Rizal's views wondered if
other countries could achieve independence,
could the Philippines also do so?
191. The British colonial masters were overthrown
to gain independence and achieve the status
of becoming a sovereign nation, a feat that
spread across European countries and other
parts of the world.
192. This motivated people to follow suit. Filipino
reformists like Rizal were inspired by the
revolution to pursue freedom and
independence for the country.
194. The thirst for reform and nationalism flourished in
the liberal atmosphere, and, to make a long story
short, this led to the Philippine Independence
movement and the death of Rizal.
195. The cries for democracy during Rizal's time
were a result of the long-standing injustices and
corruption of the Spanish colonial authorities,
who used religion to justify their actions.
196. The call for democracy was a call for equality,
justice, and fairness for all Filipinos, regardless
of their skin color or social status.
197. If Rizal were born today,
would he still be the same
Rizal that we knew?
198. Are you having trouble understanding this presentation on your own?
If so, you might find my video on this topic helpful. It covers the same material as this post, but presents it in a different way that might be
easier for you to understand. Just scan the QR Code above or Check my YouTube Channel “Over the Academic Wall.”
Video Link Channel Link
199. "We all make choices,
but in the end, our
choices make us."
Andrew Ryan
Video Game Character (BioShock)