CHAPTER 2

1. POLITICAL DEVELOPMENT IN THE PHILIPPINES

Spanish colonization began: 1565 (Miguel Lopez de Legazpi)

Administered by:
Mexico until 1821
Spain (Madrid) after Mexico’s independence
Main governing bodies:
Consejo de Indias (1681): Made laws for colonies (Recopilación de leyes de los reynos de
las Indias)
Ministry of Colonies (Ministro de Ultramar): Issued royal decrees
Governor-General: Most powerful figure; King's representative
Roles:
Executive, legislative, religious, and military powers
Issued laws, pardoned prisoners, nominated priests
Collected taxes, headed the military and Audiencia
Other Government Units:
Provincial level (Alcaldías): Run by civil governors
City government (Cabildo): Mayor and vice-mayor
Local (Barangay): Gobernadorcillo / Capitan, and Cabeza de Barangay for tax collection

🇪🇸 2. POLITICAL SITUATION IN SPAIN

Political instability due to the fight between Liberals and Conservatives
Frequent changes in monarchs and officials caused:
Poor policy continuity
Weak governance

⚠️ 3. CONSEQUENCES OF POLITICAL POLICIES

1. Abuse of Power

Governor-generals were corrupt, rewarded allies, punished enemies

Bought rice low, sold it high
Pocketed excess taxes

2. Corrupt Spanish Officials

19th-century officials were worse than earlier centuries

Notable corrupt figures:
Rafael de Izquierdo
Valeriano Weyler
Camilo de Polavieja

3. Instability in Colonial Rule

From 1849–1889: 45 governor-generals

→ Average term = 1 year and 3 months
 → In 1853–1854: 4 governors in less than a year!

4. No Filipino Representation

Rizal wanted representation in the Spanish Cortes (parliament)

In "The Philippines a Century Hence", Rizal said lack of representation pushed Filipinos to
rebel

💡 MNEMONIC DEVICE: “G.C.R.I.S.” for Colonial Problems

G – Governor-General abuses
C – Corrupt officials
R – Rigodon of leaders (frequent turnover)
I – Instability of administration
S – Spanish Cortes excluded Filipinos

Great! Here's a reviewer and sample quiz based on your notes on Chapter 2: 19th Century
Philippines as Rizal’s Milieu. This includes major topics like political, socio-cultural, and economic
conditions during Rizal’s time.

📘 REVIEWER
I. Political Situation

Spanish Rule: Philippines colonized in 1565, governed first by Mexico, then directly from Spain
(after 1821).
Governor-General: Appointed by the King of Spain; had executive, legislative, judicial, military,
and religious powers.
Local Government:
Alcaldias: Provinces headed by civil governors.
Ayuntamiento/Cabildo: City governments headed by mayor and vice mayor.
Barangay: Local unit headed by gobernadorcillo and cabeza de barangay (tax collection).

II. Political Problems

Instability in Spain: Constant change in Spanish leadership → frequent change of colonial

policies.
Frequent Governor-General Turnover: 45 from 1849–1889 (avg. 1 year term).
Abuses: Corruption, favoritism, exploitation by colonial officials.
No Filipino Representation: Filipinos not represented in the Spanish Cortes (legislature).

III. Socio-Cultural Situation

Limpieza de Sangre (Purity of Blood): Racial hierarchy.

Peninsulares: Spaniards born in Spain (highest class).
 Insulares: Spaniards born in the Philippines.
Mestizos: Mixed Filipino-Spanish ancestry.
Indios: Native Filipinos (lowest class).
Effects:
Racial Discrimination: Jobs, education, and privileges based on skin color and race.
No Equality Before the Law: Indios suffered injustice; Rizal lost a literary award to a Spaniard
due to his race.
Human Rights Violations: Freedom of speech, press, and assembly denied to Filipinos.

IV. Economic Conditions

Inquilinos: Tenant farmers like Rizal’s father rented land from friars.
Land Abuse by Friars: Rent increased; Filipino farmers suffered.
Suez Canal (1869): Opened the Philippines to world trade.

V. Economic Policies Imposed by Spaniards

Reducción: Forced relocation of natives near town centers.

Bandala: Farmers forced to sell produce to the government.
Polo y Servicios: Forced labor (16–60-year-old men), 40 days/year (later 15).
Taxes:
Cedula (personal ID tax),
Sanctorum (church tax),
Donativo de Zamboanga (military tax),
Tribute/Buwis (general tax).
Galleon Trade: 1565–1815; linked the Philippines with Mexico and China. Only elites benefitted.

REVIEWER: Educational Situation During Rizal’s Era

🔹 Introduction
The 19th-century Philippines saw major colonial changes under Spain.
Education was limited, church-controlled, elitist, and aimed at preserving Spanish authority.
Despite restrictions, it laid the groundwork for Filipino nationalism.
Rizal, born in 1861, used education as a tool for social reform and awakening.

🔹 Key Characteristics of Education in Rizal’s Time

1. Church-Dominated System

Managed by religious orders: Dominicans, Jesuits, Franciscans.

Focused on Christian doctrine, obedience, and colonial loyalty.
Schools mostly tied to parishes and convents.

2. Limited Access and Exclusivity

Education mainly for Spaniards, mestizos, and the elite (principalia).

 Few native Filipinos and almost no women received formal education.
Rural areas lacked schools; urban centers had better access.

3. Curriculum and Teaching Style

Emphasis on memorization, Latin, catechism, and classical literature.

Science, logic, and critical thinking were discouraged.
Teachers often untrained or underqualified; friars dominated the system.

4. Educational Reform: The Educational Decree of 1863

Introduced free primary education for boys and girls in all towns.
Created a normal school to train male teachers.
Poor implementation due to funding issues and friar resistance.

5. Higher Education Institutions

UST and Colegio de San Juan de Letran were top schools.

Rizal studied in Ateneo, UST, and later in Madrid, Paris, and Heidelberg.
Rizal gained exposure to liberal thought and science in Europe.

🔹 Rizal’s Experience
Belonged to the ilustrados, educated elite advocating reform.
His global education shaped his anti-colonial critiques.
Advocated for secular, modern education focused on Filipino identity.

🔹 Then vs. Now: A Comparison

✅ Similarities Today
Unequal access still exists, especially in rural/poor areas.
Curriculum relevance still debated.
Teacher quality and training remain issues.
Language of instruction (Filipino vs. English) remains a concern.

✅ Improvements/Progress
Education is now widely available, including to women.
Curriculum is diversified: includes science, math, arts, Filipino identity.
More colleges and universities exist.
Technology is integrated into learning.
Focus on building national identity.

🔹 Current Considerations
Ensure equity in access and quality.
Make curriculum practical and relevant.
Improve teacher training and support.
Promote digital inclusion.
 Strengthen Filipino identity while remaining globally competitive.

Chapter 3 – Rizal’s Birth, Family, and Childhood Memories

🔹 Birth of the Hero
Full Name: José Protacio Rizal Mercado y Alonzo Realonda
Date of Birth: June 19, 1861
Place of Birth: Calamba, Laguna

🔹 Meaning Behind Rizal’s Name

José – Chosen by his mother in honor of Saint Joseph.
Protacio – Taken from Saint Protacio, whose feast day fell near Rizal’s birthday.
Mercado – Means “market”; adopted by Domingo Lamco (Rizal’s great-great-grandfather) in
1731 to avoid anti-Chinese discrimination.
Rizal – From "luntiang bukirin" (green fields); related to his father’s work as a hacienda owner
and farmer.
Alonzo Realonda – His mother’s family names, added due to the Claveria Decree requiring the
adoption of standardized surnames.

🔹 Rizal’s Family and Social Status

Rizal’s family belonged to the principalia (local elite) due to:
Wealth, hard work, and education
Ownership of land and a large stone house
A library with 1,000 books
A carriage, symbolizing ilustrado status
Dona Teodora (mother) managed a grocery store and flour mill
Francisco Mercado (father) was a wealthy farmer and respected member of the community

🔹 Rizal’s Mixed Ancestry

🧬 Father’s Side (Mercado)
Domingo Lamco (Ke Yinan) – Chinese merchant from Amoy, China
Married Inez de la Rosa, granddaughter of Agustin Chinco (also Chinese)
Adopted the surname Mercado for protection
Their son: Francisco Mercado, who married Cirila Siong-co
Francisco and Cirila's son: Francisco Rizal Mercado (Rizal’s father)

🧬 Mother’s Side (Alonzo)

Eugenio Ursua – Of Japanese descent
His daughter Regina Ursua married Manuel de Quintos, a mestizo lawyer from Pangasinan
Their daughter Brigida Ursua married Lorenzo Alberto Alonzo
Their daughter was Teodora Alonso (Rizal’s mother)
🔹 Rizal’s Early Environment
Grew up in a peaceful, artistic, and prosperous home
Developed early love for reading, writing, and drawing
Despite his privileged life, he observed Spanish abuses and wrote about the suffering of
ordinary people in Calamba.

Chapter 3: Rizal parents, Rizal Childhood and Memories

Rizal's Parents

Don Francisco Mercado Rizal (1818-1898)

· Born in Biñan, Laguna.

· He studied Latin and Philosophy at the College of San Jose in Manila.

· Jose described his father in his diary:

"My father was a model of fathers, had given us an education commensurate with our small fortune;
and through thrift he was able to build a stone house; erect a little nipa house in the middle of our
orchard under the shade of some trees and others."

Doña Teodora Alonzo y Realonda (1826-1911)

· Born in Meisik, Sta. Cruz Manila.

· She studied at Colegio de Sta Rosa in Manila.

· Jose lovingly described his mother:

“My mother is a woman of more than ordinary culture; she knows literature and speaks Spanish
better than I. She even corrected my poems and gave me a wise advise when I was studying rhetoric.
She is a mathematician and has read many books."

Rizal's Siblings

1. Saturnina (1850-1913).

· She was the eldest child of Francisco Mercado and Teodora Alonso Realonda. Her
nickname was "Neneng". She was married to Manuel Timoteo Hidalgo of Tanauan, Batangas.
It was Doña Saturnina who published Pascual Poblete's translation in Tagalog language of
the "Noli Me Tangere" in 1909.

2. Paciano (1851-1930).

· The only brother and confidant of José Rizal and the second child.
 · He became a second father to Jose Rizal. He studied at San José College in Manila.

· He joined the Philippine revolution and became a combat general.

· He died on April 13, 1930, an old bachelor aged 79.

3. Narcisa (1852-1939).

· She was the third child and was married to Antonio Lopez, a teacher and musician from
Morong, Rizal. Like a doting sister, Narcisa was very close to Rizal and could recite all of
Rizal's poems from memory. Her nickname was "Sisa".

4. Olimpia (1855-1887).

· She was the fourth child and was married to Silvestre Ubaldo, who was a telegraph operator
from Manila. Her nickname was "Ypia". Olympia unfortunately died in 1887 from childbirth.

5. Lucia (1857-1919).

· She was the fifth child and was married to Mariano Herbosa. One important fact to know is
that Lucia's daughter, Delfina, was the first wife of Gen. Salvador Natividad and Delfina
helped Marcela Agoncillo to make the first Philippine flag in Hong Kong.

6. Maria (1859-1945).

· She was the sixth child in the family. Her nickname was "Biang". She married Daniel
Faustino Cruz of Biñan, Laguna.

7. Jose (1861-1896).

· He was the 7th child and the death of "Concha" was his greatest sorrow. 8. Concepcion
(1862-1865). She was the eight child and her nickname is "Concha". She did not live long to
see Rizal's martyrdom because she died early at the age of three.

9. Josefa (1865-1945).

· She was the 9th child and was nicknamed Panggoy in the family. Despite suffering from
epilepsy, she joined and was an active member of the Katipunan. She died a spinster.

10. Trinidad (1868-1951).

· She was the 10th child and also became a member of the Katipunan and died a spinster, as
well. Rizal's elegy, Mi Ultimo Adios, was in the safekeeping of Trinidad.
Name Nickname Details

1. Saturnina (1850–1913) Neneng Eldest sister, married to

Manuel Hidalgo; helped
publish Tagalog translation of
Noli Me Tangere

2. Paciano (1851–1930) — Only brother; close to Rizal;

joined revolution as a general

3. Narcisa (1852–1939) Sisa Could recite Rizal’s poems;

married Antonio Lopez

4. Olimpia (1855–1887) Ypia Married Silvestre Ubaldo

(telegraph operator); died
from childbirth

5. Lucia (1857–1919) — Married Mariano Herbosa;

daughter Delfina helped sew
the Philippine flag

6. Maria (1859–1945) Biang Married Daniel Faustino Cruz

of Biñan

7. Jose (1861–1896) — National Hero; deeply

saddened by the death of
sister Concha

8. Concepcion (1862–1865) Concha Died at age 3; Rizal’s first

heartbreak

9. Josefa (1865–1945) Panggoy Epileptic; member of

Katipunan; died a spinster

10. Trinidad (1868–1951) — Member of Katipunan; kept

Mi Último Adiós; died a
spinster

The Story of the Moth: Lessons from Rizal’s Childhood

One of the earliest and most memorable moral lessons Jose Rizal received came from a story his
mother told him while she was teaching him to read Spanish. During this lesson, Rizal became
distracted by moths flying near a flame. To get his attention back, his mother decided to share a fable
called “The Story of the Moth.” This simple yet powerful story left a deep impression on Rizal’s
young mind.

The fable tells the story of a young moth who was warned by her mother not to go near the flame.
Although the flame looked beautiful and inviting, it was dangerous. Ignoring the warning, the young
moth flew closer and closer until she was burned and died. The story was intended to teach the
danger of disobedience and the importance of listening to one’s elders.

From this, Rizal learned several important life lessons: to be cautious of curiosity, to respect
guidance, and to understand the consequences of one’s actions. However, Rizal saw a deeper
meaning in the story. He reflected on the young moth’s actions and asked himself, “Is the search for
light worth dying for?” For him, the flame came to symbolize truth and knowledge things that are
powerful, attractive, and even dangerous to pursue. He admired the moth’s courage to chase the
light, even at the cost of its life.

As Rizal grew older, these ideas became even more relevant to him. He began to witness injustice in
real life, especially during the Cavite Mutiny of 1872. In this event, three Filipino priests Gomez,
Burgos, and Zamora (GOMBURZA)were wrongly executed by Spanish authorities. This event
deeply affected Rizal, especially because his older brother, Paciano, was close to Father Burgos.
The pain Rizal saw in his brother, and the unfair treatment of the priests, opened his eyes to the
cruelty of the colonial system.

Later, Rizal acknowledged the great influence that this event had on him. He said that if it were not for
the injustice of 1872, he might never have written Noli Me Tangere or pursued the path of a reformist.
That moment helped him realize that it was his duty to stand up for truth and to help awaken his
fellow Filipinos, even if it meant personal sacrifice.

The story of the moth and the events of 1872 stayed with Rizal throughout his life. Like the young
moth, he was drawn to the “light” the pursuit of truth and justice. But unlike the moth, Rizal
approached it with purpose and responsibility. He believed it was his mission to share that light with
others, no matter the cost.

Conclusion

The Story of the Moth was more than just a tale about obedience it was a powerful symbol of
courage, sacrifice, and the pursuit of truth. Rizal took the lesson beyond childhood and made it
the foundation of his life’s mission. His story reminds us that fighting for what is right requires not just
intelligence, but also bravery and deep conviction.