WEEK 1
Lesson 1: Introduction to Rizal Law
INTRODUCTION
As mandatory law (R.A 1425), the study of Rizal’s life, works and writings is a
requirement to all degree and non-degree courses in the tertiary education.
Primarily, its rationale is to foster in the Filipino youth a nationalistic sentiment both
for their appreciation and emulation.
As Rizal’s vision is anchored best on thoughts expressed not only through his actual
achievement in the social circles he moved in, but more importantly in his writings, a
meticulous consideration of them is assigned literary textual analysis and evaluation.
This module focuses on the laws concerning Rizal- his ideas, works, and even Rizal’s
day. This is an introductory part of the course which builds a foundation in studying
his life.
LESSON PROPER
Laws on Rizal
There are at least two Republic Acts and two Memorandum Orders pertaining to
Jose Rizal:
1.
2.
3.
4.
Republic Act No. 1425 or the Rizal Law
Republic Act No. 229 or the Celebration of Rizal Day’
Memorandum Order No. 247 by President Fidel V. Ramos
CHED Memorandum No. 3, s 1995 by Commissioner Mona D. Valismo.
Introduction about the Rizal Law
•
Republic Act 1425: Rizal Law was authored by Senator Claro M. Recto
•
It was signed by President Ramon Magsaysay on June 12, 1956
•
It requires the implementation of the Rizal course as a requirement for
graduation in all non-degree and degree courses in the tertiary education
•
It includes the life, works, and writings of Jose Rizal, particularly his novels,
Noli Me Tangere and El Filibusterismo.
•
On August 16, 1956, the Rizal Law took effect
Aims of Rizal Law
•
Recognize the relevance of Jose Rizal ideas, thoughts, teaching, and lifevalues to present conditions in the community and country and apply them in
the solution to day to day situations and problems of contemporary life.
•
Develop an understanding and appreciation of the qualities, behavior, and
character of Rizal and thus foster the development of moral character and
personal discipline.
The goals set by the Board on National Education (Capino et.al, 1997)
•
Recognize the relevance of Rizal’s ideas, thoughts, teachings, and life values
to present conditions in the Community;
•
Apply Rizal’s ideas in the solution of day-to-day situations and problems in
contemporary life;
•
Develop an understanding and appreciation of the qualities and behavior and
character of Rizal; and
•
Forster development of moral character, personal discipline, citizenship, and
vocational efficiency among the Filipino Youth.
REPUBLIC ACT NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE
SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS
AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a
re-dedication to the ideals of freedom and nationalism for which our heroes lived
and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives and
works that have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with
which the minds of the youth, especially during their formative and decisive years in
school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character,
personal discipline, civic conscience and to teach the duties of citizenship; Now,
therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his
novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private: Provided, That in the collegiate
courses, the original or unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their English translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt
forthwith measures to implement and carry out the provisions of this Section,
including the writing and printing of appropriate primers, readers and textbooks.
The Board shall, within sixty (60) days from the effectivity of this Act, promulgate
rules and regulations, including those of a disciplinary nature, to carry out and
enforce the provisions of this Act. The Board shall promulgate rules and regulations
providing for the exemption of students for reasons of religious belief stated in a
sworn written statement, from the requirement of the provision contained in the
second part of the first paragraph of this section; but not from taking the course
provided for in the first part of said paragraph. Said rules and regulations shall take
effect thirty (30) days after their publication in the Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep
in their libraries an adequate number of copies of the original and unexpurgated
editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other
works and biography. The said unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their translations in English as well as other writings of Rizal shall
be included in the list of approved books for required reading in all public or private
schools, colleges and universities.
The Board of National Education shall determine the adequacy of the number of
books, depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli
Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English,
Tagalog and the principal Philippine dialects; cause them to be printed in cheap,
popular editions; and cause them to be distributed, free of charge, to persons
desiring to read them, through the Purok organizations and Barrio Councils
throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing
section nine hundred twenty-seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers and other person engaged
in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise appropriated in the National Treasury
to carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
Senate Bill No. 438
House Bill No. 5561
Archbishop of Manila - bishop Rufino Santos
Mayor of Manila – Arsenio Lacson
What is the RA 1425 or the Rizal Law?
RA 1425, also commonly known as Rizal Law, was a law signed by President Ramon
Magsaysay on June 12, 1956 that requires all schools in the country include Rizal’s
life, works and writings in the curriculum. The rationale behind the law was that
there is a need of rekindle and deepen the sense of nationalism and freedom of the
people, especially of the youth. The law sought to cultivate character, discipline,
and conscience and to teach the obligations of citizenship. Libraries are required
to keep sufficient copies of Rizal’s writings, especially Noli Me Tangere and El
Filibusterismo. Language barrier and poverty-related restrictions were taken out
of the equation with provisions such as translation of Rizal’s writings into English,
Filipino and other major Philippine Languages and the free charge distribution
through Purok Organizations and Barrio Councils.
The main proponent of the law was Senator Claro M. Recto who was met by
protestants from the Catholic Church. Senator Jose P. Laurel Sr., then Chairman of
the Committee on Education sponsored the bill in the senate.
The Making of Rizal Law?
In 1956, Senator Jose P. Laurel filed Senate Bill 448 of the Rizal Bill. Its passage
was rough due to several persons who tried to block its approval.
Notable persons who tried to block its approval:
•
Decoroso Rosales- brother of Archbishop (Cardinal) Rosales
•
Francisco “Soc” Rodrigo- President of Catholic Action of the Philippines
•
Mariano Cuenco- brother of Archbishop Cuenco
•
Jesus Paredes- radio commentator
•
Jesus Cavana- member of the Paulist Order who wrote a pastoral letter
•
The friars
Intentions/Reasons of Persons who blocked the approval of Rizal Bill
•
The Noli Me Tangere and El Filibusterismo are very damaging to the clerics
(priest or religious leader)
•
The novels were written when Dr. Jose Rizal, estranged from Catholic faith
and religion and contradict, many Christina beliefs.
•
To compel Catholic students to read a book which contains passages
contradicting their faith constitutes a violation of a Philippine constitutional
provision (Art 3, Sec1, Par. 7)
•
The novels do contain teachings contrary to Catholic faith and so, the
Church is opposed to the proposed compulsory reading in their entirety of
such books in any school in the Philippines where Catholic students may be
affected.
Notable persons who fought for its approval:
•
Jose P. Laurel
•
Claro M. Recto
•
Other Illustrious Nationalists
Intentions/Reasons of Persons who pushed for the approval of Rizal Bill
•
There is a need for rededication to the ideals of freedom and nationalism
for which our heroes lived and died.
•
There is a need to remember with special fondness and devotion the lives
and works of our heroes who shaped the national character.
•
The life, works and writings of Dr. Jose Rizal particularly, his novels Noli Me
Tangere and El Filibusterismo are constant and inspiring source of patriotism
with which the minds of the youth, especially during their formative and
decisive years in school, should be suffused.
•
There is a need to develop moral character, personal discipline, civic
conscience and to teach the duties of citizenship.
REPUBLIC ACT NO. 229
AN ACT TO PROHIBIT COCKFIGHTING, HORSE RACING AND JAI-ALAI ON
THE THIRTIETH DAY OF DECEMBER OF EACH YEAR AND TO CREATE A
COMMITTEE TO TAKE CHARGE OF THE PROPER CELEBRATION OF RIZAL DAY
IN EVERY MUNICIPALITY AND CHARTERED CITY, AND FOR OTHER PURPOSES
SECTION 1. The existing laws and regulations to the contrary notwithstanding,
cockfighting, horse racing and jai-alai are hereby prohibited on the thirtieth day
of December of each year, the date of the martyrdom of our great hero, Jose
Rizal.
SECTION 2. It shall be the official duty of the mayor of each municipality and
chartered city to create a committee to take charge of the proper observance of
Rizal Day Celebration of each year, in which he shall be the chairman, which shall
be empowered to seek the assistance and cooperation of any department, bureau,
office, agency or instrumentality of the Government, and the local civic and
educational institutions. Among the ceremonies on Rizal Day shall be the raising of
the Philippine flag at half mast in all vessels and public buildings.
SECTION 3. Any person who shall violate the provisions of this Act or permit or
allow the violation thereof, shall be punished by a fine of not exceeding two
hundred pesos or by imprisonment not exceeding six months, or both, at the
discretion of the court. In case he is the mayor of a municipality or a chartered
city he shall suffer an additional punishment of suspension from his office for a
period of one month. In case of partnerships, corporations or associations, the
criminal liability shall devolve upon the president, director, or any other official
responsible for the violation thereof.
SECTION 4. This Act shall take effect upon its approval.
Approved: June 9, 1948
Rizal Day
Mangubat gave three reasons explaining why Rizal's death served as a turning point
to the nationalistic hopes of the countrymen:
1. First is that it served as a signal to the Katipunan to raise up arms
against the Spaniards and begin the revolution. It is important to note
that it was not formed after the death of Rizal, rather, the event at
Bagumbayan on December 30 crystallized the motives of the
organization.
2. Second, his execution also served as a realization to the elite that they
weren't an exemption to the despotism of the Spanish rule. Many other
sectors joined in the Katipunan as the revolutionary and nationalistic
mind began to settle on them. Lastly, because the event happened at
the turn of the century, it was also significantly considered as a "New
Beginning" for the country. Emilio Aguinaldo gave the first decree to
declare December 30 as "national day of mourning" and as anniversary
of Jose Rizal's death. To observe this, he ordered that all flags must
be hoisted at half-mast on December 29 and on the following day, there
would be no government offices. The first ever monument of Rizal
erected was on Daet, Camarines Norte and its unveiling is simultaneous
to the first observance of Rizal Day on December 30, 1898 by the Club
Filipino. February 1, 1902, the Philippine Commission ordained Act no.
345 which issues December 30 as Rizal Day and as national holiday
observed each year.
3. According to Ambeth Ocampo, oftentimes, heroes are remembered
more on their deaths than their births. However, Mangubat mentions
that the death of Rizal would not have that been more meaningful were
it not for birth and life spent for the betterment of our country. There
are many moves that wish to change the date of Rizal Day to June 19
because it has a more positive sense and that it is close to June 12 and
May 28 which are the Philippine Independence Day and the National
Flag Day, respectively. On the other hand, December 30 is nearer to
the much more celebrated holidays of Christmas and New Year which
often overshadow the hero's celebration. For me personally, although
his birth date is a much more joyous celebration, his death can be a
better perspective to look at the entirety of Rizal's life and why he was
willing to die for the sake of his love for the country.
MEMORANDUM ORDER No. 247
DIRECTING THE SECRETARY OF EDUCATION, CULTURE AND SPORTS AND
THE CHAIRMAN OF THE COMMISSION ON HIGHER EDUCATION TO FULLY
IMPLEMENT REPUBLIC ACT NO. 1425 ENTITLED "AN ACT TO INCLUDE IN
THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND
UNIVERSITIES, COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE
RIZAL, PARTICULARLY HIS NOVELS, NOLI ME TANGERE AND EL
FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION
THEREOF AND FOR OTHER PURPOSES"
WHEREAS, Republic Act No. 1425 approved on June 12, 1956, directs all schools,
colleges and universities, public and private, to include in their curricula, courses on
the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo which "are a constant and inspiring source of patriotism with
which the minds of the youth, especially during their formative and decisive years
in school should be suffused;"
WHEREAS, according to Dr. Rizal, "the school is the book in which is written the
future of the nation;"
WHEREAS, in 1996, the Filipino people will commemorate the centennial of Rizal’s
martyrdom and, two years thereafter, the centennial of the Declaration of
Philippine Independence; and
WHEREAS, as we prepare to celebrate these watershed events in our history, it is
necessary to rekindle in the heart of every Filipino, especially the youth, the same
patriotic fervor that once galvanized our forebears to outstanding achievements so
we can move forward together toward a greater destiny as we enter the 21st
century.
NOW, THEREFORE, I FIDEL V. RAMOS, President of the Republic of the
Philippines, by virtue of the powers vested in me by law, hereby direct the
Secretary of Education, Culture and Sports and the Chairman of the Commission on
Higher Education to take steps to immediately and fully implement the letter,
intent and spirit of Republic Act No. 1425 and to impose, should it be necessary,
appropriate disciplinary action against the governing body and/or head of any
public or private school, college or university found not complying with said law and
the rules, regulations, orders and instructions issued pursuant thereto.
Within thirty (30) days from issuance hereof, the Secretary of Education, Culture
and Sports and the Chairman of the Commission on Higher Education are hereby
directed to jointly submit to the President of the Philippines a report on the steps
they have taken to implement this Memorandum Order, and one (1) year
thereafter, another report on the extent of compliance by both public and private
schools in all levels with the provisions of R.A. No. 1425.
This Memorandum Order takes effect immediately after its issuance.
DONE in the City of Manila, this 26th day of December in the year of Our Lord,
Nineteen Hundred and Ninety-Four.
Former President Fidel V. Ramos in 1994 through Memorandum Order no.247,
directed the Secretary of Education, Culture and Sports and the Chairman of the
Commission on the Higher Education to fully implement the RA 1425.
CHED MEMORANDUM NO. 3,s. 1995
Commission on Higher Education
Office of the President of the Philippines
January 13, 1995
CHED Memorandum
No.3,s. 1995
To:
Head of State Colleges and Universities
Head of Private Schools, Colleges and Universities
Office of the President Memorandum Order No. 247
Re: Implementation of Republic Act No. 1425
1. Enclosed is a copy of Memorandum Order No. 247 dated December 26, from
the Office of the President of the Philippines entitled, "Directing Secretary
of Education, Culture and Sports and the CHAIRMAN OF COMMISSION ON
HIGHER EDUCATION to fully implement the Republic Act No. 1425 entitled
"An Act to include in the curricula of all public and private schools, colleges
and universities, courses on the Life, Works and Writings of Jose Rizal,
particularly his novels, Noli Me Tangere and El Filibusterismo, authorizing the
printing and distribution thereof and for other purposes" for guidance of all
concerned.
2. Strict compliance therewith is requested.
(sgd) MONA D. VALISNO
WHY STUDY RIZAL?
Aside from those mentioned above, there are other reasons for teaching the Rizal
course in Philippine schools:
1. To recognize the importance of Rizal’s ideals and teachings in relation to
present conditions and situations in the society.
2. To encourage the application of such ideals in current social and personal
problems and issues.
3. To develop an appreciation and deeper understanding of all that Rizal fought
and died for.
4. To foster the development of the Filipino youth in all aspects of citizenship.
Take note, Rizal’s legacy is very important in changing the condition of our present
society. His teachings challenge us all Filipinos to make a difference for the future
of our country by living the teachings of Rizal. Likewise, it teaches us to be more
responsible and braver enough to face the challenges in our present society by acting
on the principles that Rizal had strongly spoken and lived.
WEEK 2
Lesson 1: A Panoramic Survey (the Philippines in the 19th century)
INTRODUCTION
The essence of the life of Rizal is marked by the conditions that existed during his
lifetime in the Philippines and around the world, particularly in Europe. Rizal is the
product of his era and his message sets forth as human declaration that all human
beings are born free and equal in dignity and rights.
The 19th century stands out as an extremely dynamic and creative age especially in
Europe and the United States. During this period such concepts as industrialism,
democracy, and nationalism gained ascendancy and triggered revolutionary changes
in science, technology, economics, and politics. These changes enabled man to achieve
the heights of prosperity and dignity.
However, 19th century Philippines was largely medieval, although signs of progress or
change were noted in certain sectors. Its social and economic structure was based
on the old feudalistic patterns of abuse and exploitation of the indio. Earlier, clamor
for reforms had mentioned unheeded; social and discontent caused confusion among
the people.
LESSON PROPER
THE PHILIPPINES
IN THE 19th CENUTRY
SOCIAL STRUCTURE:
The Philippine society was predominantly feudalistic- the result of the
Spanish land holding system imposed upon the country with the arrival of
the conquistadores. An elite class exploited the masses, fostered by the “massive
slave” relationship between the Spaniards and the Filipinos. The Spaniards exacted
all forms of taxes and tributes, and drafted the natives for manual labor.
Consequently, the poor became poorer and the rich wealthier.
The Pyramidal structure:
1. APEX (TOP)- peninsulares – spanish-born took the highest position in the
society and (b) friars.
2. MIDDLE CLASS – favored rich natives, mestizos (half breed), creoles
(Philippine-born Spaniards)
3. BASE – indios were looked down upon; the indios were typically the native
Filipinos.
Racial discrimination was prevalent as the Spanish born peninsulares were given
the highest offices and positions in society. While the criollos, the Philippine-born
Spaniards, the half breed or mestizos, enjoyed second priority and the native or
indios were look down upon.
This shows the structure of the Philippine government and its function. Unluckily,
there were abuses of the officials in their power to hold public office. So, below
are the specified sources of abuses and sometimes corruption by the officials in
the administrative system.
•
The main cause of the administrative system was the appointment of
officials with inferior qualifications, and without dedication to duty, and
moral strength to resist corruption for material advancement.
•
These officials were given duties and powers and privileges.
•
Another is the Union of the Church and the State.
•
The principal officials of the Administrative system obtained their position
by royal appointment, while the rest of the position were either filled by the
governor general himself or were sold to the highest bidder.
POLITICAL SYSTEM:
Spain governed the Philippines through the Ministro de Ultramar (Ministry of the
Colonies) that was established in Madrid on 1863. This body helped the Spanish
monarch manage the affairs of the colonies and govern the Philippines through a
centralized machinery exercising:
•
Executive
•
Legislative
•
Judicial and
•
Religious powers.
The Governor General appointed by the Spanish monarch headed the central
administration in Manila, He was the king’s representative in all state and religious
matters and as such he exercised extensive powers. He issued executive orders
and proclamation and he had supervision and disciplinary powers over all
government officials. He was the commander in chief of the armed forces of the
Philippines. He had supreme authority in financial matters until 1784. He also
exercised legislative powers with his cumplase. Cumplase is the power of the
Governor-General to disregard or suspend a Royal decree if the condition in the
colony does not warrant it.By which he could disregard or suspend any law or royal
decree from Spain. An ex-officio president of the Royal Audiencia until 1861. He
enjoyed religious duty gave him the prerogative to nominate priest to ecclesiastical
positions and control the finances of the missions.
POLITICAL STRUCTURE DURING SPANISH REGIME
In terms of its Political Structure, Spain governed the Philippines through the
Ministro de Ultramar.
•
Ministry of the Colonies established in 1863
•
It helped the Spanish monarchs manage the affairs of the colonies
•
Governed the Philippines through a centralized machinery
•
Exercising executive, legislative, judicial and religious powers
The Governor General- As the King's representative and the highest-ranking
official in the Philippines, the governor general saw to it that royal decrees and laws
emanating from Spain were implemented in the Philippines. He had the power to
appoint and dismiss public officials, except those personally chosen by the King. He
also supervised all government offices and the collection of taxes.
The governor general exercised certain legislative powers, as well. He issued
proclamations to facilitate the implementation of laws.
The Residencia- This was a special judicial court that investigates the performance
of a governor general who was about to be replaced. The residencia, of which the
incoming governor general was usually a member, submitted a report of its findings
to the King.
The Visita- The Council of the Indies in Spain sent a government official called the
Vistador General to observe conditions in the colony. The Visitador General reported
his findings directly to the King.
The Royal Audiencia- Apart from its judicial functions, the Royal Audiencia served
as an advisory body to the Governor General and had the power to check and a report
on his abuses. The Audiencia also audited the expenditures of the colonial
government and sent a yearly report to Spain. The Archbishop and other government
officials could also report the abuses of the colonial government to be Spanish king.
Despite all these checks, however, an abusive governor general often managed to
escape stiff fines, suspension, or dismissal by simply bribing the Visitador and other
investigators.
The Provincial Government- The Spaniards created local government units to
facilitate the country’s administration. There were two types of local government
units – the alcadia and the corregimiento. The alcadia, led by the alcalde mayor,
governed the provinces that had been fully subjugated: the corregimiento, headed
by corregidor, governed the provinces that were not yet entirely under Spanish
control. The alcalde mayors represented the Spanish king and the governor general
in their respective provinces. They managed the day-to-day operations of the
provincial government, implemented laws and supervised the collection of taxes.
Through they were paid a small salary, they enjoyed privileges such as the indulto de
comercio, or the right to participate in the galleon trade.
The Municipal Government- Each province was divided into several towns or pueblos
headed by Gobernadordcillos, whose main concerns were efficient governance and
tax collection. Four lieutenants aided the Governardorcillo: the Teniente Mayor
(chief lieutenant), the Teniente de Policia (police lieutenant), the Teniente de
Sementeras (lieutenant of the fields) and the Teniente de Ganados (lieutenant of
the livestock).
SOURCES OF ABUSES IN THE ADMINISTRATIVE SYSTEM
The main cause of weakness of the administrative system was the appointment of
officials with inferior qualifications -without dedication to duty, no moral strength
to resist corruption. The kind of officials sent in the Philippines were corrupt,
abusive and unqualified officers. They were not equipped to any public office. This
was the reason why instead of focusing on their role as public officers to form a
good and well nation, they focused on getting wealth through corruption. The worse
thing was that, they became brutal and abusive to native Filipinos to the extent that
they executed most of our fellow native Filipinos who fought and resisted against
them.
There was also complication in the situation between the union of the church and
state. The priest or what we call the “Friars” also became powerful, cruel and
corrupt.
FRIARS. The missionaries or the friars as they were known, played a major role not
only in propagating the Christian faith but also in the political, social, economic and
cultural aspects of the Filipinos. Aside from spreading the word of God, they helped
in pacifying the country.The checks adopted by Spain to minimize abuses either
proved ineffective or discouraged the officials appointed by the King of Spain were
ignorant of Philippine needs. This was the reason behind their bad motives to our
Philippine nation.
The most corrupt branch of government was the alcaldias. Dishonest and corrupt
officials often exacted more tributes than required by law and pocketed the excess
collections. They also monopolized provincial trade and controlled prices and business
practices. The parish priests could check this anomaly but in many cases they
encouraged the abuses in exchange for favors.
Participation in the government of the natives was confined to the lowest offices.
They participate only as gobernadorcillo of a town and cabeza de barangay of a
barrio. The position of gobernadorcillo was honorary entitled to two pesos/month.
The natural and constitutional rights and liberties of the indios were
curtailed. Homes were searched without warrants. People were convicted and exiled
for being filibusteros Books, magazines and other written materials could not be
published without the approval of the Board of Censors
THE EDUCATIONAL SYSTEM
There was no systematic government supervision of schools. The teaching methods
was obsolete. There was a limited curriculum and poor classroom facilities and there
was an absence of teaching materials.
The friars inevitably occupied a dominant position in the Philippine educational
system. Religion was the main subject in the schools. Fear of God was emphasized
and obedience to the friars was instilled.
Indios were constantly reminded that they had inferior intelligence and were fit only
for manual labor. These practices resulted in a lack of personal confidence and a
development of inferiority complex.
Students memorized and repeated the contents of books which they did not
understand. Teacher discrimination against Filipinos was present.
The friars were against the teaching of Spanish in the Philippines. They believed
that the knowledge of the Spanish language would encourage the people to oppose
Spanish rule. Indios might be inspired by the new ideas of freedom and
independence, so they isolate Filipinos in the light of intellectual attainment.
Since racial discrimination is rampant Indios were not allowed to study and they are
only good for manual labor and students/pupils before were only to memorize and
repeated the contents of books, religion also was the main subject in the schools in
order for them to inculcate in their mind the Fear of God. As seen above the
educational system Filipinos were left behind because of discrimination, after
sometime the Filipinos allowed to study in the Philippines and in abroad.
Ateneo de Manila / Escuela Pia and College of San Juan de Latran
•
Only school offering secondary education in the Philippines
At the end of the Spanish period, the College of San Juan de Letran was the only
official secondary school in the Philippines although secondary education was
offered at the Ateneo de Manila. Seven provinces had private colleges and Latin
schools for general studies, and Secondary Education for girls was furnished by five
colleges in Manila. These are:
•
Santa Isabel
•
La Concordia
•
Santa Rosa
•
Looban
•
Santa Catalina
Up the end of the Spanish regime, the University of Santo Tomas was the only
institution in the University level of Manila. Initially established solely for Spaniards
and mestizos, it opened its doors to Filipino students for decades before the end of
the Spanish rule.
Felipe Buencamino
In 1820, he led the petition criticizing the Dominican methods of instruction in UST,
clamored for better professors and demanded government control their University
thru anonymous letters.
1855 – Governor Crespo organized the commission to study and recommend remedial
measures to improve elementary education in the Philippines.
Educational Decree of 20 December 1863
•
Orders the establishment of at least one primary school for boys and girls in
each major town in the Philippines.
Escuela Normal Elemental
•
School of teachers for the primary school under the Jesuits supervision
(1865)
•
Subsequently became a training school for male teachers for work in the
secondary schools. (1893)
Educational Decree of 1863
•
Issued to establish teacher trainings schools and to have a government
supervision of the public school system.
Friars continued protecting their interest by blocking Madrid orders regarding
education system (e.g. Monet Decree of 1870 – intended to secularize higher
education in the colony)
One cannot fully understand Rizal’s thought without understanding the social and
political context of the 19th century. So for us to fully understand the sentiments
of Riza, we need to understand first the era where he lived and suffered. Social
scientists marked the 19th century as the birth of modern life as well as the birth
of many nation-states around the world.
Lesson III & IV: Rizal and Theory of Nationalism; The Nation as Imagined Community
Rizal and the Theory of Nationalism
José Protasio Rizal Mercado Y Alonso Realonda
- “Dr. Jose Rizal”, was considered as the national hero.
- was born on June 19, 1861 in the town of Calamba in the province of Laguna, parents are “Francisco Mercado” and
“Teodora Alonzo”
- had nine sisters and one brother
- learned the English alphabet at 3 years old, could read and write at 5 years old.
- dropped the last three names from his full name when he enrolled in “Ateneo Municipal de Manila” (Ateneo De
Manila University) by the advice of his brother.
- obtained a land surveyor and assessor’s degree in Ateneo, took up preparatory course on law at “University of Santo
Tomas” but decided to switch to medicine specializing in ophthalmology.
- travelled and earned his Licentiate in Medicine at “Universidad Central de Madrid” in May 1882.
- lived in Europe for about 10 years, became a polyglot with 22 languages.
- formed a progressive organization called the La Liga Filipina upon his return to the Philippines.
- exiled in Dapitan in Northern Mindanao, but granted leave by Governor-General Blanco, after volunteering to travel
to Cuba to serve as doctor to yellow fever victims.
- was charged with sedition, conspiracy, and rebellion and therefore, sentenced to death by firing squad.
- days before his execution, Rizal bid farewell to his motherland and countrymen through one of his final letters, entitled
Mi Ultimo Adiós or My Last Farewell.
- was executed on the morning of December 30, 1896 in Bagumbayan(now Luneta), upon hearing the command to
shoot him, he faced the squad and uttered in his final breath: “Consummatum est” (It is finished).
- the Philippine Revolution continued until 1898 and declared its independence from Spain on June 12, 1898, Philippine
flag was waved at General Emilio Aguinaldo’s residence in Kawit, Cavite.
Some Literary Pieces of Dr. Jose Rizal
➢ To the Filipino Youth
- Rizal wrote this literary poem when he was still studying at the University of Sto. Tomas (UST).
- Originally written in Spanish (A la juventud filipina), messages to convince readers, the youth in particular, that
they are the hope of the nation.
➢ Goodbye to Leonor
- gives an insight into the romantic relationship of Rizal and his beloved, Leonor Rivera.
- met in the province of Dagupan when Rivera was 13 years old. Rivera tied the knot with Henry Kipping.
➢ To the Young Women of Malolos
- The idea behind this letter sparked after he was impressed by the women of Malolos who won the battle they
fought.
➢ Hymn to labor
- Jose Rizal’s patriotism is shown in this poem where he urges his fellowmen to strive and work for their country
whether in war or in peace. This poem was originally written in Tagalog as Imno sa Paggawa.
➢ Noli Me Tángere
- Driven by his undying love for his country, Rizal wrote the novel to expose the ills of Philippine society during
the Spanish colonial era.
➢ El Filibusterismo
- Rizal dedicated his second novel to the GOMBURZA – the Filipino priests named Mariano Gomez, Jose
Apolonio Burgos, and Jacinto Zamora who were executed on charges of subversion.
➢ Kundiman
- This piece reflects his high hopes that one day, the Philippines would be free from treachery and injustice.
The Birth of National Consciousness
Filipino Nationalism
-is an upsurge of patriotic sentiments and nationalistic ideals in the Philippines of the 19th century as an immediate
outcome of the Filipino Propaganda Movement (mostly in Europe) from 1872 to 1892.
- It served as the backbone of the first nationalist revolution in Asia, the Philippine Revolution of 1896.
The Creole Age (1780s-1872)
➢ “Filipino”
- referred to Spaniards born in the Philippines or Insulares.
➢ The earliest signs of Filipino Nationalism could be seen in the writings of Luis Rodriquez Varela.
➢ Luis Rodriguez Varela
- a creole educated in liberal France.
- Knighted under the Order of Carlos III
- the only Philippine Creole who was actually part of European nobility
- proudly called himself 'Conde Filipino'
- he was deported together with other creoles (Hijos del Pais) in 1823.
➢ Andres Novales
- a Mexican creole who led the creole revolt in Manila.
➢ Padre Pelaez
- a creole who carried the nationalism of Valera
- campaigned for the rights of Filipino priests and pressed for secularization of Philippine parishes.
➢ Jose Burgos
- militant disciple of Pelaez
- died after the infamous Cavite Mutiny
- his death together with Mariano Gomez and Jacinto Zamora ended the entire creole movement in 1872.
➢ Governor-General Rafael de Izquierdo
- unleashed his reign of terror in order to prevent the spread of the creole ideology—Filipino nationalism.
➢ Propaganda Movement
- massive propaganda upheaval of ilustrados to get out of the Philippines and continue propaganda in Europe
from 1872 to 1892.
➢ Marcelo H. delPilar, Graciano Lopez Jaena and Jose Rizal
- the trumpets of Filipino nationalism
➢ Andres Bonifacio
- an ilustrado mass man who established a revolutionary party based on the Filipino nationalism that started
with ' los hijos del pais'—Katipunan ng mga Anak ng Bayan in July 1892.
- Ideology turned into revolution and gave Asia its first anti-imperialist/nationalist revolution by the last week of
August 1896.
Causes of the Awakening of the Filipinos’ National Consciousness
The opening of Manila in 1834 and other parts of the Philippine to foreign trade brought economic prosperity to the
country and remarkable transformation in the life of the Filipinos. It broadened the mental horizons of Filipinos and
became disconnected with the old order of thing resulting in a desire of social and political changes.
The Intelligentsia, an educated, widely read, and enlightened individual, are the new class of Filipinos produced by the
economic prosperity. From the intelligentsia came patriotic leaders who sowed the seeds of Filipino nationalism. Among
these were Father Pedro Pelaez, Father Jose Burgos, Dr. Jose Rizal, Marcelo H. delPilar, the Luna Brothers (Juan and
Antonio), Jose ma. Panganiban, Mariano Ponce, Graciano Lopez Jaena and Pedro A. Paterno.
The opening of the Suez Canal which was built by Ferdinand de Lesseps to world shipping on November 17, 1869,
linked the Philippines closer to Europe, which promoted the flow of ideas of freedom into the Philippines just like the
ideas of freedom of the American and French revolutions and enlightened thoughts of Montesquieu, Rousseau,
Voltaire, Locke, Jefferson, and other philosophers of freedom.
Opening of the Philippines to world trade from 1834 to 1873
➢ Brought prosperity to some Filipinos but most to the Chinese and Spaniards.
➢ It resulted to the rise of a new social class referred to as “Middle Class” or the “Illustrados”.
• Acquired material wealth
• Improved their social stature and influence
• Clamored for social and political equality with the colonial masters
Influx of Liberal Ideas
➢ European ideas freely penetrated the country in form of printed books, newspapers, and treatises made
available to the natives as they participated in the process of exchange of goods and products.
The Rise of the Middle Class
➢ The middle class or the Illustrado family sent members of their family particularly male children to study
abroad. These students would be exposed to European thoughts and would later lead in call for reforms Filipino
patriots and propagandist mostly came from this class.
Opening of Suez Canal
➢ The man-made canal made transportation easier, the trip to Spain was reduced to 32 days.
➢ The importation of books influenced the minds of Jose Rizal, other Filipino reformists, Political thoughts of
liberal thinkers like Jean Jacques Rousseau (Social Contract), John Locke (/two Treatises of Government),
Thomas Paine (Common Sense) and others entered the country (Maguigad & Muhi 2001; 62).
Liberal Regime of Carlos Ma. Dela Torre
➢ Governor General Carlos Ma. Dela Torre
- first liberal governor general in the Philippines
- was appointed by the provisional government in Spain as Governor General of the Philippines
- avoided luxury and lived a simple life
- encouraged freedom and abolished censorship
- recognized the freedom of speech and of the press, which were guaranteed by the Spanish Constitution
- greatest achievement was the peaceful solution to the land problem in Cavite
- he was concern with the needs of the natives
- ordered the abolition of flogging as punishment for military disobedience
- implemented the Educational Decree of 1863 and the Moret Law which delimit the secularization of
educational institutions and allowed the government to take control among different schools and academic
institutions.
➢ Queen Isabela II
- deposed by the liberals in 1868 mutiny
➢ The rule of the first liberal governor general in the person of General de la Torre became significant in the birth
of national consciousness in the 19th century.
➢ De la Torre’s liberal and pro-people governance had given Rizal and the Filipinos during this period a foretaste of
a democratic rule and way of life.
➢ Because of Dela Torre’s tolerant policy, Father Jose Burgos and other Filipino priests were encouraged to pursue
their dream of replacing the friars with the Filipino clergy as parish priests in the country
➢ Eduardo Camerino
- local hero that led the agrarian uprising in Cavite
- captain of the police force appointed by Dela Torre
NATIONALISM
➢ Gellner
- “Nationalism” is not the awakening of nations to self- consciousness: it invents nations where they do not exist
- he assimilates “inventions” to “fabrication” and falsity, rather than to “imagining” and creation.
RIZAL AND NATIONALISM
➢ Rizal
- was one of the elites who demands changes in the Philippine government during the Spanish colonization.
- his fame and cries of the natives fueled revolts in the country
- his appeals was for reforms and education
➢ Together with his other ilustrado friends, Rizal voiced the inclusion of Filipinos as representatives in the Cortes.
➢ Filipinization in churches and equal rights were among the requests made by Rizal to the Spanish government.
➢ Rizal fought for equality with the Spaniards. Rizal and his fellow ilustrados wanted to acquire the same
education and wealth as the Spanish students and families in the Philippines have.
➢ When Rizal was imprisoned, numerous plans to break him out of jail were initiated by the revolting group but
none of them prospered as Rizal preferred to engage in a bloodless battle for independence.
➢ The dilemma that Rizal faced was depicted in his two famous novels, the Noli and El Fili In Noli Me Tangere,
Rizal was represented by both Elias and Ibarra.
✓ In the chapter, “Voice of the Hunted,” Elias believed in the need for radical reforms in the armed forces,
priesthood, and administrative justice system. While, Ibarra did not agree with the reforms Elias wanted and
believed in the power of the authorities and the need for necessary evil.
✓ In the chapter, “Elias’ Story,” Elias saw the need for an armed struggle and resistance against the opposing
forces while Ibarra disagreed and believed that education was the key to make the people liberated, so he
encourages the building of schoolhouses to educate those who are worthy of it.
✓ In the chapter “Chase on the Lake,” Elias suddenly had a change of heart; he believed in reforms while Ibarra
became a filibuster, initiating revolution. This change of heart in Ibarra was a product of hardships and the
desire to attain personal vengeance
✓ This trend of vagueness continued in the novel El Fili, were Rizal was reflected in the characters of Simoun,
Basilio, and Padre Florentino.
✓ In the conclusion of the El Fili, Rizal has implied his resolution when in the story, he killed Simoun, the
promoter of revolution, and made Padre Florentino, an advocate of peace.
✓ In real life, Rizal reiterated his stand regarding this issue in his December 15 Manifesto when he declared that
he was against the revolution, and he favored the reform programs, especially regarding education.
➢ When Rizal died, the natives were able to push through their freedom with their strong nationalism.
IMAGINED COMMUNITY
➢ Imagined Community
- a concept developed by Benedict Anderson in his 1983 book Imagined Communities, to analyze nationalism.
➢ Nation
- a socially constructed community, imagined by the people who perceive themselves as part of that group. –
Anderson
NATION
➢ “An imagined political community- and imagined as both inherently limited and sovereign”. (Benedict Anderson,
Imagined Community)
➢ It is an anthropological spirit; it is an imagined community-and imagined as both inherently limited and
sovereign.
➢ “Imagined”
- we will never meet the majority of the community members; members cannot all know each other.
➢ “Limited”
- it co-exists with other nations on the same plane; finite boundaries.
➢ “Sovereign”
- it is self-governing, not ruled by an outside power (as in imperialism) or by a higher power (as in older religious
world news.)
National identity is a sense of a nation:
• as a cohesive whole
• as represented by distinctive traditions, culture, and language.