Education during the Spanish period in the Philippines. The Right to education, Education for Masses, The Admission Test, The Curriculum and, The Innovation and Challenges to the Present Higher Education in the Philippines
1. The document provides background on Jose Rizal's family and early life. It details both his paternal and maternal ancestry, which included Chinese, Spanish, and Filipino lineages.
2. Rizal was born into a wealthy family in Calamba and received an excellent education from private tutors and schools. However, he also witnessed injustice and oppression of Filipinos by Spanish authorities as a boy, which influenced his nationalist views.
3. The document traces Rizal's genealogy and influences in detail to understand the making of the man and his commitment to shaping the Filipino national character and identity.
During the Spanish period from 1565-1898, literature in the Philippines flourished as the Spaniards established colonial rule. Spanish influences included introducing the Alibata alphabet and promoting Christian doctrine and the Spanish language. The first books published were religious in nature and focused on spreading Christianity. Literary compositions documented Philippine languages like Tagalog, Ilocano, and Bisaya. Folk songs and recreational plays became popular forms of artistic expression. Notable works from this period included Florante at Laura and Ibong Adarna.
Dr. Jose Rizal came from a large, educated middle-class Filipino family from Calamba, Laguna. His father, Francisco Mercado Rizal, and mother, Teodora Alonso Realonda, emphasized education and Catholic faith. Rizal had 11 siblings and was the seventh child. He went on to become a polymath who was a key figure in the Philippine revolution against Spanish colonial rule. He was executed by the Spanish in 1896, further solidifying his status as the Philippine's national hero.
Rizal came from a mixed-race ancestry including Spanish, Chinese, Japanese, Malay, and Negrito. He was born in 1861 in Calamba, Philippines to a wealthy family. His mother taught him at a young age and encouraged his intellectual pursuits, while his father was a model of dignity and respect. Rizal studied in the Philippines, Spain, France, Germany, and England. He traveled extensively and had romantic relationships with several women. Throughout his life, Rizal advocated for reforms in the Philippines and was an inspiration for the nationalist movement, leading to his execution by the Spanish in 1896 at the age of 35.
pre-colonial text and spanish colonial textMoana Alvaran
This document provides a summary of pre-colonial and Spanish colonial literature in the Philippines. It describes the indigenous Baybayin script and oral literary forms such as riddles, proverbs, folk songs, and folk narratives. During Spanish colonial times, religious prose and poetry were used for proselytization, while secular lyrics followed the tradition of languishing lovers. Notable writers during this period included Rizal, Del Pilar, and Bonifacio. The Ilustrados introduced enlightenment ideas and calls for reform, laying the groundwork for revolution.
During the Spanish period in Philippine literature from 1565-1872:
- Literature flourished as the Spanish introduced Christianity, the Spanish language, and translated ancient Filipino works. Genres included religious texts, grammars, folk songs, plays, and poems.
- Early works were Christian doctrines and folktales translated to Tagalog. Poetry and plays grew increasingly popular and dealt with love, politics, and religion.
- Spanish colonialism influenced Philippine literature through the propagation of Christianity, the imposition of the Spanish language, and the introduction of European genres and traditions.
Compilation Of Philippine literature during Pre-Spanish and Spanish ColonizationJ. Svlle
During the pre-Spanish period, the Philippines had its own indigenous literature as seen in folktales, legends, folk songs, epics, and other oral traditions that showed Filipino customs and culture. Our ancestors also had their own writing system before the Spanish introduced the Roman alphabet. When the Spanish colonized the Philippines in the 16th century, they sought to convert the natives to Christianity and imposed Spanish language and culture. Spanish missionaries collected and translated ancient Filipino works. Religious themes then dominated literature, and Spanish influences included use of the Roman alphabet, Christian doctrines, and Spanish words. Some of the earliest printed books in the Philippines were Christian texts and translations of biblical stories.
Education during the Spanish period in the Philippines. The Right to education, Education for Masses, The Admission Test, The Curriculum and, The Innovation and Challenges to the Present Higher Education in the Philippines
1. The document provides background on Jose Rizal's family and early life. It details both his paternal and maternal ancestry, which included Chinese, Spanish, and Filipino lineages.
2. Rizal was born into a wealthy family in Calamba and received an excellent education from private tutors and schools. However, he also witnessed injustice and oppression of Filipinos by Spanish authorities as a boy, which influenced his nationalist views.
3. The document traces Rizal's genealogy and influences in detail to understand the making of the man and his commitment to shaping the Filipino national character and identity.
During the Spanish period from 1565-1898, literature in the Philippines flourished as the Spaniards established colonial rule. Spanish influences included introducing the Alibata alphabet and promoting Christian doctrine and the Spanish language. The first books published were religious in nature and focused on spreading Christianity. Literary compositions documented Philippine languages like Tagalog, Ilocano, and Bisaya. Folk songs and recreational plays became popular forms of artistic expression. Notable works from this period included Florante at Laura and Ibong Adarna.
Dr. Jose Rizal came from a large, educated middle-class Filipino family from Calamba, Laguna. His father, Francisco Mercado Rizal, and mother, Teodora Alonso Realonda, emphasized education and Catholic faith. Rizal had 11 siblings and was the seventh child. He went on to become a polymath who was a key figure in the Philippine revolution against Spanish colonial rule. He was executed by the Spanish in 1896, further solidifying his status as the Philippine's national hero.
Rizal came from a mixed-race ancestry including Spanish, Chinese, Japanese, Malay, and Negrito. He was born in 1861 in Calamba, Philippines to a wealthy family. His mother taught him at a young age and encouraged his intellectual pursuits, while his father was a model of dignity and respect. Rizal studied in the Philippines, Spain, France, Germany, and England. He traveled extensively and had romantic relationships with several women. Throughout his life, Rizal advocated for reforms in the Philippines and was an inspiration for the nationalist movement, leading to his execution by the Spanish in 1896 at the age of 35.
pre-colonial text and spanish colonial textMoana Alvaran
This document provides a summary of pre-colonial and Spanish colonial literature in the Philippines. It describes the indigenous Baybayin script and oral literary forms such as riddles, proverbs, folk songs, and folk narratives. During Spanish colonial times, religious prose and poetry were used for proselytization, while secular lyrics followed the tradition of languishing lovers. Notable writers during this period included Rizal, Del Pilar, and Bonifacio. The Ilustrados introduced enlightenment ideas and calls for reform, laying the groundwork for revolution.
During the Spanish period in Philippine literature from 1565-1872:
- Literature flourished as the Spanish introduced Christianity, the Spanish language, and translated ancient Filipino works. Genres included religious texts, grammars, folk songs, plays, and poems.
- Early works were Christian doctrines and folktales translated to Tagalog. Poetry and plays grew increasingly popular and dealt with love, politics, and religion.
- Spanish colonialism influenced Philippine literature through the propagation of Christianity, the imposition of the Spanish language, and the introduction of European genres and traditions.
Compilation Of Philippine literature during Pre-Spanish and Spanish ColonizationJ. Svlle
During the pre-Spanish period, the Philippines had its own indigenous literature as seen in folktales, legends, folk songs, epics, and other oral traditions that showed Filipino customs and culture. Our ancestors also had their own writing system before the Spanish introduced the Roman alphabet. When the Spanish colonized the Philippines in the 16th century, they sought to convert the natives to Christianity and imposed Spanish language and culture. Spanish missionaries collected and translated ancient Filipino works. Religious themes then dominated literature, and Spanish influences included use of the Roman alphabet, Christian doctrines, and Spanish words. Some of the earliest printed books in the Philippines were Christian texts and translations of biblical stories.
The document provides a summary of important works from Philippine literature during the Spanish period. It discusses early works like the Doctrina Christiana, which was the first book printed in the Philippines in 1593. It also mentions Ang Barlaan at Josaphat, Ang Pasyon, Urbana at Felisa, and Ibong Adarna as some of the notable works published during this time period. The summary also briefly outlines significant genres that emerged like moro-moro plays, sainetes, zarzuelas and balagtasan poetic debates.
The document discusses Jose Rizal, a Filipino polymath who lived in the late 19th century. It describes that Rizal spoke over 20 languages and had expertise in many fields, earning him the title of a "many-splendored genius." These fields included medicine, poetry, history, farming, sculpture, cartography, and more. It provides background on Rizal's family and ancestry, noting he came from a wealthy and well-educated family in Calamba, Laguna.
Life and Works of Rizal - Simple Biodata CompleteCristy Melloso
1. This document provides biographical information about Jose Rizal, the Philippine national hero. It details his family background, education, works, skills, and interests.
2. Rizal was born in 1861 in Calamba, Laguna to a wealthy family. He had 11 siblings and was highly educated, studying in the Philippines, Spain, and Germany.
3. In addition to being a writer and philosopher, Rizal was skilled in art, languages, farming and more. He published novels criticizing the Spanish rule in the Philippines and was eventually executed by the Spanish in 1896.
Literary Art History of Negros OrientalMonte Christo
This document provides an overview of the history and development of literature in Dumaguete City and Negros Oriental, Philippines. It discusses pre-colonial Visayan oral literature, works from the Spanish colonial era through American rule and World War II, and major authors who emerged in the postwar decades. Some of the significant literary figures and works mentioned include Edilberto K. Tiempo's novel Cry Slaughter, Salvador Abcede's Nita, Lakambini Sitoy's Sweet Haven, and the annual Silliman University National Writers Workshop founded by Edith and Edilberto Tiempo. The document emphasizes Dumaguete's role as the cultural hub of Negros Oriental and the influence of institutions
This document provides biographical information about two prominent Filipino patriots, Marcelo H. Del Pilar and Graciano Lopez Jaena. It notes that Del Pilar was known for his pen names and contributions to publications like Diariong Tagalog and La Solidaridad. It also discusses his educational background and death from tuberculosis. For Graciano Lopez Jaena, it outlines his role in publishing La Solidaridad in Barcelona and advocating for reforms in the Philippines through separation of church and state, education, and an independent university. Both figures were influential writers and propagandists for Philippine independence.
Philippine literature during spanish eraTrisha Dizon
During Spanish colonization of the Philippines from 1565-1898, literature began to flourish. The Spanish initially tried to suppress native oral traditions and promote Catholic teachings, but the native traditions survived. They began translating religious materials to local languages, training natives as translators who then began writing original works in Spanish and their native tongues. Notable early writers in Tagalog included Gaspar Aquino de Belen and Francisco Baltazar. Secular Spanish literature also influenced the development of Tagalog poetic drama and novels. The national hero Jose Rizal furthered development of the Filipino novel form with his works critiquing Spanish colonial rule. Other prominent writers arose who were influenced by Rizal and aimed to promote reform
1) The document discusses interviews conducted with K-12 teachers who are innovators in using 21st century tools in their classrooms.
2) It finds that the teachers received little formal training on using these tools and learned through trial and error, as well as from their students, fellow teachers, gaming, and following their passions.
3) The teachers emphasized the importance of being learners alongside their students and creating active learning communities to support professional growth.
The storyboard is for a Volkswagen Jetta commercial and consists of 6 panels. Panel 1 shows the Jetta driving down the highway. Panel 2 has the Jetta parked in front of a house. Panel 3 displays the interior of the Jetta. Panel 4 portrays a family packing the Jetta for a road trip. Panel 5 features the Jetta driving on the open road. Panel 6 closes with the message "Room for Adventure" alongside the Jetta.
Las excusas actúan como microbios que debilitan la voluntad y la motivación, impidiendo el cumplimiento de los propósitos. Al asentarse en la mente, las excusas constantemente encuentran razones para no actuar y no cumplir los objetivos. Sin excusas, no habría obstáculos para alcanzar las metas.
Este documento describe la estructura psicológica de la mente humana. Explica que la personalidad y conducta de una persona están formadas por elementos como pensamientos, sentimientos, motivaciones e intereses. Además, señala que estos procesos psicológicos están influenciados por factores externos como la familia, escuela y sociedad. Finalmente, resalta la importancia de comprender la propia estructura mental para poder transformar pensamientos negativos y lograr calma interior.
The document provides a summary of important works from Philippine literature during the Spanish period. It discusses early works like the Doctrina Christiana, which was the first book printed in the Philippines in 1593. It also mentions Ang Barlaan at Josaphat, Ang Pasyon, Urbana at Felisa, and Ibong Adarna as some of the notable works published during this time period. The summary also briefly outlines significant genres that emerged like moro-moro plays, sainetes, zarzuelas and balagtasan poetic debates.
The document discusses Jose Rizal, a Filipino polymath who lived in the late 19th century. It describes that Rizal spoke over 20 languages and had expertise in many fields, earning him the title of a "many-splendored genius." These fields included medicine, poetry, history, farming, sculpture, cartography, and more. It provides background on Rizal's family and ancestry, noting he came from a wealthy and well-educated family in Calamba, Laguna.
Life and Works of Rizal - Simple Biodata CompleteCristy Melloso
1. This document provides biographical information about Jose Rizal, the Philippine national hero. It details his family background, education, works, skills, and interests.
2. Rizal was born in 1861 in Calamba, Laguna to a wealthy family. He had 11 siblings and was highly educated, studying in the Philippines, Spain, and Germany.
3. In addition to being a writer and philosopher, Rizal was skilled in art, languages, farming and more. He published novels criticizing the Spanish rule in the Philippines and was eventually executed by the Spanish in 1896.
Literary Art History of Negros OrientalMonte Christo
This document provides an overview of the history and development of literature in Dumaguete City and Negros Oriental, Philippines. It discusses pre-colonial Visayan oral literature, works from the Spanish colonial era through American rule and World War II, and major authors who emerged in the postwar decades. Some of the significant literary figures and works mentioned include Edilberto K. Tiempo's novel Cry Slaughter, Salvador Abcede's Nita, Lakambini Sitoy's Sweet Haven, and the annual Silliman University National Writers Workshop founded by Edith and Edilberto Tiempo. The document emphasizes Dumaguete's role as the cultural hub of Negros Oriental and the influence of institutions
This document provides biographical information about two prominent Filipino patriots, Marcelo H. Del Pilar and Graciano Lopez Jaena. It notes that Del Pilar was known for his pen names and contributions to publications like Diariong Tagalog and La Solidaridad. It also discusses his educational background and death from tuberculosis. For Graciano Lopez Jaena, it outlines his role in publishing La Solidaridad in Barcelona and advocating for reforms in the Philippines through separation of church and state, education, and an independent university. Both figures were influential writers and propagandists for Philippine independence.
Philippine literature during spanish eraTrisha Dizon
During Spanish colonization of the Philippines from 1565-1898, literature began to flourish. The Spanish initially tried to suppress native oral traditions and promote Catholic teachings, but the native traditions survived. They began translating religious materials to local languages, training natives as translators who then began writing original works in Spanish and their native tongues. Notable early writers in Tagalog included Gaspar Aquino de Belen and Francisco Baltazar. Secular Spanish literature also influenced the development of Tagalog poetic drama and novels. The national hero Jose Rizal furthered development of the Filipino novel form with his works critiquing Spanish colonial rule. Other prominent writers arose who were influenced by Rizal and aimed to promote reform
1) The document discusses interviews conducted with K-12 teachers who are innovators in using 21st century tools in their classrooms.
2) It finds that the teachers received little formal training on using these tools and learned through trial and error, as well as from their students, fellow teachers, gaming, and following their passions.
3) The teachers emphasized the importance of being learners alongside their students and creating active learning communities to support professional growth.
The storyboard is for a Volkswagen Jetta commercial and consists of 6 panels. Panel 1 shows the Jetta driving down the highway. Panel 2 has the Jetta parked in front of a house. Panel 3 displays the interior of the Jetta. Panel 4 portrays a family packing the Jetta for a road trip. Panel 5 features the Jetta driving on the open road. Panel 6 closes with the message "Room for Adventure" alongside the Jetta.
Las excusas actúan como microbios que debilitan la voluntad y la motivación, impidiendo el cumplimiento de los propósitos. Al asentarse en la mente, las excusas constantemente encuentran razones para no actuar y no cumplir los objetivos. Sin excusas, no habría obstáculos para alcanzar las metas.
Este documento describe la estructura psicológica de la mente humana. Explica que la personalidad y conducta de una persona están formadas por elementos como pensamientos, sentimientos, motivaciones e intereses. Además, señala que estos procesos psicológicos están influenciados por factores externos como la familia, escuela y sociedad. Finalmente, resalta la importancia de comprender la propia estructura mental para poder transformar pensamientos negativos y lograr calma interior.
Powtoon es una plataforma en línea que permite a los usuarios crear presentaciones animadas y videos sin necesidad de experiencia en animación o edición de video. La plataforma ofrece plantillas y herramientas de arrastrar y soltar para facilitar la creación de presentaciones animadas profesionales para negocios, marketing, educación u otros usos. Los usuarios pueden personalizar sus presentaciones con texto, imágenes, videos y efectos de sonido para contar historias de manera atractiva y entretenida.
El documento discute la relación entre la educación y el conocimiento. Explica que el aprendizaje transforma a las personas al modificar los circuitos neuronales en el cerebro. El conocimiento más valioso es aquel que nos permite comprender la vida, ver a las personas y los eventos en profundidad, distinguir entre hechos y opiniones, y contribuir a dar sentido a nuestra existencia. Además, el aprendizaje a lo largo de la vida es fundamental para enfrentar los retos que se presentan.
This document provides details on Jose Rizal's genealogy and family background. It traces the origins of Rizal's maternal and paternal ancestors, who were of Chinese, Spanish, Japanese and Filipino descent. Rizal's father Francisco Mercado was a landowner of Chinese-Filipino descent from Binan, while his mother Teodora Alonso was highly educated and came from a distinguished family in Pangasinan. The document also explains how Rizal received his name based on family tradition and how his ancestors received Spanish surnames through the Royal Decree of 1849.
Rizal came from a well-off family in Calamba, Laguna. He had a privileged education both in the Philippines and abroad. He studied at Ateneo Municipal de Manila, University of Santo Tomas, and University of Madrid where he obtained his medical degrees. While studying, he wrote his famous novels Noli Me Tangere and El Filibusterismo which criticized the abuses under Spanish colonial rule. He was also involved in the propaganda movement through La Solidaridad and later formed the political organization La Liga Filipina. However, his activities led the Spanish colonial government to exile him to Dapitan in 1892. In 1896, he was arrested and executed by firing squad in Manila at the age
This document provides biographical details about Jose Rizal's family and early life in 3 paragraphs:
1) It describes Rizal's ancestry and family, noting they were a well-off family in Calamba, Laguna with 13 members led by Francisco and Teodora Rizal. It lists Rizal's siblings and their accomplishments.
2) It discusses Rizal's childhood and education, including his early teachers like his mother and Leon Monroy. It describes some of his experiences studying in Biñan and at Ateneo Municipal in Manila.
3) It summarizes Rizal's memoirs as a student in Manila, where he recounted events from age 17-
The document summarizes the key events and figures of the Philippine propaganda movement against Spanish colonial rule in the late 19th century. It discusses how the executions of three priests in 1872 reawakened nationalist sentiment among Filipinos. It then profiles the major propagandists who advocated for reforms through publications, including Jose Rizal, Marcelo del Pilar, and Graciano Lopez Jaena. Despite their efforts, the Spanish refused reforms, leading Bonifacio and others to turn to revolution.
This document provides biographies and philosophies of several influential Filipino educators. It discusses Jose Rizal's view that education should elevate the country and develop critical thinking in youth. Andres Bonifacio founded the Katipunan movement and fought for Philippine independence. Apolinario Mabini drafted the first Philippine constitution and emphasized self-improvement through study. Manuel Quezon envisioned a public education system to develop patriotism and vocational skills. Finally, it outlines educator Juan Sumulong's emphasis on developing dynamic nationalism through education.
The document provides historical background on the period of Enlightenment and propaganda movement in the Philippines from 1872-1896. It was spearheaded by intellectuals like Jose Rizal, Marcelo del Pilar, Graciano Lopez Jaena, and others to seek reforms from Spain, including equal treatment under the law, making the Philippines a Spanish colony, and restoring Filipino representation. The highlights summarize the contributions of key leaders Rizal, del Pilar, and Lopez Jaena through their writings, newspapers, and efforts to advocate for reforms from Spain and expose injustices in Philippine society and government under Spanish rule.
Spanish rule over the Philippines for 300 years had a significant cultural impact. Spain introduced Christianity, the Latin alphabet, the Spanish language, European-style education, architecture, clothing, food, and other aspects of culture. The Spanish established the first universities, schools, newspapers and printing presses. They developed the infrastructure for the arts, including literature, music, painting, sculpture and theater. While political control was oppressive at times, Spain's cultural legacy had a more lasting positive influence on developing Philippine society and national identity.
This document provides biographical details about Jose Rizal, a key figure in Philippine history. It outlines his family background and ancestry, childhood education, further studies in Manila and Europe where he obtained medical degrees, growth as a propagandist for reforms in the Philippines under Spanish rule, exile in Dapitan where he practiced medicine and taught, and his eventual arrest, trial, and execution in 1896 at the age of 35. The document aims to discuss Rizal's life and the factors that led to his execution by Spanish authorities.
This document provides background information on Jose Rizal's family and upbringing. It discusses his parents and their influence, his siblings, the town of Calamba where he was born, his full name and its meaning. It also describes the influences on Rizal during his childhood, including his hereditary background, environment, and divine providence. Finally, it provides details about Rizal's family home in Calamba.
This document provides biographical details about Jose Rizal's family background. It describes his parents and their lineages, which included Chinese, Japanese, Spanish, and various Filipino ethnicities. It discusses Rizal's 11 siblings and their lives. It characterizes Rizal's family as a distinguished one in Calamba that had a happy, religious upbringing and enjoyed both affluence and freedom despite their parents' strictness.
Philippine Literature_Period of Enlightenment.pptxEsmailGuro2
The document summarizes the Period of Enlightenment in Philippine history from 1872-1898. It discusses the Propaganda Movement that sought political and economic reforms under Spanish colonial rule. Key figures of this movement included Jose Rizal, Marcelo H. del Pilar, and Graciano Lopez Jaena. Rizal and del Pilar published articles criticizing the Spanish through magazines like La Solidaridad, while Jaena founded the magazine and advocated for reforms from Spain. The movement spread nationalist ideas and led to greater demands for representation and independence from Spain.
The document provides biographical details about Jose Rizal, the Philippine national hero. It describes his family background and ancestry, which included Chinese, Japanese, Spanish, and indigenous Filipino lineages. It discusses Rizal's large family and their relatively affluent status. It also outlines Rizal's incredible talents and accomplishments across many fields, and his ultimate role as a martyr in the fight for Philippine independence.
The document provides an overview of the Philippine Literature in English during the Period of Enlightenment from 1872 to 1898. It discusses key figures of the Propaganda Movement such as Jose Rizal, Marcelo H. del Pilar, Graciano Lopez Jaena, and Mariano Ponce. The Propaganda Movement aimed to advocate for political reforms through publications and spread awareness of injustices under Spanish colonial rule, such as the execution of Gomburza and inequality between Filipinos and Spaniards. The movement's newspaper, La Solidaridad, played a major role in disseminating its message.
The document provides an overview of the Philippine Literature in English during the Period of Enlightenment from 1872 to 1898. It discusses key figures of the Propaganda Movement such as Jose Rizal, Marcelo H. del Pilar, Graciano Lopez Jaena, and Mariano Ponce. The Propaganda Movement aimed to advocate for political reforms through publications and spread awareness of injustices under Spanish colonial rule, such as the execution of Gomburza and inequality between Filipinos and Spaniards. The movement's newspaper, La Solidaridad, played a major role in disseminating its message.
This document summarizes Rizal's experiences as a student at the University of Santo Tomas in Manila. It details his enrollment in Philosophy and Letters and later shifting to Medicine. It describes his academic performance and involvement in literary contests. It discusses the liberal ideas and nationalism emerging among Filipino students at the time as well as the discrimination they faced. The document also outlines Rizal's important literary works as a student and his decision to leave for Europe to complete his medical studies and pursue broader goals of making a name in journalism, studying European society, and preparing to liberate the Filipinos from Spanish tyranny.
Jose Rizal was born on June 19, 1861 in Calamba, Laguna, Philippines. He was the seventh child in a family of 11 children. Both of his parents were well-educated and came from distinguished families. Rizal displayed intellectual talents from a young age, learning to read and write by age 5 and writing his first poem at age 8. He went on to obtain advanced degrees from the University of Santo Tomas and the University of Madrid. Rizal was a polymath who spoke over 20 languages and made contributions in many fields. He was a key member of the Filipino Propaganda Movement that advocated for political reforms in the Philippines under Spanish colonial rule. Rizal was executed by the
Rizal wrote this letter to encourage 20 young women in Malolos who petitioned to open a night school for education. He pays homage to their desire to educate themselves, seeing it as a ray of hope in restoring the dignity of Filipino women. Rizal emphasizes the important role of Filipino mothers in teaching their children about God, country and community. He advises all women, whether mothers, daughters, wives or single, to protect their dignity through education while retaining their cultural values.
Jose Rizal was born in 1861 in Calamba, Philippines to a wealthy family. He was gifted intellectually from a young age and was educated by private tutors before attending the Ateneo Municipal de Manila and University of Santo Tomas. Due to his radical views, he continued his medical education abroad in Spain, France, Germany, and the Czech Republic, earning several degrees. He lived in Europe for 10 years, becoming multilingual and excelling in various fields. While abroad, he wrote his novels Noli Me Tangere and El Filibusterismo, which criticized the Spanish colonial government and Catholic Church, making him a revolutionary figure. He maintained a circle of friends from prominent Filipino families who shared his
3. The Women of Malolos Elisea T. Reyes (1873-1969) Juana T. Reyes (1874-1900) Leoncia S. Reyes (1864-1948) Olympia S.A. Reyes (1876-1910) Rufina T. Reyes (1869-1909) Eugenia M. Tanchangco (1871-1969) Aurea M. Tanchangco (1872-1958) Basilia V. Tantoco (1865-1925) Teresa T. Tantoco (1867-1942) Maria T. Tantoco (1869-1912) Anastacia M. Tiongson (1874-1940) Basilia R. Tiongson (ca. 1860-ca. 1900) Paz R. Tiongson (ca. 1862-1889) Aleja R. Tiongson (ca.1865-ca.1900) Mercedes R. Tiongson (1869-1928) Agapita R. Tiongson (1870-1937) Filomena O. Tiongson (ca. 1865-1930) Cecilia O. Tiongson (ca. 1867-1934) Feliciana O. Tiongson (1869-1938) Alberta S. Uitangcoy (1865-1953)
4. Rizal wrote the letter in London He was only 28yrs. When he wrote it. This famous letter was written by Jose Rizal in Tagalog, while he was residing in London, upon the request of M. H. del Pilar. The story behind this letter is that on December 12, 1888, a group of twenty young women of Malolos petitioned governor-general Weyler for permission to open a “night school” so that they might study Spanish under TeodoroSandiko. The Spanish parish priest, Fr. Felipe Garcia, objected so that the governor-general turned down the petition. However, the young women, in defiance of the friar’s wrath, bravely continued their agitation of the school, a thing unheard of in the Philippines in those times. They finally succeeded in obtaining government approval to their project on condition that Señorita Guadalupe Reyes should be their teacher. The incident caused a great stir in the Philippines and in far-away Spain. Del Pilar, writing in Barcelona on February 17, 1889, requested Rizal to send a letter in Tagalog to the brave women of Malolos. Accordingly, Rizal, although busy in London annotating Morgan’s book, penned this famous letter and sent it to Del Pilar on February 22, 1889 for transmittal to Malolos.
5. During the Spanish colonization of the Philippines, education was for the most part in a deplorable state, especially for women. The friars, who exerted power over both Filipinos and the Spanish government in the Philippines, considered the education of the natives a threat to the Church, as scientific knowledge and thinking could cause them to abandon the blind faith and obedience that the Church preached. Schools for girls particularly focused on turning out graduates who were pious, chaste, modest, and industrious. The principal aim of these schools was to form their students into meek wives and mothers. The teaching of the Spanish language was especially lacking, not just for women but Filipinos in general. Friars feared that proficiency in the Spanish language would give the natives the ability to communicate directly with Spanish government officials and would expose them to liberal and progressive ideas then emerging in Europe. As the friar curates spent many years with the natives, they were able to learn their language while government officials were assigned to the Philippines for a mere 4 years and did not have enough time to learn the language. The friars then served as the bridge between the natives and the Spanish officials, and were thus able to exert a strong influence on both. The friars contended that teaching the Filipinos Spanish would encourage subversion among them, as it would enable them to understand political matters. The friars were accorded the responsibility to supervise education in the Philippines by an 1863 decree which ironically also ordered that the Spanish language be taught in the islands. Thus education was never properly administered. Often the recommended number of schools was not built. This was the case in the prosperous town of Malolos, Bulacan. Thus a number of the foremost residents of the town took their own initiative to build private schools. In 1886, TeodoroSandico, a graduate of the University of Sto. Tomas, opened a private school in Malolos with the help of members of the town’s prominent clans, such as RufinaTanjosoy-Santos. Consisting of primary and secondary levels, the school took after theAteneo Municipal de Manila in their curriculum.
6. Focus The Women of Malolos were 20 women from prominent Chinese-Filipino families in MalolosBulacanwhosigned and presented a letter to Governor-General Valeriano Weyler on December 12, 1888 requesting permission to open a night school where they could be taught Spanish. The women’s daring action, which defied the authority of the town’s Augustinian friar curate, was lauded by reformists such as Jose Rizal, Garciano Lopez, and Marcelo H. Delpilar. Sandico and the Women of Malolos decided to appeal to him when he visited Malolos on December 12, 1888. On February 20, 1889, the women finally received permission to open their school on certain conditions. First, the women were required to fund the school themselves since the government refused to. Second, their teacher would be Guadalupe Reyes rather than Sandico, who had been blacklisted by the friar-curate of Malolos. Third, the classes would have to be held in the day and not at night, probably due to the association of nighttime gatherings with subversive meetings.
7. Symbol: The yellow roses symbolist a Love, Purity, and Peace to the Women of Malolos . They also show that education is important to each person .. and all Filipinos have a hidden talent and ability to raise the living.
8. Another symbol This symbol define how the education is important to us..and education is they key to progress in life and key to achieving our dreams..in education no basis for the gender and marital of the person.,as long us we packing w/ effort we achieved our goals and dreams in life..as did the Women of Malolos did.,they fight their right and did not give-up until they achieved their desire dreams..and they believed each one of us have a talent and intellect to achieved our dreams.
9. REFLECTION Our parents always say to us that no matter what happen we should finish our study. Because this is the only Gift and treasure that they give us that no body can take from us. And they also say That, This is the key for us success And to fulfil our dreams. What they say is true. They saying this not for them But for our goodness. We may not see the fruit of Our labour for now, But for sure if we finish our study We will thanks our parents For what they say. We should not take all that For granted. We should do our best to make them proud. So study hard and do our best.