The Importance of the Jose Rizal Subject
THE RIZAL BILL was as controversial as Jose Rizal himself.
The mandatory Rizal subject in the Philippines was the upshot of
this bill which later became law in 1956. The bill involves mandating
educational institutions in the country to offer a course on the
hero’s life, works, and writings, especially the ‘Noli Me Tangere’ and
‘El Filibusterismo’. The transition from being a bill to become a
republic act was however not easy as the proposal was met with
intense opposition particularly from the Catholic Church. Largely
because of the issue, the then-senator Claro M. Recto—the main
proponent of the Rizal Bill—was even dubbed as a communist and
an anti-Catholic. Catholic schools threatened to stop operation if the
bill was passed, though Recto calmly countered the threat, stating
that if that happened, then the schools would be nationalized.
Afterward threatened to be punished in future elections, Recto
remained undeterred.
Concerning the suggestion to use instead of the expurgated (edited)
version of Rizal’s novels as mandatory readings, Recto explained his
firm support for the unexpurgated version, exclaiming: “The people
who would eliminate the books of Rizal from the schools would blot
out from our minds the memory of the national hero. This is not a
fight against Recto but a fight against Rizal.” (Ocampo, 2012, p. 23)
The bill was eventually passed, but with a clause that would allow
exemptions to students who think that reading the Noli and Fili
would ruin their faith. In other words, one can apply to the
Department of Education for exemption from reading Rizal’s novels
—though not from taking the Rizal subject. The bill was enacted on
June 12, 1956.
RA 1425 and other Rizal laws
The Rizal Bill became the Republic Act No. 1425, known as the ‘Rizal
Law’. The full name of the law is “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.“
The first section of the law concerns mandating the students to read
Rizal’s novels. The last two sections involve making Rizal’s writings
accessible to the general public—they require the schools to have a
sufficient number of copies in their libraries and mandate the
publication of the works in major Philippine languages.
Jose P. Laurel, then-senator who co-wrote the law, explained that
since Jose Rizal was the founder of the country’s nationalism and
had significantly contributed to the current condition of the nation,
it is only right that Filipinos, especially the youth, know about and
learn to imbibe the great ideals for which the hero died.
Accordingly, the Rizal Law aims to accomplish the following goals:
1. To rededicate the lives of youth to the ideals of freedom and
nationalism, for which our heroes lived and died
2. To pay tribute to our national hero for devoting his life and works
in shaping the Filipino character
3. To gain an inspiring source of patriotism through the study of
Rizal’s life, works, and writings.
So far, no student has yet officially applied for exemption from
reading Rizal’s novels. Correspondingly, 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 Higher Education to fully implement the RA 1425 as
there had been reports that the law had still not been totally carried
out. In 1995, CHED Memorandum No. 3 was issued enforcing strict
compliance to Memorandum Order No. 247.
Not known to many, there is another republic act that concerns the
national hero. Republic Act No. 229 is an act prohibiting
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.
The Importance of Studying Rizal
The academic subject on the life, works, and writings of Jose Rizal
was not mandated by law for anything. Far from being impractical,
the course interestingly offers many benefits that some
contemporary academicians declare that the subject, especially
when taught properly, is more beneficial than many subjects in
various curricula.
The following are just some of the significance of the
academic subject:
1. The subject provides insights on how to deal with current
problems
There is a dictum, “He who controls the past controls the future.”
Our view of history forms the manner we perceive the present, and
therefore influences the kind of solutions we provide for existing
problems. Jose Rizal course, as a history subject, is full of historical
information from which one could base his decisions in life. In
various ways, the subject, for instance, teaches that being educated
is a vital ingredient for a person or country to be really free and
successful.
2. It helps us understand better ourselves as Filipinos
The past helps us understand who we are. We comprehensively
define ourselves not only in terms of where we are going, but also
where we come from. Our heredity, past behaviors, and old habits
as a nation are all significant clues and determinants to our present
situation. Interestingly, the life of a very important national
historical figure like Jose Rizal contributes much to shedding light on
our collective experience and identity as Filipino. The good grasp of
the past offered by this subject would help us in dealing wisely with
the present.
3. It teaches nationalism and patriotism
Nationalism involves the desire to attain freedom and political
independence, especially by a country under foreign power, while
patriotism denotes proud devotion and loyalty to one’s nation. Jose
Rizal’s life, works, and writings—especially his novels—essentially, if
not perfectly, radiate these traits. For one thing, the subject helps
us to understand our country better.
4. It provides various essential life lessons
We can learn much from the way Rizal faced various challenges in
life. As a controversial figure in his time, he encountered serious
dilemmas and predicaments but responded decently and highmindedly. Through the crucial decisions he made in his life, we can
sense his priorities and convictions which manifest how noble,
selfless, and great the national hero was. For example, his many
resolutions exemplified the aphorism that in this life there are
things more important than personal feeling and happiness.
5. It helps in developing logical and critical thinking
Critical Thinking refers to discerning, evaluative, and analytical
thinking.
A
Philosophy
major,
Jose
Rizal
unsurprisingly
demonstrated his critical thinking skills in his argumentative essays,
satires, novels, speeches, and written debates. In deciding what to
believe or do, Rizal also proved his being a reasonably reflective
thinker, never succumbing to the irrational whims and baseless
opinions of anyone. In fact, he indiscriminately evaluated and
criticized even the doctrines of the dominant religion of his time. A
course on Rizal’s life, works, and writings, therefore, is also a lesson
in critical thinking.
6. Rizal can serve as a worthwhile model and inspiration to every
Filipino
If one is looking for someone to imitate, then Rizal is a very viable
choice. The hero’s philosophies, life principles, convictions,
thoughts, ideals, aspirations, and dreams are a good influence to
anyone. Throughout his life, he valued nationalism and patriotism,
respect for parents, love for siblings, and loyalty to friends, and
maintained a sense of chivalry. As a man of education, he highly
regarded academic excellence, logical and critical thinking,
philosophical and scientific inquiry, linguistic study, and cultural
research. As a person, he manifested versatility and flexibility while
sustaining a strong sense of moral uprightness.
7. The subject is a rich source of entertaining narratives
People love fiction and are even willing to spend on books or movie
tickets just to be entertained by made-up tales. But only a few
perhaps know that Rizal’s life is full of fascinating non-fictional
accounts.
For instance, it is rarely known that (1) Rizal was involved in a love
triangle with Antonio Luna as also part of the romantic equation; (2)
Rizal was a model in some of Juan Luna’s paintings; (3) Rizal’s
common-law wife Josephine Bracken was ‘remarried’ to a man from
Cebu and had tutored former President Sergio Osmeña; (4) Leonor
Rivera (‘Maria Clara’), Rizal’s ‘true love’, had a son who married the
sister of the former President of the United Nations General
Assembly Carlos P. Romulo; (5) the Filipina beauty queen Gemma
Cruz Araneta is a descendant of Rizal’s sister, Maria; (6) the
sportscaster Chino Trinidad is a descendant of Rizal’s ‘first love’
(Segunda Katigbak); and (7) the original manuscripts of Rizal’s
novel (Noli and Fili) were once stolen for ransom, but Alejandro
Roces had retrieved them without paying even a single centavo.
Lesson 1: Introduction of R. A 1425 (Rizal Law)
Laws on Rizal
There are at least two Republic Acts and two Memorandum Orders
pertaining to Jose Rizal:
Republic Act N. 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 life-values 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.
REPUBLIC ACT NO. 229
AN ACT TO PROHIBIT COCKFIGHTING, HORSE RACING AND JAIALAI 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
Explanation:
Rizal Day
Mangubat gave three reasons explaining why Rizal's death served
as a turning point to the nationalistic hopes of the countrymen: 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. 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 halfmast 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.
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.
In the year 1995, CHED Memorandum Order No. 3 was issued
enforcing strict compliance to Memorandum Order no. 247 Republic
Act No. 229 is an act prohibiting cockfighting horse. The said
Memorandum Order issued by the CHED Commissioner Mona
Valisno enforcing strict compliance to Memorandum Order No. 247
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
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.
Strict compliance therewith is requested.
(sgd) MONA D. VALISNO
Commissioner
Officer-in-Charge
WHY STUDY RIZAL?
Aside from those mentioned above, there are other reasons for
teaching the Rizal course in Philippine schools:
To recognize the importance of Rizal’s ideals and teachings in
relation to present conditions and situations in the society.
To encourage the application of such ideals in current social and
personal problems and issues.
To develop an appreciation and deeper understanding of all that
Rizal fought and died for.
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.
A Panoramic Survey (the Philippines in the 19th century)
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.
THE PHILIPPINES
IN THE 19th CENTURY
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:
APEX (TOP) - peninsolares – spanish-born took the highest
position in the society and (b) friars
MIDDLE CLASS – favored rich natives, mestizos (half breed),
criollos (Philippine-born Spaniards)
BASE – indios were looked down upon
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) established in Madrid in 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.
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
Appointed by the King of Spain, headed the central administration
in Manila. He served as the King’s representative.
He issued executive and administrative orders over all
government officials
Responsible for all government and religious activities
He was assisted by Lieutenant General (general segundo cabo)
Alcaldes Mayores
Civil Governors
Led the provincial government (alcaldias)
Alcaldes en ordinario
City mayor and vice mayor
Ruled the city government (ayuntamiento)
Gobernadorcillo
Town mayor
Ruled the town government (principalia)
Cabeza de Barangay
Barangay captain
Ruled the barrio
The Guardia Civil
Headed by alferez (Second lieutenant)
Performed police duties
Helped in the maintenance of peace and order
The system of courts was a centralized system
It was a pyramidical organization
Headed by the Royal Audiencia
Served as highest court for civil and criminal cases
Together with the Governor General, they made laws for the
country called autos acordados
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.
One cannot fully understand Rizal’s thought without understanding
the social and political context of the 19th century. Social scientists
marked the 19th century as the birth of modern life as well as the
birth of many nation-states around the world. The birth of
modernity was precipitated by three great revolutions around the
world: the Industrial revolution in England, the French Revolution in
France and the American Revolution. This will be discussed in
module 3.
PENINSULARES- Considered as the highest position in the pyramidal structure
of the Philippine society Problems of the educational system in 19th century
CHRISTIANITY- Weapon for facilitating the political and economic subjugation
of the native during the 19th century in the Philippine society.
POOR BECAME POORER AND THE RICH WEALTHIER- result of the Spaniards
giving taxes and tributes to the natives.
DIVIDE AND CONQUER- Approach of the Spaniards to the colonization.
MINISTRO DE ULTRAMAR – Governed the Philippines ( Political System)
SOCIO-CULTURAL ASPECT- not managed by the Spanish Monarch
GOVERNOR GENERAL- The representative of king of Spain and responsible for
all government and religious activities
GOVERNOR CRESPO – Who organized the commission, study and recommend
remedial measures to improve elementary education in the Philippines.
ALCALDIAS- most corrupt brach of the government
GOVERNOR GENERAL- He issued executive and administrative orders over all
government officials GOBERNADORCILLO- Town Mayor
CABEZA DE BARAANGAY- Barangay captain
Guardia Civil- headed by alvarez
Gobernadorcillo-ruled the principalia
Rizal and Theory of Nationalism
INTRODUCTION:
Today we will discuss about the Birth of National
Consciousness and Filipino Nationalism, the reasons why Rizal was
considered a National Hero and the service given and sacrificed by
him for the sake of our Country. We will also discuss the reasons
why our nation is considered as an imagined community.
Rizal and the Theory of Nationalism
José Rizal, the national hero of the Philippines, is not only
admired for possessing intellectual brilliance but also for taking a
stand and resisting the Spanish colonial government. While his
death sparked a revolution to overthrow the tyranny, Rizal will
always be remembered for his compassion towards the Filipino
people and the country.
José Protasio Rizal Mercado Y Alonso Realonda was born on
June 19, 1861 to Francisco Mercado and Teodora Alonzo in the town
of Calamba in the province of Laguna. He had nine sisters and one
brother. At the early age of three, the future political leader had
already learned the English alphabet. And, by the age of five, José
could already read and write.
When he enrolled in the Ateneo Municipal de Manila (now
referred to as Ateneo De Manila University), he dropped the last
three names from his full name, after his brother’s advice – hence,
his more popular name José Protasio Rizal. His performance in
school was outstanding – winning various poetry contests,
impressing his professors with his familiarity of Castilian and other
foreign languages, and crafting literary essays that were critical of
the Spanish historical accounts of pre-colonial Philippine societies.
A man with multiple professions. While he originally obtained
a land surveyor and assessor’s degree in Ateneo, Rizal also took up
a preparatory course on law at the University of Santo Tomas
(UST). But when he learned that his mother was going blind, he
decided to switch to medicine school in UST and later on specialized
in ophthalmology. In May 1882, he decided to travel to Madrid in
Spain, and earned his Licentiate in Medicine at the Universidad
Central de Madrid.
Apart from being known as an expert in the field of medicine,
a poet, and an essayist, Rizal exhibited other amazing talents. He
knew how to paint, sketch, and make sculptures. Because he lived
in Europe for about 10 years, he also became a polyglot –
conversant in 22 languages. Aside from poetry and creative writing,
Rizal had varying degrees of expertise in architecture, sociology,
anthropology, fencing, martial arts, and economics to name a few.
Apart from being known as an expert in the field of medicine,
a poet, and an essayist, Rizal exhibited other amazing talents. He
knew how to paint, sketch, and make sculptures. Because he lived
in Europe for about 10 years, he also became a polyglot –
conversant in 22 languages. Aside from poetry and creative writing,
Rizal had varying degrees of expertise in architecture, sociology,
anthropology, fencing, martial arts, and economics to name a few.
His novels awakened Philippine nationalism Rizal had been
very vocal against the Spanish government, but in a peaceful and
progressive manner. For him, “the pen was mightier than the
sword.” And through his writings, he exposed the corruption and
wrongdoings of government officials as well as the Spanish friars.
While
in
Barcelona,
Rizal
contributed
essays,
poems,
allegories,
and
editorials to the Spanish
newspaper, La Solidaridad.
Most of his writings, both in
his essays and editorials,
centered on individual rights
and freedom, specifically for
the Filipino people. As part of
his reforms, he even called
for the inclusion of the
Philippines to become a
province of Spain.
But, among his best works, two novels stood out from the
rest – Noli Me Tángere (Touch Me Not) and El Filibusterismo
(The Reign of the Greed).
In both novels, Rizal harshly criticized the Spanish colonial
rule in the country and exposed the ills of Philippine society at the
time. And because he wrote about the injustices and brutalities of
the Spaniards in the country, the authorities banned Filipinos from
reading the controversial books. Yet they were not able to ban it
completely. As more Filipinos read the books, their eyes opened to
the truth that they were suffering unspeakable abuses at the hands
of the friars. These two novels by Rizal, now considered his literary
masterpieces, are said to have indirectly sparked the Philippine
Revolution.
Upon his return to the Philippines, Rizal formed a progressive
organization called the La Liga Filipina. This civic movement
advocated social reforms through legal means. Now Rizal was
considered even more of a threat by the Spanish authorities
(alongside his novels and essays), which ultimately led to his exile
in Dapitan in Northern Mindanao.
This however did not stop him from continuing his plans for
reform. While in Dapitan, Rizal built a school, hospital, and water
system. He also taught farming and worked on agricultural projects
such as using abaca to make ropes.
Rizal was granted leave by then Governor-General Blanco,
after volunteering to travel to Cuba to serve as doctor to yellow
fever victims. But at that time, the Katipunan had a full-blown
revolution and Rizal was accused of being associated with the secret
militant society. On his way to Cuba, he was arrested in Barcelona
and sent back to Manila to stand for trial before the court martial.
Rizal 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 último adiós or My Last Farewell. Dr. José Rizal was executed on
the morning of December 30, 1896, in what was then called
Bagumbayan (now referred to as Luneta). Upon hearing the
command to shoot him, he faced the squad and uttered in his final
breath: “Consummatumest” (It is finished). According to historical
accounts, only one bullet ended the life of the Filipino martyr and
hero.
His legacy lives on after his death, the Philippine Revolution
continued until 1898. And with the assistance of the United States,
the Philippines declared its independence from Spain on June 12,
1898. This was the time that the 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), Rizal submitted this piece for a poem contest
organized for Filipinos by the Manila Lyceum of Art and Literature.
At the age of 18, this work is beaming with strong messages to
convince readers, the youth in particular, that they are the hope of
the nation. He also stresses the importance of education to one’s
future. Rizal won the first prize and was rewarded with a feathershaped silver pen and a diploma.
To the Young Women of Malolos
Addressed to the Filipino women, Rizal’s letter entitled To The
Young Women of Malolos reflects his inheritance and issues
reminders to Filipino women. In his letter, he addresses all kinds of
Filipino women – mothers, wives, and even the single women.
Throughout this literary piece, he highlights the qualities that
Filipino mothers should possess, the duties of wives to their
husbands and children, and a counsel on how young women should
choose their lifetime partners. The idea behind this letter sparked
after he was impressed by the women of Malolos who won the
battle they fought. Rizal advises women to educate themselves,
protect their dignity and honor, and live with good manners –
setting up as a role model.
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
One
of
the
most
sought-after
books
in Philippine
literature until today, is Rizal’s famous novel titled Noli Me
Tángere (Touch Me Not). Driven by his undying love for his country,
Rizal wrote the novel to expose the ills of Philippine society during
the Spanish colonial era. At the time, the Spaniards prohibited the
Filipinos from reading the controversial book because of the
unlawful acts depicted in the novel. Yet they were not able to ban it
completely and as more Filipinos read the book, it opened their eyes
to the truth that they were being manhandled by the friars. In this
revolutionary book, you’ll learn the story of Crisostomo Ibarra, how
he dealt with Spanish authorities, and how he prepared for his
revenge, as told in Rizal’s second book, El Filibusterismo.
El Filibusterismo
This is Rizal’s sequel to his first book, Noli Me Tángere. In El
Filibusterismo (The Reign of the Greed), the novel exhibits a dark
theme (as opposed to the hopeful atmosphere in the first novel) in
which it depicts the country’s issues and how the protagonist
attempts a reform. The story takes place 13 years after Noli Me
Tángere, where revolutionary protagonist Crisostomo Ibarra is now
under the guise of Simoun – a wealthy jewelry tycoon. Because the
novel also portrays the abuse, corruption, and discrimination of the
Spaniards towards Filipinos, it was also banned in the country at the
time. 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. The
two novels of Rizal, now considered as his literary masterpieces,
both indirectly sparked the Philippine Revolution.
The Birth of National Consciousness
Filipino Nationalism
Filipino Nationalism is an upsurge of patriotic sentiments and
nationalistic ideals in the Philippines of the 19th century that came
consequently as a result of more than two centuries of Spanish rule
and 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)
The term 'Filipino' in its earliest sense referred to Spaniards
born in the Philippines or Insulares (Creoles) and from which Filipino
Nationalism began. Traditionally, the Creoles had enjoyed various
government and church positions—composing mainly the majority
of the government bureaucracy itself. The decline of Galleon Trade
between Manila and Acapulco and the growing sense of economic
insecurity in the later years of the 18th century led the creole to
turn their attention to agricultural production. Characterized mostly
in Philippine history as corrupt bureaucrats, the Creole gradually
changed from a very government-dependent class into capitaldriven entrepreneurs. Their turning of attention towards gild soil
caused the rise of the large private haciendas.
The earliest signs of Filipino Nationalism could be seen in the
writings of Luis Rodriquez Varela, a Creole educated in liberal
France and highly exposed to the romanticism of the age. Knighted
under the Order of Carlos III, Varela was perhaps the only
Philippine Creole who was actually part of European nobility. The
court gazzette in Madrid announce that he was to become a Conde
and from that point on proudly called himself 'Conde Filipino'. He
championed the rights of Filipinos in the islands and slowly made
the term applicable to anyone born in the Philippines. However, by
1823 he was deported together with other creoles (allegedly kn own
as HijosdelPais), after being associated with a Creole revolt in
Manila led by the Mexican Creole Andres Novales.
Varela would then retire from politics but his nationalism was
carried on by another Creole Padre Pelaez, who campaigned for the
rights of Filipino priests and pressed for secularization of Philippine
parishes. The Latin American revolutions and decline of friar
influence in Spain resulted in the increase of the regular clergy
(friars) in the Philippines. Filipino priests were being replaced by
Spanish friars and Pelaez demanded explanation as to the legality of
replacing a secular with regulars—which is in contradiction to the
Exponinobis. Pelaez brought the case to the Vatican almost
succeeded if not for an earthquake that cut his career short and the
ideology would be carried by his more militant disciple, Jose Burgos.
Burgos in turn died after the infamous Cavite Mutiny, which was
pinned on Burgos as his attempt to start a Creole Revolution and
make himself president or 'reyindio'. The death of Jose Burgos, and
the other alleged conspirators Mariano Gomez and Jacinto Zamora,
seemingly ended the entire creole movement in 1872. GovernorGeneral Rafael de Izquierdo unleashed his reign of terror in order to
prevent the spread of the creole ideology—Filipino nationalism.
But the creole affair was seen by the other natives as a simple
family affair—Spaniards born in Spain against Spaniards born the
Philippines. The events of 1872 however invited the other colored
section of the Ilustrado (intellectually enlightened class) to at least
do something to preserve the creole ideals. Seeing the impossibility
of a revolution against Izquierdo and the Governor-General’s brutal
reign convinced the ilustrado to get out of the Philippines and
continue propaganda in Europe. This massive propaganda upheaval
from 1872 to 1892 is now known as the Propaganda Movement.
Through their writings and orations, Marcelo H. delPilar, Graciano
Lopez Jaena and Jose Rizal sounded the trumpets of Filipino
nationalism and brought it to the level of the masses. Rizal’s Noli
me tangere and El filibusterismo rode the increasing anti-Spanish
sentiments in the islands and was pushing the people towards
revolution. By July 1892, an ilustrado mass man in the name of
Andres Bonifacio established a revolutionary party based on the
Filipino nationalism that started with ' los hijos del pais'—Katipunan
ng mga Anak ng Bayan. 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 (1834) and other parts of the Philippine
to foreign trade brought not only economic prosperity to the country
but also a remarkable transformation in the life of the Filipinos. As
the people prospered, their standard of living improved. They came
into contact with foreign ideas and with travelers from foreign
lands. They read periodicals and books, including those brought in
from abroad. As a result, their mental horizons were broadened.
They became discontented with the old order of things and wanted
social and political changes that were in harmony with the freer
spirit of the times.
Economic prosperity produced a new class of Filipinos–the
intelligentsia–educated, widely read, and enlightened individuals.
Many Filipinos had learned Spanish, and some knew other Western
languages such as French, English, and German. Boldly patriotic,
they discussed social and economic problems and advocated
reforms to remedy the evils of colonialism. Many of them sent their
children to colleges and universities not only in Manila but in Europe
too. 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.
Through the newly opened ports of the Philippines streamed
liberal and modern idea. These ideas were contained in books and
periodicals brought in by ships form Europe. These included ideas of
freedom of the American and French revolutions and enlightened
thoughts of Montesquieu, Rousseau, Voltaire, Locke, Jefferson, and
other philosophers of freedom. The Filipinos began to wonder at the
deplorable situation in the Philippines. In their minds sprouted the
aspirations for reforms, justice, and liberty.
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. It promoted the flow of ideas of
freedom into the Philippines.
Opening of the Philippines to world trade from 1834 to 1873
This stimulated the economic activities in the country which
brought prosperity to
some of the Filipinos but most of all to the
Chinese and the 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
With the opening of the Philippines to world trade, 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
new knowledge and current events they learned and acquired
outside affected their ways of living and the manner of their
thinking.
The Rise of the Middle Class
The middle class or the Illustrado
their family particularly male children
students would be exposed to European
lead in call for reforms Filipino patriots
came from this class.
family sent members of
to study abroad. These
thoughts and would later
and propagandist mostly
Opening of Suez Canal
The Suez Canal was created by a French engineer named
Ferdinand de Lesseps
This man-made canal made transportation easier, making the
transfer of goods and ideas better and faster. With the opening of
this canal, the distance of travel between Europe and the Philippines
was significantly shortened and brought the country closer to Spain.
With this canal, the trip was reduced to only 32 days. The opening
of the Suez Canal facilitated the importation of books, magazines
and newspapers with liberal ideas from Europe and America which
eventually influenced the minds of Jose Rizal and 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).
The opening of this canal in 1869 further stimulated the local
economy which give rise—as already mentioned above--to the
creation of the middle class of mestizos and illustrados in the
19th century. The shortened route has also encouraged
the ilustrados led by Rizal to pursue higher studies abroad and learn
liberal and scientific ideas in the universities of Europe. Their social
interaction with liberals in foreign lands has influenced their thinking
on politics and nationhood.
Liberal Regime of Carlos Ma. Dela Torre
The first-hand experience of what it is to be liberal came from
the role modeling of the first liberal governor general in the
Philippines—Governor General Carlos Ma. Dela Torre. Why Govenor
Dela Torre was able to rule in the Philippines has a long story. The
political instability in Spain had caused frequent changes of Spanish
officials in the Philippines which caused further confusion and
increased social as well as political discontent in the country. But
when the liberals deposed Queen Isabela II in 1868 mutiny, a
provisional government was set up and the new government
extended to the colonie the reforms they adopted in Spain. These
reforms include the grant of universal suffrage and recognition of
freedom and conscience, the press, association and public
assembly. General Carlos Ma. De la Torre was appointed by the
provisional government in Spain as Governor General of the
Philippines (Romero et al 1978: 21).
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 propeople governance had given Rizal and the Filipinos during this
period a foretaste of a democratic rule and way of life. De la Torre
put into practice his liberal and democratic ways by avoiding luxury
and living a simple life. During his two-year term, Governor De la
Torre had many significant achievements. He encouraged freedom
and abolished censorship (Maguigad & Muhi 2001: 63). He
recognized the freedom of speech and of the press, which were
guaranteed by the Spanish Constitution. Because of his 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 (Zaide 1999: 217).
Governor De la Torre’s greatest achievement was the peaceful
solution to the land problem in Cavite. This province has been the
center of agrarian unrest in the country since the 18thcentury
because the Filipino tenants who lost their land had been oppressed
by Spanish landlords. Agrarian uprisings led by the local hero,
Eduardo Camerino, erupted several times in Cavite. This agrarian
problem was only solved without bloodshed when Governor De la
Torre himself went to Cavite and had a conference with the rebel
leader. He pardoned the latter and his followers, provided them with
decent livelihood and appointed them as members of the police
force with Camerino as captain.

It was during his term as governor general that freedom of
speech was allowed among the Filipinos

De la Torre was a well-loved leader because he was
concern with the needs of the natives

He ordered the abolition of flogging as punishment for
military disobedience

He 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.
NATIONALISM
According to Gellner, “nationalism” is not the awakening of
nations to self- consciousness: it invents nations where they do not
exist. The drawback to this formulation, however, is that Gellner is
so anxious to show that nationalism masquerades under false
pretences that he assimilates “inventions” to “fabrication” and
falsity, rather than to “imagining” and creation.
RIZAL AND NATIONALISM
Acquiring a better understanding of Rizal’s life demands a
deeper and more profound analysis of his life and writings. His firm
beliefs were the results of what he had seen and experienced during
his European days. Thus, to clear up vague thoughts about him
requires a glimpse into his past. Rizal was one of the elites who
demands changes in the Philippine government during the Spanish
colonization.

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.
The unheard cries of the natives and the increasing fame of
Rizal fueled revolts in the country. The natives organized groups
and continued to engage in bloody battles to acquire reforms and
democracy. Rizal’s writings made a huge impact on the minds of the
native who wished to break free from the abuses of the Spaniards.
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.
In the process of making circumstances favorable for both, his
appeal was for reforms and education. What would liberate the
people was the massive movement of the natives united against the
oppressors. When Rizal died, the natives were able to push through
their freedom with their strong nationalism that had been heated up
and strengthened by his artistic and realistic viewpoints in his
writings. He had influenced numerous natives to fight for
independence.
The result of independence was very sweet for the Filipinos
who fought and died for it, and it was a regret feel that Rizal was
not able to see that the revolution that he did not favor was what
liberated his people.
Nationalism usually springs from the consciousness of a
national identity of being one people. It is that all pervading spirit
that binds together men of diverse castes and creeds, clans and
colors, and unites them into one people, one family, one nation with
common aspirations and ideals (Anderson, 1983)
IMAGINED COMMUNITY
An IMAGINED
COMMUNITY is
a
concept
developed
by Benedict Anderson in his 1983 book Imagined Communities, to
analyze nationalism. Anderson depicts a nation as a socially
constructed community, imagined by the people who perceive
themselves as part of that group.
NATION
NATION
“An imagined political community- and imagined as both inherently
limited and sovereign”.
(Benedict Anderson, Imagined Community) It is an anthropological
spirit, then I propose the following definition of the Nation: it is an
imagined community-and imagined as both inherently limited and
sovereign.
“Imagined” means that we will never meet the majority of the
community members. It is imagined because members cannot all
know each other. The members of even the smallest nation will
never know most their fellow-members, meet them, or even hear of
them. Yet in the minds of their lives the image of their communion
Nation as “limited” meaning that it co-exists with other nations on
the same plane. Also, because of finite boundaries.
“Sovereign” means that it is self-governing, not ruled by an outside
power (as in imperialism) or by a higher power (as in older religious
world news.) It is imagined as sovereign because the concept was
born in an age in which enlightenment and Revolution were
destroying the legitimacy of the divinely-ordained, hierarchical
dynastic realm. It is imagined as sovereign because it is not
religious or monarchic.
Finally, it is imagined as a community because, regardless of the
actual inequality and exploitation that may prevail in each nation is
always conceived as a deep, horizontal comradeship.
National identity is a sense of a nation:
as a cohesive whole
as represented by distinctive traditions, culture, and language.
Genealogy of Rizal and His Descendants
Introduction
Jose Rizal lived in the nineteenth century, a period in history when changes in
public consciousness were already being felt and progressive ideas were
being realized. Studying Rizal’s genealogy, therefore, will lead to a better
understanding of how Rizal was shaped and influence by his family.
As discussed in the previous modules, Rizal was born on June 19, 1861 in the
town of Calamba, province of Laguna. Calamba, the town with around three
to four thousand inhabitants, is located 54 kilometers south of Manila. It is
found in a heart of a region known for its agricultural prosperity and is among
the major producers of sugar and rice, with an abundant variety of tropical
fruits.
On the Southern part of the town lies the majestic Mount Makiling, and on the
other side is the Lake called Laguna the Bay. The wonders of creation that
surrounded Rizal made him love nature form an early age. His student
memoirs show how his love of nature influenced his appreciation of the arts
and sciences.
Rizal’s father, Francisco Mercado, was a wealthy farmer who leased lands
from the Dominican Friars. Francisco’s earliest ancestors were Siang-co and
Zun-nio, who later gave birth to Lamco. Lam-co is said to have come from the
district of Fujian in Southern China and migrated to the Philippines in the late
1600’s. In 1967, he was baptized in Binondo, adopting “Domingo” as his first
name. He married Ines de la Rosa of a known entrepreneurial family in
Binondo. Domingo and Ines later settled in the estate of San Isidro Labrador,
owned by the Dominicans. In 1731, they had a son whom they named
Francisco Mercado. The surname Mercado, which means “market,” was a
common surname adopted by many Chinese merchants at that time (Reyno,
2012).
Francisco Mercado became one of the richest in Biñan and owned the largest
herd of carabaos. He was also active in local politics and was elected
as capitan del pueblo in 1783. He had a son named Juan Mercado who was
also elected as capitan del pueblo in 1808, 1813, and 1823. (Reyno, 2012).
Juan Mercado married Cirila Alejandra, a native of Biñan. They had 13
children, including Francisco Engracio, the father of Jose Rizal. Following
Governor Narcisco Claveria’s decree in 1849 which ordered the Filipinos to
adopt Spanish surnames, Francisco Engracio added the surname “Rizal,” form
the word “racial” meaning “green field”, as he later setlled in the town of
Calamba as a framer growing sugar cane, rice, and indigo. Being in a
privileged family, Francisco Engracio (1818-1898) had a good education that
started in a Latin school in Biñan. Afterwards, he attended the College of San
Jose in Manila. IN 1848, Francisco married Teodora Alonso (1826-1911) who
belonged to the one of the wealthiest families in Manila. Teodora, whose
father was a member of the Spanish Cortes, was educated at the College of
Sta. Rosa. Rizal described her as a “woman of more than ordinary culture”
and that she is “a mathematician and has read many books” (letter
Blumentritt, November 8, 1888). Because of Francisco and Teodora’s industry
and hard work, their family became prominent member of the principalia class
in the town of Calamba. Their house was among the first concrete houses to
be built in the town. Rafael Palma, one of the first biographers of Jose Rizal,
described the family’s house:
R
i
z
a
l
“The house was high and even sumptuous, a solid and massive
earthquake-proof structure with sliding shell windows. Thick walls of lime
and stone bounded the first floor; the second floor was made entirely of
wood except for the roof, which was of red tile, in the style of the buildings
in MANILA AT THAT TIME. Francisco himself selected the hardest woods
from the forest and had them sawed; it took him more than two years to
construct the house. At the back there was an azotea and a white, deep
cistern to hold rain water for home use.”
and the Lessons His Mother Taught Him
by Ma. Cielito G. Reyno
published by the National Historical Commission of the Philippines (2018)
Of all the persons who had the greatest influence on Rizal’s development as
a person was his mother Teodora Alonso. It was she who opened his eyes
and heart to the world around him—with all its soul and poetry, as well as
its bigotry and injustice. Throughout his brief life, Rizal proved to be his
mother’s son, a chip off the old block, as he constantly strove to keep faith
the lessons she taught him.
His mother was his first teacher, and from her he learned to read, and
consequently to value reading as a means for learning and spending one’s
time meaningfully. It did not take long before he learnt to value time as
life’s most precious gift, for she taught him never to waste a single second
of it. Thus as a student in Spain he became the most assiduous of students,
never missing a class despite his activities as Propaganda leader, or an
examination, despite having to take it on an empty stomach. By his
example, he inspired his compatriots – those who had sunk into a life of
dissipation, wasting time and allowances on gambling and promiscuity- to
return to their studies and deserve their parents’ sacrifices back home.
From his mother he learnt the primacy of improving oneself- thus growing
up he took pains to comprehend the logic of mathematics; to write poems;
to draw, and sculpt; to paint. Sadly, for all these he earned not only glory
but also the fear of myopic souls.
By taking the lead in running the family’s businesses- farms, flour and sugar
milling, tending a store, even making fruit preserves, aside from running a
household, Teodora imbibed in him the value of working with one’s hands,
of self-reliance and entrepreneurship. And by sharing with others she
taught him generosity and helping to make the world a better place for
those who had less in the material life. All these lessons he applied himself
during his exile in Dapitan, as he improved its community by building a dam;
encouraging the locals to grow fruit trees, establishing a school, even
documenting the local flora and fauna.
His mother also taught him to value hard-earned money and better yet, the
importance of thrift and of denying oneself, and saving part of one’s
earnings as insurance against the vagaries of life. Thus he learned to scrimp
and save despite growing up in comfort and wealth. These would later
prove very useful to him during his stay in Europe as he struggled with
privation, considering the meager and often delayed allowance that his
family sent him (by then his family was undergoing financial reverses due to
land troubles). Whenever his precious allowance ran out, he went without
lunch and supper, putting up a front before everyone by going out of his
dormitory every day to give the impression that he took his meals outside.
But, as he walked the streets of Berlin or Barcelona, his nostrils would be
assailed by the delicious aroma of the dishes being cooked within buildings
and houses, increasing his hunger pangs and his suffering all the more.
Other times he saved up on rent by foregoing breakfast altogether, his
breakfast consisting of biscuits and water for a month.
Above all, it was from her he learned about obedience, through the story of
the moth that got burned by the flame because he disobeyed his mother
moth’s warning not to get too near the flame. But life as it often happens
has poignant way of turning around, for it was obedience to the Catholic
Church, as his mother taught him, which proved too hard to live by
especially when he struggled with a crisis of faith in its teachings.Teodora
took none too gently his defection from the Church, which she saw was an
apostasy from faith itself.
One of the turning points of his life, which had a profound influence on his
becoming a political activist later on, was the unjust arrest of his mother on
the charge of conspiring to poison a relative, despite the lack of evidence
against her. But what made the arrest even worse was her humiliating
treatment at the hands of authorities who made her walk all the way from
Calamba to the provincial jail in Santa Cruz, which was 50 kilometers far.
There she was imprisoned for two years before gaining her freedom. All
these she took with calm and quiet dignity, which Rizal though only a child
of eleven about to embark on secondary school in Manila would remember
and replicate during his final moments just before a firing squad snuffed out
his meaningful life on that fateful December morn in 1896.
Rizal and His Siblings
1.
2.
3.
4.
5.
Saturnina Rizal (1850-1913)- Eldest child of the Rizal-Alonzo
marriage. Married Manuel Timoteo Hidalgo of Tanauan, Batangas.
Paciano Rizal (1851-1930)- Only brother of Jose Rizal and the second
child. Studied at San Jose College in Manila; became a farmer and later a
general of the Philippine Revolution.
Narcisa Rizal (1852-1939) -The third child. married Antonio Lopez at
Morong, Rizal; a teacher and musician.
Olympia Rizal -(1855-1887) The fourth child. Married Silvestre
Ubaldo; died in 1887 from childbirth.
Lucia Rizal (1857-1919)- The fifth child. Married Matriano Herbosa.
6.
7.
8.
9.
10.
11.
Maria Rizal (1859-1945-) The sixth child. Married Daniel Faustino
Cruz of Biñan, Laguna.
Jose Rizal (1861-1896)- The second son and the seventh child. He
was executed by the Spaniards on December 30,1896.
Concepcion Rizal (1862-1865)- The eight child. Died at the age of
three.
Josefa Rizal (1865-1945) -The ninth child. An epileptic, died a
spinster.
Trinidad Rizal (1868-1951) -The tenth child. Died a spinster and the
last of the family to die.
Soledad Rizal (1870-1929)- The youngest child married Pantaleon
Quintero.
Rizal was affectionate to all his siblings. However, his relation to his only
brother, Paciano, was more than that of an older brother. Paciano became
Rizal’s second father. Rizal highly respected him and value all his advice. It
was Paciano who accompanied Rizal when he went to school in Biñan. It was
also him who convinced Rizal to persue his studies in Europe. Like Rizal,
Paciano also had his college in Manila but later joined the Katipunan to fight
for Independence. After the revolution, Paciano retired to his home in Los
Baños and lived a quiet life until his death in 1930.