Introduction to the Study of Rizal’s Life, Works, & Writings

COURSE OUTLINE TEACHING OF RIZAL COURSE

• Rizal Law and The Teaching of Rizal Course GOALS SET BY THE BOARD
• Rizal, A True Filipino Hero ON NATIONAL EDUCATION:
• Rizal, Pioneer Asian Nationalist Leader 1. To recognize the relevance of Rizal's ideals,
• Major Periods in the Life of Rizal thoughts, teachings and life values to
RIZAL LAW: RA 1425 present conditions in the community;
Author Claro M. Recto 2. To apply Rizal's ideals in the solution of
Sponsored the bill Jose P. Laurel day-to-day situations and problems in
in the senate contemporary life
Signed June 12, 1956 3. To develop an understanding and
• FULL NAME OF THE LAW appreciation of the qualities, behavior and
character of Rizal; and
Mandates the teaching of the life,
4. To foster the development of moral
works, and writings of Rizal in all character, personal discipline, citizenship
schools in the country and vocational efficiency among the
Filipino youth.
RIZAL LAW AND THE TEACHING
RIZAL, AS A TRUE FILIPINO HERO
OF RIZAL COURSE
• In many countries in the world, the leader
• According to Sen. Jose P. Laurel, who is almost always chosen.
sponsored the said law, since Rizal was the
• Jose Rizal was not a man of war but a man
founder of Filipino nationality and the
of peace.
architect of the Filipino nation, there is a
• Among the country's national heroes, Jose
need to know and imbibe the great ideals
Rizal stands out. To many Filipinos, he is the
and principles for which he died.
national hero of the Philippines.
• Moreover, Laurel believed that by reading
• Actually, Rizal is only one of the country's
and studying Rizal's life, teachings and
national heroes who include Andres
writings, Filipino youth will be able to:
Bonifacio, Emilio Jacinto, Marcelo H. del
o gain incorruptible confidence
Pilar and others more.
o direction
• They helped guide in the formation of the
o courage
Filipino national spirit and the
o and determination to move forward in
Philippine nation-state.
our people's journey towards an
• All these heroes are exemplars of all
abundant life.
Filipinos to follow.
RIZAL LAW: RA 1425
RIZAL, NOT AN AMERICAN
OBJECTIVES OF THE LAW
SPONSORED HERO
1. To rededicate the lives of the youth to the
• Historian Renato Constantino (1969)
ideals of freedom and nationalism, for
claimed that it was the Americans who
which our heroes lived and died;
were responsible for endorsing him as the
2. To pay tribute to our national hero for
Philippine national hero.
devoting his life and works in shaping the
Filipino character • He cited the efforts of the Taft Commission
3. To gain an inspiring source of patriotism in 1901 which picked Rizal from a group of
thru the study of Rizal's life, works and heroes, which included Emilio Aguinaldo,
writings. Andres Bonifacio and Apolinario Mabini.
• Teodoro Agoncillo (1986) - eminent • Dec. 30. 1898- a group of masons erected
historian a simple monument in Daet, Camarines
o Writes that Rizal was acceptable as a Norte
national hero to the Americans because • The monument bore the words:
he was the symbol of assimilation, which o “A Jose Rizal” (To Jose Rizal)
was their policy then in the Philippines. o “Noli Me Tangere” and “El
• Rizal never favored revolution but the slow Filibusterismo,” the title of his two
process of evolution through education important novels and “Morga” which
which suited American objectives refers to the book “Sucesos de las Islas
RIZAL, A TRUE FILIPINO HERO Filipinas”
• Factors which contributed to Rizal's • Annotated by Rizal in 1890 to correct
acceptability as the official hero of the Spanish misinterpretations in the book
Philippines: written by Antonio Morga during the 17th
1) Rizal was already dead at the time the century
Americans began their aggression in the • The monument at Daet antecedates the
Philippines. better known monument at Luneta in
2) No embarrassing anti-American Manila
quotations could ever be attributed to ADMIRATION FOR RIZAL
Rizal. • Though the monument in Luneta was
3) Rizal's dramatic martyrdom had already erected during the American Regime, it is
made him the symbol of Spanish the Filipino people themselves that helped
oppression. build the monument through public
RIZAL, THE NATIONAL HERO subscriptions.
• In reality, it is the Filipinos themselves who • This was authorized by Act No. 243 of the
chose Rizal as their national hero. Philippine Commission
• This could be seen in tributes to him during • Another proof:
his lifetime and immediately after his death. o Construction of myriad monuments
• The Katipuneros considered him the in his honor in most cities and towns in
honorary leader of the Katipunan. the country.
• His guidance was sought by its emissaries o Many main streets and avenues in the
when Dr. Pio Valenzuela visited him in various towns and cities are named after
Dapitan in 1892 him.
• Rizal's name was one of the passwords of o One province, Rizal Province, formerly
the secret society which swore to fight for part of the province of Manila, was
the country's freedom. named in his honor by virtue of Act No.
GEN. EMILIO AGUINALDO 137 of the Philippine Commission
o Filipino businessmen named their
• issued a decree on Dec. 20, 1898, ordering
businesses after Rizal, as a sign of their
that Dec 30, the anniversary of Rizal's
admiration and respect.
execution at Bagumbayan, be
o bank(RCBC - Rizal Commercial Banking
commemorated as “a day of mourning for
Corp.)
Rizal and other victims of the Philippine
o match (Rizal)
Revolution”
o universities (Jose Rizal University and
• Act No. 345
Rizal Technological University)
o the basis of the yearly celebration of o all one peso coin bears his image
RizalDay
• All of these are outward signs of the
• The early admiration for Rizal is manifested Filipino's adulations for Rizal and his
in the erection of the first monument in achievements.
his honor.
• He is truly a hero of the Filipinos COATES 1968
RIZAL, AS A FILIPINO NATIONAL HERO • According to Coates (1968), all the four
CONCLUSIONS DRAWN: (GUERRERO, 1998) challenged the West but Rizal was the most
1. Since the Filipinos love peace, they have remarkable because his ideas matured at an
chosen to magnify a man of peace above the early age.
men of war. • At that time that Gandhi was a schoolboy
2. Because Filipinos are lovers of freedom and and Sun Yat-Sen was a student, Rizal was
justice, they have given their worship to a already articulating lucidly in his speeches,
man who gave up all comforts and articles and letters his views of a completely
pleasures of peace for their sake different relationship between Asia and
3. Filipinos prize virtue more than victory, Europe
and sacrifice above success. • that the Asians must be regarded by Europe
o Despite the controversy on Rizal's as equals.
heroism, it cannot be denied that he DE OCAMPO, (1969)
gave form to the aspiration of the • Rizal was the first exponent of Asian
Filipino people, thereby giving rise to nationalism since he was the source of
our people's nationalist struggle inspiration for the outbreak of the
o Due to Rizal's qualities, he was able to Philippine Revolution of 1896.
serve the pressing needs of the people
Guerrero (1998) • Although Rizal opposed the revolution
o Rizal was the first Filipino because it was premature and inadequately
o This was because it was Rizal who first organized, the revolution broke out, which
called the Philippines as his can be considered the first genuine uprising
fatherland. by an Asian people against the Western
o It was he who taught his countrymen colonialism
that they could be something else,
FISCHER (1962)
Filipinos who were members of the
Filipino nation. • Rizal was the Pioneer Exponent of Liberal
o He was the first to work towards the Democracy in Asia.
unification of the Philippine • even before Gandhi and Sun Yat-Sen began
archipelago into a compact and their career of political agitation, Rizal
homogenous body based on common through his essays, letters and novels had
interests and mutual protection already spoken out with firmness and
courage ideas on liberal democracy.
CONSTANTINO (1969)
RIZAL, FIRST ASIAN
• Rizal is a hero in the sense that he was able
to see the problems generated by historical NATIONALIST LEADER
forces, discern the new social needs created Fischer (1962)
by historical development of new social • Ideas for liberal democracy by Rizal:
relationships, and take an active part in o The worth and dignity of the individual
meeting these needs. o The inviolability of human rights
RIZAL, PIONEER ASIAN o The innate equality of all men and races
NATIONALIST LEADER o The necessity for constitutional
government
• Rizal was born in the decade when other
o Due process of law
nationalist leaders of Asia were born:
o Popular sovereignty as the basis of all
o Mohandas Gandhi,
political authority
o Rabindaranath Tagore
o Faith in human reason and
o Sun Yat-Sen
enlightenment
 o The rights of the masses to public • Other significant developments in his life
education, and during this period include the following:
o Belief in social progress through o Strengthening of his religious
freedom. foundation;
• Rizal was the first Asian leader to assert o Cultivation of the drive toward
that the aforementioned ideas and excellence;
principles be established in Asia for the o Envisioning the Philippines receiving
benefit of the Asians. light thru education; and
• It was through Rizal that the basic tenets of o Perception of the intimate alliance
modern and social democracy were given a between religion and education
major voice in Asia for the first time. THIRD PERIOD (1882 - 1892)
• Thus, Rizal deserves to be called the First • The year 1882 was the second major
Asian Nationalist Leader turning point in the life of Rizal.
MAJOR PERIODS IN THE LFE OF RIZAL • It was at this time that Rizal decided to
• There are four major periods in the life of leave the Philippines to escape persecution.
Rizal: (Celedonio, 1982) • He went to Europe and everywhere he
1) First Period (1861 - 1872) went, Rizal was always an observer and a
2) Second Period (1872 - 1882) student, learning from everything he saw,
3) Third Period (1882 - 1892) read and heard.
4) Fourth Period (1892 - 1896) • He urged the Filipino colony in Spain to
FIRST PERIOD (1861 - 1872) prove that Filipinos can compete with the
• This was the period when the young Rizal Europeans in intellect and talent.
learned how to read, write and listened to • Thru his membership in exclusive societies
stories that triggered imaginative and of scholars and scientists in Europe where
critical thinking on his part. he presented monographs and was greatly
• It was a period when the following values appreciated, Rizal provided his compatriots
and virtues were developed in him: an example.
o industrious instead of idleness; • During this period Rizal took part in the
o creativeness instead of Propaganda Movement, based in Europe.
unproductiveness; • Through his articles, essays, and novels, he
o rationality instead of blind acceptance; sought to make truthful disclosures of the
and political, social, and economic conditions in
o dignity instead of servility. the Philippines
SECOND PERIOD (1872 - 1882) FOURTH PERIOD (1892 - 1896)
• This was the first turning point in the life of • The year 1892 can be considered the last
Rizal. turning point in the life of our national hero,
• He was then 11 years and was enrolled at before his martyrdom on Dec. 30, 1896.
Ateneo Municipal, despite the objection of • Rizal was exiled in Dapitan. It was in
his mother. Dapitan, where he demonstrated what an
• It was the period when Fathers Gomez, individual can do and accomplish within a
Burgos and Zamora were unjustly short period of time.
executed by the Spanish government. • It is here where he detached his
• The martyrdom of these three priests led connections with politics and devoted more
Rizal to be awakened to the abuses of the of his time in practical service and
regime and at the same time led him to usefulness to the community
devote himself in the future to avenge the
victims of injustices and cruelties of the
Spanish colonizers.
 The 19th Century World of Jose Rizal
• To fully comprehend the role of Dr. Rizal
played in the shaping of the Filipino
nationalism, there is a need for us to look
into the developments in the 19th century.
• This is essential in understanding his
ideology and outlook as an individual
Important developments during the said
century are as follows: (Capino et al, 1977)
o growth and development of nationalism
o rise and gradual spread of liberalism
and democracy
o industrial revolution
o the upsurge of western imperialism
o triumph of science and technology
o optimism and confidence in progress
GROWTH AND DEVELOPMENT
OF NATIONALISM American Revolution (1775-1783)
• Nationalism - sense of loyalty or Independence from Great Britain
psychological attachment members of a
nation share, based on a common language,
history, culture, and desire for
independence (Jackson & Jackson, 2000)
NATIONALISM
• it is a feeling that drives a people together
as a nation.
• it is a love of country expressed in devotion
to and advocacy of national interest and
independence.
TWO MAJOR REVOLUTIONS OF THE
EARLIER CENTURY:
1) The American Revolution of 1776 • The ideology of the French Revolution:
2) The French Revolution of 1789 o Liberty
o Both revolutions gave birth to the idea o Fraternity
that an individual's loyalty has to be to o Equality
his nation not the king. • Had influenced subject peoples to cast off
• The American Revolution gave birth to the the yoke of colonialism by means of armed
U.S.A. uprising
• The French Revolution led to the • Owing to the nationalistic spirit, Italy
overthrowing of the absolute rule of became a united kingdom under King
Bourbon Dynasty and the abolition of Victor Emmanuel II after the Italians
feudal system under Guiseppe Garibaldi drove out the
French Revolution (1779-1789) Austrians occupying the northern part of
Overthrowing of absolutism the country and weakened the influence of
the pope.
• The separate kingdoms of Italy united as and then achieved in part in the French
one nation. Revolution
• Ten years later, Germany through the • This political and social philosophy
vigorous campaign by the Prussians under challenged conservatism in the European
Otto von Bismarck united the various continent.
kingdoms and dukedoms of German nation • Liberalism demanded representative
and became one empire under Emperor government as opposed to autocratic
William I monarchy, equality before the law as
NATIONALISM opposed to legally separate classes
• One of the radical ideas in the years after • The idea of liberty also meant specific
1815, which influenced the modern world individual freedoms:
tremendously. o freedom of the press
• Three points that stand out in this complex o freedom of speech
ideology (McKay et al, 1995) o freedom of assembly; and
1) Nationalism has evolved from a real or o freedom from arbitrary arrest
imagined cultural unity, manifesting • Democracy became a way of life in many
itself in a common language, history and European countries, like Britain, Belgium,
territory. and Switzerland.
2) Nationalists have usually sought to turn • Democracy was gradually established thru
this cultural unity into political reality so the following means:
that the territory of each people o promulgation of laws that advance
coincides with its state boundaries. democracy
3) Nationalists believed that every nation o undertaking of reforms thru legislation
has the right to exist in freedom and o abolition of slavery
develop its character and spirit o adoption of a liberal constitution
• Democracy was gradually established thru
• While nationalism can foster national unity, the following means:
progress and independence, it also has its o providing the citizens the opportunity to
negative side. propose laws
• The ideas of national superiority and o adoption of manhood suffrage and
national mission can lead to aggressive o granting of political, economic and
crusades and counter-crusades. social rights to the people
• Nationalism can also stress differences • Democracy was non-existent in the
among people Philippines in the 19th century.
• The development of nationalism in the o The Philippines was denied
Philippines, however, was very slow. representation in the Spanish Cortes
• Loyalty to the nation began only after the since 1833.
unjust execution of Fathers Gomez, Burgos o The ecclesiastical and civil authorities
and Zamora on Feb. 17, 1872 then were not inclined to grant basic
RISE AND GRADUAL SPREAD OF human rights to the Filipinos, as it will
be detrimental to Spain's colonial
LIBERALISM AND DEMOCRACY administration of the Philippines.
• The rise and spread of liberalism and o They believed that if the Filipinos will
democracy was actually a consequence of enjoy basic human rights and freedom,
the growth and development of they would be motivated to work for
nationalism. (Black, 1999) independence and topple down the
• The principal ideas of liberalism Regime
o liberty and equality - were first realized
successfully in the American Revolution
 INDUSTRIAL REVOLUTION • Transportation
• One of the most crucial developments in the o Steam boats
19th century was the Industrial Revolution o Steam locomotives
(Stearns et al, 1991) o Airplanes
• Industrial Revolution o Automobiles
o refers to the transformation of o Balloons
manufacturing brought about by the
invention and use of machines
• This development started in England and
later on spread into Belgium, France,
Germany and even the United States.
• The invention of machines and their use in
manufacturing brought about significant
changes in people's lives
Some of the positive effects brought about
by this development:
o The rise of the factory system;
o Mass production of essential and non-
essential goods;
o Improvement of people's standard of
living;
o Greater urbanization of society;
o Beginnings of specialization or division
of labor; • Communication
o Invention of labor-saving devices; o Telephone
o The beginnings of industrial capitalism o Telegraph
o Fostering of liberalism and nationalism; o Wireless telegraphy
and o Cable
o Encouragement of people's mobility o Postal service
o Newspapers
BEGAN IN ENGLAND IN 1760
• Manufacturing
o Spinning jenny
o Spinning frame
o Spinning shuttle
o Cotton gin
o Sewing machine

On the other hand, there were negative

effects of Industrial Revolution to people.
o Widening of the gap between the rich
and the poor;
 o Unending economic warfare between • Breakthroughs in industrial technology
labor and capital; enormously stimulated basic scientific
o Pollution and other environmental inquiry.
problems; • The result was an explosive growth of
o Beginning of child and women labor; fundamental scientific discoveries from
and 1830s onward.
o Intensification of imperialistic rivalry • These theoretical discoveries were
between and among industrialized increasingly transformed into material
countries. improvements for the population
• In the Philippines, it caused the • The translation of better scientific
displacement of the farmers from their knowledge into practical benefits was
land. evident in biology, medical sciences,
• To solve the evils created by the industrial physics and chemistry.
system, different measures were proposed • In the 19th century, search for knowledge
by concerned sectors of world society and truth could be explained by a rational
(Doreen, 1991) and empirical approach
LIBERALS • This was a result of the Age of
• laissez-faire policy or government's Enlightenment during the 18th century,
non-interference in the conduct of trade when blind belief and dogma were
and business has to be sustained for the challenged by the principle that everything
continuous expansion of the economy. could be explained by reason.
SOCIALIST • This resulted in the development of the
• The socialists assert that the government scientific method, where knowledge needs
has to control vital industries and to be proven by a systematic and rational
resources. This is necessary in promoting approach, which in effect, resulted in
equality of opportunity and people's advances in the sciences
welfare in society The triumph of science and technology had
COMMUNISTS at least three significant consequences:
• The communists, on the other hand, suggest 1. Everyday experience and innumerable
that all factors of production be owned and scientists impressed the importance of
controlled by the government. Equality in science on the mind of ordinary citizens
society can be achieved if social classes are 2. As science became more prominent in
destroyed and dictatorship of the popular thinking, the philosophical
proletariat is established. implications of science spread to broad
CATHOLIC CHURCH sections of the population.
o Technical advances led the people to
• Conversely, the Catholic Church calls for
develop optimistic faith in man's
humane treatment of workers, respect for
capability to achieve progress
workers' rights, and social justice for the
3. The methods of science acquired unrivaled
poor.
prestige after 1850.
• It also enjoined the government to regulate
o For many, the union of careful
the use of private property and provide
experiment and abstract theory was the
humane and favorable working conditions
only route to truth and objective reality
for the proletariat
• The effects of the scientific revolution
THE ADVANCE OF SCIENCE spilled to the challenging of traditional
• The rapid expansion of scientific beliefs in religion and politics.
knowledge profoundly influenced Western • A belief emerged that the Church is not the
thought in the 19th century (Hunt et al, sole source of knowledge but everyone can
1995)
 be capable of achieving knowledge and • Moreover, European expansion diffused
challenging the old established belief as ideas and techniques of a highly developed
long as this could be scientifically civilization
explained, replicated and validated • Yet the West relied on force to conquer and
• The scientific revolution gained headway rule and treated non-Western peoples as
in Western European countries like racial inferiors.
Germany, France and England, which • Thus, non-Western elites, armed with
became centers of learning in the 19th Western doctrines, gradually responded to
century. Western challenge.
• Its universities and society became free • They launched a national, anti-imperialist
market places of ideas, characterized by a struggle for dignity, genuine independence,
large degree of intellectual freedom that is and modernization.
unhampered by religious dogma and • Colonized peoples, therefore, started to
superstition assert their right to self-determination or
• German, French, and English scientists the right to choose the kind of government
were at the forefront of this revolution and under which they would live
abroad, the explorers, archaelogists, and OPTIMISM AND CONFIDENCE
anthropologists scoured all parts of the IN PROGRESS
world for new discoveries.
• Optimism or faith in society and man's
• Unfortunately, however, Spain was at the
ability to progress was brought about by
backwater of this scientific upheaval, and
the advancement of science, the coming of
this was felt by Rizal himself when he left
steam-powered industry, and the spread of
the Philippines, feeling that his education in
liberalism and socialism (Chodorow et al,
the colony was inadequate
1994)
• He eventually, left Spain for more
• The optimism of the century was summed
advanced studies in Germany and France to
by Marquis de Condorcet in his work,
improve his competencies as a physician
Sketch for a Historical Picture of the
THE RESURGENCE OF Progress of the Human Mind.
WESTERN IMPERIALISM • He saw that “the strongest reasons for
• In the 19th century, the industrializing believing that nature has set no limit to the
West entered the third and most dynamic realization of our hopes”
phase of its centuries-old expansion into • He foresaw the following:
non-Western lands. 1) The abolition of inequality between
• In doing so, these Western nations nations;
profitably subordinated those lands to their 2) The progress of equality between
economic interests, sent forth millions of nations;
immigrants, and political influence in Asia 3) The true perfection of humanity
and vast political empires in Africa • Progress was now independent of any
• The reasons for this culminating surge were power that might wish to halt it and will
many, but the economic thrust of robust never be reversed
industrial capitalism, an ever-growing lead • Optimism and confidence in progress can
in technology, and the competitive be gleaned from the achievements of men in
pressures of European nationalism were the 19thcentury.
particularly important. • Notable among these were the following
• Western expansion had far-reaching (Capino,1977)
consequences. 1) Extension of human rights to many
• For the first time in human history, the people;
world became in many ways a single unit.
 2) Promotion of higher education for men
and women
3) Education for nationalism in schools;
4) Investment in science to serve mankind;
5) Improvement of public health thru the
establishment of numerous hospitals;
and
6) Emergence of realistic literature,
depicting the life of the time
TO SUMMARIZE:
• growth and development of nationalism
• rise and gradual spread of liberalism and
democracy
• industrial revolution
• the upsurge of western imperialism
• triumph of science and technology
• optimism and confidence in progress
 Spain and the Philippines in the 19th Century
EVILS IN THE COLONIAL RULE DURING • To save the country from political disunity,
THE SPANISH COLONIZATION the Spanish crown worked out the canovite
system or rotativism (Maguigad et al,
SPAIN IN THE 19TH CENTURY
2000)
• POLITICAL INSTABILITY IN SPAIN
• Under this policy, the liberals and
• ABANDONMENT OF MERCANTILISM
conservatives in Spain took turns in
THE PHILIPPINES DURING RIZAL’S TIME administering the affairs of the country.
• ADMINISTRATIVE ORGANIZATION • The political instability in Spain affected
• THE SOCIAL STRUCTURE OF FILIPINO the Philippines.
SOCIETY • As a consequence of this condition, there
• EDUCATIONAL SYSTEM were frequent changes in the top colonial
• ECONOMIC SITUATION administration in the Philippines.
• FILIPINO GRIEVANCES AGAINST SPANISH • Owing to the brief tenure of office of
RULE governor-generals, colonial administration
POLITICAL INSTABILITY IN SPAIN became very inefficient and corrupt.
• After the death of Ferdinand VII, Spain • The Philippines became a dumping ground
went through a downward spiral as a for the relatives and favorites of Spanish
world power. politicians in Madrid.
• By 1830 all of Spain’s American colonies ABANDONMENT OF MERCANTILISM
have seceded and became independent OR COMMERCIALISM
states with the exemption of Cuba and • Mercantilism – an economic doctrine
Puerto Rico based on the idea that the country’s wealth
• A struggle for the thrown followed between and power can be measured in its stock of
the forces loyal to Ferdinand’s daughter gold and silver.
Isabella and his brother Charles (Carlos). • Trade was dictated by the monarch and
• The ensuing struggle would be known as wealth should flow toward the center of
Carlist Wars. imperial power.
• Isabella defeated the Carlists allowing • Galeon Trade between Manila and
her to defy tradition to become the sole Acapulco began in 1565.
female monarch. • The Philippines was prohibited from
• Under Isabella II, Spain lost a bid to re- trading with other European countries.
conquer Peru and Chile and under • By 18th or 19th century, there was a shift
continued mismanagement by her towards laissez-faire to free market trade.
favorites. • Merchants began trading freely as profits
• There were frequent changes of from international commerce began to
governments in Spain which prevailed shape official policies.
event after Isabella’s overthrow in 1868. • There was a demand for Philippine
• The 19th century was a turbulent century of products such as sugar, coffee, rice, indigo,
politics in Spanish history (Zaide, 1994). and tobacco.
• It was a period of political instability owing • The Philippines was officially opened to
to the frequent rise and fall of ministries foreign trade by 1834
and constitutions. • Before, only the Spaniards benefitted from
the Galeon trade, with free trade, the
 growers and traders of Philippine products o he represented the Crown in all
gained wealth. governmental matters
• There was a rising class composed of o he was the Vice Royal Patron over
merchants who were mestizos, gained religious affairs
advantage from trade with foreigners o he could nominate priests for
• Spain’s adoption of the laissez-faire policy ecclesiastical administration of the
affected the Philippines in several ways parishes
(Capino, 1977). o the commander in chief of the colonial
o The middle class families were able to army
send their children to acquire higher o the ex-officio president of the Royal
education. Audiencia or Supreme Court in the
o Increased contact with the West Philippines
brought home political ideas prevailing o he had his legislative powers to enact
in Europe. laws which were called actos acordados
o These ideas were mainly enlightenment (Maguigad, 2000)
ideas which preached equality and God- o He had the power of cumplase or the
given rights of men. power to decide which law or royal
o Illustrados or the “enlightened ones” decree should be implemented or
–members of the middle class disregarded in the colony.
▪ imbued with civic courage, they • Below the national government were the
began questioning the abuses of the local government units, namely: provinces,
Spanish Regime and began to clamor towns, cities and barrios (Agoncillo,
for reforms 1990)
THE PHILIPPINES DURING • The provinces were called alcaldias. Each
RIZAL’S TIME province was headed by an alcalde mayor
or provincial governor, who exercised
• The Filipinos lost their ancestral lands on
executive and judicial functions.
account of Spain’s institution of the
• The provincial government was the most
encomienda system.
corrupt unit in local government then,
• They were forced by the Spanish colonizers
owing to the privilege to engage in and
to accept Spanish culture and religion.
monopolize trade called indulto de
• This change was evident in the
commercio.
administrative organization of the country,
• The alcaldias or provinces were divided
social structure and educational system of
into towns or pueblos. Each pueblo was
the Philippines, and economic situation in
headed by a gobernadorcillo or town
the 19th century
mayor.
ADMINISTRATIVE ORGANIZATION
GOBERNADORCILLO OR TOWN MAYOR
• The Philippines was governed directly by
• was elected by all married males
the Spanish Crown, thru the Ministry of
• was voted by 13 electors, chaired by the
Colonies in the 19th century.
outgoing gobernadorcillo
• Unitary government – policies
• As the town executive, his principal
implemented by colonial administrators
responsibility was tax collection.
from Luzon to Mindanao emanated from
Manila, the seat of the central government. • To ensure collection and remittance of
these taxes, he was required to mortgage
GOVERNOR-GENERAL
his properties to the government at the
o appointed by the Spanish monarch
beginning of his term of office.
o the head of the colonial government in
the country
 BARANGAY • Owing to the fact that they remained in
• Each town was divided into barrios or colony every time a governor-general was
barangays (Romero et al, 1978). removed from office, their advice on the
o As the smallest unit of government, each proper management of governmental
barangay was headed by a cabeza de affairs was sought by every new governor-
barangay. general.
o His main function was the maintenance • This eventually paved their way for control
of peace and order and the collection of and influence over colonial affairs.
taxes and tributes in the barangay. GUARDIA CIVIL
CITY GOVERNMENT • was organized in 1867
• The city government was called • a corps of native police under the
ayuntamiento (Zaide, 1994). leadership of Spanish officers for the
o It is governed by a cabildo or city purpose of dealing with outlaws and
council composed of a: renegades (Maguigad et al, 2000)
▪ city mayor (alcalde enordinario), • another institution feared in the Philippines
▪ councilors (regidores), • In 1880, it was the most feared instrument
▪ chief constable (aguacil mayor), and of summary arrests of individuals identified
▪ a secretary (escribano). by the friars as filibusteros or enemies of
LOCAL ADMINISTRATIVE the government and erehes or enemies
• A key figure in the local administrative set- of the Catholic Church.
up was the Spanish friar (Schumacher, • Judicial power of the government was
1997). vested on the Audiencia Real, the Supreme
• This was because of the union of the church Court during those times and the lower
and the state in the Philippines. courts (De Leon, 2000).
• The friar was the supervising • Below the Audiencia Real were two
representative of the Spanish government territorial audiencias, courts of first
for all local affairs. instance and the justice of the peace
• His approval was necessary on almost all courts.
acts of the local officials (ruler of the town). • As the highest court, it did not only
• Function of the friars: adjudicate appeals for civil and criminal
o Local school inspector, inspector of the cases. It also served as a forum for settling
accounts of the gobernadorcillos and important issues on governance and an
cabeza de barangays. auditing agency of the finances.
o His approval was required in census • There was no legislature in the
lists, tax lists, list of army conscripts, and Philippines before the country was taken
register of births, deaths and marriages. over by the U.S. in 1898.
o Eventually, the friars became more • Philippine representation in the Spanish
powerful and influential that even Cortes or lawmaking body was abolished
civil authorities feared them. in 1837 (Schumacher, 1997).
FRAILOCRACIA OR FRAILOCRACY • As a consequence, governance of the
Philippines was based on special laws.
• “a government by friars”
• Corollary to this, Las Leyes de Indias
• The rise in power and influence of the friars
continued to be the basic law but gradually
can be attributed to frequent changes in
modified by royal decrees, which extended
the top colonial administration in the
various parts of Spanish peninsular law into
country from 1849 to 1895.
the Philippines.
• Spain tightened her control over the
• Spanish colonial administration was
country thru the friars for fear of losing the
corrupt and inefficient.
Philippines.
• Several factors: • The Spanish and Chinese mestizos, and
o Governor-general exercised absolute the principalia or the ruling class of
powers native elites composed of the
o He could reward positions in the gobernadorcillo, cabeza de barangay,
bureaucracy to his favorites who were landowners, merchants, and wealthy native
unqualified and unfit for government families.
service. • At the bottom of the social pyramid,
o Although the Spanish Crown had however, were the Indios or the brown-
instituted the residencia, the trial of an skinned natives who composed the
outgoing governor-general to account majority of the people.
for his acts during his tenure of office
and the visitador or investigating
officer to probe on the complaints
against the governor-general.
o Another source of weakness and abuse
of Spanish government was the
widespread selling of lower positions
to highest bidders (Capino, 1977).
o Many government officials were
appointed not on the basis of merit
but ability to buy the position.
o This situation had given rise to
misadministration of governmental
affairs, bribery, as well as graft and • As a consequence of the colonizers’
corruption application of the doctrine of limpieza de
THE SOCIAL STURUCTURE sangre, a social ranking was created in our
OF FILIPINO SOCIETY society.
• Philippine society then was a feudalistic as • Social tensions were created between and
a consequence of the encomienda system among the classes, where the lower classes
imposed by the colonizers (Romero et al, were victimized by the upper classes.
1978). • A system of racial discrimination came to
• The Filipinos were treated as slaves by the be institutionalized
Spanish conquerors. • High positions in government were opened
• They imposed and collected all forms of only to the pure blooded Spaniards.
taxes and tributes from the Filipinos and • Members of the middle class and the
even required the natives to render polo y Indios were considered inferior by the
servicio or forced labor to the upper classes and unworthy of education.
government and the Catholic Church. EDUCATIONAL SYSTEM
• The social structure implemented by Spain • Up to the middle of the 19th century schools
was pyramidal due to the colonizers’ were under the control of the friars.
adherence to the doctrine of limpieza de • Primary education was not given attention
sangre or purity of blood (Maguigad, despite the establishment of parochial
2000). schools in many towns.
• At the apex of the social pyramid were the • Instruction at these schools centered on the
peninsulares or the Spaniards born in teaching of fear of God and obedience to the
Spain. friars, with indoctrination as the principal
• Below them were the insulares or method of teaching.
Spaniards born in the Philippines.
• Children in these schools were taught that • It was also in this century when public
they were inferior intelligence and were education for the natives was begun
suited only for manual work. (Agoncillo, 1990)
• With the use of vernacular language, • The Educational Decree of 1863 was
students’ learning was measured in terms implemented in the colony, which required
of how well they can parrot the contents the establishment of one elementary school
of a book even without comprehension. for boys and one elementary school for girls
• As a consequence of this method of teaching in each town in the Philippines.
employed by the friars, Filipino children • The same decree provided for the
were not able to develop self-confidence establishment of a normal school for the
in their ability to learn training of teachers with mastery of
• In addition, native children developed Spanish language, under the direction of
severe inferiority complex. Jesuits, as Spanish shall be the medium
• The culture of silence came to be instilled of instruction in all schools.
in the minds of the Filipino learners. • The friars resisted the teaching of
• By the end of the 19th century, only the Spanish language to the Filipinos.
University of Santo Tomas (UST) was • They opined that knowledge of the
existing higher education institution in the language would lead to the development
Philippines. of political and social awareness among
• UST, founded by the Dominicans in 1611, the natives, which in effect could trigger in
was the only university which offered them the desire to work for freedom and
courses in medicine, pharmacy, theology, independence
philosophy, as well as canon and civil law. • They pressed on the need to keep the
• At the beginning of its operation most of Filipinos in ignorance and opposed all
those seeking admission into its various efforts to improve education in this Spanish
programs were Spaniards and mestizos. colony.
• The Spaniards also opened secondary • Spanish was used as the medium of
schools for boys during this period instruction in Ateneo, Letran and UST.
• Notable among these schools were the • Although the Spanish government exerted
Colegio de Santo Tomas and de San Juan efforts to educate the Filipinos in the
de Letran in Manila, under the 19thcentury, the educational system
Dominicans, as well as the Ateneo implemented had serious weaknesses
Municipal, run by the Jesuits • Notable among these weaknesses were as
(Schumacher, 1997). follows (Romero et al, 1978):
• Secondary education for girls were o Over-emphasis on religion;
provided by the following schools in Manila o Limited and irrelevant curriculum;
(Maguigad, 2000), namely: o Obsolete classroom facilities
o Santa Isabel, o Inadequate instructional materials
o La Concordia, o Racial prejudice against the Filipinos in
o Santa Rosa and school
o Santa Catalina. ECONOMIC SITUATION
• All these schools were subject to the • The country was opened for foreign trade in
inspection of the Dominican Rector of the 1834, which resulted in the rapid rise of
UST. foreign firms in Manila.
• Students seeking admission into the • The presence of these foreign traders
secondary schools were, therefore, stimulated agricultural production and
required to take examination before a export of sugar, rice, hemp, and tobacco.
board appointed by the rector of UST.
• The growing prosperity of the Philippines
had significant consequences (Schumacher,
1997)
• Opportunities for trade, increased Filipino
contacts with foreigners and peninsular
Spaniards.
• Moreover, a number of families, which
prospered from foreign commerce and
trade, were able to send their sons for
education in Europe, further destroying
the isolation of the country from the rest of
the world
• Filipinos, who were educated abroad, were
able to absorb the intellectual
developments in Europe.
• The awareness of a completely different
type of society prevalent in Europe made
these European-educated Filipinos
disenchanted with Spain
FILIPINO GRIEVANCES AGAINST THE
SPANISH RULE:
1. Instability of Colonial Administration
2. Corrupt Colonial Officials
3. No Representation in the Spanish Cortes
4. Human Rights Denied to Filipinos
5. No Equality Before the Law
6. Maladministration of Justice
7. Racial Discrimination
8. Frailocracy
9. Forced Labor
10. Haciendas Owned by the Friars
11. The Guardia Civil
 The Dawn of the Filipino Nationalism
TOPIC OUTLINE • It also transformed the Filipino into a law
• UNIFICATION OF THE PHILIPPINES abiding citizens under the Spanish crown
UNDER THE SPANISH RULE • Gradually, the independence of the
• EARLY RESISTANCE TO SPANISH RULE barangays was lost as a consequence of the
• THE EMERGENCE OF THE FILIPINO SENSE relocation of the natives under the
OF NATIONHOOD influence of the church
• THE OPENING OF THE PHILIPPINES TO • With the imposition of Catholicism and
THE WORLD COMMERCE Spanish culture, the Filipinos were
• THE RISE OF THE CLASE MEDIA partially transformed into the little
• LIBERAL REGIME OF CARLOS MA. DELA brown Spaniards
TORRE • Spain’s political system was gradually
• RACIAL DISCRIMINATION introduced into the country.
• SECULARIZATION CONTROVERSY • Government was highly centralized and for
• CAVITE MUTINY OF 1872 the first time, the people came to be
politically united under the Spanish crown.
• RIZAL AND CAVITY MUTINY OF 1872
• Barangays were merged to form pueblos,
UNIFICATION OF THE PHILIPPINES
pueblos into alcaldias, in addition the
UNDER THE SPANISH RULE ayuntamientos established by the
• Spain ruled the Philippines for more than colonizers.
300 years • Despite unification, the people started to
• Prior to her colonization of the Philippines nurture resentment and dislike for foreign
consisted of independent and self- rule
governing barangays, and people of diverse EARLY RESISTANCE TO SPANISH RULE
tribes
• The integration of the country into the
• It was the Spain that gave the country its Spanish empire, resulted into the
identity (Zaide, 1994) implementation of taxation without
• The country came to be known as representation, polo y servicio or forced
Philippines due to her three centuries of labor, galleon trade, indulto de comercio
colonial administration and government monopolies
• With the use of the Cross, the natives were (Agoncillo,1990)
pacified (Agoncillo & Guerrero,1974) • Government restrictions and control made
• The reduccion plan of Fr. Juan de the people experience hardships and
Plasencia was implemented, which miseries
required the natives to live in the area near • In effect, they started harboring grievances
the church against the colonial administrators
o Reducción aimed to consolidate • They began clamoring for freedom from
colonial control over Philippine foreign control
indigenous communities by compelling
• Discontented with Spanish rule was first
prominent individuals to relocate into
expressed in the regional revolts that broke
poblaciones within hearing distance of
out in the archipelago from 1574 to1873
church-bells. Bell ringing ordered daily
(Zafra, 1976)
life by signaling times to congregate and
• Majority of the early uprising were caused
by marking special occasions.
by the desire to regain their lost freedom
• As a result, Spanish encomenderos found
it easy to collect taxes from the natives.
• Examples of revolts under this particular revolts against the Spanish rule did not
cause were the following: succeed.
o Revolt of Raha Sulayman and • The people were not united in their struggle
Lakandula (1574) against the colonizers owing to the
o Tondo Conspiracy (1587-1588) archipelagic nature of the country and the
o Revolt of Malong (1660-1661) lack of communication facilities
o Dagohoy’s Revolt (1744-1829) • Revolts, then against Spanish rule were
o Revolt of Diego Silang (1762-1763) fragmented, disorganized, and sporadic
o Revolt of Palaris (1762-1764) • Disunity was enhanced with Spain’s
• Resistance to Spanish-imposed institutions implementation of the policy of divide et
was also a major cause of the early revolts empera or divide and rule, which was
against Spanish rule another factor for the failure of these
• Some of the revolts due to the revolts.
aforementioned factor included the • As a Filipinos were made to fight one
following: another by the colonial masters, they failed
o Magalat Revolt (1596) to realize that their common enemy was
o Revolt of the Irayas (1621) the Spaniards
o Cagayan Revolt (1639) THE EMERGENCE OF THE FILIPINO
o Sumuroy Rebellion (1649-1650) SENSE OF NATIONHOOD
o Maniago Revolt (1660)
• The emergence of Filipino sense of
• Other revolts were caused by agrarian
nationhood took place only during the last
unrest, brought about by the desire of the
years of Spanish rule in the 1890's
natives to recover the lands grabbed from
(Agoncillo, 1990)
them by the friars
• The development of nationalism in the 19th
• Agrarian revolts broke out in the
century was attributable to the following
provinces of Batangas, Laguna, Cavite
factors:
and Pampanga and Bulacan from 1745
o Opening in the Philippines to World
to 1865
Commerce
• There were also revolts triggered by the
o Rise of Clase Media
desire to revert to their native religion
o Liberal Regime of Carlos Ma. Dela
rather than embrace the religion of the
Torre
colonizers (Agoncillo, 1990)
o Racial Discrimination
• Among the revolts ignited by the o Secularization Controversy and
aforementioned cause were the following: o The Cavite Mutiny of 1872
o Igorot Revolt (1601)
THE OPENING OF THE PHILIPPINES TO
o Tamblot Revolt (1621-1622)
o Revolts of Lanab and Alababan THE WORLD COMMERCE
(1625-1627) • The opening of the country to world
o Revolt of Francisco Rivera (1718) commerce was a consequence of Spain's
o Revolt of Apolinario dela Cruz (1840- adoption of the laissez-faire policy.
1841) • With the entry of foreign products and
o The Moro Resistance in Southern businessmen, the economic isolation of the
Philippines (1590-1898) Philippines was ended.
• The early revolts against Spanish rule failed • A more significant effect of this
for a number of reason (Romero et al,1978) development was the influx of liberal ideas
• Owing to sectional jealousies, lack of into the country.
communication in the provinces, and • Filipino intellectuals came to learn of the
absence of national leaderships the revolutionary ideas of John Locke and
Jean Jacques Rousseau.
• From their contact with peninsular LIBERAL REGIME OF
Spaniards, Filipino intellectuals were able CARLOS MA. DELA TORRE
to learn Locke's Theory of Revolution
• The fall of Queen Isabela and the triumph
and Rosseau's Social Contract Theory.
of liberalism in Spain in 1869 resulted
• They learned that people could overthrow a into the appointment of Carlos Ma. Dela
government that is not working for the Torre as governor-general in the
good of the governed (John Locke's Philippines in the same year (Zaide, 1994).
Theory of Revolution).
• With his assumption into office as the chief
• They also realized that a government is an executive of the country in 1869, Dela
agreement between the ruler and the ruled Torre demonstrated his democratic and
to govern for the welfare of the ruled. liberal philosophy in governing the
• Other liberal ideas that the Filipinos came country.
to learn during this period included the • He encouraged the aspirations of the
following: reformists and abolished the censorship of
o Equality before the law the press.
o Freedom of religion
• Reform commissions were set up and
o Freedom of assembly
public discussions took place in the
o Protection of human rights
newspapers for the first time.
o Representation in the legislature and
• To express satisfaction and joy for the
o Sovereignty of the people.
leadership of Dela Torre, some Filipinos
• Consequently, many of the Filipino
serenaded him on the night of July 12.
intellectuals started to wonder at the
1869 (Liberty Serenade of 1869).
deplorable conditions of the country.
• This development was something the friars
• They began to discuss issues on politics and
then did not like.
started clamoring for reforms from the
• For the first time the Filipinos were allowed
government.
to talk about freedom and democracy
THE RISE OF CLASE MEDIA openly.
• The rise of the new middle class or clase • During his term of office, freedom of speech
media, can be traced to the prosperity of a and of the press, as guaranteed by the
relatively small class of mestizos and the Spanish Constitution were recognized.
principalia or ruling elite who benefited • As a consequence of his liberal policy,
from the opening of the country to foreign Father Burgos and other Filipino clergy
commerce and trade. were motivated to work for the
• Families, which prospered during this time, Filipinization of parishes throughout the
were able to send their sons for an country.
education in Europe. • With the restoration of the Spanish
• Being educated in Europe, these sons of monarchy in 1870 and the return of
prosperous families were able to see the conservatism in Spain, Dela Torre was
basic difference of European and Filipino removed from office and replaced by the
societies. reactionary Rafael de Izquierdo, who
• Moreover, being able to witness the more boasted that he came to the Philippines
progressive state other countries in the with a cross on one hand and a sword on the
continent, these European-educated other.
Filipinos became disillusioned with Spain. RACIAL DISCRIMINATION
• From their ranks emerged Filipino
• Another factor that contributed to the
propagandists clamoring for change in the
development of Filipino sense of
Philippines.
nationhood was racial discrimination.
• The Spaniards considered Filipinos an • The controversy became acute when the
inferior race and sarcastically called Jesuits returned to the Philippines.
them Indios. • Parishes under the Filipino priests were
• Discrimination of the Filipinos was taken over by the friars, which sparked
prevalent in the universities and colleges, protests from the former.
government offices, church and court of • With the return of the Jesuits, parishes
justice. under Filipino regulars in Manila were
• Fray Miguel de Bustamante, in his turned over to the Recollects in exchange
pamphlet entitled, "Si Tandang Basyong for the parishes held by the Recollects in
Macunat," portrayed the Filipino as an Mindanao.
individual with low mental ability, • Fr. Pelaez appealed to the Queen
incapable of acquiring European education Isabella II for ecclesiastical equality
and fitted only to work in the field and tend between the Spanish regulars and
a carabao (Zaide, 1994). Filipino seculars (Fabella, 1960).
• This kind of attack against the Filipino race • This was because loss of the Manila
intensified the enmity between the parishes would mean that Filipino seculars
Filipinos and Spaniards, especially the would have no hope of becoming parish
friars. priests again.
• Racial discrimination had led them to • With the death of Fr. Pelaez in 1863 due
realize that the Spaniards and the Filipinos to the earthquake that occurred in the
were two separate, distinct peoples. Manila, the struggle for equality was
SECULARIZATION CONTROVERSY temporarily stopped.
• Secularization of parishes was the transfer • Fr. Burgos continued the struggle started by
of the ministries established by the his former professor.
regular Spanish clergy to the Filipino • He exerted all efforts to defend the Filipino
seculars (Agoncillo, 1990). clergy from all attacks by the Spanish
• This issue cropped up when the Jesuits regulars.
were expelled from the country in 1768. • He asserted that Filipino priests were
• Parishes vacated by the Jesuits had to be qualified to administer the parishes.
filled up by Filipino seculars (Schumacher, • He defended the move undertaken by
1972). Archbishop Gregorio Meliton Martinez
• The secularization controversy began as a in training the Filipino seculars to become
religious issue on the right of the regular good parish priests.
and secular priests to administer the • He appealed to the Spanish Queen to give
parishes. the Filipino priests the chance to prove that
• This issue later on became a racial they can equal the Spanish regulars.
controversy between the friars and Filipino • He argued for secularization in conformity
secular clergy, as the friars started with the canon law and the discipline of the
demanding that the latter were not church, and the preferential right of the
qualified to administer the parishes secular clergy to the parishes in the
(Romero, 1978). Philippines.
• Leading the Filipino seculars in the struggle • The secularization controversy led to the
was Fr. Pedro Pelaez, an insular, who rose unification of the Filipino clergy, which in
to the position of vicar capitular of Manila effect, strengthen their sense of identity
in 1861 (Anderson, 1969). (Romero et al, 1978; Mendez, 1972).
• He led the fight against royal decrees • The former religious conflict took on racial
turning secular parishes over to the friars. overtones because the friars were
 Spaniards and the seculars were true- RIZAL AND THE
blooded Filipinos. CAVITE MUTINY OF 1872
• For the first time, the word Filipino meant
• Rizal was still very young when the mutiny
not only the Filipino Spaniards; now it
broke out.
included the native clergy.
• Although at his tender age, Rizal was
CAVITE MUTINY OF 1872 already cognizant of the deplorable
• On the night of January 20, 1872, a mutiny conditions of the country.
broke out among Filipino soldiers in the • Originally, his plan was to take up
arsenal of Cavite under the leadership of priesthood and become a Jesuit father
Sgt. La Madrid Schumacher, 1991). (De Ocampo, 1969).
• This mutiny was brought about by the • When he heard of the martyrdom of the
abolition of their exemption from tribute GomBurZa, he changed his mind and
and forced labor by Governor General swore to dedicate his life to vindicate the
Izquierdo, previously enjoyed by Filipino victims of Spanish oppression.
soldiers and workers in the arsenal of Fort • Rizal at that time was only 11 years old.
San Felipe. • In his letter to Ponce, dated April 18, 1889
• The Spanish authorities took advantage of (National Heroes Commission, 1963), he
the situation by arresting liberal-minded said...
Filipinos.
• Nine Filipino priests were deported to Without 1872 there would not be
Marianas Islands, together with thirteen now either a Plaridel, or Jaena, nor
lawyers and businessmen. Sanciano, or would their exist brave
• The incident was exaggerated by the
and generous Filipino colonies in
Spaniards, particularly the friars, to
implicate Fathers Jose Burgos, Mariano Europe; Without 1872, Rizal would be
Gomez, and Jacinto Zamora, due to their a Jesuit now and instead of writing the
active involvement in the campaign for the Noli Me Tangere, would have written
secularization of parishes. the opposite. At the sight of those
• These three Filipino priests were executed injustices and cruelties, while still a
by garrote for alleged complicity in the
rebellion.
child, my imagination was awakened
• The Filipinos deeply resented the execution and I swore to devote myself to avenge
of GomBurZa owing to their innocence of one day so many victims, and with this
the crime for which they were tried (Zaide, idea in mind I have been studying and
1994). this can be read in all my works and
• They hailed the three Filipino priests as
writings. God will someday give me an
true martyrs of the fatherland.
• Their death made the Filipinos realize the opportunity to carry out my
need for unity to end their miseries. promise.,...
• The martyrdom of Gomburza was a
turning point in Philippine history
(Agoncillo, 1990)
• It ushered in an era of peaceful campaign
for reforms to counter the evils of the
Spanish Regime, known in our history as
the Propaganda Movement.