Rizal journey dissertation

Chapter you: Introduction to study regarding Rizal’s Existence, Works and Writings Rizal Law as well as the Teaching of Rizal Course|

Republic Act of 1425Or Rizal Law| 2. Mandates the teaching of the life, functions and writings of Rizal in all colleges in the country. | Jose L. Laurel | * Subsidized the law because Rizal was your founder of Filipino nationality and the recorded of the Philippine nation. 5. Believed that by studying and studying Rizal’s life, teachings and writings, Philippine youth will gain honrado confidence, path, courage and determination.

| Objectives of Rizal Legislation (1956)| 5. To rededicate the lives of the junior to ideals of independence and nationalism. * To pay homage to our national hero pertaining to devoting his life and works in shaping the Filipino character. * To find an inspiring source of patriotism thru the study of Rizal’s life, works and articles. | ¦Goals by the Panel of Nationwide Education(Capino ou al, 1997) | * To recognize the relevance of Rizal’s beliefs, thoughts, teachings and lifestyle values to provide condition in the city.

2. To apply Rizal’s ideas inside the solution of day-to-day situations and concerns in modern life. 2. To develop an understanding and gratitude of the qualities, behavior and character of Rizal. * To foster the development of moral character, personal discipline, citizenship and vocational efficiency among the Filipino junior. | Rizal, An American Sponsored Hero|

Constantino (1969)| 2. Claims that Rizal was an American-sponsored hero. | Taft Commission rate of 1901| * Not really the Filipino people decided to go with Rizal to be our country’s national main character. | Contenders of the Subject of Nationwide Hero| 2. Rizal, Recompensa, Bonifacio and Mabini| Take action No . 137| * Arranged a politico-military district and named it as the province of Rizal in honor of the most illustrious Filipino. | Act No . 243| 5. Authorized a public subscription for the erection of the monument honoring Rizal in Luneta. | Act No . 345| 5. Set aside the anniversary of Rizal’s death as a working day of declaration. | Agoncillo (1986)| 5. Rizal was accepted as being a national main character to the Us citizens because he was the symbol of assimilation, which has been the American policy in that case in the Israel. | Elements according to Constantino (1969) that damaged Rizal’s acceptability as official hero in the Philippines| * Rizal had been dead when the Americans commenced their violence in the Philippines. * Simply no embarrassing

anti-American quote could ever be attributed to Rizal. * Rizal’s dramatic martyrdom had already made him the symbol of Spanish oppression. | Guerrero (1998)| * Asserts that it is the Filipinos that have chosen Rizal to be the sign of our nationalism as a people even before this individual died. 5. Rizal was the first Filipino. | Guerrero’s Conclusions| 5. Since the Filipinos love serenity, they have decided to magnify a male of peacefulness above the guys of war. * Because Filipinos will be lovers of freedom and justice, they have given their very own worship into a man whom gave up almost all comforts and pleasures in the peace for sake. 5. Filipinos prize virtue more than victory and sacrifice above success. | Rizal, Leading Asian Nationalist Leader|

Para Ocampo (1969)| * Rizal was the initially exponent of Asian nationalism since he was the source of inspiration to get the break out of the Filipino Revolution of 1896. | Fisher (1962)| * Referred to as Rizal the Pioneer Exponent of Liberal Democracy in Asia. * Said even before Gandhi and Sun Yat-Sen began their political career, Rizal got already used out with firmness and courage tips on liberal democracy by simply his articles. * Well worth and pride of the individual. * Inviolability of human rights * Natural equality of all men and races * Necessity to get constitutional government * Thanks process of rules * Well-known sovereignty since basis of almost all political expert. * Faith in human reason and enlightenment 5. Rights in the masses to public education. * Perception in cultural progress through freedom | Major Times in the Your life of Rizal (Celedonio, 1982)|

First Period (1861-1872)| 5. Rizal discovered how to go through, write and listened to tales that activated imaginative and critical considering on his part. * He developed industriousness, creativity, rationality and dignity. | Second Period (1872-1882)| * Initial turning point in the life of Rizal. 2. He was 11 and enrolled in Ateneo City despite his mother’s doubt. * It was the period when Fathers Gomez, Burgos and Zamora were unjustly accomplished by the Spanish government. 5. Their martyrdom made Rizal aware of the abuses from the regime and led him to commit himself down the road to avenge injustices and cruelties of the Spanish. 2. Strengthening of his faith based foundation. 5. Cultivation from the drive toward excellence 5. Conception with the Philippines as his fatherland. *

Envisioning the Philippines acquiring light via education. 2. Perception of the intimate alliance between religious beliefs and education. | Third Period (1882-1892)| * Second major turning point in Rizal’s life. * He decided to leave the Philippines to escape persecution. 2. He moved and everywhere he travelled, he was usually an viewer and a student, learning from anything he found, read and heard. * He took part inside the Propaganda Activity based in The european countries. | Next Period (1892-1896)| * The last turning point of his life before his martyrdom in December 35, 1896. 5. Rizal was exiled to Dapitan. * He detached his contacts with governmental policies and dedicated more of his time in sensible service and usefulness to the community. |

Chapter two: The 19th Century Associated with Jose Rizal

Growth and Development of Nationalism |

Nationalism | * (Jackson & Knutson, 2000) A feeling of loyalty or perhaps psychological attachment members of a nation discuss, based on one common language, history, culture and desire for independence. * It is a feeling that drives a people together as being a nation. * McKay ou al, 1995 * Has evolved from a real or thought cultural unanimity, manifesting by itself in a common language, history and territory. * Nationalists have usually sought to turn this kind of cultural unanimity into political reality so the territory of each people coincides with its express boundaries. 5. Nationalists believe that every nation has the directly to exist in freedom and develop in character and spirit. 2. It can cause aggressive crusades and counter-crusades and can tension differences among people. | Climb and Steady Spread of Liberalism and Democracy|

Black, 1999| * The climb and distributed of Liberalism and Democracy was actually a result of the growth and development of nationalism. | Liberalism| * Basic principle ideas are freedom and equal rights. * Required representative government as opposed to autocratic monarchy, equality before the rules as opposed to legitimately separate classes. * Likewise meant particular individual freedom: freedom with the press; independence of presentation; freedom of assembly; and freedom via arbitrary criminal arrest. | Democracy| * Was gradually founded thru the following means: 5. Promulgation of laws

that advance democracy 2. Undertaking of reforms thru legislation 2. Abolition of slavery * Adoption of any liberal metabolism * Providing the people the opportunity to propose laws 5. Adoption of manhood suffrage and granting of personal, economic and social rights to the people 5. The ecclesiastical and civil authorities in that case were not inclined to give basic individual rights towards the Filipinos since it will be disadvantageous to the Spain’s colonial administration of the Thailand fearing it can easily motivate the Filipinos to work for self-reliance and reduce the Routine. | The Industrial Revolution|

Stearns et al, 1991| 5. One of the most important developments in the 19th hundred years was the Industrial revolution. | Industrial Revolution| * Identifies the alteration of manufacturing as a result of the invention and use of machines. | Positive Effects| 5. Rise with the factory program. * Mass production of essential and nonessential items. * Improvement of someones standard of living. 2. Greater Estate of Culture. * Origins of field of expertise or label of labor. 5. Invention of labor-saving equipment. * First industrial capitalism * Fostering of liberalism and nationalism. * Encouragement of people’s mobility. | Negative Effects| * Extending the gap between the abundant and poor * Neverending economic combat between labor and capital * Polluting of the environment and other environmental problems * Beginning of child and women labor * Amplification, rise of imperialistic rivalry between and among industrialized countries. | Doreen, 1991| * To solve the evils developed by the industrial system, different measures were proposed simply by concerned sectors of community society. | Liberals| 2. Laissez-faire coverage or government’s noninterference in the conduct of trade and business should be sustained for the ongoing expansion in the economy. | Socialists| 5. Assert the government needs to control essential industries and resources. * Necessary in promoting equality of opportunity and people’s welfare in culture. | Communists| * Suggest that all factors of development be owned or operated and regulated by the government. 2. Equality could be achieved if perhaps social classes are destroyed and dictatorship in the proletariat is established. | The Advances of Science|

Consequences| 2. Everyday experience and innumerable scientists impressed the importance of science factor of ordinary citizens. 5. As research became even more prominent in popular thinking, the philosophical implication of science pass on to broad sections of the people. Technical improvements led people to develop hopeful faith in man’s power to achieve progress. * The techniques of scientific research acquired unparalleled prestige following 1850. For many, the union of very careful experiment and abstract theory was the only route to the fact and objective reality. | The Upsurge of Traditional western Imperialism|

Industrializing West| * In the 19th century, they will entered another and most powerful phase of its centuries-old-expansion into non-Western lands. | Consequences of Western Expansion| * The earth became in lots of ways a single product. * Dissipated the ideas and approaches of a highly developed world. Yet the western relied in force to conquer and rule and treated non-western people because racial inferiors. * Non-western elites released national, anti-imperialist struggle to get dignity, genuine independence and modernization. * Colonized people started to insist their directly to self-determination or maybe the right to opt for the kind of federal government under which they would live. | Positive outlook and Confidence in Progress|

Chodorow ou al, 1994| * Confidence or beliefs in contemporary society and male’s ability to improvement was caused by the advancement of science, the coming of steam-powered sector and the spread of liberalism and socialism. | Marquis de Condorcet| * Summed the optimism of the century in his function Sketch for the Historical Picture of the Improvement of the Individual Mind. * Saw that “the most powerful reasons for believing that mother nature has established no limit to understanding of our hopes and foresaw “the cessation of inequality between nations, the improvement of equality within nations around the world and the accurate perfection of humanity. Progress was at this point independent of any electricity might wish to halt this and will hardly ever be turned. | Achievements| * Extension of human being rights to a lot of people 5. Promotion better education for different persons * Education for nationalism in colleges * Expenditure in science to serve mankind * Improvement of public health through the business of numerous clinics * Breakthrough of practical literature, depicting the life of the time |

Part 3: Italy and the Philippines in the nineteenth Century

Spain in the nineteenth Century|

Zaide, 1994| * The 19th 100 years was a violent century of politics in Spanish background. * Frequent rise and fall of ministries and constitutions. 2. Force to abandon the policy of mercantilism and adopted the laissez-faire coverage. | Maguigad et ‘s, 2000| * To save the country from politics disunity, the Spanish overhead worked out the canovite system or rotativism. | Canovite System or perhaps Rotativism| 2. The liberals and very conservative in Spain took turns in administering the affairs in the country. | Mercantilism| 2. An economic cortège based on the idea that a country’s wealth and power could be measured with regards to its inventory of silver and gold. | Romero et ing, 1978| 5. Spain was forced to give up this insurance plan on account of her felt need to follow the trend of monetary development in Europe and at the same time speed up the growth of her commerce and trade. | Capino, 1977| * Spain’s adoption of laissez-faire coverage affected the Philippines in many ways. * Spain ended the Galleon Trade or the Manila-Acapulco transact in 1873. * This kind of directly opened the Thailand to the world commerce 5. Ended the economic seclusion of the Thailand from the remaining portion of the world. * Created a midsection class imbued with social courage and personal independence which will started the questioning the abuses from the Spanish Program. | The Philippines During Rizal’s Time|

Consequences of the Spanish Conquest| * The Filipinos shed their our ancestors lands due to Spain’s establishment of the encomienda system. * Forced to agree to Spanish lifestyle and faith. * This change was evident in the administrative organization from the country, social structure and academic system of the Philippines and economic situation inside the 19th hundred years. | Management Organization|

Ministry of Colonies| * Thru this, the Spanish Crown was able to control the Israel. | Governor-General| * Hired by the The spanish language monarch 2. The head with the Spanish colonial government near your vicinity. *

Represented the Crown in all of the governmental matters. * Vice Royal Consumer over religious affairs that means he could nominate priests for ecclesiastical administration from the parishes. * Commander in chief with the colonial army. * Leader of the colonial time government, having been an ex-officio president from the Royal Audiencia, the Substantial Court inside the Philippines during those times. * Experienced legislative powers. * Got the power of cumplase or the capacity to decide which regulation or dedicated decree must be implemented or perhaps disregarded in the colony. | Actos Acordados| * Laws and regulations enacted by governor-general. | Alcaldias| * The zone during the The spanish language Regime. 2. Divided into cities or pueblos. | Corregidor Mayor or Provincial Mayor| * Every one headed a region who exercised executive and judicial functions. | Referencia de Commercio| * The provincial authorities was the many corrupt unit in local government then, owing to the advantage to engage in the monopolize trade called ______. | Gobernadorcillo or City Mayor| 5. Each 1 headed a pueblo. * At first, having been elected by all hitched males. 5. Then, he was voted simply by 13 electors, chaired by the outgoing gobernadorcillo. * His principal responsibility was tax collection. 2. To ensure collection and remittance of these income taxes, he was required to mortgage his properties to the government at the start of his term. | Romero et ‘s, 1978| 5. Each area was broken into barrios or perhaps barangays. | Cabeza sobre Barangay | * Went a barangay, the smallest unit of government. * His function was to repair of peace and order and collection of fees and tributes in the barangay. | Ayuntamiento| * City government through the Spanish Program. * Governed by a cabildo or metropolis council consisting of a city creciente (alcalde sobre ordinario), councilors (regidores), chief constable (aguacil mayor) and a secretary (escribano). | Spanish friar| * A vital figure in the local administrative set-up (Schumacher, 1997) * Because of the union in the church and state inside the Philippines, a principle upon which the The spanish language colonial govt in the country was founded. * Supervisory representative of the Spanish authorities for all local affairs. 5. Practically the ruler with the town when he was the neighborhood school, wellness, prison, inspector and inspector of accounts of the gobernadorcillos and cabeze de barangays. * His approval was required in census lists, tax data, lists of army conscripts, and signup of births, deaths and

relationships. | Frailocracia| * Friars became better and influential that also civil regulators feared all of them. * Called by Lopez Jaena. | Guardia Civil| * One other institution dreaded in the Israel. * Prepared in1867, as a corps of native police under the management of Spanish officers for the purpose of dealing with bandit and renegades (Maguigad ou al, 2000)| Filibusteros| * Enemies from the government. |

Erehes| * Enemies with the Catholic House of worship. |

Audiencia Real| * Vested the contencioso power of the us government. * The Supreme Court during all those times plus the lower process of law (De Leon, 2000). * Highest court docket in the Philippines. * Also served as being a forum pertaining to settling significant issues upon governance and an auditing agency with the finances of Spanish colonial administration in the area. | Residencia| * The trial associated with an outgoing governor-general to are the cause of his functions during his tenure of office. | Visitador| * Investigating police officer to probe on problems against the governor-general, he was unable to resist file corruption error for his own advantage. | Capino, 1977| * An additional source of weakness and maltreatment of Spanish government was the widespread providing of decrease position to highest customers. | The Social Structure of Philippine Society|

Peregrino et ‘s, 1978| * Philippine contemporary society then was feudalistic on account of the servicio system enforced by the colonizers. | attrazione y servicio| * Compelled labor for the government as well as the Catholic Chruch. | Nobleza de sangre| * Chastity of Bloodstream * The social structure implemented by Spain was pyramidal because of the colonizer’s faith to the doctrine¦(Maguigad, 2000). | Social Pyramid: | |

Peninsulares| 2. Spaniards born in Spain. |

Insulares| * Spaniards born inside the Philippines. |

Spanish and Oriental Mestizo| |

Principalia| * Judgment class of native elites. |

Indios| 5. Masses|

Educational System|

Some weakness of the Educational System: | * Over-emphasis on religious beliefs * Limited and unimportant curriculum * Obsolete class facilities 2. Inadequate educational material 2. Absence of academics freedom * Racial bias against the Filipinos in school. |

Chapter 5: The Start of Philippine Nationalism

Unification from the Philippines Under Spanish Era|

Reduccion Plan| 5. Implemented simply by Fr. Juan de Plasencia * Required the local people to live in the region near the chapel. | Benefits of the Reduccion Plan| * Spanish encomenderos found it easier to accumulate taxes. 5. Transformed the Filipinos into law-abidding people. * The independence of the barangays was lost due to relocation in the natives intoxicated by the house of worship. | Early Resistance to Spanish Rule|

Revolts caused by the desire to regain all their lost freedom: | 2. Revolt of Raha Sulayman and Lakan Dula (1574) * Tondo Conspiracy (1587-1588) * Rise ? mutiny of Malong (1660-1661) 5. Dagohoy’s Mutiny (1744-1829) 5. Revolt of Diego Silang (1762-1763) * Revolt of Palaris (1762-1764)| Revolts due to resistance to Spanish-imposed institutions: | * Magalat Revolt (1596) * Revolt of the Irrayas (1621) 2. Cagayan Revolt (1639) * Sumuroy Rebellion (1649-1650) * Maniago Mutiny (1660)| Revolts caused by the agrarian unrest: | 2. Provinces of Batangas, Laguna, Cavite, Pampanga and Bulacan. | Revolts caused by the desire to revert for their native religion: | 5. Igorot Mutiny (1601) 5. Tamblot Rise ? mutiny (1621-1622) 5. Revolt of Lanab and Alababan (1625-1627) * Taponar Revolt (1663) * Mutiny of Francisco Rivera (1718) * Revolt of Cofrade Apolinario dela Cruz (1840-1841) * Rise ? mutiny of the Muslims in The southern area of Philippines| Separate et Impera Policy| 5. Factor for the inability of the revolts. * They failed to realize that their prevalent enemy was your Spanish| The Emergence in the Filipino Sense of Nationhood |

Reason for the Development of Nationalism | * Opening in the Philippines to world trade * Climb of clase media * Liberal regime of Carlos Ma. Dela ut Torre 2. Racial Discrimination * Secularization controversy * Cavite Mutiny of 1872| The Beginning of the Korea to World Commerce|

John Locke’s Theory of Revolution| * Persons can undoing a govt that is not employed by the good from the governed. | The Surge of Categoría Media|

Clase Mass media or Fresh middle class| * May be traced to the prosperity of your relatively little class of mestizos plus the principalia or ruling high level who benefited from the starting of the country to overseas commerce and trade. | Liberal Regime of Carlos Ma. Dela ut Torre|

Carlos Ma. Dela ut Torre| * Was appointed governor-general following your fall of Queen Isabella and the success of liberalism in Spain. 5. Encouraged the aspirations of the reformists and abolished the censorship in the press. 5. During his term, flexibility of speech and of the press as guaranteed by Spanish Cosmetic were recognized. | Rafeal de Izquierdo| * Substituted Carlos Mother. Dela Campanario * Boasted that this individual came to the Philippines using a cross similarly and a sword on the other. | Ethnicity Discrimination|

Indios| * The particular Spanish referred to as the Filipinos * Means inferior race| Fray Miguel de Bustamante| * Pictured the Filipino as an individual with low mental capacity, incapable of acquiring European education and fitted only to operate the discipline and tend a carabao in his pamphlet called Si Tandang Basyong Macunat. | Secularization Controversy|

Secularization of Parishes| 5. The copy of the monitories established by standard Spanish clergy to Filipino seculars. | Fr. Pedro Pelaez| 2. An insulares, who rose to the situation of vicar capitular of Manila in1861. * Led the fight against noble decrees turning secular parishes over to the friars. * Appealed towards the Queen Isabella II pertaining to ecclesiastical equal rights between the Spanish regulars and Filipino seculars. | Fr. Burgos| 5. Continued the struggle later on after the loss of life of Fr. Palaez. * He exerted all work to defend the Filipino local clergy from all of the attacks by Spanish regulars. * Applead to the The spanish language queen that the Filipino priests the chance to prove that they can similar the The spanish language regulars. | Cavite Mutiny of 1872|

Sgt. La Madrid| * Lead a mutiny with Filipino military in the system of Cavite on the night of January twenty, 1872 as a result of Izquierdo’s abolition of their exemption from contribution and forced labor. | Rizal and the Cavite Mutiny of 1872|

Setup of Gomburza| * When Rizal heard of the martyrdom of Gomburza when he was 11 years old, he altered his mind of becoming a priest and be a Jesuit father and dedicated his life to avenge the victims from the Spanish govt. |

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