THE LIFE AND WORKS
OF IOSE RIZAL
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Quezon City
right @ 201.8 by C 6c E Publiehing, Inc.,
Rhodalyn Wa.ni-Obias, Aaron Abel Mallari,
and janel Reguindlr,hEstella
Preface
Chapter 1: Understanding the Rizal Law
Chapter 2: Nation and Nationalism
Chapter 3: RememberingRizal
Chapter
4z TheLifeofJos6Rizal
Chapter
5: The Nineteenth
.......
.
vii
1,
...
.1,3
...25
.....40
Century Philippine Economg
Mestizos . . . . 59
AgrarianDisputes.
. . .72
EmergingNationalism
. , . . .87
ImaginingaNation
...98
Society, and the Chinese
ALL RIGHTS RESERVED. No part of this publication
may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means-electronic,
mechanical, photocopying, recording, or otherwisewithout the prior written permission of the publisher.
Cataloguing-in-Publication
DS
675
.8R62
.w36
20L8
Data
Wani-Obias, Rhodalyn
The li{e and works of Jos6 Rizal/Rhodalyn
Wani-Obias, Aaron A. Mallari, and Janet R. Estella.Quezon City: C & E Publishing, Inc,, @2018.
Chapter
Chapier
Chapter
8:
Chapter
9:
Noli Me Tdngere, Context and Content
Chapter 10: Noli Me Tdngere, Continuing Relevance.
108
Chapter 11: Looking at the Filipino Past
L27
Chapter 12: Indolence or Industry
135
119
Chapter
El Filibusterismo: Context and Content
Includes bibliography and index.
Chapter
El Filibusterismo: Continuing Relevance
1,52
ISBN: 978-971 -98-0936-4
Chapter
The Destiny of the Filipino People.
1,62
1.
Chapter
Biography and National History
L67
viii,
1.81 p. :
ill.;
cm.
Rizal,Jos6, 1861,-1.896. I. Mallari,Aaron A.
II. Estella, Janet
R.
III. Title.
Index
Book Design: PaullAndrew L. Pagunsan
Cover Design: Migudl Eriricb B. Dimagiba
tlo*tta
A- r
About the Authors
.
L42
1,75
Pnr,racE
In the nineteenth century, Filipino propagandists in Spain
bemoaned the state of education in the Philippines. They cited
as a barrier to educational progress "the old methods which
F
*i
L
=
e
they use to give strength to intellectual development... the
rudimentary system which seems glued to the abominable
magister dixit... the shallowness of the courses offered which
are completely parallel to the knowledge of the professor...
[which] are not frankly the best means of making the Filipinos
outstanding in their respective careers."l So problematic were
these points that it became difficult and inconvenient for Filipino
students to catch up and adjust when they pursued their studies
in Spain. Hence, the propagandists would also call for reforms in
Philippine education.
More than a century later, we are again faced with similar
sentiments. In a globalized world where technology has given us
modern-day conveniences and communication has broken down
age-old barriers, we confront the task of transforming how and
what one should learn in the twenty-first century.'SThere lecturebased classes formed the foundation of learning in past centuries,
the corpus of recent literature has argued for a more studentcentered pedagogy. Underlying this argument is the assumption
that different times entail different demands from our learnersl
1
Guadalupe Fores-Ganzon, trans., "The University of Manila: lts Curriculum:' in Lo Solidoridod,
15 December 1890 (Philippines: Fundacion Santiago, 1996): 583.
vtt
hence,
the skills that were once useful in the past may not
necessarily be applicable today.
It is in relation to these changes that the Commission of
Higher Education (CHED) released a memorandum in 2013
emphasizing a "paradigm shift to learning competency-based
standards in Philippine higher education."2 Eight core courses
were institutionalized along with the already-mandated course of
CHAPTER I
UNDERSTANDING
THE RIZAL LAW
Rizal's life and works.
This particular book on Rizal's life and works is a direct
product of these efforts to bring Philippine education closer to
what is needed and expected in the twenty-first century.'!7hile
the course on Rizal has been mandated by law since 1956, newer
approaches to studying Rizal's life and works were used in this
book. It is our hope that as we continuously adapt to changes in
our education, our understanding of Rizal continue to evolve as
well, making an appreciation of our hero's life and works fitting
to Filipinos of various generations.
he mandatory teaching of Jos6 Rizal's life with the emphasis
on his landmark novels is inscribed in legislation. Republic Act
No. 1425, more popularly known as the Rizal Law, was passed in
1956 leaving a colorful narrative of debate and contestation.
As an introduction to the life and works of Jos6 Rizal, this textbook
will begin with the reading of the Rizal Law. ln this chapter, you will
study RA 1425 within its context, look into the major issues and debates
surrounding the bill and its passage into law, and reflect on the impact
and relevance of this legislation across history and the present time.
ln the course of the discussion, the process of how a bill
becomes a law in the Philippines will be tackled so you will have an
idea regarding the country's legislative process. The life of one of the
major champions of the Rizal Law, Senator Claro M. Recto, will also be
discussed.
At the end of this chapter, the students should be able to:
y'
/
locale the passage of the Rizal Lawwithin its historical contex|
determine the issues and interests at stake in the debate over the
Rizal Bill;and
2
'z
Commission on Higher Education, "General Education Curriculum: Holistic Understandings,
lntellectual and Civic Competencies." Accessed on 13 July 2017 from http://www.ched.govphi
wp-contenVuploa dsl 2013l07 /CMO-No.2O-s2013.pdf.
utlt
relate the issues to the present-day Philippines.
2
T:':,r. l.rFE AND woRKS
bill
-
oF JosE RizAL
UNDERSTANDINC THE RIZAL LAw
a measure which, if passed through the legislative process,
STEP
becomes a law
unexpurgated
6
-
basically untouched. ln the case of the novels of Rizal,
unexpurgated versions were those that were not changed or censored
to remove pafts that might offend people.
Voting on Third Reading. Copies of the final
versions of the bill are distributed to the
members of the Senate who will vote for its,
approval or rejection.
Consolidation of
Version from the
bicameral - involving the two chambers of Congress: the Senate and
the House of Representatives
Voting on Second
Reading. The senators
-
The Context of the Rizal Bi!!
STEP 5
vote on whether to
approve or reject the
bill. lf approved, the bill
STEP 7
is calendared for third
The postwar period saw a Philippines rife with challenges
and problems. With a country torn and tired from the stresses of
World'V7ar II, getting up on their feet was a paramount concern
of the people and the government.
3
House. The similar
steps above are
followed by the House
of Representatives in
coming up with the
approved bill. lf there
are differences between
the Senate and House
versions, a bicameral
conference committee
is called to reconcile
reading.
I
the two. After this, both
chambers approve the
consolidated version.
STEP 8
Bill is filed in the Senate Office
of the Secretary. lt is given a
number and calendared for first
reading.
I
STEP
I
Second Reading.
The bill is read and
discussed on the floor.
The author delivers a
sponsorship speech.
The other members
of the Senate may
engage in discussions
regarding the bill
and a period of
debates will pursue.
Amendments may be
suggested to the bill.
Transmittal of the Final Version to
Malacafian. The bill is then submitted
to the President for signing. The
President can either sign the bill into
law or veto and return it to Congress.
First Reading.
The bill's title,
number, and
autho(s) are
read on the floor.
Afterwards, it
is referred to
the appropriate
committee.
STEP 2
Committee Hearings. The bill is discussed within the committee
and a period of consultations is held. The committee can
approve (approve without revisions, approve with amendments,
or recommend substitution or consolidation with similar bills) or
reject. After the committee submits the committee report, the bill
is calendared for second reading.
4
Irtti LrrE AND WoRKS OF IOSE RrZAL
As the
Philippines grappled
with various
UNDERSI'ANDING THE RlZAL LAw
challenges,
particularly the call for nation-building, prominent individuals who
championed nationalism came to action. They pursued government
measures to instill patriotism and love for country in the hearts
and minds of the Filipinos. These people drew inspiration from the
Philippine experience of the revolution for independence against
Spain and from the heroes of that important period in the country's
history.
One measure sought was the passage of the Republic Act
No. 1425 or the Rizal Law, which was primarily set to address
"a need for a re-dedication to the ideals of freedom and
nationalism for which our heroes lived and died." The passage of
the law was met with fierce opposition in both the Senate and the
House of Representatives.
From the Rizal Bill to the Rizal Law
On April 3, 1.956, Senate Bill No. 438 was filed by the
Senate Committee on Education. On Apil17,1956,then Senate
Committee on Education Chair Jose P. Laurel sponsored the
bill and began delivering speeches for the proposed legislation.
Soon after, the bill became controversial as the powerful Catholic
Church began to express opposition against its passage. As the
influence of the Church was felt with members of the Senate
voicing their opposition to the bill, its main author, Claro M.
Recto, and his allies in the Senate entered into a fierce battle
arguing for the passage of SB 438. Debates started on April 23,
1956.
The debates on the Rizal Bill also ensued in the House
oi R.pr.r.ntatives. House Bill No. 5561,, an identical version
of SB 438, was filed by Representative Jacobo Z. Gonzales
on April 19, 1956. The House Committee on Education
approved the bill without amendments on May 2,1956 and
the debates commenced on May 9,1956. A major point of
the debates was whether the compulsory reading of the texts
CLARO M. RECTO
(February,8, 1890-October 2,
19601
:,
,.
,:,
::.: :
The main sponsor and defender of the Rizal
,
Bill
was Claro Mayo Recto. He was born in Tiaong, Tayabas
(Quezon) on February 8, 1890 to Claro Recto, Sr. and
Micaela Mayo. He completed his primary education in his
hometown and his,;s€condallr education in Batangas. For
his college education, he moved to Manila and completed
his AB degree at the Ateneo and was awarded moximo
cum loude in 1909. ln 1914, he finished his law degree from
the Univefsity of Santo Tomas,. He was admitted to the bar
that same year.
;
1':
lli!
';
o
in the House of
he was elected as
:pralitical,, aareer 1111516ll"O
Leader, and Senate President Pro-Tempore. Recto's career
in the Philippine government was not confined to the
legislature. ln 1935, he became Associate Justice of the
Supreme Court.
Reclo Waq. also instrumental in the drafting of the
constitution of the Philippines in 1934-'!935 as he was
seleiteO prasiOent of tne assembly. After the Phitipplnes
transitioned, to,the Cdmmonwealth Period and surviVed
the Pacific War, Recto again served as senator for several
terms. He also served as diplomat and was an important
figure in interyational relations.
fnown
'as,
o
o
o
c
f,
RepresentatiVes'',''in:,,,1919':when
representative of the third district of Batangas. He later
became House Minority Floor Leader. From the House of
Repiesentatives; he moved to the Senate,in 1931 when
he was elected as a senator. ln the Senate, he held key
positions such as Minorlty Floor Leader, Majority Floor
I
!
J
lan ardent nationalis!, Recto was also
a
man of letters. He penned beautiful poetry and prose. On
October 2, 1960, he died of a heart attack in ltaly. He was
survived by his wife, Aurora Reyes and their flve children.
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5
6 trrI
LrFE AND WORKS oF
losE RrzAL
UNDERSTANDINC THE RIZAL LAW
Noli Me Tdngere and El Filibusterismo appropriated in the
bill was constitutional. The call to read the unexpurgated
versions was also challenged.
As the country was soon engaged in the debate, it seemed
that an impasse was reached. To move the procedure to the next
step, Senator Jose P. Laurel proposed amendments to the bill on
May 9,1956.In particular, he removed the compulsory reading
of Rizal's novels and added that Rizal's other works must also
be included in the subject. He, however, remained adamant in his
stand that the unexpurgated versions of the novels be read. On
May 14,1956, similar amendments were adopted to the House
version.
The amended version of the bills was also subjected to
scrutiny but seemed more palatable to the members of Congress.
i
The passage, however, was almost hijacked by technicality since
the House of Representatives was about to adjourn in a few
days and President Ramon Magsaysay did not certify the bills as
priority. The allies in the House skillfully avoided the insertion of
any other amendment to prevent the need to reprint new copies
(which would take time). They also asked the Bureau of Printing
to use the same templates for the Senate version in printing the
House version. Thus, on May 17,1956, the Senate and House
versions were approved.
The approved versions were then transmitted to Malacaflan
and on Jtrne 12,1956, President Magsaysay signed the bill into
law which became Republic Act No. 1425.
The Debates about the Rizal Bill
Read the following excerprs from the statements of the
It'gislators who supported and opposed the passage of the Rizal
l.;rw in 1956. Then, answer the questions that follow.
FOR
"Noli Me Tdngere and E/ Filibusterismo must be read by all Filipinos.
They must be taken to heart, for in their pages we see ourselves as
in a mirror, our defects as well as our strength, our virtues as well as
our vices. Only then would we become conscious as a people and
so learn to prepare ourselves for painful sacriflces that ultimately
lead to self-reliance, self-respect, and freedom."
-Senator Jose
P.
Laurel
"Rizal did not pretend to teach religion when he wrote those
books. He aimed at inculcating civic consciousness in the Filipinos,
national dignity, personal pride, and patriotism and if references
were made by him in the course of his narration to certain religious
practices in the Philippines in those days, and to the conduct
and behavior of erring ministers of the church, it was because he
portrayed faithfully the general situation in the Philippines as it then
existed."
-Senator Claro M. Recto
ASAII\ST
'A vast majority of our people are, at the same time, Catholic and
Filipino citizens. As such, they have two great loves: their country
and their faith. These two loves are not conflicting loves. They are
harmonious affections, like the love'for his father and for his mother.
This is the basis of my stand. Let us not create a conflict between
nationalism and religion, between the government and the church."
-Senator Francisco "Soc" Rodrigo
g
8
t
UNDERSTANDu'lc rHE RIZAL LAW
uE LrFE AND woRKS oF Josd RrzAL
9'...
Questions
1.
2.
'S7hat
was the major argument raised by Senator Francisco
"Soc" Rodrigo against the passage of the Rizal Bill?
The Rizal Law and the Present Context
In groups, talk about the preceding questions and prepare a
sf-rort summary of your discussion points to be presented in class.
The Rizal Law
'!7hat
was the major argument raised by Senators Jose
P. Laurel and Claro M. Recto in support of the passage of
the Rizal Bill?
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;
Are there points of convergence between the supporters and
opposers of the Rizal Bill based on these statements?
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 No/i Me Tongere 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,
l0
l'HE LrFE AND WoRKS oF JosE RrzAL
U
NDERSTANDINC THE RIZAL.+w
l1
ta
SECTION 1. Courses on the life, works and writings of Jose Rizal,
particularly his novels Noli Me Tongere and E/ 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 No/l Me Tongere and E/ 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 (3O) days after their publication in the
Officiol Gozette.
SECTION 2. lt 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 No/i Me Tongere and
El Filibusterisrno, as well as of Rizal's other works and biography. The
said unexpurgated editions of the Noli Me Tongere and Et Filibusterismo
or their translations in English as well as other writings of Rizal shall be
included in the list of approved books for requlred 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,
SECTION 4. Nothing in this Act shall be construed as amendment
or rc.pealing section nine hundred twenty-seven of the Administrative
t.ode, prohibiting the discussion of religious doctrines by public school
Ir.rrchers and other persons engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby
,
rrrthorized to be appropriated out of anyfund not otherwise appropriated
irr
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
Published in the OlifrclolGozette, Vol. 52, No. 6, p. 2971in June'1956.
The Rizal Law could be considered a landmark legislation
rn the postwar Philippines. During this period, the Philippines
was trying to get up on its feet from a devastating war and
rrirning towards nation-building. As the government sought
ways to unite the people, legislators like Claro M. Recto drew
inspiration from the lives of the heroes of the revolution against
Spain. In this frame, the teaching of the life and works of Jos6
Ilizal, particularly the reading of his novels No/i Me Tdngere and
lil Filibusterismo, was proposed to be mandated to all private
and public educational institutions. The proposed legislation,
however, met opposition particularly from the Catholic Church.
After much debate, the proposed bill was eventually signed into
law and became Republic Act No. 1425.
college or university.
SECTION 3. The Board of National Education shall cause the
translation of the No/i Me Tongere 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.
Constantino, Renato. 1969. The Rizal Law and the Catholic
hierarchy. kt The making of a Filipino: A story of Philippine
colonial politics, pp.244-247. Quezon City: Malaya Books.
Laurel,.|ose B., .lr. 1,960. The trials of the Rizal Bill. Historical
B wll etin 4 (2) : 1, 3 0-1. 3 9 .
l2
'rHE LlFE AND woRKs oF
losd RrzAL
Republic of the Philippines.1,956. Republic Act 1425.Available
from http ://www. of ficial gazette. gov.phl 1 9 5 6 I 0 6 I 12 h epublicact-no-L4251
CHAPTER 2
Schumacher, John. 20LL. The Rizal Bill of 1.956: Horacio de la
Costa and the bishops. Philippine Studies 59(4): 529-553.
NeUoNAND
Website of the Senate of the Philippines. "Legislative Process."
Available from https://www.senare.gov.ph/about/legpro.asp
NeUoNALISM
he previous chapter stated that one of the major reasons
behind the passage of the Rizal Law was the strong intent to
instill nationalism in the hearts and minds of the Filipino youth.
This chapter will now focus on nation and nationalism in the Philippine
context. lt will explain the concepts of nation, state, and nation-state as
a precursor to understanding nationalism and the projects that lead to
it. Likewise, the discussion will touch on some of Rizal's works that deal
with nation and nationalism.
The chapter also aims to reflect on nation-building in the Philippines
which is a major force behind the passage of the Rizal Law.
At the end of this chapter, the students should be able to:
P
deflne nationalism in relation tq the concepts of nation, state, and
nation-state;
,b
r'
appraise the development of nationalism in the country; and
explain the relevance of nationalism and nation-building at present.
l4 Irn, 1-rrrE AND WORKS or iosE RIZAL
NATToN AND NATToNALtsM
boyon/bonuo - indigenous Filipino concepts of community and
territory that may be related to nationalism
nation
-
a group of people with a shared language, culture, and history
nation-building - a project undertaken with the goal of strengthening
the bond of the nation
nation-state
-
patriotism
a feeling of attachment to one's homeland
-
a state ruling over a nation
- the authority to govern a polity without external
interference/incursions
sovereignty
Nation, State, Nation-State
To better understand nationalism, one must learn first the
concepts of nation and nationhood as well as state and nationstate. Refer to the following summary:
Social scientists have fleshed out the nuances of nation,
statc, and nation-state. A nation is a community of people that
are bclicved to share a link with one another based on cultural
practices, languagc, religion
or belief
system, and historical
15
\
to name a few. A state, on the other hand, is a
l,olitical entity that has sovereignty over a defined territory.
,'rpt:rience,
\r:ttcs have laws, taxation, government, and bureaucracyl,rrsically, the means of regulating life within the territory.
llris sovereignty needs diplomatic recognition to be legitimate
.rrrrl acknowledged internationally. The state's boundaries and
tt r-ritory are not fixed and change across time with war, sale,
,rr'[ritration and negotiation, and even assimilation or secession.
The nation-state, in a way, is a fusion of the elements of
tlrc nation (people/community) and the state (territory). The
,lt'velopment of nation-states started in Europe during the
pcriods coinciding with the Enlightenment. The "classical"
rr:rtion-states of Europe began with the Peace of 'Westphalia in
tlrc seventeenth century. Many paths were taken towards the
Iormation of the nation-states. In the "classical" nation-states,
rurrny scholars posit that the process was an evolution from
lrcing a state into a nation-state in which the members of the
lrureaucracy (lawyers, politicians, diplomats, etc.) eventually
rrroved to unify the people within the state to build the nationstrrte. A second path was taken by subsequent nation-states
which were formed from nations. In this process, intellectuals
rrrrd scholars laid the foundations of a nation and worked
towards the formation of political and eventually diplomatic
lccognition to create a nation-state. A third path taken by many
Asian and African people involved breaking off from a colonial
rclationship, especially after 'World 'War II when a series of
rlccolonization and nation-(re)building occurred. During this
time, groups initially controlled by imperial powers started to
irssert their identity to form a nation and build their own state
from the fragments of the broken colonial ties. A fourth path
was by way of (sometimes violent) secessions by people aheady
part of an existing state. Here, a group of people who refused
to or could not identify with the rest of the population built a
nation, asserted their own identity, and demanded recognition. In
tl-re contemporary world, the existing nation-states continuously
l6
NATToN AND NA'rroNAlls,r,t 17
tlrL. t.rFE AND woRKS oF Josi RIZAL
strive with proiects of nation-building especially
since
globalization and transnational connections are progressing.
Nation and Nationalism
As mentioned, one major component of the nation-state
is the nation. This concept assumes that there is a bond that
connects a group of people together to form a community. The
origin of the nation, and concomitantly nationalism, has been
a subject of debates among social scientists and scholars. In
this section, three theories about the roots of the nation will be
presented.
The first theory traces the root of the nation and national
identity to existing and deep-rooted features of a group of
people like race, language, religion, and others. Often called
primordialism, it argues that a national identity has always
existed and nations have "ethnic cores." In this essentialist stance,
one may be led to conclude that divisions of "us" and "them"
are naturally formed based on the assumption that there exists
an unchanging core in everyone. The second theory states that
nation, national identity, and nationalism are products of the
modern condition and are shaped by modernity. This line of
thinking suggests thdt nationalism and national identity are
necessary products of the social structure and culture brought
about by the emergence of capitalism, industrialization,
secularization, urbanization, and bureaucratization. This idea
further posits that in pre-modern societies, the rigid social
hierarchies could accommodate diversity in language and
culture, in contrast with the present times in which rapid change
pushes statehood to guard the homogeneity in society through
nationalism. Thus, in the modernist explanation, nationalism is a
political project.
The third theory-a very influential explanationabout nation and nationalism maintains that these ideas are
discursive. Often referred to as the constructivist approach
lo
l
understanding nationalism,
this view maintains
that
rr:rtionalism is socially constructed and imagined by Beople who
itlcntify with a group. Benedict Anderson argues.that nations
,rrc "imagined communities" (2003). He tr,acds the history
,,f these imagined communities to the Enlightenment when
lruropean society began challenging the supposed divinely,rrdained dynastic regimes of the monarchies. This idea was
starkly exemplified by the Industrial Revolution and the French
Itcvolution. The nation is seen as imagined because the people
who affiliate with that community have a mental imprint of
the affinity which maintains solidarity; they do not necessarily
rrced to see and know all the members of the group.\JTith this
inragined community comes a "deep, horizontal comradeship"
tlrat maintains harmonious co-existence and even fuels the
willingness of the people to fight and die for that nation.
Anderson also puts forward the important role of mass media in
the construction of the nation during that time. He underscores
that the media (1) fostered unified fields of communication
which allowed the millions of people within a territory to
"know" each other through printed outputs and become
rrware that many others identified with the same community;
(2) standardized languages that enhanced feelings of nationalism
end community; and (3) maintained communication through a
few languages widely used in the printing press which endured
through time.
Nation and Boyon
In the Philippines, many argue that the project of nationbuilding is a continuing struggle up to the present. Considering
the country's history historians posit that the nineteenth century
brought a tremendous change
in the lives of the Filipinos,
including the actual articulations of nation and nationhood that
culminated in the first anti-colonial revolution in Asia led by
Andres Bonifacio and the Katipunan. Furthermore, scholars note
l8
NATIoN AND NATToNALTsM 19
'[HE LrFE AND WoRKS oF Josti F.rzAL
the important work of the propagandists like Rizal in the
sustained efforts to build the nation and enact change in the
Spanish colony. These themes will be discussed in the succeeding
chapters. As you continue to familiarize yourselves with the
concepts of nation and nationalism, it would be worthwhile to
look at how these ideas have been articulated in the past as well
as how scholars locate these efforts in the indigenous culture.
Many Filipino scholars who endeavored to
understand
have
identified
concepts
that relate
knowledge
indigenous/local
to how Filipinos understand the notions of community and, to
an extent, nation and nation-building. The works of Virgilio
Enriquez, Prospero Covar, and Zeus Salazar, among others,
attempted to identify and differentiate local categories for
communities and social relations. The indigenous intellectual
movements like Sikolohiyang Pilipino and Bagong Kasaysayan
introduced the concepts of kapua and bayan that can enrich
discussions about nationalism in the context of the Philippines.
Kaputa is an important concept in the country's social
relations. Filipino interaction is mediated by understanding
one's affinity with another as described by the phrases "ibang
tAo" and "'di ibang tao." In the formation and strengthening
of social relations, rhe kapwa concept supports the notion of
unity and harmony in a community. From this central concept
arise other notions such as "pakikipagkdpwA," "pdkikisama,"
and "pakikipag-ugnay," as well as the collective orientation of
Filipino culture and psyche.
In the field of history, a major movement in the
indigenization campaign is led by Bagong Kasaysayan, founded
by Zeus Salazar, which advances the perspective known as
Pantayong Pananaw. Scholars in this movement are among the
major researchers that nuance the notion of bayan or banua.
In understanding Filipino concepts of community, the bayan
is an important indigenous concept. Bayan/Banua, which can
be traced all the way to the Austronesian language family, is
loosely defined as the territory where the people live or the
community they are identifying with. Thus, bayan/banua
( n( orrrpasses both the spatial community 4s well as the imagined
,,,rrrrnunity. The concept of bayan claslied with the European
r< rt ion of naci6n during the Spanish colonialism. T'he proponents
r rl I)antayong Pananaw maintain the existence of a great cultural
,lrvide that separated the elite (naci6n) and the folk/masses
lltlyan) as a product of the colonial experience. This issue brings
tlrc project of nation-building to a contested terrain.
,rt rurrl
r
Throughout Philippine history, the challenge of building the
I ilipino nation has persisted, impacted by colonialism, violent
rrrvasion during ITorld'$Var II, a dictatorship, and the perennial
\truggle for development. The succeeding chapters will look into
rlre life and works of Jos6 Rizal and through them, try to map
lrow historical events shaped the national hero's understanding of
the nation and nationalism.
Concept Map
Make a concept map summarizing:
o
o
the major points in relation to nation and nationalism;
the definitions of nation and nationalism, and their
relationship to state and nation-state; and
o
the development and explanatory models of the origins
of state and nation-state.
20
\\
.I'IIE LIFE AND WORKS OF
JOSf R]ZAL
NAT]ON AND NAT]..ONALISM
\
Exchange concept maps with a classmate. Have him/her rate
your work using the following rubric:
Excerpts from Emilio Jacinto's Kartilya ng
Liwanag at Dilim
Katipuiqn and
.ri i...ri.rr_,r:.r:;rrr:::r:r':i:itrrri:...,.
.i.i..ri:.lt'rr.i'rtr.:l
Sfiidtnt
,l..Elc€llgrittli:,rlrutt
gC.6..Ig.r',!l::i.:
:,1::lrr,l:l:::,t*:::::t, l].:l:,:;l:l::r,ll
6r.
t!
Nrl
Gl.:
Eil
o,:
Well organized
Thoughtfully
organized
Somewhat
organized
Choppy
Logical format
Contains main
concepts
Easy to follow
Somewhat
confusing
most of the
incoherent
time
Contains
only a few
of the main
concepts
Contains
a limited
number of
concepts
Contains a
appropriate
number of
concepts
Contains
most of
the main
Map is "treelike" and not
stringy
Follows
standard map
conventions
Linking words
demonstrate
E:
:.1t:
t
()
:o
.'..:i
concepts
Contains an
adequate
number of
concepts
Follows the
standard map
conventions
conceptual
understanding
Linking words
are easy to
follow but at
times ideas
are unclear
Links are
precisely
labeled
Links are
not precisely
labeled
superior
and
Linking
words are
clear but
present
a flaweci
rationale
Difflcuit
to follow
No links
Links are
not labeled
Adapted from: National Computational Science Education Consortium. (n.d.). Rubrrcs for concept mop.
Available from www.ncsec.org/team11/RubricconceptMap.doc
Kartilya ng Kdtipunan:
May Nasang Makisanib Sa Katipunang lto
Sa
Sa pagkakailangan,
ta
ar.g lahat na nagiibig pumasuk
ito, ay magkaroon ng lubos na pananalig
at kaisipan sa mga layong tinutungo at mga kaaralang
pinaiiral, minarapat na ipakilala sa kanila ang mga bagay
na ito, at ng bukas makalawa'y huag silang magsisi
at tuparing maluag sa kalooban ang kanilang mga
tungkulin.
sa katipunang
Ang kabagayang pinag-uusig ng katipunang ito ay lubos
na dakila at mahalaga; papagisahin ang loob at kaisipan
ng lahat ng tagalog (") sa pamagitan ng isang mahigpit
na panunumpa, upang sa pagkakaisang ito'y magkalakas
na iwasan ang masinsing tabing na nakabubulag sa
kaisipan at matuklasan ang tunay na landas ng Katuiran
at Kaliwanagan.
(")
salitangtagalog katutura'y ang lahat nang tumubo
sa Sangkapuluang ito; sa makatuid, bisaya man, iloko
man, kapangpangdn man, etc., ay tagalog din.
Sa
Dito'y isa sa mga kaunaunahang utos, ang tunay na pagibig sa bayang tinubuan at lubos na pagdadamayan ng
isa't isa.
Articulations of Nation and Nationalism
Enrich your understanding by looking at how nationalism is
espoused by other historical figures. Read the excerpts from the
writings of another important thinker in the nineteenth century,
Emilio Jacinto, and answer the questions that follow.
2t
Liwanag at Dilim
"Arrg alinmang katipunan at pagkakaisa ay
ng isang pinakaulo, ng isang
kapangyarihang makapagbibigay ng ayos,
nangangailangan
makapagpapanatili ng tunay na pagkakaisa at makapagaakay sa hangganang ninanais, katulad ng sasakyang
22
THE LrFE AND woRKS oF
o*
Josf RIzAL
itinutugpa ng bihasang piloto, Ra kung ito'y mawala ay
nanganganib na maligdw at abutin ng kakila-kilabot
na kamatayan sa laot ng dagat, na di na makaaasang
makaduduong sa pampang ng maligaya at payapang
kabuhayang hinahanap. Attg pinakaulong ito ay
tinatawag na pamahalaan.
b.
AND NATIoNALISM 23
Leadership
"Ang kadahilanan nga ng mga pinuno ay angbayan, at
ang kagalingan at kaginhawahan nito ay siyang tanging
dapat tunguhin ng lahat nilang gawa at kautusan.
Tungkol nila ang umakay sa bayan sa ikagiginhawa,
kailan pa ma\maghirap at maligaw ay kasalanan nila.
"[A]ng alinmang kapangyarihan upang maging tunay
at matuwid ay sa Bayan lamang at sa kanyang mga
tunay na pinakakatawan dapat na manggaling. Sa
madaling salita, di dapat nating kilalanin ang pagkatao
How does the Katipunan understand/make
sense
of
the
trlrprno natloni
ng mga pinuno na mataas kaysa madla. Ang pagsunod
at pagkilala sa kanila ay dahil sa kapangyarihang
ipinagkaloob ng bayan, samakatu#id, ang kabuuan
ng kapangyarihan ng bawat isa. Sa bagay fla ito,
ang sumusunod sa pinunong inilagay ng bayan ay
dito sumusunod at sa paraang ito'y nakikipagisa sa
kalahatan."
Questions
1. How
does the Katipunan understand/make sense
following?
a.. State and Government
of the
\X/hat are your reflections on these writings about some
important ideas of the Katipunan?
GT
r'
.,
t
24
THE t-rFE AND woRKs oF JosE RIZAL
As stated in the first chapter, the imperative of instilling
nationalism in the minds of the youth was a major factor
behind the passage of the Rizal Law. To have a basic grasp of
nationalism, the concepts of nation, state, and nation-state
must be examined. This chapter explained the basic definitions
of nation (a community of people), state (a political entity),
and nation-state (a fusion of the previous two) and traced the
development of the nation-state. It then tackled the various ways
by which social scientists made sense of the concepts of nation
and nationalism, their origins, and development. Discussed
were the primordialist, modernist, and social constructionist
approaches as lenses in which nationalism could be viewed'
The chapter ended with a brief discussion about nationalism
in the context of the Philippines, particularly how indigenous
knowledge could be used to examine how Filipinos understand
REMEMBERING
RIZAL
izal's execution on December 30, 1896 became an important
turning point in the history of Philippine revolution. His death
the concepts of nation and nationalism.
As you study the life of Jos6 Rizal,
it is important to remind
yourself of the multiplicity of ideas during his time and beyond
that will affect your understandings of nation and nationalism.
Abinales, Patricio and Donna Amoroso. 2005. State and society
in th e P h ilipp ines. P asig: Anvil Publishing, Inc.
Anderson, Benedict. 2003. lmagined communities: Reflections
on the origins and spread of nationalism. Pasig: Anvil
Publishing,Inc.
Aquino, Clemen. Mula sa Kinaroroonan: Kapwa, kapatiran, at
bayan sa agham panlipunan. CSSP Centennial Professorial
Chair PaPers Series of 1999.
Gallaher, Caroline, et al. 2009. Key concepts in political
geography. London: Sage Publications Ltd.
Griffiths, Martin, et al. 2002. lnternational relations: The key
concepts. London: Routledge.
activated the full-scale revolution that resulted in the declaration
,rl Philippine independence by 1898. Under the American colonial
,l,rvcrnment, Rizal was considered as one of the most important Filipino
lnroes of the revolution and was even declared as the National Hero
lry lhe Taft Commission, also called the Philippine Commission of
l')o1. A Rizal monument was built in every town and December 3O
w,r', declared as a national holiday to commemorate his death and
lr(,roism. ln some provinces, men-most of whom were professionals,
,urized and became members of Cobolleros de Rizol, now known as
'r(
llrr . (nigfi[5 of Rizal.
f
lnfluenced by both the Roman Catholic Church and the prehispanic
.lrirrltral culture, some Filipino masses likewise founded organizations
tlr.rl rccognize Rizal not just as an important hero but also as their
.,rvior from all the social ills that plague the country. These groups,
rrylrlr lr cafl be linked to the long history of millenarian movements in
llr'. ( ()untry, are widely known as the Rizalistas. These organizations
lrr'll1,v1' that Rizal has a Latin name of Jove Rex Al, which literally means
t ,, rr l, Kihg of All." This chapter will discuss the history and teachings of
, l,'r li.rl Rizalista groups founded after Rizal's execution.
RIMEM
lFll, l-lFE AND W0RKS ol' losE ll-lzAL
)6
n Er1
rN
c R rzAL
27
of Mount Makiling" (Ileto, 1998). Similar stories
,.nlirrued to spread after Rizal's death towards the end of the
nrrrt'tcenth century. The early decades of 1900s then witnessed
tlr, f<runding of different religious organizations honoring Rizal
rrr tlrc heart
At the end of this chapter, the students should be able to:
P
A
P
evaluate Rizal's heroism and importance in the context of Rizalista
groups;
discuss the history of selected Rizalista groups; and
compare and contrast the different views on Rizal among the
Rizalistas.
socio-political movements who generally believe
in the coming of a major social transformation with the establishment of
the Kingdom of God
Millenarian groups
Rizalista
-
-
a religious movement that believes in the divinity of Josti
Rizal
the Latin name of Jos6 Rizal according to Rizalistas; Jove
means God; Rex means King; and A/ means All (thus, God, King of All)
Jove
Rex
Al
-
colorum - a term used to refer to secret societies that fought against
the colonial government in the Philippines
canonization
-
the act of declaring a dead person as a saint
Rizal as the Tagalog Christ
In late 1898 and early
1'899, revolutionary newspapets La
lndependencia and El Heraldo de la Reuolucion reported about
Filipinos commemorating Rizal's death in various towns in the
country. In Batangas, for example, people were said to have
gathered "tearfully wailing before a portrait of Rizal" (Ileto,
1,998) while remembering how Christ went through the same
struggles. After Rizal's execution, peasants in Laguna were also
reported to have regarded him as "the lord of a kind of paradise
"Filipino Jesus Christ" (Ocampo, 2011).
In 1907, Spanish writer and philosopher Miguel de
llrrrruruno gave Rizal the title "Tagalog Christ" as religious
,rrsrrnizations venerating him had been formed in different
t).u-ts of the Philippines (Iya, 2012). It is, however, importanr
to rnention that Rizal was not the first to be called as such. In
lristory, Apolinario de la Cruz (1815-1841) who founded the
rt'ligious confraternity Cofradia de San /ose was also considered
:rs the "Tagalog Christ" by his followers. Moreover, Filipino
rt'volutionary Felipe Salvador (1870-1912), also known as
i\;ro Ipe, who founded the messianic society Santa lglesia (Holy
( )hurch) was called by his followers as the "Filipino Chrisr" and
tlre "King of the Philippines." The titles given to some earlier
Irilipino revolutionary leaders reveal that associating religious
hcliefs in the social movement is part of the country's history.
I'cachings and traditions of political movements that were
organized to fight the Spanish and American colonial powers
were rooted in religious beliefs and practices. These sociorcligious movements known as the millenarian groups which aim
to transform the society are often symbolized or represented by a
hero or prophet.
r., thc
The same can also be said with the Rizalista groups which, as
nrentioned, have risen in some parts of the country after Rizal's
clcath in 1896. Each group has its own teachings, practices,
and celebrations, but one common belief among them is the
veneration of Jos6 Rizal as the reincarnation of .|esus Christ.
'Ihese groups likened the travails of
Rizal to that
Jos6
of Jesus
Christ as narrated in the Pasyon, an epic poem which became
popular among the Tagalogs during the Spanish period (Ileto,
1998). Rizalistas believe that Rizal, just like Jesus Christ, would
eventually return to life and will save mankind.
28
THE LrFE AND woRKS oF ,osd RIZAL
People saw the parallel between the two lives being sent
into the world to fulfill a purpose. As Trillana (2006, p. 39) puts
it, "For both Jesus and Rizal, life on earth was a summon and
submission to a call. From the beginning, both knew or had
intimations of a mission they had to fulfill, the redemption of
mankind from sin in the case of Jesus and the redemption of his
people from oppression in the case of Rizal."
Reincarnation in the context of Rizalistas means that both
Rizal and Jesus led parallel lives. "Both were Asians, had brilliant
minds and extraordinary talents. Both believed in the Golden
Rule, cured the sick, were rabid reformers, believed in the
universal brotherhood of men, were closely associated with a
small group of followers. Both died young (Christ at 33 and
Rizal at 35) at the hands of their enemies. Their lives changed the
course of history" (Mercado, 1,982rp.38).
The Canonization of Rizal:
Tracing the Roots of Rizalistas
The earliest record about Rizal being declared as a saint is
that of his canonization initiated by the Philippine Independent
Church (PIC) or La lglesia Filipina lndepend.iezre. Founded on
August 3,1902, the PIC became a major religious sect with a
number of followers supporting its anti-friar and anti-imperialist
campaigns. As a nationalist religious institution, PIC churches
displayed Philippine flags in its altars as an expression of their
love of country and recognition of heroes who fought for our
independence (Palafox, zOtZ).
In 1903, the PIC's official organ published the "Acta de
Canonizacion de los Grandes Martires de la Patria Dr. Rizal y PP.
Burgos, Gomez y Zamora" (Proceedings of the Canonization of
the Great Martyrs of the Country Dr. Rizal and Fathers Burgos,
Gomez and Zamora). According to the proceedings, the Council
of Bishops headed by Gregorio Aglipay met in Manila on
,,
/
REMEMBERING
RIZAL 29
Scptember 24,1.903, On this day, Jos6 Rizal and the three priests
wcre canonized following the Roman Catholic rites.
After Rizal's canonization, Aglipay ordered that no masses
for the dead shall be offered to Rizal and the three priests.
'l'heir birth and death anniversaries will instead be celebrated
in honor of their newly declared sainthood. Their statues were
revered at the altars; their names were given at baptism; and, in
the case of Rizal, novenas were composed in his honor. Aglipay
also mentioned that the PIC's teachings were inspired by Rizal's
ideology and writings. One of PIC's founders, Isabelo de los
Iteyes, said that Rizal's canonization was an expression of the
"intensely nationalistic phase" of the sect (Foronda,2001,).
Today, Rizal's pictures or statues can no longer be seen in the
altars of PIC. His birthday and death anniversary are no longer
celebrated. However, it did not deter the establishment of other
Rizalista organizations.
In the 1950s, Paulina Carolina Malay wrote her observations
of Rizal being revered as a saint (Foronda,2001.,p.47):
Many towns of Leyte, drnong them Dulag, Barauen, and
Limon, haue religious sects called Banal uhich uenerate
Rizal as a god. They haue chapels where they pray on
their knees before the hero's picture or stdtue.
Legaspi City, too, has a strange society called Pantaypdntdy whose members are called Rizalinos. Periodically,
the members ualk barefoot in a procession to Rizal's
monument and hold a queer sort of a mass. Uswally, this
procession is done on Rizal Day (Decernber 30) or on
lwne 19, the natal day of the hero.
Sotne "colorrtrn" sects also uenerate Rizal as a god. A
"colorum" sect inTayabas, Qwezon has buih a chapel for
bim at the foot of Bwndok San Cristobal, better knoutn
as Mt. Banahaw...
]0
't rrE
IiTL AND WoRKS oF jostl RIzAL
The sect called Rizalirua in Barrio Calwlwan, Concepcion,
Tarlac has euen d sort of nwnnery for its priestesses. The
girls, forbidden to marry dwring a certain period, a.re sent
to Rizal's hometoran, Calamba for "training."'Wben they
go back to Tarlac, they perform mdsses, baptize and do
otber religious rites...
These observations show that Rizalistas continued to flourish
after the PIC's canonization of Rizal. Tracing the origins and
establishment of different Rizalista groups will, therefore, help
one appreciate the followers' view of Rizal's role in shaping their
socio-religious beliefs.
REMEMBERTNG
uith
RrzAL 3l
of
4.
Man is endowed
good deeds.
5.
Heauen and hell exist but are, neuertheless, "witbin us."
5.
a soul; as swch, mAn is capable
The abode of the members of the sect in Bongabon,
Nweua Ecija is the New Jerusalem or Paradise.
7.
The caues in Bongabon are the dwelling place of lehouab
or God.
B.
There are four persons in God: God, the Father, the Son,
the Holy Gbost, and the Mother (Virgin Mary).
Like the Catholic Church, the Adarnista also conducts
:;rrcraments such as baptism, confirmation, marriage, confession,
Groups Venerating Jos6 Rizal
Adarnisto or the lglesiong Pilipino
In
1901, a woman in her thirties, Candida Balantac of
Ilocos Norte, was said to have started preaching in Bangar,
La Union. Balantac, now known as the founder ol Adarnista
or the lglesiang Pilipina, won the hearts of her followers from
La Union, Pangasinan, and Tarlac. This preaching eventually
led her to establish the organization in Bongabon, Nueva Ecija
where she resided until the 1960s (Ocampo, 2011).
Balantac's followers believe that she was an engkantada
(enchanted one) and claimed that a rainbow is formed (like that
of Ibong Adarna) around Balantac while she preached, giving her
the title "lndng Adarna" and the organization's name, Adarnista.
Others call Balantac Maestra (teacher) and Espiritu Santo (Holy
Spirit).
The members
(Foronda,2001):
1.
2.
3.
of
the Adarnisfa believe in the following
Rizal is a god of the Filipino people.
Rizal is trwe god and a true man.
Rizal was not execwted as has been mentioned by
hislorians.
.rrrd rites of the dead. Masses are held every'Wednesday and
StrndaS at 7:00 in the morning and lasts up to two hours.
Special religious ceremonies are conducted on Rizal's birthday
;rrrd his death anniversary which start with the raising of the
lrilipino flag. In a typical Adarnista chapel, one can see images
.,f the Sacred Heart of Jesus, the Immaculate Heart of MarS Our
Lady of Perpetual Help, and in the center is the picture of Rizal.
llcside the latter are pictures of other Philippine heroes like Luna,
[]urgos, del Pilar, Mabini, Bonifacio, etc. (Foronda,2001).
The Adarnistahas more than 10,000 followers in La Union,
Isabela, Pangasinan,Zambales, Nueva Ecija, Tarlac, and Nueva
Vizcaya, and some in Baguio City and Manila.
Sambohong Rizol
Literally the "Rizal Church," the Sambahang Rizal was
founded by the late Basilio Aromin, a lawyer in Cuyapo, Nueva
Ircija, in 1918. Aromin was able to atffact followers with his
claim that Sambahang Rizal was established to honor Rizal who
was sent by Bathala to redeem the Filipino race,like Jesus Christ
who offered His life to save mankind (Foronda, 2001). Batbala is
the term used by early Filipinos to refer to "God" or "Creator."
Aromin's group believes that Rizal is the "Son of Bathala" in
')2
t HE LrFE AND woRKS
or
JosE RrzAL
the same way that Jesus Christ is the "Son of God." Noli Me
Tdngere and El Filibusterismo serve as their "bible" that shows
the doctrines and teachings of Rizal. Their churches have altars
displaying the Philippine flag and a statue of Rizal.
Similar
to the Catholic Church, the Sambahang
Rizal
conducts sacraments like baptism, confirmation, marriage, and
ceremonies for the dead. It assigns preachers, called lalawigan
guru, who are expected to preach Rizal's teachings in different
provinces. Aromin, the founder, held the title Pangwlw guru
(chief preacher). At the height of its popularitg the organization
had about 7,000 followers found in Nueva Ecija and Pangasinan
(Foronda, 2001).
REMEMBERINC RIZAL 33
to iglesia to avoid suspicion by the Japanese soldiers
,lrrring'World'War II, making it as the lglesia.Watauat ng Lahi
(ly;t,20!2).
,lr,rrrged
The aims of the organization are as follows (Foronda, 2001):
1.
2.
3.
To loue God aboue all things
To loue one's fellowmdn ds one loues himself
To loue the motberland and to respect and uenerate
the heroes of the rAce especially the martyr of
Bagumbayan, Dr. Rizal, to follow, to spread, and to
support their right teachings; and to serue the country
with one's whole heart towards its order, progress, and
peace.
lglesia Watawat ng Lahi
:t:
Samahan ng'V/atauat ng Lahi (Association of the Banner
of the Race) is said to have been established by the Philippine
national heroes and Arsenio de Guzman in 1,911,.It was in this
year that de Guzman started to preach to the Filipino people that
Rizal was the "Christ" and the "Messenger of God." He claimed
that God has chosen the Philippines to replace Israel as his "New
Kingdom." Some believe that it was the spirit of Rizal which was
working with de Guzman telling people to live in accordance
with Christ's and Rizal's teachings (Iya,201,2).
According to stories, sometime in 1936, a banal na tinig
(holy voice) instructed Mateo Alcuran and Alfredo Benedicto to
go to Lecheria, Calamba in the province of Laguna to look for
Jovito Salgado and Gaudioso Parabuac. Alcuran and Benedicto
followed the banal na tinig and met with Salgado and Parabuac
in Lecheria on December 24, 1936. Every Saturday afternoon
from then on, the four listened to the teachings of the banal na
tinig.In 1.938,the banal na tinig informed them that their guide
was the spirit of Jos6 Rizal which instructed them to organize a
movement called the Samahan ng'Watawat ng Labi (Association
of the Banner of the Race). However, the word samahan was
Foronda (2011,) also enumerated the beliefs
lirrthered from his interviews in 1960-1,961,:
1.
of the sect
The teachings of the sect are based on the commands
Jesws Christ, and tbe
teachings of Dr. lose Rizal culled from his writings.
of the Holy Moses, Our Lord
2.
Cbristians belieue in the Trinity; the power of the Father
was giuen to Moses; the power of the Son, giuen to
lesus Cbrist; and this sect belieues that tbe pouer of the
Holy Ghost was giuen to Dr.lose Rizal.
3.
Jesus Christ is embodied in Dr.lose Rizal and hence, Dr.
Rizal is at once a god and d mdn.
4.
Rizal is not dead; he is aliue and is pbysically and
materially present in the New Jerusalem which is
presently hidden in the site extending from Mt.
Makiling to Mt. Banahaw.
5. It is tbe uoice of Rizal which commands
the officials
and the members what to do; this uoice is heard in the
weekly meetings. Howeuer, an inuoker in the person of
Gaudioso Parabwac is needed to ask Rizal to come and
talk to members.
34 l
HE I.rrr, ANr) woRKS
or
JosE RrzAr.
5. If World War lll breaks out, nwmberless
peoples will be
killed by atomic tueapons. Bwt after the war, Dr. Rizal
will make dn dppedrdnce to the new tuorld, and he will
lead the army of God.
7.
Man has a sowl, but a soul that is different from tbe
sowl of Dr. Rizal, for Rizal is god. Three days after his
death and if he was boly in life (i.e., if he followed the
commandments of God), man will rise again and his
soul will proceed to the New Jerusalem. lf he did not
fulfill the commandments of God, the soul is not to be
pwnished in hell (for there is no hell) bwt will be made
to work in a place opposite the Neru lerwsalem.
8.
There is a particwlar iudgment (the soul is judged three
days after death) and tbe last iwdgment (when all the
credtures
will
be iwdged).
lglesia 'Watawat ng Lahi is one of the biggest Rizalista
groups with more than 1-00,000 members found in different
parts of the country. FIowever, in 1987, it was divided into
three factions: (1) the Watawat ng Lahi, also known as
the Samahan ng 'Watawat ng Lahi Presiding Elders; (2) the
.Watawat
ng Labi, Inc.; and (3) the lglesia ng Lipi ni
lglesia
Gat Dr. lose P. Rizal, lnc. (Iya, 201,2). The first group now
teaches that Rizal is not Christ but only a human while the
last two groups claim that they hold the original teachings and
doctrines of the old lglesia Watawat ng Lahi-Rizal is God/
Christ himself, the loue Rex Al (God, King of All).
Supremo de la lglesio
de lo Ciudod Mistica de Dios, lnc.
Officially registered as an organization in 1.952, Suprema de
la lglesia de la Ciwdad Mistica de Dios, lnc. (Suprcme Church
of the Mystical City of God) was founded by Maria Bernarda
Balitaan (MBB) in the Tagalog region who was said to have
REMEMBTRI\:
II 1{{ZAL 35
the early 1920s. TodaS Ciudad
llrstica is the biggest Rizalista group located at the foot of
1\lt. llanahaw in Barangay Sta. Lucia in Dolores, Quezon with
.rpploximately 5,000 members in Sta. Lucia alone. All over
I rrzr)n, it has about 100,000 members.
'.r;rrrcd her spiritual missions in
In the history of Ciudad Mistica's establishment, the group
woman. Its leader is called the Swprema
rvlrr assumes the responsibilities of assisting members seeking
.r..lvice, resolving conflicts among members (including legal
, onflicts), and making major decisions in the organization.
lr,rs :rlways been led by a
The members believe that as a result of endless conflicts
.unong countries in West Asia, God decided to transfer His
"l(ingdom" to the Philippines. It explains why there existed
"lroly stations/altars" (locally called pwesto) in Mt. Banahaw,
rvhich is equivalent to the stations of the cross of Christ in the
l\syon (Ocampo, 2011).
For the Ciwdad Mistica,Jesus Christ's work is still unfinished
,rrrd it will be continued by Dr. Jos6 Rizal and the "twelve lights"
,rI the Philippines composed of the nineteenth century Philippine
lrcroes. These "twelve lights" are said to be the equivalent of
f csus Christ's twelve apostles. Their work will be fulfilled by a
woman, in the person of MBB, as can be seen in their hymns
(Quibuyen, 1991.):
The Virgin Maria Bernarda, a Filipino motber
Dr. Jose Rizal, a Filipino father
Once in d mystery, they came togetber
And so, emerged this country, the Philippines.
Like the other Rizalista groups, the Ciudad
Mistica
shares many elements with the Catholic Church. They hold
rnasses (every Saturday), and have prayers and chants. They
commemorate the birth and death anniversaries of the "twelve
lights," with Rizal's death (December 30) as the most important
celebration. Each commemoration starts with the raising of the
Philippine flag.
36
'l'HE LrFE AND woRKS oF Josf, RIZAL
REMEMBERTNG
RrzAL 37
llLrbric
Chapter Questions
rrli::r:irlt:l:llir:::ll{i
Briefly answer the following:
Few or none of
the statements are
All statements are
supported by the text.
1,. How do Rizalista groups view Jos6 Rizal and other
supported by the
text.
national heroes?
All statements noting
similarities are placed
in the center circle and
all statements that note
differences are placed
in the correct outer
circle.
withl.l,,,i:'ii::,rl:,l:tll
the
e
2.
'What are the similarities between
Jesus Christ and Rizal
groups?
as seen by the millenarian
Vei'h:,::r:tiri:ti
Ia^;i*il:::l:illl::1,
Student is able to make
5 or more comparison
statements in each
circle.
Num,b€f:r;:t:
of qiiiLti,lr,
Most statements
are placed in the
correct circle,
but student has
mixed up a few
statements.
Few statements
are placed in the
correct circle.
Student is able
Student has
made only 2 or
fewer comparison
statements in each
circle.
to make 3-4
comparison
statements in each
circle.
';ource: lnternational Reading Assoclation/National Council of Teachers of English. (2007). Venn
( liagram rubric. Available from http://www.readwritethink.org/flles/resources/lesson*images/
54ldetectiverubric.pdf
l(.sson
3.
Name some influential women in various Rizalista
groups and explain their significant roles in their
respective organizations.
Venn Diagram
Form yourselves into groups of five members. Then, make a
.5- to 10-minute audio-visual presentation on one Rizalista group
rrsing photos of the churches, altars, and celebrations/activities of
the group. Also look for other information not mentioned in the
cliscussion. Present your work in class.
Il u bric
ir.:,,8ii!4
Choose two of the Rizalista groups, that were discussed. On
a separate sheet of paper, create a Venn diagram showing the
beliefs and practices that are similar and different between the
two groups. Afterwards, rate yourself according to the rubrics
that follow
Presentation shows
Cont€iiali:r:].:ir,:rr:li:'
. .a .a,.' .a::..',::)',;a:.:
:
.i
.:
:::.aa:
:'.::.:
t:..:'t::
.::::.
,'i ,l:i,..lil,ll ,lll:lll,l:ll
]ir,:i:.,t:r:til,::ii::,,,t:r
r
rrtr::, r:,t.rtrt,,:t.
t:,t:.t:trt
l
full knowledge
by providing
interpretations and
analysis; complete
with photos and
illustrations from
research.
Presentation shows
some knowledge;
lacks interpretation
and analysis; has
incomplete photos
and illustrations.
Presentation
lacks important
information;
no substantial
interpretation and
analysis; has no
photo or illustration.
38
'fr-n: LIFE ANII woRKs oF JoSi, RIZ-AL
Video information
is logical; has
sequence which
the class can easily
follow.
Presentation has
high quality photos
and audio.
REMEMBERING
The cl6ss cannot
follow the sequence
because the
presentation jumps
from one theme to
another.
The video has no
clear narrative line.
Some photos and
audio need editing.
Photos and audio
are not clear making
the video difficult to
understand.
R,IZAL 39
Etbics, Religion and Philosophy (ACERP). Osaka, Japan.
on March 23,2017 from https://www.academia.
e dul 9 0 8 37 64{ove_Rex_Al_The_Making_of_Filipino_Christ
Accessed
Mcrcado, Leonardo V., SVD. 1982. Christ
in the Philippines.
Tacloban City, Philippines: Divine 'Word University
Publications.
()campo, Nilo. 2011. Kristong Pilipino: Pananampalataya kay
Jose Rizal. Quezon City: Bagong Kasaysayan.
l'alafox, Quennie. 2012. "Rizal: A hero-saint?" Accessed on
March 24, 2017 from http:l lnhcp. gov.ph I jose-rizal-a-heroThis chapter showed that Rizal is not only regarded as the
Philippine national hero but also venerated as the "Filipino
Jesus Christ" or the Joue Rex A/ (God, King of All) by most
Rizalista groups. The canonization of Rizal by La lglesia Filipina
Independiente and the eventual emergence of Rizalista groups
in different parts of the country could be associated with the
long struggle of the Filipinos for freedom and independence.
Syncretism is also evident among the Rizalista groups as the
nationalist visions are included in their religious beliefs and texts.
Covar, Prospero. 1.998. Larangan: Semindl essdys on Philippine
cwlture. Manila: National Commission for Culture and the
Arts.
Foronda, Marcelino A.,Jr.2001.. Cults honoring P.izal. Historical
Bulletin (5Oth Anniversary Issue): 46-79. Manila: National
Historical Institute.
Ileto, Reynaldo. 1998. Rizal and the Underside of Philippine
History. In Filipinos and their reuolution: Euent, discowrse
and historiography, pp. 29-78. Quezon City: Ateneo de
Manila University Press.
Iya, Palmo R. 2012. "Joue Rex Al: The Making of Filipino
Christ." Paper presented in The Asian Conference on
saint/
(luibuyen, Floro C. 1991. And woman will prevail over man:
Symbolic sexual inversion and counter-hegemonic discourse
in Mt. Banahaw, The case of the Ciudad Mistica de Dios.
Philippine Studies Occasional Paper No. 10. Cenrer for
Philippine Studies, University of Hawaii at Manoa.
I'rillana, Pablo S., III. 2006. Rizal and heroic traditions: A sense
of national destiny. Other essays and bometown stories.
Quezon City: New Day Publishers.
THE LiFE
chinese mestizo
CHAPTER 4
-
or
JosE
RrzAL 4l
a person of mixed Chinese and Filipino ancestry
prlncipalio - the ruling and usually educated upper class in Spanish
olonial Philippines
,
THr, Ltpr,
oF ]osE Rrzel
Bochiller en Artes
-
Bachelor of Arts degree bestowed by colleges or
rrrriversities
sponish Corfes
llustrodo
-
-
Spain's lawmaking or legislative body
a term which literally means "enlightened ones" or the
I ilipinos educated in Europe
Masonry
-
fraternal organization which strives for moral betterment
Rizal's Family
biography narrates how a person has lived during a certain
period of time. lt presents not only the life of an individual
and how he/she has influenced the society but also how an
individual and his/her ideas have been shaped by historical events.
Jos6 Rizal lived in the nineteenth century, a period in Philippine history
when changes in public consciousness were already being felt and
progressive ideas were being reaiized. Studying Rizal's biography,
therefore, will lead to'a better understanding of how Rizal devoted his
life in shaping the Filipino character. This chapter will cover Rizal's life
and how he became an important hero of the Philippines.
At the end of this chapter, the students should be able to:
,P
P
?
A
discuss about Rizal's family, childhood, and early education;
describe people and events that influenced Rizal's early life;
explain Rizal's growth as a propagandist; and
identify the factors that led to Rizal's execution.
Jos6 Rizal was born on June L9, 1.861 in the town of
(,:rlamba, province of Laguna. Calamba, then a town with
.rround three to four thousand inhabitants, is located 54
l<ilometers south of Manila. It is found in the heart of a region
Inowfl for its agricultural prosperity and is among the major
1',roducers of sugar and rice, with an abundant variety of tropical
lruits. On the southern part of the town lies the majestic Mount
Makiling, and on the other side is the lake called Laguna de Bay.
l'he wonders of creation that surrounded Rizal made him love
nature from an early age. His student memoirs show how his
Iove of nature influenced his appreciation of the arts and sciences
((loates, 1992).
Rizal's father, Francisco Mercado, was a wealthy farmer
who leased lands from the Dominican friars. Francisco's
t'rrrliest ancestors were Siang-co and Zun-nio, who later gave
birth to Lam-co. Lam-co is said to have come from the district
of Fujian in southern China and migrated to the Philippines in
tlre late 1600s. In 1,697, he was baptized in Binondo, adopting
"l)omingo" as his first name. He married Ines de la Rosa of a
42
THE LrrE AND WoRKS
THE LIFE OT JOSE RIZAL 43
or Josf RIZAL
known entrepreneurial family in Binondo. Domingo and Ines
later settled in the estate of San Isidro Labrador, owned by
the Dominicans. In 1,731, they had a son whom they named
Francisco Mercado. The surname "Mercador" which means
"marketr" was a common surname adopted by many Chinese
merchants at that time (Reyno,2012).
Francisco Mercado became one of the richest in Biflan and
owned the largest herd of carabaos. He was also active in local
politics and was elected as capitan del pweblo in 1,783. He had
a son named Juan Mercado who was also elected as capitdn del
pueblo in 1808, 1813, and 1823 (Reyno,2012).
Juan Mercado married Cirila Alejandra, a native of Biian.
They had 13 children, including Francisco Engracio, the father
of Jos6 Rizal. Following Governor Narciso Claveria's decree in
1849 which ordered the Filipinos to adopt Spanish surnames,
Francisco Engracio Mercado added the surname "Rizal," from
the word "ricial" meaning "green fieldr" as he later settled in
the town of Calamba as a farmer 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 Biflan.
Afterwards, he attended the College of San Jose in Manila. In
1,848, Francisco married Teodora Alonso (1826-L9ll) who
belonged to 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 to Blumentritt, November 8,
1888). Because of Francisco and Teodora's industry and
hardwork, their family became a 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
(1,949, p. 1), one of the first biographers of Jos6 Rizal, described
the family's house:
The house was high and euen sumptuous, a solid and
massiue edrthqudke-proof structure utith sliding shell
windows. Tbick walls of lime and stone bounded the
first floor; the second floor was made entirely of wood
except for the roof, which uas of red tile, in the style of
the buildings in Manila at that time. Francisco himself
selected tbe hardest woods from the forest and had them
sawed; it took him more tban two years to construct the
house. At the back there was An d.zotea and a wide, deep
cistern to hold rain water for home wse.
Jos6 Rizal (LS6L-1.896) is the seventh among the eleven
children of Francisco Mercado and Teodora Alonso. The other
children were: Saturnina (1850-1913); Paciano (1851-1930);
Narcisa (1852-1,939); Olimpia (1855-1887); Lucia (L85719191; Maria (L859-1945); Concepcion (1862-1865); Josefa
(1865-1945); Trinidad (1868-1951); and Soledad (1.870-1.929).
to all his
siblings. However, his
relation with his only brother, Paciano, was more than that of an
older brother. Paciano became Rizal's second father. Rizal highly
respected him and valued all his advice. It was Paciano who
lccompanied Rizal when he first went to school in Biflan. It was
also him who convinced Rizal to pursue his studies in Europe.
Like Rizal, Paciano had his college education in Manila but later
decided to join the Katipunan and fight for independence. After
the revolution, Paciano retired to his home in Los Bafros and led
a quiet life until his death in 1930.
Rizal was affectionate
Childhood and Early Education
Rizal had good memories of childhood in Calamba. As a
familS they prayed together during the Angelus. There were
times when they would stay in the garden exchanging stories. It
was in this garden where he learned to appreciate nature. Rizal's
childhood was full of love and care shown to him by his parents
44
THE l.rFE AND woRKS
THp.'trpr oF JosE RIZAL 45
or IosE RIZAL
and siblings. Due to his poor health, Rizal had a personal servant
who, after the daily Angelus, would tell him legends and fairy
tales. These stories made him become interested in myths and
folklores.
In Bifran, he excelled in Latin and Spanish. He also had
painting lessons under Maestro Cruz' father-in-law, Juancho, an
old painter. Rizal's leisule hours were mostly spent in Juancho's
studio where he was giveh free lessons in painting and drawing.
As a young boy, Rizal demonstrated intelligence and learned
After receiving a letter from his sister, Saturnina, Rizal
returned to Calamba on December 17, 1.870 after one-and.r-half year of schooling in Bifran. He went home on board the
steamship Talim and was accompanied by Arturo Camps, a
firenchman and friend of his father (P. Jacinto, 1879).
easily. His first teacher was Dofra Teodora who taught him
how to pray. He was only three years old when he learned the
alphabet. At a very young age, he already showed a great interest
in reading books. He enjoyed staying in their library at home
with his mother. Eventually, Dofra Teodora would notice Rizal's
skills in poetry. She would ask him to write verses. Lateg she felt
the need for a private tutor for the young Rizal.
Just like the other children from the principalia class, Rizal
experienced education under private tutors. His first private
tutor was Maestro Celestino followed by Maestro Lucas Padua.
But it was Leon Monro5 his third tutor, who honed his skills
in basic Latin, reading, and writing. This home education from
private tutors prepared Rizal to formal schooling which he first
experienced in Biflan.
At the age of nine, Rizal left Calamba with his brother to
study in Bifran. After one-and-a-half hour of travel, they reached
the town on board a cdrrorndta.They went to the house of their
aunt where Rizal stayed for more than a year. Before leaving
his brother, Paciano introduced Rizal to the teacher, Justiniano
Aquino Cruz, who was also Paciano's former teacher.
The class, as described by Rizal (P. Jacinto, L879), was in a
nipa house, about thirty meters away from his aunt's house.
Every da5 Rizal would wake up early and either hear mass at
four o'clock in the morning or study his lesson first and go to
mass after. After returning home, he would take breakfast and go
to class from which he would come out at ten o'clock. He would
then again go to school at two o'clock and come out at five. He
would pray with his cousins at six and then study for a while
before going to sleep.
Student of Manila
Rizal was sent by his father to Ateneo Municipal, formerly
l<nown as Escuela Pia, for a six-year program, Bachiller en
Artes. He took the entrance exam on June 10, L872, foar
rnonths after the execution of Gomburza.He followed the advice
of his brother, Paciano, to use the name Jos6 Rizal instead of
.fose Mercado. He feared that Rizal might run into trouble if it
was known openly that they were brothers since Paciano was
known to have links to Jose Burgos, one of the leaders of the
secularization movement and one of three priests executed.
During this time, Ateneo Municipal was known to offer the
best education for boys. Like all colleges in Manila, Ateneo was
managed by priests, but with an important difference in the sense
that these religious were not friars but Jesuit Fathers. Students
in Ateneo were required to attend masses in the morning before
the start of classes. Ateneo was also known for its rigid discipline
and religious instruction that trained students' character.
Students in Ateneo were divided into two groups, the
l{omans and the Carthaginians. The Roman Empire was
composed of students boarding at Ateneo while the Carthaginian
Empire was composed of non-boarding students. This grouping
was done to stimulate the spirit of cornpetition among
*-{
tta.
46
'f uE LrFE AND
'f 1-rE
won*s 3p losd RtzAL
LlFE Or
lOs'lirnlzer" 47
\r.
the students. At the start, Rizal lagged behind his classmates but
because of his perseverance and seriousness in studies, he became
the "emperorr" a title given to the most outstanding student in
class, in just a month's time (Zaide &. Zaide,1999).
lt' was only twenty years old and as a young man, he rdas very
,rlrscrvant and eager to interact with foreign nationals. He qade
,.lictches of his fellow passengers and of the things that he saW
,lrrring his travels.
I
Rizal reached Barcelona on June 1.6,1882. He arrived during
Rizal studied at Ateneo from L872-1,877.In those years, he
consistently showed excellence in his academic performance. He
passed the oral examination on March 14,1,877 and graduated
with a degree Bachiller en Artes, with the highest honors.
r
After finishing Bachiller en Artes, Rizal was sent by Don
Francisco to the University of Santo Tomas. Initially, Dofra
Teodora opposed the idea for fear of what had happened to
Gomburza. Despite this, Rizal still pursued university education
and enrolled in UST. During his freshman year (1.877-L878),he
attended the course Philosophy and Letters. Also in the same
year, he took up a vocational course in Ateneo that gave him the
|rrle perito agrimensor (expert surveyor) issued on November 25,
rrsed the pen name Laong Laan.
1B
81.
In his second yeat at USI Rizal shifted his course to
Medicine. He felt the need to take up this course after learning
about his mother's failing eyesight.
Rizal's academic performance in UST was not as impressive
as that in Ateneo. He was a good student in Medicine but not as
gifted as he was in Arts and Letters. Despite this, he was still one
of the seven students who remained in the course in his last year
at UST out of the original batch of twenty-four (Jose, 2011).
In 1882, Rizal and Paciano made a secret pact-Rizal would
go to Europe to complete his medical studies there and prepare
himself for the great task of liberating the country from Spanish
tyranny.
Rizal in Europe
On May 3,1,882, Rizal left the Philippines for Spain. In his
first trip abroad, Rizal was very excited to learn new things.
tlrc summer vacation so he was able to meet up with former
lirssmates in Ateneo. These classmates organized a welcome
;rrrrty for Rizal at a coffee house in Plaza de Catalufra. They
roured Rizal around the city and brought him to the famous
lristorical sites in Barcelona.In this city, Rizal found time to write
:ur essay entitled "El Amor Patrio" (Love of Country)' This essay
was published on August 20, L882 in Diariong Tagalog where he
After the summer vacation, Rizal decided
to
move to
Madrid where he enrolled in Medicine and Philosophy and
l,etters at the Universidad Central de Madrid (presently the
tlniversidad Complutense de Madrid) on November 3, 1,882I [e also took lessons in painting and sculpture at the Academia
cle San Fernando, and classes in French, English, and German
rrt the Madrid Ateneo. Not content with these activities, he still
rnanaged to enroll in fencing class at the schools of Sanz and
Carbonell. In January of 1883, Rizal wrote to his family and
informed them that: "I am now sttldying Italian and have made
a bet that I shall be able to speak it in two months" (Guerrero,
2010).
Rizal was awarded with the degree and title of Licentiate in
Medicine for passing the medical examinations in June 1884.
STith this title, Rizal was able to practice medicine. He continued
enrolling in courses that would have led to a Doctorate in
Medicine but the degree was not liiven to him because he failed
to pay the fee required to defend his thesis. It is important to
note that at this time, Rizal was already feeling the effect of
the difficult economic situation in Calamba. His family faced
financial problems brought abont by low crop production
because of drought and locusts aggravated by the hike in rentals
48
'rHE LrFE AND woRKS
or Josi
THE LrFE oF Jos6
RIZAL
RIzAL 49
on the haciendas by the Dominicans. Consequentl5 there were
delays in his monthly allowance from the Philippines.
n()r want to ruin their friendship. In 1883, Rizal wrote a poem
l,rr Consuelo enritled A Sefiorita C. O. y R.
Rizal also took examinations in Greek, Latin, and world
history. He won the the first prize in Greek and a grade of
"excellent" in history. He also obtained the degree Licenciado en
Filosofia y Letras (Licentiate in Philosophy and Letters) from the
Universidad Central de Madrid on June 19, 1885 with a rating of
Rizal specialized in ophthalmology and trained under the
Icacling ophthalmologists in Europe like Dr. Louis de'Weckert
,,lr Paris for whom he worked as an assistant from October
sobresaliente.
In between his studies, Rizal made time for meeting fellow
Filipinos in Madrid. Known as ilwstrados, the,se Filipinos
(enlightened ones) formed the Circulo Hispano-Filipino which
held informal programs with activities like poetry-reading and
debates. As a prolific writer and poet, Rizal was asked to write
a poem. As a result, he wrote Mi Piden Versos (They Ask Me for
Verses).
In one of the Filipino reunions at the house of Pedro Paterno
in Madrid on January 2, -1.884, Rizal proposed the writing of
a novel about the Philippine society. The group approved the
project but this plan did not materialize. His fellow Filipinos who
agreed to help him did not write anything so he drafted the novel
alone. It was in Madrid that he was able to write the first half of
his novel, Noli Me Tdngere.
While in Madrid, Rizal was exposed to liberal ideas through
the masons that he met. He was impressed with the masons'
view about knowledge and reasoning and how they value
brotherhood. He joined the Masonry and became a Master
Mason at the Lodge Solidaridad on November 15, 1890.
Filipinos in Madrid occasionally visited Don Pablo Ortiga
y Rey, the former city mayor of Manila under the term of
Governor-General Carlos Maria de la Torre. Rizal joined his
fellow Filipinos at Don Pablo's house where he met and became
attracted to Consuelo, Don Pablo's daughter. However, Rizal did
not pursue her because of his commitment to Leonor Rivera. His
friend, Eduardo de Lete, was also in love with Consuelo but did
to March 1885. In GermanS he also worked with expert
,,phthalmologists Dr. Javier Galezowsky and Dr. Otto Becker in
I lcidelberg in 1885 and Dr. R. Schulzer and Dr. Schwiegger in
lll87 (De Viana, 2011).
llJU5
During his stay in Germany, Rizal befriended different
scholars like Fredrich Ratzel, a German historian. Through
lris friend, Ferdinand Blumentritt, Rizal was also able to meet
lrcodor Jagor and Hans Virchow, anthropologists who were
tloing studies on Philippine culture. Rizal mastered the German
language and wrote a paper enrirled Tagalische Verkwnst
( I-agalog Metrical Art). He also translated Schiller's'William Tell
into Tagalog in 1886. It was also in Berlin where he finished
Noli Me Tdngere which was published on March 21,1887 with
l'inancial help from his friend Maximo Viola.
After five years in Europe, Rizal went home to Calamba on
August 8,1887. He spent time with the members of his family
who were delighted to see him again. He also kept himself busy
by opening a medical clinic and curing the sick. He came to be
l<nown as Doctor Uliman as he was mistaken for a German. His
vacation, however, was cut short because he was targeted by
the friars who were portrayed negatively in his novel Noli Me
'ldngere. He left the country for the
second time on February 16,
I
888.
Rizal's Second Trip to Europe
In his second trip, Rizal became more active in the
I)ropaganda Movement with fellow ilustrados like Marcelo H.
del Pilar, Graciano Lopez Jaena, Antonio Luna, Mariano Ponce,
50 l'irE LrFE
TrjE LrFE 0F,osE RrzAL 5l
AND woRKS o!: JosE I{IZAL
and Trinidad Pardo de Tavera. The Propaganda Movement
campaigned for reforms such as: (1) for the Philippines to be
made a province of Spain so that native Filipinos would have
equal rights accorded to Spaniards; (2) representation of the
Philippines in the Spanish Cortes; and (3) secularization of
.rlirrinst their vow of poverty. In spite of his protests and denial of
lr;rving those materials, Rizal was exiled to Dapitan in Mindanao.
parishes.
Rizal arrived in Dapitan on board the sreamer Cebu on July
17, 1892. Dapitan (now a city within Zamboanga del Norte) was
.r rcmote town in Mindanao which served as a politico-military
()utpost of the Spaniards in the Philippines. It was headed by
t irrptain Ricardo Carnicero, who became a friend of Rizal during
lrrs exile. He gave Rizal the permission to explore the place and
rctluired him to report once a week in his office.
Rizal became preoccupied with writing articles and essays
which were published in the Propaganda Movement's newspaper,
La Solidaridad. Among his intellectual works in Europe is his
annotation of Antonio de Morga's Swcesos de las lslas Filipinas
(1890) in which Rizal showed that even before the coming of the
Spaniards, the Filipinos already had a developed culture. He also
wrote an essay entitled "Sobre la Indolencia de los Filipinos"
(On the Indolence of the Filipinos) published in 1890 in which
he attributed the Filipinos' "indolence" to different factors such
as climate and social disorders. Another essay he wrote strongly
called for reforms; it was called "Filipinas Dentro de Cien Afios"
(The Philippines a Century Hence) published in parts from 1889
to 1890.
July L897, while in Brussels, Rizal completed his second
novel, El Filibusterismo, which was published on September 18,
By
1891 through the help of his friend, Valentin Ventura. Compared
with his No/i, Rizal'5 El Flli was more radical with its narrative
portrayed of a society on the verge of a revolution.
to return to the Philippines thinking
in
that the real struggle was his homeland. In spite of warnings
and his family's disapproval, Rizal arrived in the Philippines
on June 26,1892.Immediately, he visited his friends in Central
Luzon and encouraged them to join the La Liga Filipina,
a socio-civi c organization that Rizal established on July 3, L892Unfortunately, just a few days after the Liga's formation, Rizal
was arrested and brought to Fort Santiago on July 6, L892.He
was charged with bringing with him from Hong Kong leaflets
entitled Pobres Frailes (Poor Friars), a satire against the rich
Dominican friars and their accumulation of wealth which was
In
1.892, Rizal decided
Exile in Dapitan
The quiet place of Dapitan became Rizal's home from
l,892
to 1896. Here, he practiced medicine, pursued scientific
studies, and continued his artistic pursuits in sculpture, painting,
sl<etching, and writing poetry. He established a school for boys
.rnd prcmoted community development projects. He also found
lirne
to
study the Malayan language and other Philippine
l;rrrguages. He engaged himself in farming and commerce and
t ven invented a wooden machine for making bricks.
On September 21, 1892, Rizal won the second prize in a
Iotter/ together with Ricardo Carnicero and another Spaniard.
I lis share amounted to 6,200 pesos. A portion of Rizal's
winnings was used in purchasing land approximately one
l<ilometer away from Dapitan in a piace known as Talisay. He
built his house on the seashore of Talisay as well as a school and
rr lrospital within the area.
In his letter to Blumentritt
(December 19, IB93), Ftizal
rlcscribed his daily acivities in Dapitan:
I am going to tell you hou we liue here. I baue a squdre
howse, anotber hexagonal, and another octagonal-
all made of bamboo, wood and nipa. In the square
my mother, sister Trinidad, d nephew and I liue.
In the octagonal my boys liue-some boys whom
r
-.....
)
----.52 I HE LIFE AND
I
THE LrrE
WoRKS oF JosE RIZAL
aritbmetic, Spanish and English-and now
and tben d pdtient wbo has been. operdted on. ln the
teacb
hexagonal dre rny chickens. From my house I hear tbe
murrnur of a crystalline riuulet that comes from the high
rocks. I see the beach, the sea where I haue tuto small
crafts-two canoes or barotos, as they call them bere. I
haue many fruit trees-?ndngoes, lanzones, guyabanos,
baluno, nangka, etc. I baue rabbits, dogs, cdts, etc. I get
wp early-at S:00. I uisit my fields,l feed the chickens.
I wake up ny folks, and start them mouing. At 7:30
we take breakfast-tea, pastry, cbeese, sweets, etc.
Afteruards I treat rny poor patients uho come to my
land. I dress and go to the town in my baroto, I treat
the people there and I return at L2:00 and take lunch.
Afterwards, I teach the boys until 4:00 and I spend
the afternoon farming. I spend the euening reading and
studying.
Relative to Rizal's project to improve and beautify Dapitan,
he made a big relief map of Mindanao in the plaza and used it
to teach geography.'S7ith this map, which still exists todaS he
discussed to the town people the position of Dapitan in relation
to other places of Mindanao. Assisted by his pupils, Rizal also
constructed a water system to supply the town with water for
drinking and irrigation. He also helped the people in putting up
lampposts at eyery corner of the town.
Having heard of Rizal's fame as an ophthalmologist, George
Taufer who was suffering from an eye ailment traveled from
Hong Kong to Dapitan. He was accompanied by his adopted
daughter, Josephine Bracken, who eventually fell in love
with Rizal. They lived as husband and wife in Rizal's octagonal
house after being denied the sacrament of marriage by Father
Obach, the parish priest of Dapitan, due to Rizal's refusal to
retract his statements against the Church and to accept other
conditions.
or
;osE RrzAL 53
On the eve of l:ur,e 21.,1.896, Dr. Pio Valenzuela visited Rizal
in Dapitan and informed him about the founding of Katipunan
rrnd the planned revolution. Rizal objected to it, citing the
importance of a well-planned movement with sufficient arms.
Meanwhile, Rizal had been sending letters to then Governor(ieneral Ramon Blanco. Twice he sent letters, one in 7894 and
rrnother in 1895. He asked for a reyiew of his case. He said
that if his request would not be granted, he would volunteer to
scrve as a surgeon under the Spanish army fighting in the Cuban
rcvolution.
On July 30, L896, Rizal's request to go to Cuba was
rrpproved. The next day, he left for Manila on board the steamer
lt,spafi.a. And on September 3,L896, he boarded the steamer Isla
de Panay which would bring him to Barcelona. Upon arriving at
the fort, however, Governor-General Despujol told him that there
was an order to ship him back to Manila. On November 3,1896,
Itizal arrived in Manila and was immediately brought to Fort
Santiago.
Trial and Execution
The preliminary investigation of Rizal's case began on
November 20,1896. He was accused of being the main organizer
of the revolution by having proliferated the ideas of rebellion
and of founding illegal organizations. Rizal pleaded not guilty
rrnd even wrote a manifesto appealing to the revolutionaries
ro discontinue the uprising. Rizal's lawyer, Lt. Luis Taviel de
Andrade, tried his best to save Rizal. However, on December 26,
1896, the trial ended and the sentence was read. Jos6 Rizal was
fuund guilty and sentenced to death by firing squad.
On December 28, 1896, Governor-General Camilo
de
l)olavieja signed the court decision. He later decreed that Rizal be
cxecuted by firing squad at 7:00 a.m. of December 30.
54 l'HE LIFE AND woRKs oF JosE lllzAl
THE LlFE
Rizal, on his last remaining days, composed his longest
poem, Mi tlltimo Adios, which was about his farewell to the
'!7hen his mother and sisters visited him on
Filipino people.
or Josi RtzAL
55
.).
!7ho were the important persons that influenced Rizal in
his intellectual pursuits?
4.
\7hat were Rizal's activities in Dapitan and their impact?
December 29,1.896, Rizal gave avzay his remaining possessions.
He handed his gas lamp to his sister Trinidad and murmured
softly in English, "There is something inside." Eventually, Trining
and her sister Maria would extract from the lamp the copy of
Rizal's last poem.
:
tlEI
tI
E
r
r
I
At 6:30 in the morning of December 30, L896, Rizal, in black
suit with his arms tied behind his back, walked to Bagumbayan.
The orders were given and shots were fired. Consummatwm est!
("It is finished!") Rizal died offering his life for his country and
its freedom.
Ij
tChapter Questions
Briefly answer the following:
I
1.
t
Describe the background of Rizal's ancestry that might
have contributed to his life and education.
u
o
-l o
u
E
F
ill o6z
^l
t
t
I
How would you
F
F
E
t
assess
revolution?
Z.
Compare the experiences of Rizal as a student in Ateneo
Municipal, UST, and in Madrid.
t
!
t
t
I*
E*
F'
t
lh.ilQ
c.G
Rizal's objection
to
the
,/
56 THE LlFE AND WORKS OF
JOSE RIZAL
TrJE LrFE
Creating a lnfographic of Rizal's Life
Divide yourselves into groups. As a group, pick one aspect of
Rizal's life (e.g., family early education, etc.). Research further on
this aspect of Rizal's life and create an infographic. Present your
infographic in class.
Rubric
2
Used some ofthe
t
:.r,l
class tiime to get
Did not use the
class tiime to get
the project done.
the project done.
All graphics are
related to the
topic, thus making
the topic easy to
understand.
Some ofthe
graphics are
related to the
topic.
None ofthe
graphics are
related to the
topic.
Accuracy of
At least 5
At least 3
content
accurate facts are
displayed on the
infographic.
accurate facts are
displayed on the
infographic.
No accurate facts
are displayed on
the infographic.
Attractiveness
The infographic
is attractive in its
design, layout,
and colors used.
The infographic
is attractive but
slightly messy.
The infographic
is incredibly
messy and poorly
designed.
The choice of
The choice
of words is
inappropriate
and there are
many grammatical
errors.
Use of class time
Relevance of
graphics
Choice of words
and granrmar
Used class tiime
well to get the
project done.
The choice
of words is
appropriate
and there are
no grammatical
errors.
words is sllghtly
appropriate and
there are a few
grammatical
errors.
or;osd RrzAL
57
This chapter covered the important srages of Rizal's lifelr orn his family history to his memorable childhood in Calamba
,,ncl his first taste of education in the town of Biflan in Laguna.
l'lrc narrative also showed how Rizal's ideas and works were
rnl'luenced by his education in Manila and later in Europe.
I lis active participation in the Propaganda Movement made him
()nc of the most known reformists. Rizal's writings and alleged
in the Philippine Revolution of 1896 were used by
'rrvolvement
rlrc Spanish colonial government to justify his public execution
,,rr December 30,1896.
(
loates, Austin. 1992. Rizal: Filipino nationalist and patriot.
Manila: Solidaridad Publishing House.
l)c Viana, Augusto V. 201,1,. lose Rizal in owr times: A gwide
for the better understanding of the Philippines' foremost
national hero. Mandaluyong City: Books Atbp. Publishing
Corp.
(
iuerrero, Leon Ma. 2010. The first Filipino: A biography of Jose
Rizal. Marrlla: Guerrero Publishing, Inc.
of Rizal). 1879-1881. Memorias de wn
Manila (Memoirs of a student in Manila).
f'. Jacinto (Pen Name
estwdiante de
Translated
by the Jose Rizal National
Centennial
Commission.
f
Regalado, 13 June 2011. The truth about Rizal's "poor"
in UST. Inquirer Online. Accessed onFebrtary 27,
2017 from http://lifestyle.inquirer.n etl 3292lthe-rruth-aboutrizal-grades-in-ust/
<rse,
grades
f
'alma, Rafael (Translated by Roman Ozaeta). 1949. The Pride
the Malay Race. New York: Prentice Hall.
of
58
TFrE LrFE AND WoRKS
oF ]osd 1ltzAl
Reyno, Ma. Cielito. 18 September 2012. "Rizal's paternal
lineage." Accessed on February 22,2017 from http://nhcp.
gov.ph h izals -p aterna I J ine ageI
CHAPTER 5
Rizal, Jose. 196L. Letter to Blumentritt, 8 November 1888. In
The Rizal-Blumentritt Correspondence, Part One: 18861889, Volume II, p. 210. Manila: Jose Rizal National
Centennial Commission.
TuT, NINpTEENTH
CPNTURY PHILIPPINE
EcoNoMY SoCIETY,
AND THE CHINESE
Rizal Jose. 20LL. Correspondence with Blumentritt, Volume II.
Manila: National Historical Commission of the Philippines.
"Rizal's exile in Dapitan, 1,892,-1896." Accessed on March 1,
20 L7 from http ://dipolognon.com,/dapitancom/rizalsadapitan
insert.htm
Musrtzos
Zaide, Gregorio and Sonia Zaide.1,999. Jose Rizal: Life, works
and u.,ritings of a genius, r,uriter, scientist, and national hero,
pp. 24. Quezon City: All-Nations Publishing Co.
'To
II
I
fully appreciate the details of Rizal's life related in the previous
cnapter, one needs to locate him within the wider context
of the Philippines in the nineteenth century. This chapter will
discuss the changing landscape of Philippine economy in the
nineteenth century and describe how these developments had an
impact on the society in which Rizal grew up, matured, and eventually
was martyred. lt will begin by looking at the tremendous economic
development starting in the late eighteenth century as a product of
multiple factors. The chapter will then map the effects of economic
developments on Spanish policies on education, social life, and the
people of the Philippines. The role of an important population, the
Chinese mestizos, in Philippine life and economy will also be noted.
These Chinese mesfZos will be located in the context of the changing
social stratification in the Philippines.
50 I HE LIFE AND woRKS oF losf
A,t
RIzAL
the end of this chapter, the students should be able to:
A
locate Rizal's life in the Philippines within the wider context of the
developments in the nineteenth century;
P
explain the important role of the Chinese mestizos and their ranks
within the changing Philippine economy and society; and
/
discuss the interplay of several factors that contributed to the
changing landscape of Philippine society and economy.
cash crop
decree
-
-
crops cultivated for export
an order issued by a legal authority; a policy pronouncement
Galleon Trade - From 1565-1815, this was the form of trade between
the Philippines and Mexico. The galleons would sail to Mexico loaded
with goods and return to the Philippines carrying the payment in silver.
insulores
:L
p:
-
pure-blooded Spanish born in the Philippines
mestizo - a person with mixed ancestry-one parent is Chinese or
Spanish and the other is a native; an important sector of the population
in nineteenth century Philippines
merchant houses
-
firms established in Manila and other cities by
foreign traders
pocto de retrovento -.an agreement that allowed a landowner to sell
his/her land with the guarantee that he/she could buy the land back at
the same price
Parian - Chinese enclave established in 1581 outside the walls of
lntramuros. The Chinese were forced to live in the Parian'
r. H
EN
IN Er E
?YI li'"T'
:,,] i,i I
l.',fi ?i'Yi""; o'
"::1'?
The Changing Landscape
of Philippine Economy and Society
Many scholars consider the nineteenth century as an era
.rf profound change in the Philippines. During this period,
vast economic, political, social, and cultural currents were
lclt. Change, however, had its initial ripples in the previous
ccntury. By the late eighteenth century, the monarchy in
Spain experienced a dynastic shift from the Habsburgs to
the Bourbons. Under the new leadership, Spain recalibrated
colonial policies that would have an effect on the Philippines.
V7ith the goal of invigorating the profitability of the colonies
like the Philippines, Bourbon policies and reforms were carried
out. The first governor-general to the Philippines under the
Bourbon mandate was Jos6 de Basco y Vargas who arrived in the
l']hilippines in 1778.
By the time Basco arrived, the Galleon Trade, the main
cconomic institution existing in the Philippines, was already a
losing enterprise. As Spain sought ways to salvage the dwindling
cconomy of the empire, the global wave of industrialization
became a silver lining. As many imperial powers in Europe and
the West were undergoing industrialization, an increased demand
for raw materials presented an opportunity to look into the
agricultural potential of the Philippines. Thus, it was viewed
that the transformation of the economy towards being exportoriented, harnessing the agricultural products that could be
yielded from the archipelago, was the way to go.
pure-blooded Spanish born in Spain
To better facilitate the envisioned reorientation of
wealthy pure-blooded natives said to have descended
from the kodotoon class
economy, Basco established the Royal Philippine Company in
1785 to finance agricultural projects and manage the new trade
being established between the Philippines and Spain (and Europe)
as well as other Asian markets. These changes, however, were met
with lukewarm reception. Resistance also came from various
sectors like the Catholic Church that was nor receprive of the
labor realignments entailed by the planned reforms, and traders
peninsulores
principolio
-
-
songtey - a term that proliferated in the Spanish Philippines to refer to
people of pure Chinese descent; came from the Hokkien word "seng-li"
meaning business
social stratification - a way by which people in a society are
categorized based on socio-economic as well as political standards
the
,/,
62
'THE 1.ri,r AND wor{KS
or
Jos€ R{zAL
that were still holding on to the Galleon Trade. It also did not
help that the Royal Philippine Company was fraught with issues
of mismanagement and corruption. As Basco pushed for the
reforms, he lifted a ban on Chinese merchants that reinvigorated
internal trade; initialized the development of cash crop farms;
relaxed certain policies that allowed the gradual opening
of Manila to foreign markets; and established the Tobacco
Monopoly to maximize the production of this export good.
Global events continued to affect the Philippines at the
beginning of the nineteenth century. By 1810, the Mexican
'War
of Independence rattled the Spanish empire, as it would
eventually lead to the loss of the precious Latin American
'S7ith
colonies.
this came the eventual end of the Galleon Trade
which became a concern in the Philippines. As the Philippine
economy hung in the balance, policies were recalibrated and
with the eventual closing of the Royal Philippine Company,
Manila was opened to world trade by 1834. As a result,
foreign merchants and traders came and eventually resided in
Manila and took over the role of financing and facilitating the
burgeoning agricultural cash crop, export-oriented, economy.
Some of the major investments came from British and American
traders that set up merchant houses in Manila.
The rapid development of the economy began to flow in the
Philippines through cash crops. By the first half of the nineteenth
century, majority of the exports of the Philippines came from
cash crops like tobacco, sugar, cotton, indigo, abaca, and coffee.
The importance of land became more evident as cash
crops became the major source of revenue in the colony. As the
provinces shifted to cultivating cash crops, land ownership and
management began to be a concern. The farmers felt the pressure
of the economy while the hacenderos grabbed the opportunity.
For example, when a small landowner needed capital and moneg
he would engage in a pacto de retrouentd, an agreement of sale
guaranteeing that he could buy the land back at the same price
THE NINETEENTH CENTURY PHILIPPINE I,OONOMY.
socr'rY, AND rHE i';,n*';;r";;;';;';t 63
it was sold. However, it became difficult to buy back
land given the continuously increasing demand of the economy
rrnd the renewals of the sale, which further buried the farmers to
indebtedness. EventuallS they would forfeit the land and would
lre forced to become tenant farmers, or kasamd. Aside from this
rnode, land acquisition also came in the form of land-grabbing.
As the growing economy required better management of lands,
inquilinos emerged, renting land to sublet it to smaller farmers.
These factors would bring change to the social stratification
in the countryside that, as the next chapter will show, did not
continue without tensions and contestations.
rrt which
The Chinese and Chinese Mestizos
The sectors that greatly benefited from the
changing
economy were the Chinese and the Chinese mestizos. Since
pre-colonial times, the natives of the Philippines had had trade
relations with the Chinese. During the height of the Galleon
Trade, it was also Chinese products that comprised most the
goods being traded. The influx of Chinese settlements in the
Philippines made the Spaniards suspicious of the Chinese.
These feelings led to stringent state policies towards the sangley
ranging from higher taxes, the restriction of movement with
the establishment of the Chinese enclave (the Parian), to actual
policies of expulsion.
in
The Chinese, however, proved to be "necessary outsiders"
Philippine colonial economy and society. Although the
Spaniards were wary of the Chinese, they realized the importance
that the latter played in sustaining the economy. From
the
goods loaded on the galleons to the development of retail trade,
the Chinese enlivened the economy. Eventually and gradually,
they became integrated into colonial societS giving rise to
intermarriages with indios that gave birth to Chinese mestizos.
The Chinese mestizos assumed an important role in the economy
r
64
E N IN
fHE l.rFE AND vroRKS oF fosE RrzAL
all throughout the Spanish colonial period. They influenced the
changing economy in the nineteenth century by purchasing land,
accumulating wealth and influence.
lmpact on Life in the Colony
'H
ErE"X1'??5I3"'l?':',ll*i-"T?[?X
o
I
cedula personal bearing one's name and residence, the colonial
government sought to have a better surveillance ,fnechanism.
To help carry out policies better, the guardia ciuilwas eventually
established. As the new economy afforded the cokinial srate new
opportunities, it also prompted the state to be more regulatory
.rnd to assert its authority.
The economic developments, as mentioned, precipitated
social, political, and cultural developments as well. For example,
the new economy demanded a more literate population to
address the rising need for a more professionalized workforce
to man the trading activities in Manila and other centers. This
demand compelled the issuance of the colonial government
order in 1836 that required all towns to set up primary schools
to teach the population how to read and write. It eventually led
to the passage of an education decree in 1863 that mandated
free primary education. Eventually, the nineteenth century
also gave birth to many schools that addressed the growing
demand for more professionals. Schools like Ateneo Municipal
were established during this time. The complex nature of the
developing economy also allowed the government to intensify
bureaucratization and to streamline colonial governance.
As Manila became a trading center, it became a viable
destination for people seeking better opportunities or those
wanting to escape the worsening conditions in the farmlands.
The increased rate o{ internal migration raised several
concerns. One, people flocked the centers of trade like Manila.
Overcrowding implied issues in living quarters, sanitation and
public health, and increase in criminality. Two, the continuous
movement of people made tax collection extra difficult. In order
to mitigate these concerns, one measure implemented was the
'1849 decree of Governor-General Narciso Claveria that urged
'S7ith
the catalogo
the people in the colony to adopt surnames.
de apellidos drawn up, the colonial government assigned
surnames to people and forbade changing names at will. Together
with more policies like the registration and possession of a
Renegotiating Social Stratification
The Philippine society felt the impact of the developing
cconomy. As a result, social relations underwent redefinitions
and the changing dynamics brought about a renegotiation of
'S7ith
social stratification.
the growi:rg relevance of the mestizo
population, new lines were drawn with the following social
strata:
.lrentnsulor
Pure-blooded Spaniard born in the lberian
Peninsula (i.e., Spain)
lnsulor
Pure-blooded Spaniard born in the Philippines
.,,.
r r, ,,,,i i :, i.i, l,Spanish fnestjzo:- o0€ pafent is Spanish,lthe,,
Chinese mestizo- one parent is Chinese, the
...,..'..''..''.,,.....'.oth€r',isa]native....,].'il.',','..'l
PrrncrDolio
'
lndio
Chino infiel
Wealthy pure-blooded native supposedly
descended from the kodotoon class
Pure-blooded native of the Philippines
Non-Catholic pure blooded Chinese
As the Spaniards lost economic power in the nineteenth
century, they asserted dominance by virtue of their race. This
issue brought complications with the rising principalia and
mestizo populations who realized their indispensable position
in society as movers and facilitators of the economy. The
renegotiation continued throughout the century as ihe mestizos
66
THE,
Llrr
AND woRKS oF Josi RIZAL
and principalia elite eventually demanded social recognition that
the pure-blooded Spaniards had consistently denied them.
These wealthy mestizos and members of the principalia
contirrugd to amass economic and cultural capital. They also
availed themselves of the opportunity to obtain higher degrees of
education not only in the Philippines but also in Europe. These
activities augmented their relevance in society as it was from
these 1a1fts that articulations of nationalism would emerge.
Summative ActivitY
Life in a Cigar Factory
Read the following excerpts about the cigar factories in
Manila in the nineteenth century.
Note: As the economy developed with tobacco being
one of the most profitable crops, cigars became a
prime export from the Philippines. This allowed the
proliferation of cigar factories in Manila that often
employed women, called cigarreras. In the following
excerpts, you will get glimpses about the life in a cigar
factory.
Create a worksheet containing the table illustrated below'
!7rite the changes and developments that were felt in the
nineteenth-...rrr"ry Philippines. After listing the changes, plot
them v7i1[in Rizal's biography and write which aspects you think
had a direct or indirect impact on Rizal while citing events in his
life.
ABOUT THE WORK IN THE FACTORY
From foreign observers:
I
uhich reigned
ouer the multitude of women and yowng girls; they
certainly did not belong to the lowest rung of society and
was surprised by the order and decency
uswally worked by families.
All were silent and none said a word but their eyes
functioned uery effectiuely and their hands sren fitor€ so.
I
noticed the celerity with which the womert. rolled each
cigar and pasted both ends. However their work was not
c:onsidered done until after both ends of the cigar were cut
,/bllowing a given model and afterwards strictly inspected by
lhe maestra of the section. Then only was the cigar allowed to
he part of a pack of 32; a thousand packs made up one chest
and 500, a half chest.
rH E N" *
68 THE I-IFE AND \{OR.KS OF }OST RlZAL
"' l[ti,??y,x i", l:'iHiJ!,"';?]?*;
ABOUT THE STRUGGLES OF THE CIGARRERAS:
to follow them to fields and forest. They (tbe cigarette
From a complaint as reported by an inspector:
workers) were only allotued to go after much begging on
their part and after bribing tbe soldiers.
The many abwses committed by tbe soldiers against tbe
female workers of the factory (if the abuses cannot be
stopped) migbt cause the closing down of the factory as
a resub of manporuer shortage. These workers are mostly
the poor and needy people of the towns of Obando, Polo
and Meycawayan and tbe remote towns of Bulacan uho
seek employment in the establisbment, starting either
as bustaquems or sorters of tobacco wntil they learn
how to make cigars. They liue miserably in the nearby
poblaciones and go to their homes only during fiestds
or after hauing been paid their wages. Howeuer, a group
of soldiers would get together at night and search their
homes under the pretext of looking for tulisanes and then
wowld mercilessly mabreat them.
On the night of March 20 of this year U8551 at 1"2
midnight, d maestra by the name of Maria Tac came to
me weeping to denownce tbe abwses of these soldiers.
While she and her son and two other companions
uere sleeping, the door was forced open dnd four or
fiue armed men broke into it and searcbed the house
and tbeir belongings for smwggled items. Not bauing
fownd wore than a peso and some cuartos which they
took, tbey left wttering profanities, sbowing no respect
for the maestra. The following day I went to see the
gobernadorcillo o/ the mestizos to present the attached
report.lYithout knouing what decision was taken in this
regard, all I assure yow is that tbe money taken was not
retwrned and the abuses continue to be committed.
On the night of the L4tb of this month between 9 and
10 in the euening, some soldiers led by their liewtenant,
wbile on pdtrol in barrio Dampalit, met female cigarette
workers residing in otber towns and forced the workers
e
IIT'
s
With this kind of behauior it is certain that uery soon the
workshops of this factory shall rwn owt of employees.
This is wby I bring all tltese to your knoruledge so that
the Central Gouernment can adopt medsures to cwrb
such abuses which may aduersely affect the factory
established in tbat area.
' ,r rr
'
(
rrce: Camagay, Maria Luisa, "The Cigarreras of Manila,, philippine Studies vol. 34 no. 4 (1996):
,t)1
517.
luestions for Reflection
Divide the class in groups of five members and discuss the
lollowing questions. Prepare a short report and share your
,liscussions with the class:
1. 'W'hat can you say about the conditions of the
cigarreras in Manila?
'V7hat
2.
do these excerpts reveal about the life in
nineteenth century Manila?
3. How can these excerpts
be related to a discussion
about the situation of women in nineteenth century
Manila?
i
ii
This chapter aimed to situare Rizal's life within the larger
onteXt of the nineteenth century. It focused on the economic
.rrrcl social developments in the century that shaped the world
rn which Rizal lived. The Philippines, being part of the wider
\lrenish empire, underwent changes when the Spanish Crown
.rlso had a dynastic shift in the eighteen cenrury. \7ith this came
tlrc Bourbon reforms that brought new policies of economic
tr
t
rl
\
7O
r
H
EN
IN
ErE'sLt,?1xHy"#'
b'; i',:I
THE LrFE AND woRKs oF Iosd RrzAL
*Schumacher,
- -i'
impact on the social and political landscapes. The new economy
resulted in changes in policies about education and heightened
the surveillance and regulatory mechanisms of the state.
Furthermore, the nineteenth century saw the ascendance of the
mestizo and principalia classes that would assert their relevance
in society.
Bankoff, Greg.1,996. Crime, society, and the state in nineteenth
centwry Philippines. Quezon City: Ateneo de Manila
University Press.
Camagay, Maria Luisa. 1,986.
P hilippine Studies j4(4)z 507-5
The cigarreras of Manila.
1.7.
Diokno, Maria Serena l. 1998. The end of the galleon trade.
Kasaysayan Series Vol. 4: Life in the Colony, pp. 7-25.
Hong Kong: Asia Publishing Company Limited.
Diokno, Maria Serena I. 7998. The economy transformed.
Kasaysa,yan Series VoL 4: Life in tbe Colony, pp. 27-42.
Hong Kong: Asia Publishing Company Limited.
2OO9'Th:
ff
l}*'I3ine
?
#it';;
I'?I"'\
e
backgrou nd' lrt
i- 1 Que zon c i'lv :
::
;
l"t]^^"" ","", in the conrext of the
J"h"-J,:
np- t6-34'
,l',li; i^*ilJit;\!;;;,
ffi'.Tt#TiJJ;''o"i;;1:il1"';::,il"",r,,r,n,,,,"
The Chineilffi,'l''z-roo'
Schurnache,,
This development in the economy also had a profound
Abinales, Patricio and Donna Amoroso. 2005. State and society
in the Philippines. Pasig: Anvil Publishing, Inc.
N'
- tfr:j:,i
*, r*,
Maruta
Ateneo de
reorientation for the colonies,'S7ith the development of the cash
crop economy and the opening of Manil a and other cities to
wodd trade, the economy boomed in the nineteenth century.
Thus, it is not wholly surprising that men like Jos6 Rizal
flourished in the nineteenth century. Born in the 1860s, Rizal
grew up in a society in transitions. By the time he matured, he
could reap the benefits of the changes that were happening. As
he was exposed to higher education, he would realize that as
much as economic development was a realitS so was the rising
inequality and worsening conditions for the majority of the
population.
John
:"f,?
.
*T;;;;'
V/ickbers, Edgar' .1964'
southeast Asian
Joirnat of
1
Philipp*i
o o' T he
zo
r.
ga
rs, Ed
\x/ickbe
\n
Quezon
t',
;i
rl'i"J:,:::?'
'"
rt:'1i};
in Philippine'
Press'
':f',JJil;;;;:
citv';;; lt iui""it' Universitv
The Cbinese
AGRARIA
DTsPUTES 73
conquistador- a Spanish conqueror
CHAFTER 6
coballeria
-
a small tract of land included in a land gran
- annual rent paid by the inquilino
covon - a measure equal to 75 liters
hqciendo - large estates that were used for raising livestock
cdnon
AGRARIAN
DISPUTES
=and
agricultural production
inquilino - a tenant who rented land from the friars and subleased the
land to sharecroppers
I n 1891, Jos6 Rizal was in Hong Kong when he received distressing
n"*r about his family who were, at that time, embroiled in a litigation
II case
concerning the Hacienda
de Calamba. He heard that the
Spanish authorities were summoning his mother, Dofia Teodora, and
two younger sisters, Josefa and Trinidad, for further investigation. ln
a show of support, he wrote to his family, "l am following your cavalry
step by step. Do not be afraid, I am doing all I can... Patience, a little
principoles
-
ruling elite class
sharecropper lkosomSl - an individual who rented the Iand from an
inquilino and worked the land
sitio de ganodo moyor
-
a large tract of land included in a land grant
patience. Courage!"
Scholars and students of history agree that the conflict between his
family and the Dominicans over the hacienda greatly affected Rizal.
Brief History of Friar Estates in the Philippines
This chapter will attempt to show the historical context behind this
incident that played a pivotal role in'Rizal's life. lt will first provide a brief
history of friar estates in the Philippines and will then look closely into
the Hacienda de Calamba conflict.
The origin of the friar estates can be traced back to land
grants awarded to the early Spanish conquistadores who arrived
in the Philippines during the late sixteenth and early seventeenth
centuries. Approximately 1,20 Spaniards were given grants that
were often composed of a large tract of land known as sitio de
ganado mayor (measuring 1,,742 hectares) and smaller tracts of
land known as caballerias (measuring 42.5 hectares).
At the end of this chapter, the students should be able to:
A
examine Rizal's life in the Philippines within the wider context of
the developments in the nineteenth century;
P
explain how the Hacienda de Calamba issue seryes as an
exemplary illustration of agrarian conflicts in the late nineteenth
century; and
)
describe the interplay of several factors that contribute to the
changing landscape of Philippine society and economy.
In time, the Spanish hacenderos failed to develop their
lands for three reasons. First, the Spanish population in the
Philippines was transient.It was a common practice for Spanish
administrators to return to Spain after having served in the
country. Second, the market for livestock products, which
haciendas offered, remained relatively small until the latter
part of the Spanish colonial period. Third, the Galleon Trade
74 THE LIFE AND WORKS OF
T{.IZAL
AORARIAN DISPUTES
'OSE
that was based in Manila offered bigger economic rewards and
annual rent, which was usually a fixed amount of harvest
later centuries, money.
attracted more Spaniards. Because the Spanish hacenderos lacked
the interest and inclination to develop their lands, the religious
orders soon took over the task.
I
I
By the mid-eighteenth century, an expanding economy
based on exporting agricultural crops ushered in change and
gradually put into place an inquilinato system. Under this
system, an individual rented land for a fixed annual amounr,
f<nown as cdnon. Aside from the rent, the inquilino or lessee
was also expected to render personal services to his landlords. If
Land was acquired by the religious orders through various
means. Often, the lands were donated by Spaniards seeking
spiritual benefits. There were cases' too, in which estates that
had been heavily mortgaged to the ecclesiastics were eventually
purchased by the religious orders themselves. Records reveal
that a number of Filipino principales also contributed to the
formation of the friar estates through donations and sales.
Despite these methods, there persisted a commonly held belief
among the Filipinos that the religious orders had no titles to
their lands and that they had acquired these lands through
usurpation or other dubious means. Nevertheless, religious
estates in the Tagalog region continued to grow that by the
nineteenth century, they constituted approximately 40 percent
of the provinces of Bulacan, Tondo (presently Rizal), Cavite, and
the inqwilino failed to satisfy these requirements, he could face
c,xpulsion from the land. Usually, the inquilino, in turn, would
sub-lease the land to a kasamti or sharecropper who would
then take on the task of cultivating the soil. Thus, a three-tiered
system emerged with the landlords at the top, the inquilinos at
the middle, and the sharecroppers at the bottom.
By leasing the land to an inqwilino, the religious
Laguna.
The preoccupation in the estates was varied during the
early centuries of Spanish colonial rule. In the sixteenth and
seventeenth centuries, the estates priryrarily served as cattle
ranches as well as farms of subsistence crops. Sf-.-,e-+"d lUSAl"
later served as main commodities produced in the haciendas
and became important sources of income for the religious orders
especially during the nineteenth
century.
Agrarian relations in the haciendas developed in the time.
In the sixteenth and seventeenth centuries, the social structure
found in the haciendas was primarily composed of lay brothetr
administrators at the top and cultivating tenants below. Although
the lay brother administrators were under the direct authority
of the heads of their religious orders, they were relatively free to
make their own decisions on administrative affairs. The tenanto,
on the other hand, were expected to work the land and pay an
75
'l
ltacenderos freed themselves from the social responsibilities
hrlrne from a direct interaction with the sharecroppers since
it was now the inquilinos who dealt directly with the kasamd.
'l'he sharecroppers, on the other hand, benefitted
from the
ilrrangement because their labor obligations to the religious
estates allowed them to be exempted from the responsibilities
of' forced labor demanded by the Spanish government. The
tl.wnside to this type of arrangement, however, was that two
ttorr-cultivating groups further diminished the income of the
rlrrrrecroppers. After the inquilino paid his rent ro the religious
htcenderos and deducted his own share, the remaining amount
rrl income would then be divided among all the ,h"r..ro"pp.rr.
The change in the social structure and land tenure practices
wrrrld eventually render the bacienda.s as sites of contestation
rlnrong the Spanish religious hacenderos, the inquilinos, and the
rltrtrccroppers. It is not surprising, then, that when the philippine
l{evolution broke out in -1"895,the abuses in the friar estates were
lrltrn identified as one of the main causes that instigated the
IrvoIt.
76
THE LIrE AND woRKS
or ;osE RIZAL
Hacienda de Calamba Conflict
Not much is known about the Hacienda de Calamba prior
to L759 other than it was owned by several Spanish laymen. In
17 59, a destitute Spanish layman, Don Manuel Jauregui, donated
the lands to the Jesuits on the condition that he would be
allowed to live in the Jesuit monastery for the rest of his life. The
years
Jesuits would claim ownership to the land for a mere eight
decree
a
through
before they were expelled from the Philippines
issued by King Charles III on February 27,'1,767. As a result of
the expulsion, Hacienda de Calamba, along with other Jesuit
properties, were confiscated by the government and put under
the management of the Office of Jesuit Temporalities.
l
I
,t
!i
h,
Ir
[,
t
I
In 1803, the government sold the property to a Spanish
layman, Don Clemente de Azansa, fot 44,507 pesos. \J7hen he
died in 1833, the Hacienda de Calamba, which measured 1'6,424
hectares, was purchased by the Dominicans for 52,000 pesos. By
this time, many families from neighboring towns had migrated
to the hacienda in search of economic opportunities. Among the
families that arrived at the hacienda were Rizal's ancestors, who
eventually became one of the principal inquilinos inthe hacienda,
Although the lands in Calamba were leased to several
families, it was Rizal's farnily that rented one of the largest leased
lands, measuring approximately 380 hectares. Sugar was a main
commodity planted in the hacienda as there was a demand for
the crop in the world market. Much of the wealth of Rizal's
family came from these lands; hence, it is but natural that when
the conflict began to manifest itself as early as 1883, there w4E
much for the family to be concerned about.
In 1883, Paciano Rizal wrote that the friars were collectitrtg
rents without issuing the usual receipts. Two years later, thg
tenants failed to pay their rents because the rent had sup
increased while sugar prices had remained low. To punish
I
AGRARIAN
tenants for not paying the rent, the Dominicans declared the
lands vacant and invited residents of other towns to take over
the tenancies. Because only a few outsiders responded to the
Dominican's invitation, the friars weakened their position. Most
tenants, except for four or five, were spared from eviction.
The charges against the friars continued with Rizal,s brotherin-law, Mariano Herboso, specifically complaining about the
yearly increase in rentals, faulty irrigation systems, and failure
to issue receipts. Coupled with these problems was the fact that
rrt this time, the price of sugar continued to decline in the world
market. The situation became so dire that Paciano, at one point,
considered giving back his lands to the friars and clearing land
clsewhere.
to escalate when in lBB7, the colonial
Hovernment demanded from the tenants of the bacienda a
Problems continued
rcport on the income and production of the estate because they
suspected that the Dominicans were evading payment of their
tnxes. The tenants complied and submitted a report, but they also
uttached a petition authored by Jos6 Rizal. The petition presented
ir list of grieVances against the bacienda owners including a
tomplaint on the increasing amount of rent. To show resistance,
rome of the tenants began to withhold rents.
As a form of retaliation, the friars began to evict tenants who
tcfused to pay rent in 1891. Those who persisted still in resisting
lltc friars were eventually expelled. Among those who were exiled
l{r remote areas in the country were Rizal's parents, brother, and
riltcrs. Although Rizal had worked on reversing the decision
ol'the Philippine courrs, his family's exile would only be lifted
ttlton the issuance of a decree from another governor-general.
'l'ltc experience affected Rizal deeply and the increasing despair
he felt from the event would be reflected in his second novel,
l",l ltilibusterismo.
78
AGRARIA}.I D]SPUTES
THE LIFE AND WoRKS OF JosE RIZAL
that invisibly extends the land or a natural power
that shortens the measure of the official, who after
all is neither an expert nor a surveyor, though he
is very venal indeed. Without this trick, the rent is
also raised when the tenant makes improvement in
the lot, or when he replaces the bamboo fence with
a stone one, or builds a wooden house, for comfort
and public embellishment; therefore, many do not
improve their dwellings even if they have the means
to do so...
Tenant Grievances and Rizal's Petition
Read the following excerpt from "Peririon
of the Town of
Calamba" written by Jos6 Rizal in January 1888. Answer the
worksheet found at the end of the text.
From the decl4ration of the tenants interviewed, it turns
out that the products of the Estate-if by-products are to
be understood everything that the land produces-have
increased for the Estate and diminished remarkably for
the tenants, not only in the years that have passed but
also in the last three, as the enclosed account proves.
Such a statement needs to be explained. The products
increase to the benefit of the Estate:
(1)
the wild forests which are given to the
tenants for a low rent at the beginning according
as the tenants clear and clean them, investing
large capital in them, according'as the fortune of
the farmer becomes involved in them, the contract
is arbitrarily altered by the Estate, the rent rises
enormously, there being a case when 45 pesos
became 900 in a few years through an annual
Because
forced imposition.
(21
(3)
Because some lands pay twice for two harvests of
rice, where some bamboo groves are found, the
farmer pays for the land and for each bamboo
grove besides, regardless of whether it is useless
or it has been felled. In the lands where huts have
been erected for the workers, one has to pay for the
lots and the huts besides.
Because the rent of the town lots where houses
or warehouses are erected increases every time an
official or servant of the Estate measures them.
There seems to exist either a supernatural power
(4)
Because ricefields that are planted with only 3 or
4 cauanes of seed, pay as if they have a capacity
for 9.5 and L4 cctudnes, on pain of being declared
vacant and given to others... The products for
the tenants have decreased considerably in spite
of continuous labor, not only before but also
these last years as proven by the large number
of ruined farmers, indebted and dispossessed of
their property... On the other hand, the desperate
ones who wish to return a parcel of land that
is unproductive will not be allowed to do so and
they face ruin as they will be threatened of being
despoiled of all their other parcels. It arouses
suspicion that they do not want to write in the
receipts the amount paid as rental and the total
absence of any record, especially in these last
years...
Source: Rizal, J. 2007. "Petition of the town of Calamba." ln Politicol ond Historicol Writings.
Manila: National Historical lnstitute, pp. 37-41.
80
THE LIFE AND WORKS OF JOSd RIZAL
Written Document Analysis Worksheet
AGRARIAN DISPUTES 81
6, IThy was this document written? Cite pieces of evidence
in the document that support your answer.
Provide the required information on the given spaces
1.
Type of document (Encircle the letter that corresponds to
your answer.)
a. newspaper
b. letter
c. map
d. report
e. diary
f. others; please specify:
2.
7.
List two things that tell you about life in the philippines
at the time the document was written.
8.
ITrite a question to the author that is not answered by
Date of the document:
Author of the document:
l1
l
ll
107ho is
5.
the audience of this document?
List three things in the document that are important:
the document.
82 l"lrE
LrrrE AND WoRKS
Of
AoRARTAN
JOSri RIZAL
Drsput'Es 83
Rubric
Writing a Petition
4
Form yourselves into groups of three members. Choose
one issue prevalent in society today. You may pick from the list
provided below or propose one of your own. If you choose an
The introduction
is inviting, states
the goal or thesis,
and provides an
issue
that is not listed, please get your teacher's approval.
overview ofthe
o
GI:
Abortion
Gay Marriage
N.
Qt
o,.
AIDS
Global Warming
o,
Alcohol and Drinking
Homosexuality
Animal Rights
Human Rights
Censorship
Overpopulation
Child Labor
Pollution
6t
Poverty
Cyberbullying
Sex Education
Death Penalty
Terrorism
Drugs and Drug Abuse
Traffic
Extrajudicial Killings
Violence
As a group, write a petition to the president of
The conclusion
strongly states a
personal opinion.
a: goal
or thesis
0...
lUrl
'O,,.
l!lir
o
Ol
that strongly and
clearly states a
personal opinion
and identifies the
Three or more
excellent reasons
IL are stated with
a.
lqll:
ri good support.
It is evident that
raE
a. a lot of thought
.c
.Ol and research
ro.u. was put lnto this
'Oi
assignment.
the
rO::
,.u,
Argument
demonstrates
9,, a clear
!:t,:
o' understanding
:Ol of the potential
?..
e audience and
r.9l
9., anticipates
(,:: counterarguments.
::.{',i
The introduction
includes the main
goal or thesis.
Most information
is presented in
a logical order.
A conclusion is
included, but it
does not clearly
state a personal
opinion.
There is
no clear
introduction,
structure, or
conclusion.
There is one
goal or thesis
that states a
personal opinion
and identifies the
A personal
opinion is not
clearly stated.
There is little
reference to the
The personal
issue.
issue.
issue.
?:
oi
itL
Philippines expressing and defending your ideas regarding this
your petition in class.
and maintains
the interest of
the audience.
There is one
Corruption
issue. Present
issue. lnformation
is presented in
a logical order
"2:::..
rl:r3
The introduction
includes the
goal or thesis
and provides an
overview of the
issue. lnformation
is presented in
a logical order
but does not
always maintain
the interest of
the audience.
A conclusion
states a personal
opinion.
opinion is
not easily
understood.
There is little or
no reference to
the issue.
Three or more
reasons are
stated, but the
arguments are
somewhat weak
in places.
Two reasons are
stated but with
weak arguments
Arguments
are weak
or missing.
Less than two
reasons are
stated.
Argument
Argument
demonstrates
some
understanding
of the potential
audience.
Argument
demonstrates
a clear
understanding
of the potential
audience.
does not seem
to target any
particular
audience.
84
THE LrFE AND woRKS
or
ACRARIAN DIsPUTES 85
JosE RIZAL
There is evidence
of attention to
word choice.
This chapter presented a brief history of the hacienda from
its beginnings as a royal land grant rewarded to Spaniards
who had rendered exemplary service to the Spanish Crown.
Visuals are
appealing, highly
relevant, and
add support to
the argument.
Delivery is fluent,
with an engaging
flow of speech.
Visuals are
appealing and
add support to
the argument.
Delivery is fluent.
There are no
errors in grammar,
mechanics, and/or
spelling.
There are few
errors in grammar,
mechanics, and/
or spelling, but
they do not
interfere with
understanding.
Visuals are
related to the
topic. Delivery
lacks some
fluency.
There are several
errors in grammar,
mechanics, and/or
spelling.
Visuals are not
directly related
to.the topic.
Delivery is not
fluent.
There are
numerous
errors in
grammar,
mechanics,
and/or spelling.
Later, these lands came into the possession of the friars by way
of purchase or donation. Also pointed out in this chapter was
the change in landlord-tenant relationships from a two-tiered
relationship between a religious administrator and a tenant to a
three-tiered one with landlords, inquilinos, and sharecroppers.
Rizal's family served as inqwilinos in the Dominican's
Hacienda de Calamba. By 1883, the family began to notice
changes in the manner through which the Dominicans collected
rent. The conflict reached its height towards the end of the 1880s
when the farmers wrote a petition to the government detailing
their grievances against the Dominicans and with the priests
retaliating as a result. The conflict affected Rizal deeply and was
reflected particularly in his second novel, El Filibusterismo.
Aguilar, Filomeno V, Jr. 1,998. Clash of spirits: The history of
power and swgar planter hegemony on a Visayan Island.
Quezon City: Ateneo de Manila University Press.
Bauzon, Leslie E. 1 December 1,974. Philippine agrarian reform,
1880-1955: The reuolwtion that neuer LUA; (Occasional Paper
No. 31). Singapore: Institute of Southeast Asian Studies.
Coates, Austin (Translated by
Makabayan
at martir.
Nilo
S. Ocampo). L995. Rizal:
Quezon City: University of the
Philippines Press.
Source: lnternational Reading Association. n.d. "Persuasion rubric." Available from:
readwritethink.org/fi les/resources/printouts/Persuasion%20Rubric.pdf
http://ww.
Donesa, Robert John I. 201,2. "The Hacienda de Calamba
agrarian problem (1887-1891): A historical assessment."
Master's thesis, University of Santo Tomas. Accessed from
http : I I hacie n d a de c a I am b a. b I o g s p o t. c o m/2 0 1 2 _0 6 _0 1 _
archive-html
86
wse
THE LIFE AND WoRKS oF IOSE RIZAL
Guerreroo Leon Ma. 201,0. The
Guerrero Publishing, Inc..
C1q,:
Mclennan, Marshall S.1,969.,Laqd,and tenancy in the Central
Luzon plain. Philippine Studies 17(4)t 651,-682.
Roth, Dennis M. 1.977. The friar estotes of the. Pbilippines.
, , Albuquerque: University of New Mexico Press,
. CHAPTER 7
EmpnGING
NETIoNALISM
hen Rizal published El Filibusterisrno in 1891, he dedicated
the book to the three martyred priests, Mariano Gomez, Jose
Burgos, and Jacinto Zamora. ln his dedication, he wrote:
I hove the right to dedicate my work to y9u os victims of
the evit which t undertoke to combot. And while we owoit
expectantly upon Spoin some doy to resfore your good nome
ond ceose to be answeroble for your death, /ef fhese poges
serye os a tordy wreoth of dried /eoyes over your unknown
tombs', ond let it" be understood thot every one Who withaut
clear proofs ottocks your memory stoins his honds in your.
blood!
Although Rizal was only 10 years old when'the three priests were
executed, the events of 1872 would play a decisive role in shaping
Rizalis ideas and decisions. This chapter will focr.rs.on these events,
particularly the,Cavite Mutiny and the execution of the three priests,
Gomez, Burgos, and Zamora.
At the end of this chapter, the students should be able to:
P examine the causes and effecls of the Cavite Mutiny; and
,C explain the conflict between the Filipino secular priests and the
Spanislr regular priests.
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90
EMERCING NATIoNALISM
THE LiFE AND WORKS OF JOSf RIZAL
to introduce the faith and establish religious communities, the
management of the parisheb themselves was left to the secular
priests.
;
The missionary efforts in the Philippines, however, presented
a unique case. In other Spanish colonies, well-established parishes
witnessed the replacement of regular clergy by secular priests in
the management of the religious communities. In the Philippines,
the regular clergy remained administrators of the parishes well
into the nineteenth century.
Two issues were particularly contentious among the clergy
in the Philippines. The first issue had to do with episcopal
visitations. Ln omnimoda bull passed by Pope Adrian VI in
L522 allowed the regulars to administer the sacraments and act
as parish priests independent from the authority of the local
bishop. This bull, however, conflicted with reforms established in
the Council of Trent (1545-1553), which declared that no priest
could care for the souls of laymen unless they were subjected to
episcopal authority that often came in tlre form of visitations.
Although King Philip II was granted discretionary power to
enforce the reforms in the Philippines, the regular clergy often
thwarted their implementation.
\
The regular clergy argued that if they allowed the visitations
to occur, the congregaiion would be subjected to two sources of
authorit% the bishop and the provincial superiors, who mag at
some point, issue conflicting orders. By refusing the episcopal
visitations, they hoped to avoid the possibility of violating their
vows of obedience to their own superiors. Serious attempts to
enforce the visitations, however, were often countered by the
regular clergy who abused their authority by resigning from their
posts and leaving the parishes unattended. This type of situation
was especially disastrous in the early stages of Christianization
when the paucity of secular priests often forced the government
to give in to the wishes of the regular clergy.
9I
The second {ssue had to do with the management of the
parishes. Regular priests maintained control or., ih" parishes in
the early stages of christianization out of necessity because of the
scarcity of secular priests to whom the parishes would be passed
,n. However, beginning in the late seventeenth centurS efforts
were intensified to produce and train Filipino securar priests
that by the nineteenth century, they constituted an increasingly
significant number., Despite' this, the regular clergy usually
contested, if not outright refused, the rights of the secular clergy
to the parishes.
n
one reason p'rovided by the regulars was that the philippines
still remained an active mission, en uiua conqwista espiritual,
with some groups not yet christianized. They would, therefore,
argue that the Filipinos were not ready to be turned over to the
secular clergy. Another reason was more economic in nature
with the regulars refusing to give up the parishes that generated
large profits for them. However, an overwhelming reason why
the regulars refused to give up the parishes had to do with
their view that the Filipino secular clergy were unqualified and
incompetent. Even worse, some viewedlh. ,".rlrrs as potential
leaders of any future qeparatist movement.
The secular clergy would react strongly to these claims. In
the mid-nineteenth century, Fr. Mariano Gomez, parish priest of
Bacoor, and Fr. Pedro Pelaez, secretary to the archbishop, drew
up expositions to the government on behalf of the secular clergS
but their efforrs proved futile. The struggle eventually rook on a
different tone towards the 1860s as the issue of secularization
was no longer limited to questions of merit and competence.
By 1,864, the nature of the issue became one of rucial equality
as well. At the forefront of this struggle to gain equality between
Spanish and Filipino priests was Fr. Jose Burgos.
I
92
THE LIFE AND woRKs
or
losE RIzAL
Execution of Gomez, Burgos, and Zamora
As a result of the revolt in Cavite, several priests and laymen
were arrested on the orders of Governor-General Izquierdo.
Among the priests arrested in the succe-eding days were Fathers
Mariano Gomez,
Jos-e Burgos, Jacinto Zamota, JoseGqqlara,
r.ii"i"r1q Gomez, Mariano- Sevilla, BartolomE- Jerra, Miguel
.Guazon, Vicente--dclRosqrio, Pedro Pandan,
49. Lgr?, Justo
J"a e"r.teto Desiderio. Among the laymen were lawyers
and businessmen: Gerva-eio -SVnclrez, Pedro*lQar{o, Maximo
Inoceqcio, Balbiuo. \dauricio, Ramo-q-,Iv[aurente, Maximo
paterno, and Jose,Basa. These Filipinos were sentenced to varying
,.rifif exile in Guam. The three priests, BrrrgoS, Gomez, and
Zamor4 onthe other hand, were condemned to death by garrote
on February t5,L872.
A French writer-journalist named Edmund Plauchut gaYe an
account of the execution:
Late in the night of the 75'h of February 7872' a Spanish
court rnartial fourtd three secular priests, Jose Bwrgos,
Mariano Gomez and Jacinto Zamora, guihy of treason
as the instigators of a rnwtiny in tbe Cauite nauy-yard
a month before, and sentenced them to death' The
judgment of the cowrt martial was read to the priests in
Fort Santiago early the next morning and they uere told
it raowld be execwted the following day... Upon hearing
the sentence, Burgos broke into sobs, Zamora lost his
mind and neuer recouered, and only Gomez listened
impassiuely, an old rndn dccustomed to the thought of
death.
When d.aun broke on the 1.7'h of February, there were
almost forty tbousand of Filipinos (utho came from as far
as Bwlacan, Pampanga, Cauite and Laguna) surrownding
the four platforms where the three priests and the
man whose testimony had conuicted them, a former
arti.lleryman called Saldua' would die.
EMERCiNr; NATToNALTsM 93
The three priests follorued Saldua: Bwrgos "weeping like
a child," Zamora with uacant eyes; and Gomez head
lteld bigh, blessing the Filipinos ot,ho knelt at his feet,
heads bared and praying. He was next to die. When his
confessor, a Recollect friar, exhorted him loudly
lo dccept
his fate, he replied: "Fatlter,I know that not a leilf falls to
the ground but by the uill of God. Since He uills that I
sbould die here,'His holy uill be done."
Zamora went up the scaffold without a word and
deliuered his body to the executioner; his mind had
already left it.
Burgos wds thte last, a refinernent of crueblt that
compelled him to utatch tbe death of his companions.
He seated himself on the iron rest and then sprang up
crying: "But wbat crime haue I committed? Is it possible
that I sbould die like this. My God, is there no justice on
earth ? "
A
dozen friars suruounded him and pressed him dotan
again upon the seat of the garrote, pleading with him to
die a Christian death. He obeyed but, feeling his arms
tied round the{atal post, protested once again: "But I am
innocent!"
"So wds lesus Christ," sdid one of the friars. At this
Burgos resigned himself. The executioner knelt at bis feet
and asked his forgiueness. "l forgiue you, my son. Do
your dwty." And it was done.
Although the public execution of the three priests was meanr
to instill fear in the Filipinos, it had the opposite effect..In his
work, La Reuolwcion Filipina,Apolinario Mabini stated:
The friars wanted to make an example of Burgos and his
companions so that the Filipinos should be afraid to go
against them from then on. But that pdtent iniustice, that
official crime, aroused not fedr but hatred of the friars
94
THE LIrE AND WoRKs
()r ios6 RIZAL
and of the regime thqt supported them, and a profound
syrnpatby and sorrow for the uictims. This sorrow
utorked a miracle: it made the Filipinos realize their
condition for the first time. Conscious of pain, and thus
conscious of life, they ask"ed themselues uthat kind of a
life they liued. The auakening uas painful, and uorking
to stdy aliue more painful still,'but one mwst liue. How?
They did not know, and the desire to knout, the anxiety
to learn, oueruhelmed and took- possession of the youth
of the Philippines. The curtain of ignorance laouen
diligently for centwries wds rent at last: fiat lux, let there
be light, would not be long in coming, the dawn of a nettt
day was nearing.
Rizal and Gomburza
EMERGINo NATIoNALisM
,
l.
2.
95
IThat is Rizal's main message in this letter?
List two things in the letter that support Rizal,s main
message.
-r-
\fhat
does the letter
tell you about nineteenth century
Philippines?
Read the following excerpt from a leqter Jos6 Rizal wrote to
Mariano Ponce. Answer the questions that follow.
Without 1872 there would not be now either a Plaridel,
or laena, or Sanciangco, or would tbere exist braue and
generous Filipino colonies in Ewrope; without L872 Rizal
wowld be a Jesuit now and instead of writing Noli Me
Tdngere, utould haue uritten the opposite. At the sigbt
of those injustices and cruelties, uhile still a child, my
imagination was awakened, and I swore to deuote myself
to auenge one day so mdny uictims, artd with this idea
in my mind I haue been stwdying and this can be read in
all my works and writings. God will sorneday giue rne ak
opportunity to carry out my promise. Good! May they
commit abuses, let there be imprisonfitents, banishments,
executions, good. Let Destiny be fulfilled! The day they
lay their hands on u.s, the day they martyrize innocent
families for owr fauhs, goodbye, friar gouernment, and
perhap s, goodbye Sptanish gouernment!
4.
'VTrite
5.
Where would you find the possible answer
a question that was left unanswered by the letter.
question?
to
your
96
THE I-rFE AND WoR.(s
or losE RrzAL
ErlrgRCING NATIoNALISM 97
n
{
Conversation Caf6
1
t
Form yourselves into groups of five members. Each group
will be given five characters to play. The characters represent
five personalities from the nineteenth century: (1) an indio, (2) a
Filipino secular priest, (3) a Spanish regular priesr, (4) a Spanish
administrator, and (5) a non-spanish foreign journalist.
Each member of the group will now hypothesize how his/
her character would feel about the events of 1872. Based on the
characters assigned to you, your group will now congregate and
converse, as though in a caf6., on what your thoughts are about
the events of 1"872.
3
The Cavite Mutiny and the subsequent execution of the three
priests-Jose Burgos, Mariano Gomez, and Jacinto Zamoramarked 1,872 as a significant year in Philippine history. Although
the clamor for a more liberal administration during this time
was temporarily silenced, nationalism was gradually awakened,
culminating in more decisive events towards the end of the
nineteenth century.
Mabini, Apolinario (Translated by Leon Ma. Guerrero). 1969.
Tbe Philippine reuolwtion. Manila: National Historical
Commission.
Rubric
ii:$1itxil:l:ii;.:t:lsiilt:iiiii:itlr;leil:ir:i;ttltlllffiii:i::,itiii,t;tiis,lliii:
Three or more
ideas are
ffi
presented in
Two ideas are
presented in
an organized
One idea is
presented in
an organized
an orgdnized
manner.
manner.
manner.
Three or more
pieces of
evidence are
used to support
the views of a
None ofthe
ideas are
presented in
an organized
manner.
Two pieces of
evidence are
used to support
the views of a
character.
Evidence is
used to support
the views of a
character.
The speaker
was loud and
clear, but not
very expressive.
The speaker
was hard to hear
at times and not
expressive.
No evidence is
used to support
the views of a
character.
::l::t-quill;
*s*
tir$$
lliliillr::iai]:a
r:!ll.q.:ri;
l.riliiql:,illl
lir:l::ral[,l:ri:a':
rl:i:iil6:.!i:
::]ii:€t',:i
;::i,Ol:ii::l
ta:tiii:lli}:li:ri:
::::,u:ri:,,::li:
ll.iari:':ilrr:i:;l
The speaker
spoke in a loud,
clear voice, and
was expressive.
1-9
59. Tbe Hispanization
Plauchut, Edmund. n.d. "The execution of Gomburza." Accessed
from http://malacanang .gov.phl7 695-the-martyrdom-of-thegombarzal
Rizal, Jos6. 2011. Correspondence witb fellow reformists.
Manila: National Historical Commission.
Schumacher, .|ohn
N. 1981. Reuolwtionary clergy: The Filipino
clergy and the nationalist mouement, 1850-1903. Quezon
City: Ateneo de Manila University Press.
character-
'riti:.::!Eiitr:i
of the Philippines:
Spanish aims and Filipino responses, 1565-L700. Madison:
'STisconsin
The University of
Press.
Phelan, John Leddy.
The speaker
could not
be heard or
understood.
Schumacher, John N. 2006. The Burgos manifesto: The authentic
text and its genuine author. Philippine Stwdies 54(2): 1,53-
304.
March 201.1..The Cavite mutiny toward a
definitive history. Philippine Studies 59(1): 55-81.
Schumacher, John N.
IMA<:TNINC A NATIoN
At the end of this chapter,
CHAPTER 8
IA4AGINING
P
A
/
99
the students should be able to:
discuss the Propaganda Movement;
distinguish Rizal's involrzement in the movemenU and
explain how propaganda works.
ANATION
- the legislative or lawmaking body of the Spanish government
creole - a Spaniard born in the Philippines
mestizo - an individual born of mixed ancestry; may refer to a Spanish
Cortes
owards the end of the nineteenth century, economic conditions
in the Philippines had improved in such a way that it was
possible for many creole and mestzo families to send their sons
to school not only in Manila, but also in Europe. The young Filipino
students'sojourn to the Peninsula would awaken in their minds ideas
about progress and love for their motherland.
Nineteenth century Spain was also going through several processes
of change. Politically speaking, the Restoration put back into place the
monarchy of Alfonso Xll and established a constitutional monarchy with
a bicameral legislature. The Constitution of 1876 ensured that political
stability relied on the rotation of the Liberal and Conservative parties
in the government. The parliamentary system of two parties, however,
mestizo or a Chinese mestizo
propaganda - information used to promote or publicize a particular
cause or point of view
Restoration
- refers to the Spanish Restoration; a period in Spanish
history spanning the years 1874*1931that saw the restoration of the
monarchy un6sr Alfonso Xl together with the establishment of a
bicameral legislature
was weakened by manaled elections and numerous turnovers of
government employees.
The young Filipino students also observed a difference in the
position of the Church in Spain. While the Constitution of 1876
declared Catholicism as the religion of the state, private practice of
other religions was tolerated. More significantly, the Church had little
influence on political matters.
The environment where the Filipinos immersed themselves,
therefore, was one where ideas of progress could be expressed
and exchanged freely. Political and religious institutions could be
questioned and attacked without fear of reprisal. lt was an environment
that allowed these young Filipino students to think, question, and
imagine what a nation is.
to unite Filipinos studying in Spain was
the formation of the Circulo Hispano-Filipino, an organizarion
under the leadership of a creole, Juan Atayde. It had the support
of Spaniards who were sympathetic towards the Filipinos. The
Circulo published a bi-rveekly newspaper ritled Reuista del
Circulo Hispano-Filipino in 1882, but the newspaper and the
organization itself werg short-lived and lasted only until 1883.
The earliest atternpt
Despite the demise of the Reuista del Circulo HispanoFilipino, the Filipinos in Spain continued to write and engage in
journalism. In 1883, a periodical called Los Dos Mwndos came
out with the intention of demanding for rhe overseas Hispanic
100
THE LrFE AND woRKS
or
JosE RrzAL
colo:ries equality of rights and equal opportunities fo1 progress.
Although it could not be determined whether the newspaper
was a Filipino project, Filipinos such as Graciano Lopez Jaena
and Pedro Govantes y Azcarraga'were involved as staff members.
Other Filipinos including Rizal and Eduardo de Lete also
contributed articles concerned with socio-political and economic
reforms in the Philippines.
During the time Rizal's first novel, Noli me Tdngere, caryre
in 1.887, another newspaper titled, Espafia en Filipinas
began its publication through the support of Filipinos, creoles,
and mestizos in Madrid. The newspaper was short-lived as
well because of glaring differences and internal feuding among
its staff. With the end of the newspaper emerged a stronger
Filipino community united in its purpose to continue working
for Filipino rights. By January 1889, the Filipino community
in Barcelona began preparations for the publication of a new
periodical. Among the early supporters who helped with finances
were Mariano Ponce and Pablo Rianzares,. On the other hand,
Graciano Lopez Jaena offered his services as editor. Marcelo H.
del Pilar, having arrived from Manila at this time, also joined the
out
efforts.
The newsp ap€r, La Solidaridad, released its first issue
on February 15, L889.. In its first article, the staff defined its
"program asr "to combat all reaction, to impede all retrogression,
to applaud and accept every liberal idea, to defend all progress."
Among the reforms the newspaper sought were: Philippine
representation in the Cortes, freedom of the press, and the end
of the practice of exiling residents without due process. The
periodical placed particular emphasis on affairs dealing with the
Philippines because of all Spain's overseas provinces, it was the
only one that lacked parliamentary representation.
La Solidaridad often ran articles dealing with Spanish
politics, attacks on friars, and reforms for the Philippines.
Sections were also assigned to accommodate and print letters
IMAGININo A NATIoN
from foreign correspondents, all speaking of situations on the
ground. Aside flom the political and economic content, the
periodical gave space for the publication of literary works AS
well.
Support for the newspaper gradually increased and its roster
of writers grew. Among those who eventually contributed articles
were Jos6 Rizal, Dominador Gomez, Jose Maria Panganiban,
Antonio Luna, and renowned Filipinist scholar Ferdinand
Blumentritt. Other Filipinos who contributed articles did so using
assumed names.
In time, del Pilar gradually took on the active role of running
the paper. LopezJaena, although editor in name, spent most of
his days in cafes and was known to be incapable of sustained
work. By the time del Pilar decided to move to Madrid, the paper
went with him. The first issue printed in Madrid came out on
November 15, 1889. A month later, the periodical announced its
change of editorship with del Pilar now taking the helm.
By 1890, two of the most prominent members of the Filipino
community in Spain began to increasingly show differences in
stance with regard to Philippine affairs. Rizal always held the
opinion that to serve the country better, one had to bring the
issues closer to home. One had to speak to the Filipinos, rather
than the Spaniards. Del Pilar, on the other hand, was a skillful
politician who felt that efforts at persuading the Spanish leaders
and officials needed to be continued and that this was the best
way to achieve the reforms Filipinos were seeking.
Things came to a head when at a New Year's Eve banquet in
1.891, the Filipinos in Madrid proposed that they elect a leader
to unite their community. Rizal agreed with the proposal while
del Pilar expressed initial misgivings. Nevertheless, the voting
took place resulting in three inconclusive ballots on the first
day and two more inconclusive ballots the next day. Rizal did
eventually win the position as Filipino leader but only through
102
IMAGINING A NATIoN
THE LIFE AND woRKs oF losE RizAL
the manipulations of Mariano Ponce. In the end, Rizal felt his
triumph was shallow and left Madrid a few weEks later. From
this point onwards, Rizal stopped from contributing articles to
La Solidaridad and focused instead bn the writing of his novels.
The periodical continued to publish only until 1895. Because
of lack of funds and internal feuding, the newspaper released its
final issue on November 15, 1895. In its final issue, its editor,
del Pilar, had written, "'$7e are persuaded that no sacrifices are
too little to win the rights and the liberty of a nation that
is
oppressed by slavery."
Aims of
fo Solidaridod
Read the following excerpt from the article, "Our Aims,"
written by the staff of La Solidaridad on February 15, 1889.
Answer the questions that follow.
Our Aims
Modest, uery modest indeed dre our aspirations. Our
prograrn aside from being harmless is uery simple;
to fight all reaction, to hinder all steps backward, to
applaud and to accept all liberal ideas, and to defend
progress; in brief, to be a propagandist aboue all of ideals
of democracy so that these might reign ouer all nations
103
'We
shall pdy special attention to the Philippirues because
those islands need the most help hauing been depriued
representation in the Cortes. 'We shall thus fulfill
our patriotic duty in the defense of democracy in those
of
islands.
The nation of eight million souls should not and
must not be the exclusiue pdtrimony of theocracy and
conseruatism...
Indifference to our Archipelago will not be so good
for Spain's integrity in the Philippines. The cowntry is
attuned to progress. The heart of the nation longs for
legitimate hopes of a better life and we do not belieue in
any political theory which uould discuss such pleas with
the classic "-We shall see."
'We
belieue therefore that by offering to study the
problems mentioned aboue and those relating to tbem,
ue shall be, in our humble uay, of seruice to the nation
and her institutions.
1.. What
are the aims of the newspaper, La Solidaridad.?
here and beyond tlte seas.
The aims of La Solidaridad are defined: to gather, to
collect liberal ideas which are daily exposed in tbe camp
of politics, in the fields of science, arts, letters, cornrTterce,
agriculture, and industry.
'We shall also discuss
all problerns wbich deal u.,ith the
general interest of the nation, seeking solutions that are
purely national and democratic...
2.
'S7hat
are the
ill
effects of "theocrdey" and "conservatism"?
104
3.
THE LrFE AND woRKS 0F Josg RrzAL
"$7hat
does the'article
IMAGININC A NATIoN
tell you about nineteenth century
Types of Propaganda
Philippines?
Giving a person or idea
a derogatory name
2. Glittering
generalities
4.
5.
'S7hat
is a propagandist?
Based on the article, what are the propagandists' view
of
progress?
Emotionally appealing
phrase that links
persons or ideas to
highly valued concepts
and beliefs; it is usually
vague
"Common good"
Linking an idea to a
symbol that carries
respect, authority, or
prestige
When a president
is photographed
together with the
country's flag
A respected personality
When an actor
endorses a product
in a commercial
endorsing an idea as
good (or bad)
Asking an audience to
accept an idea or else
they would miss out
Claiming that there are
only two sides of an
issue even if, in reality,
there are many sides
Calling Out Propaganda
Propaganda is information used to promote or publicize a
particular cause or point of view. It is often constructed with the
intention to manipulate or incite an audience into action. Because
of its nature, there is an urgent and important need to determine
what propaganda is before making informed decisions.
Form yourselves into groups of three members. Pick an
article on any topic of your choice (e.g., politics, economics,
showbiz, health, etc.) from the Internet. Determine if the article
uses one or more of the propaganda techniques listed below.
Discuss your findings in class.
7. Distortion
of data
Using selected
information and not
presenting the whole
story
"Freedom"
"Be the first"
"This is the wave of
the future"
Pro-administration vs.
nti-administration
a
A toothpaste
commercial which
claims that four
out of five dentists
recommend the
toothpaste, but does
not reveal the total
number of dentists
actually surveyed
106
THE LrFE AND woRKs oF
8. Misuse
of statistics
9. Fear
Josi RIzAL
Presenting statistics
but leaving out some
integral parts
Using fear to convince
people to believe in an
idea
IMAoTNTNC
Election surveys that
show which politician
is leading but do not
show how big the
sample size is
An insurance flyer or
pamphlet showing
pictures of houses
destroyed by floods
10. Ad hominem
attack
(Deflection)
Attacking the person
to undermine his or her
arguments
"You are too young to
understand."
d NATToN 107
Early efforts to unire the Filipino community in Spain began
with the emergence of the
newspaper La solidaridad in 1889. Journalism became a means
for Filipinos to engage the Spanish-reading public on issues
concerning the Philippines. Among the reforms they sought were
representation in the Spanish Cortes, freedom of the press, and
the end of the practice of exiling Filipino residents without due
process. By the mid-1890s, internal feuding and lack of funds
would end the Propaganda Movement while a few Filipinos,like
Rizal, would bring the struggle closer to home.
as early as 1882 and reached its height
Modified from: Leonard, Jonathan. "Propaganda Techniques to Recognlze." Accessed on
February 26, 2017 from http://www.uvm.edu/-jleonard/AGRl183/propoaganda'html
Guerrero, Milagros
Rubric
C. and John N.
Schumacher. tg9g.
Kasaysayan Series Vol. S: Reform and reuolution. Hong
Kong: Asia Publishing Company Limited.
Propaganda
material's purpose
or message is
explained but some
details are missing
in the analysis.
Propaganda type
used is explained
but some details are
missing.
Propaganda
material's purpose
or message is not
explained at all in
the analysis.
N. 1991. The making of nation: Essays on
nineteenth-century Filipino nationalism. euezon City:
Ateneo de Manila University press.
Schumacher, John
N. 1997. The propaganda mouemerut, 1gg0_
1895: The creation of a Filipino c:onsciousness, tbe making
of the reuolution. Quezon city: Ateneo de Manila University
Schumacher, John
Press.
Thomas, Megan C. 2016. Orientalists, propdgdndists, and
ilustrados: Filipino scholarship and the end of Spanish
colonialism. Pasig City: Anvil publishing, Inc.
NoLt t/18 TAN?ERE, CoNTEXT ANID CONTENT. 109
The Publication of the Noli
NoIT Mr, M,NCERE,
CONTEXTAND CONTENT
os6 Rizal's first novel, Noli Me Tdngere,ls considered one of
the most important written outputs by the national hero at the
height of his intellectual endeavors in Europe. ln this novel,
Rizal mustered his academic acumens as he tapped his knowledge
of various fields and wove a narrative that aimed to represent,
if not expose, the realities of nineteenth century colonial life in the
Philippines. Many appreciate the Noli for its narrative that takes the
readers, through the eyes of its characters, on a journey of love and
deception, struggles and triumphs; and in the process, presents
pressing questions about power and social inequalities.
This chapter will explore the context of the publication of the
No/i. The novel's major elements will also be appraised from its main
characters and settings and its plot and major conflicts will be tackled.
As a sojourner in Europe, Rizal participated in the movement
of the ilustrados to utilize propaganda to campaign for reforms
in the Philippines. Utilizing their intellectual prowess, the
ilustrados released various written outputs from news bits, to
feature articles, and commentaries. They also produced creative
outputs from satirical pieces to world-class paintings. Within
this artistic and literary collection, Rizal's exemplary mastery of
words was clearly evident in one of his most celebrated works,
his first novel, Noli Me Tdngere.
The idea of publishing a book was nor alien to Rizal. In a
meeting of the ilwstrados in 1884, he proposed to write a book
projecc to be done collaboratively with his fellow writers.
Unfortunately, the project did not materialize. He eventually
decided to write a novel on his own. He started work on the
project in 1884 and completed it in 1887.
Many of his biographers cite several works that influenced
Rizal in the writing of the No/1. One of these is Juan Luna's
painting, Spoliariwm, which depicted the sufferings faced by
humanity in the face of inequalities. Another is [Jncle Tom's
Cabin, a novel by Harriet Beecher Stowe that dealt with slavery
in America.
At the end of this chapter, the students should be able to:
A
describe the context of the publication of the Noli Me T6ngere; and
?
discuss the major elements of the No/i Me Tdngere as a novel.
novel - a long written story most often about fictional events and
characters
setting (in a novel) - the context in which the events take place; covers
geographical areas in particular periods of time
plot
-
the flow of the narrative in a story
Rizal finished the first half of the novel in Spain, supposedly
the other half in France, then completed the draft in 1886. The
novel was published the following year in Germany. Lack of
funds delayed the book's publication until a fellow ilwstrado,
Maximo Viola, insisted on lending him 300 pesos for the printing
of the first 2,000 copies. By 1887, Rizal was already sending
out copies of the No/i to his friends and the book began to take
flight.
I1O
Motivations behind Wrifing the No/i
The title, Noli Me Tdngere, had Biblical reference to the
Gospel of John in which Jesus appeared to Mary Magdalene and
uttered these words: "Touch me not, for I am not yet ascended
to my Father." The choice of title according to Rizal was fitting
because he intended to write about themes that were taboo in the
Philippines for centuries; things that people dared not touch.
According to his biographers, Rizal first planned to write his
novel in French, considered to be the language of the intellectuals
in Europe at that time. He, however, shifted to Spanish because
he intended to reach out to his countrymen in the Philippines.
Rizal explained: "I must wake from its slumber the spirit of my
country... I must first propose to my countrymen an example
with which they can struggle against their bad qualities, and
afterwards, when they have reformed, many writers would rise
up to present my country to proud Europe" (qtd. in Schumacher,
,,i
Ii
I
,1
,:|
I
'il
,,1
NoLr
THE LIFE AND WORKS OT JOST RIZAL
t";'r:,lr'rlon,",
of the No/1, the dedication titled "A Mi
Patria" clearly articulated Rizal's purpose for writing the novel:
,r*.,
To my Motherland
ln
the annals of human aduersity, there is etched a
cdncer, of a breed so malignant that the least contdct
exacerbates it, and stirs in it the sharpest of pains.
An thus, many times amidst rnodern cultures I haue
utanted to euoke you, sarnetimes for memories of you
to keep rne compdn!, other times, to cornpdre you with
other nations-mdny times your beloued image appedrs
to me afflicted uith a social cnncer of similar malignancy.
Desiring your well-being, uhicb is our oLUn and
searching for the best cwre, I will do with you as the
ancients of old did with their afflicted, expose thern on
the steps of the temple so that each one who uould come
to inuoke the Diuine utould propose d cure for them.
A4E TANGERE,
CoNrExr AND CoNTrNr lll
And to this end, I will atternpt to faithfulty reproduce
your condition without much ado.l utill lift part of the
shroud that conceals your illness, sacrificing to the truth
euerything, euen rny own self-respect, for, as your son,
I also suffer in your defects and failings.
lose Rizal,1886
Sources: Rizal, Jos6 (Translated by Ma. Soledad Lacson-Locsin). 1996. No li me tongere.
Makati: Bookmark.
The project of writing the No/i, as stated, was geared
towards exposing the ills of Philippine colonial society under
Spain. Thus, through the passages within the No/I, readers also
get glimpses of how Rizal saw his country.
Plot
The story of the Noli Me Tdngere followed the life of Juan
Crisostomo lbarra after he returned to the philippines from
studying in Europe. The novel opened with Capitan Tiago
preparing a homecoming gathering for the young ilustrado.
Throughout the pages of the novel, the characters could be seen
navigating the complex realities of colonial philippines. Ibarra
was shown to be rekindling links with his betrothed Maria
Clara. But not everything was fine and dandy for Ibarra. Upon
his return, he learned about the ills that plagued his town as
well as the abuses of the friars to which his late father fell victim
to. Ibarra found an antagonist in Padre Damaso, the former
curate of San Diego who ordered that the corpse of his father be
exhumed and reburied in the Chinese cemetery.
Despite these personal travails, Ibarra persevered to fulfill the
plan of building a school in San Diego, staying true to his belief
that education was crucial for his nation's progress. rbarra almost
got killed had it not for Elias, a boatman, who saved him. Elias
also previously cautioned Ibarra about his actions that could
anger the friars. After the incident, Ibarra organized a luncheon.
ilo,lto
c, (,
ll2
THE, LIFE AND
NaLr
wonKS oF ]ostr RIzAL
Here, another confrontation occurred between Ibarra and
Damaso who attended the luncheon uninvited. In a fit of anger,
Ibarra took a knife against Damaso's neck and threatened to
slit his throat as he told everyone of the abuses committed by
Damaso and the desecration he did to Ibarra's father. Maria
Clalr. calmed lbarra and prevented him from killing the friar'
Damaso, in an act of revenge, persuaded Capitan Tiago, the
father of Maria Clara,to not allow his daughter to marry Ibarra.
After some time, a revolt was blamed on Ibarra, which
caused his incarceration. \7ith the help of Elias, he escaped and
went to see Maria Clara who was soon marrying the man her
,,1
,
r;l
t' \l
l,rll
rl "
h
.,i
",,,1
A4E TANGERE, CoNTEXT
The
AND CoNTENT
Setting
113
,:l
Answer these questions pertair.irg to the setting of the
t.
Is the novel set in a particular time period?
father chose for her. In a heartbreaking confrontation, Ibarra and
Maria Clara exchanged accusations and in the process, it was
revealed that Damaso was the true father of Maria Claru.
As turmoil and confusion engulfed the town, Matia Clara
thought lbarra had been killed. This caused her endless grief. She
asked to be confined to a nunnery lest she take her own life. It
was later revealed thatlbarra was not dead and that Elias was
the one fatally shot. In the latter passages, the dying Elias was
waiting for lbarra but instead, met and talked to the young
Basilio. He instructed the orphaned boy (his mother Sisa, who
beiame insane looking for her young sons, had died) to find the
treasure of Ibarra buried in the cemetery and use it to get an
education. He reminded Basilio to never lose hope and if one day
freedom and progress would come to his countr5 to not forget
those who labored in the night.
'IJ7ithin
this general contour of the narrative, Rizal .wove
a
complex story and subplots. Reading through the novel, different
characters and their corresponding stories unfolded as told
through the voice of an unseen narrator. TrulS the pages of the
No/l reflected the lives of people living in the complicated world
of colonial Philippines.
2. Where do the events take place? Are there multiple
locations?
II4
't
NaLI ME
THE LIFE AND WoRKs oF JoSg RIZAL
TAN.GERE, CoNTEXT AND
CoNTENT II5
tri After reading the novel, complete the ta'bl- to,deic
the setting of the noi'el., Cite the chapters where
descriptions appear.
The
townspeople
The Church
and the
clergy
The Ch"gracters
[.
Character relationship map
Vork in pairs. After reading the novel, make
a
character map of the main chaiacters listed below. Describe
each of the characters and write your impressions about
.
them. Afterwards, connect the characters to each other
by stating their relationship in terms of the roles or peifts
they play in the story. Nlake,a creative presenration of your
work in class.
Crisosto'mo Ibarra
Padre Salvi
Elias
Sisa
Maria Clara
Lapltan llago
Pilosopo Tasio
Padre Damaso
Dofra Victorina
Schoolmaster
Dofla Pia
Basilio
116
N?LI ME TANCERE, CONTEXT AND OONTENT I17
THE LrFE AND woRKS oF JosE RtzAL
Below
is a
sample characters relationship
map
Shakespeare's Hamlet:
brother
King Hamlet's Ghost
of
II.
-
No/i and colonial society
Complete the table below by identifying what the
major characters in No/i Me Tdngere symbolize in relation
to colonial Philippine society.
Claudius
(has returned to Castle
Elsinore to tell Hamlet that
Claudius is his murderer)
Symboli!rit:,1.l
(King of Denmark; marries
his sister-in-law and
ascends to throne after the
death of King Hamlet)
Gertrude
Crisostomo lbarra
Maria Clara
(Queen; widow of the late
King and wife of Claudius)
Capitan Tiago
Hamlet
(Prince of Denmark, seeks
to avenge his father's death)
Padre Damaso
Sisa
Ophelia
(Polonius'daughter, who goes mad
and drowns herself after Hamlet
mistreats her and murders her father)
C
o
lJ
Laertes
(returns
io
from France
to avenge
Polonius'death
o
.E
and conspires
with Claudius to
kill Hamlet)
tE
C
o
U
c
@
!
c
Pilosopo Tasio
Dofra Victorina
Horatio
Rosencrantz and Guildenstern
(supports Prince
Hamlet in his quest)
(Hamlet's school chums, brought to Denmark
to spy on the Prince for Claudius)
Basilio
ffiffiw
THE LIFE AND WORKS ()F ,056 RIZAL
This chapter discussed No/l Me Tdngere, tracing
its
publication and Rizal's motivation behind its writing. Noli Me
Tdngere was part of a publication agenda conceived by Rizal in
the hopes of awakening his countrymen and the world about the
colonial conditions in the Philippines. On the pages of the No/i,
Rizal's genius shone through as he assembled and harnessed his
intellect to paint a picture of nineteenth century Philippines.
The plot provided a story of hope and struggle against the
backdrop of an elaborate setting filled with equally complex
characters. Through the novel's characters, varied points of view
were gleaned from colonial life and through its plot, an allegory
of colonial society was created. The next chapter will continue
discussing the novel by examining its impact and continuing
'M
'l
CHAPTER IO
NOII ME TANaERE,
CoNTINUING RELEVANCE
relevance.
Anderson, Benedict. 2008. Why counting counts: A stwdy of
forms of consciowsness and problems of langwage iz Noli
Me T6nger e and' El Filibusterismo. Quezon City: Ateneo de
Manila University
Press.
Guerrero, Leon Ma. 1,974. Tbe first Filipino. Manila: National
Historical Institute.
Rizal, Jos6 (Translated by Ma. Soledad Lacson-Locsin)' 1996'
Noli me tangere. Makati: Bookmark.
Schumacher, John. 199L. The making of a nation: Essays on
nineteenth century Filipino nationalism. Quezon City: Ateneo
de Manila University Press.
Testa-De Ocampo, Ana Melinda.20t1,.The afterlives of the
Me Tdngere. Philippine Stwdies 59(4): 495-527.
No/l
le the No/l Me Tdngere triggered social conversations in
the late nineteenth century Philippines, it is important to
note how the novel continues to resonate beyond its time.
The success of Rizal's novel also rests on its timelessness in terms
of present-day social issues and political/economic realities. ln this
chapter, No/i's legacy and continuing relevance will be explained as
a text not only in the field of literature but also in the areas of history
and the social sciences. The chapter will also look at Rizal as a
social scientist who espoused early articulations of a social-scientific
manner of understanding and presenting the way of life, in this case,
wfihin. a colonial context. The lesson will start with a discussion of the
incarnations of the No/l as it was published after Rizal's time. This will
be followed by a section on the study of colonial society.
At the end of this chapter, the students should be able to:
/
/
appreciate the importance of Rizal as a thinker; and
relate the issues raised in the novel to the changing landscape of
the contemporary world.
120
NaLI hlE ?XN(;ERT, CONTINUING RELEVANCa
THE LrFE AND WoRKS oF JosI, RIZAL
- the suppression of'the release or publication of material
deemed inappropriate, obscene, politically unacceptable, or a threat to
censorship
- an evaluation, analysis, or assessment of a literary,
philosophical, or scientific work
, -).
sociology - the social science dealing with the study of the |
development, st{uctures, and functioning of human society
critique
the novel coming from Spanish officials and academics also
circulated in Spain. One staunch critic of the novel was
the Spanish academic Vicente Barrantes who wrote several
articles in Spanish newspapers ridiculing Rizal as a .,man of
contradictions." Barrantes lamented that Rizal,s lambasting
of the friars and the Spaniards was reflective of the author and
telling more about the Filipinos.
.
NoliAfter lts First Publication
At present, Noli Me Tdngere is considered by many as a
landmark piece of literature. In his account of the literary history
of the Philippines, scholar Resil Mojares even went to the extent
of naming Rizal as the father of the Filipino novel (Testa-De
Ocampo, 2O1,Ll.As already discussed in the previous chapter, the
themes of the novel revolved around societal issues experienced
in the Philippines under the Spanish colonial rule. As such, the
novel did not go unnoticed and became a subject of discussion
and debate.
In the immediate months and years after its
I2I
release in
L887, the No/i gerierated reactions from readers, Filipinos and
foreigners alike. Responses ranged from praise to outright
ridicule. One sector rthat espoused utmost disdain for the
novel was the Spanish clergy as well as some Spanish colonial
officials. It is thus understandable that Spanish friars vehemently
prohibited the circulation of the novel in 1887 when Fray
Salvador Font, chair of the censorship commission, outlawed
the reading and possession of Rizal's novel. Many other friars
assessed and judged the book as pernicious. They enjoined
devout Catholics not to read the novel to avoid committing
capital sins. Not only confined in the Philippines, critiques of
As much as Rizal's critics came from various sectors, his
novel also found ardent defenders among his peers. Many of
his colleagues in the Propaganda Movement praised his novel.
One example is Marcelo H. del Pilar who even wrote essays
in response to critics of the No/i. Rizal's friend, Ferdinand
Blumentritt, also an academic, also expressed support for the
novel.
As the No/i stirred controversy in social circles in nineteenth
century Philippines, it is remarkable to rcalize that even beyond
its time, the novel continued to be a subject of debate and
discussion. In the immediate years after its publication, the
No/i was translated into several languages. One of the earliest
translations of the novel was done in French. Many scholars
posit that there were early attempts to translate the novel into
German (by Blumentritt) and even Tagalog (by Rizal?s brorher,
Paciano) but these plans never came to fruition. At the turn of
the twentieth centurS during the American colonial period,
several other translations and editions of the novel came
out...,rArguably the most circulated versions were the English
translations of Charles Derbyshire, By the 1930s, Rizal,s No/l
had several Spanish editions, translat"ions into English, French,
Japanese, and also into several languages in the philippines
including Tagalog, Cebuano, \Varay, Iloko, and Bikol (Testa-De
Ocampo,201l).
The very controversy that surrounded the passage of the
Rizal Law indicated the relevance of the texr in the 1950s
and even beyond. In academia, many scholars have also
made it a point to discuss the politics of translation and the
122 Trir
nuances
LIFE Al'lD WoRKS
or iosE
Il.
IVOTJ A4f,
lzAL
of transforming the text in several forms. As
Testa-
De Ocampo points out, as much as the novel is elevated in the
highest echelons of Philippine literary history, seldom do we
find Filipinos reading it in the original Spanish. Versions and
translations of the No/i also did not go without scrutiny from
academics like Benedict Anderson. Truly, be it about its content,
context, or the way it is read or used, the value of Rizal's novel is
definitely felt in the Philippines.
Noti and the Study of a Colonial Society
of Rizal's No/l lies in its text which
the national hero's articulations of a social-scientific
A remarkable
espoused
?iiNcr{E, CONTINUINC RELEVAI.JCE 123
aspect
No/i Today
Form yourselves into groups of three to four members.
Imagine yourselves writing an updated version of the No/i
Me Tdngere today. Juxtapose your observations about the
contemporary society with what Rizal saw in late nineteenth
century Philippines. In the second column on the table below,
write Rizal's observations about the aspect mentioned. In the
third column, write your own observations of present-day
conditions.
Make a creative presentation about the comparison and
present your output in class.
view of the nineteenth century Philippines he was describing'
Sociologist Syed Fareed Alatas even went as far as describing
Rizal as ,,probably the first sysremaric social thinker in Southeast
Asia."
Taken together with Rizal's other writings, the No/i makes an
important contribution to the understanding of a colonial society
and of the workings of the Spanish empire in the Philippines. The
novel portrayed the lives of the characters of diverse positions
from which people in nineteenth century Philippines thought
and acted in relation to others. Many scholars interpret the No/l
as Rizal's diagnosis of the ills of colonial society as he assessed
the role played by the church, the state, and the people. In the
No/1, Rizal highlighted some of his ideas on how the Philippine
society could be emancipated from the bondage of colonial rule.
He underscored the importance of education as a powerful tool
to achieve progress. However, he also exposed the complexities
and constraints wrought by the colonial condition not only on
foreigners, but also on some misguided Filipinos that contributed
to the ills of sociery. As Rizal exposed the vile realities of the
context he wrote about, he also emphasized the good qualities of
the Filipinos, which needed to be harnessed in order to succeed in
the struggle for emancipation.
Romantic
relationships
(courtship,
rnarriage, etc.)
I ife in
the city
I
124
NALI ME TIIVC-SNT, CONTiNUINC RELEVANCE I25
THE LIFE AND WoRKS OF ,[OSE RIZAL
Rubric
Response and Reflection
Group accurately
captured Rizal's
observations of
nineteenth centuIy
Philipplnes and
compared them
with contemporary
conditions using the
same. categories and
tracking changes
Group captured Rizal'S
observations effectively
and soundly compared
them with contemporary
situations.
Group cited the sources
where the observations
or interpretations were
based on.
effectively.
Group identified Riz;it's
observations but some
were not accurate
and there were unfair
comparisons with
present-day conditions.
Group did not cite the
passages where the
information came from or
the group misused them.
Group gave the
chapters/passages
Based on the output from the first activity work individually
and reflect on your material. Imagine that you are writing a
letter to Jos6 Rizal. Try to explain to him the differences and
similarities you can point out. In your letter, tell Rizal your
thoughts about the following questions:
1. \7hat ate the three most salient problems
that
Philippine society is facing today?
2. \7hat
factors contribute to the persistence of these
where Rizal's
problems?
observations were
obtained.
'!7hat
3.
should be done to address these problems?
Group justified the
interpretations.
Views about the
present are also based
on reliable sources and
sound interpretations.
Group had an ingenious
and innovative way
of presenting the
comparison.
Group presented ideas
in a clear, concise, and
organized manner.
Group interaction and
participation were
observably ideal with all
members participating.
In this
Presentation was
creative and innovative.
Group presented ideas
clearly with minor
glitches.
Group could have had
better dynamics among
members.
Apparently, the group
did not exert much effort
in thinking of a way to
present their ideas.
Group presented the
ideas clearly.
Group needed to be
more organized in their
presentation.
of Noli Me Tdngere was
discussed, highlighting its impact on Philippine society as
chapter, the "afterlife"
well as on disciplines such as literature, history, and the social
sciences. This way, the relevance of Rizal and his first novel was
underscored. The No/1, in the end, is not just a literary piece; it
is a political, historical, and social scientific treatise about the
conditions in the Philippines during the late nineteenth century.
As such, the novel continues to stimulate discussions up to the
present and its themes remain worthy of debate. In the next
chapters, the other major writings of Rizal will be tackled which,
when taken together, will illustrate further the brilliance and
relevance of the national hero.
126
THE LrFE AND woRKs oF ,osE Itr1zAr
Alatas, Syed Farid. 201,1. "Ri2a1 and the Sociology of Colonial
Society." Conference Paper read at the Rizal@150
Conference , 22-24 June 201 1, University of the Philippines.
-Why
Anderson, Benedict. 2008.
counting counts: A study of
problems
of language iz Noli
forms of consciowsness and
Me Tdngere and El Filibusterismo. Quezon City: Ateneo de
Manila University Press.
${
CHAPTER
II
LOOKING AT
THE FTI-TPINO PAST
Guerrero, Leon Ma. 1,974. The first Filipino. Manila: National
Historical Institute.
Rizal, Jos6 (Translated by Ma. Soledad Lacson-Locsin). 1996.
Noli me tdngere. Makati: Bookmark.
Testa-De Ocampo, Ana Melinda.2011. The afterlives of the
me Tdngere. Philippine Studies 59(4): 495-527.
{j
j
No/i
uring the Spanish colonial period, Philippine history was
primarily written by the Spaniards. Early Spanish historians took
note of the native's appearance and way of life. However, many
of these early histories depicted the Filipinos in negative terms and
often contained biases against the colonized people.
Jos6 Rizal's annotation of,Antonio Morga's work, :gggscry-de
-leilslss-E@Jlgs, was an attempt to tS9f$_s tt ,s bla.cd view of the
Filipinos. Although Rizal's annotations have been "largely disregarded,"
his work has been credited as the first Philippine history to be written
from the viewpoint of a Filipino.
At the end of this chapter, the students should be able to:
,p
argue the reasons why Jos6 Rizal decided to annotate Antonio
Morga's work, Sucesos de /os lslos Filipinos;
?
relate how Rizal's annotations conform with the overall aims of the
Propaganda Movement; and
A
create their own annotations of a sample text.
I^
128
THE LrFE AND WoRKs t>F josE RIzAL
Audiencio
-
the
EgyEL&djqgia or the royal court ofjustice in Spain
and its colonies
ecclesiastics-tl@
secular
bias
-
havlng ideas and attitudes not determined by any reljgrJgs
<--\------'/
Antonio Morga was a @r
who served_
in the Philippines in the l4te sixteenth qg"!Uy. He was -bor+r in
SXg&4LS9 and began worki=ng for the government in!80.
He served as the Lieutenant-Governor-seclgd{aslBelrygful
position in the colony-of the Philippines in 1,593 and then as
a iudge of the Audiencia in 1598. Bv 161lhe moved to Mexico
*["r" he served as the president of tde Audiqncia. He was laiilinvestigated for corruption and was found guilty. Before being
-.-sent to the gallows, however, he died in 1636.
Morga's work, Sucesos de las lslas Filipinds, was published
in 1609 in Mexico and consisted of gighldapters. The first
sevei-E6ffirsTeilt with the terms of the governor-generals urho
had served in the Philippines from the tir.r.
fvfiguel Lopez de
"f
pl ln
apter,
t
r" provided ample
descriptions of early Filipinos upon the arrival of the Spaniards
in the sixteenth century.
\7hile at the British Museum in late 1889, Rizal found a
copy of the first edition of Antonio Morga's Swcesos de las Islas
Filipinas and began copying the text by hand. He annotated
the work along the way with the intention of creating a critical
work on the history of the Philippines. Despite hopes of getting
the work published through the help of Antonio Regidor, Rizal
ended up with no publisher when his annotations were done.
LOOKII..IG AT THE FILIPINO
PAST I29
By September 1889, Rizal decided to publish the annotations
himself in Garnier Hermanos, a printing press based iE fe$.
of
annotating Morga's work among all
other early chronicles written by Spaniards is not coincidental.
Historian Ambeth Ocampo provides Irygjgglglg behind Rizal's
Rizal's choice
choice.
The first reason, according to Ocampo, was the fact that
. In fact, the
reprinted
in
full
until Ri2al
had
never
been
Spanish
text
original
published his annotations in 1889. Second, pnlike other early
Spanish chronicles written by ecclesiastics$[orga was a civil
administrator and therefore provided a secular view of hist.,rical
events during the early Spanish crilonial perigd. This second
belief that a secular account was more
ffial's
th
credible th"r
tn
.i.
towards the natives in contrast to the biased accounts written
W-*
i
^;'.
F
i", l@vlorga-swo?trwasafttinq1lr
I
o5{
ed
he was an evewitn.."r
Philippines during the period of early Spanish colonipation.
the
n
irrt
presented an outline of a linear conception of history.I7hile No/i
Me Tdngere d'ealt with the ninetebnth century or Rizal's present,
El Filibusterisrno and the eslay titled "fhe_-lhjlipi a
CSltqy-Hglg." .g{gltd the f,uture, the annotations of Sucesos
and
.nes
tackled the past.
More than an attempt to write the country's history,
however, Rizal's annotation of Morga's Salcesos must also be
t.Ata
seen within the context of the Propaganda Mo
time when Filipino propagandists were clamoring for reforms
in Spain, presenting a critical narrative of the country's history
might be considered as an endeavor to create a sense of nation3l
that was anchored on a glorioffitt.
.W
'Vflhereas
early Spanish chroniclers ridiculed the early Filipinos
r
130
THE LrFE AND woRKS oF JosE R-rzAL
for being barbariaug, Rizal's copious notes of Sucesos revealed
early
.Filipino culture as rich and flouri+hrqg. Thus, Rizal's
annotations may be considered an effqrt to assert Filipino
LooKrNG AT THE FTLIPTNo PAST
Excerpt 2
Morga:
identity within an oppressive colonial framework.
Critical Reading
Read the following excerpts from Rizal's annotations of
Morga's Sucesos de las Islas Filipinas. Answer the questions that
follow.
:
.
Excerpt
1
Morga:
Their regular daily food is rice.;. together with boiled
fish of which there is an abwndance, and pork or uenison,
likeutise meat of wild buffalo or carabao. They prefer
meat and fish, sabfish which begin to decompose and
smell.
Riza['s annotation:
This is another preoccupdtion of the Spaniards who,
like any other nation, in the matter of f&d,loathe that
to tahich they are not accustomed or is unknoutn to
thern. Tbe Englisb, for example, is horrified on seeing
a Spaniard eating snails; to the Spaniard beefsteak is
repwgnant and be can't understand how raw beefsteak
can be edten; the Chinese wbo eat tah:uri arud shark
cdnnot stand Roquefort cheese, etc., etc. The fisb
that Morga mentions does not taste better when it is
beginning to rot; all on the contrary: it is bagoong and all
those wbo ttaue eaten it and tasted it knout thdt it is not
or ought not to be rotten.
l3l
In tbe riuers and streams there are uery large and
small scorpions and a great number of uery fierce and
"crwel crocodiles uhich freqwently get the natiues from
their bancas on uhich they ride... Howeuer much the
people may trap, catch and kill them, these reptiles hardly
seem' to diminish in number. For this redson, the natiues
build on the border of their riuers and stredms in their
settlements where they bathe, traps afid fences uith thick
enclosures and bars of bamboo and tirnber tuithin which
they do tbeir bathing and washing, secLtre from these
monsters uhich tbey fear and respect to the degree of
ueneration, as if they were sornehow swperior to them.
Rizal's annotation:
Perhaps for tbe same rectson, other nations haue great
for the lion and bear, putting them on their shields
esteeftt
and giuing them honorable epithets. Tbe mysteriows life
of the crocodile, the enormous size that it
sometimes
reaches, its fatidical dspect, tuithout counting any more
its uoraciousness, must baue influenced greatly the
imagination of the Malayan Filipinos.
Questions
1,. In Excerpt 1, what impression of the Filipinos do you get
from reading Morga's description of the type of food
the natives eat? Which particular phrase gives you this
impression?
132
2.
LOoKING AT THE FILIPINO PAST
THE LrFE AND woR.KS oF IosE RrzAL
What is Rizal's purpose in writing an annotation about the
food preferences of the English, Spaniards, and Chinese?
I33
Annotating a Text
Form yourselves into groups of three to four members.
Choose one article from the headlines section of a recent issue of
a local newspaper. Reflect on the article by annotating the text.
following pointers to help you write your annotations.*
Use the
3.
4.
1.
Define words. Look up and write down definitions of
unfamiliar words.
z.
Relate certain portions to other parts of the article.
a
J.
Relate certain ideas to what you have read from other
materials.
4.
Re-write by paraphrasing or summarizing portions that
you find difficult to understand.
5.
Relate certain ideas to your own experiences.
6.
Explain the context behind the article you have read.
7.
Analyze or interpret what is being said in the text.
In Excerpt 2, how did Morga portray the Filipinos?
In Rizal's subsequent annotation, what does he mean when
he says, "Perhaps for the same reason, other nations have
great esteem for the lion and bear, putting them on their
shields and giving them honorable epithLts"?
*For more pointers, see Brown, Matthew D. March 2007. l'll have mlne annotated, please: helping
students make connections with texts. Engllsh Journol 96-4 '13-78. Also available online at http://
www.readwritethink.org/files/resources/lesson-images/lesson1132/EJ0964Have.pdf
5.
In general, what is Rizal's motive in writing his annotations
of Morga's work? How does this fit into the aims of other
propagandists working for reforms during this time?
Rizal's annotations of Sucesos de las lslas Filipinas may be
considered an attempt to write Philippine history from the point
of view of a Filipino.'With the publication of this work, Rizal
provided a linear view of history with No/i Me Td.ngere showing
a view of the present, El Filibusterismo and "The Philippines
a Century Hence" illustrating a view of the future, and the
annotations clarifying a view of the past.
In addition, Rizal's annotations should also be understood
within the context of propaganda work that Filipinos in Spain
were engaged in. The annotations explored the possibilities of
creating a Filipino identity anchored clearly ort a pre-Spanish
past.
134
THE LrFE AND woRKS
or iosf
RrzAL
Ocampo, Ambeth. 1998. Rizal's Morga and views of Philippine
history. P h ilip p ine Studies 4 5 (21 z 1,84-21,4.
CHAPTER 12
Rizal, Jos6. 1,961, [1890]. Sucesos de las islas Filipind.s por el
Doctor Antonio de Morga, obra publicada en M6jico el afi.o
de 1609 nueuAmente sacada a luz y anotada (Euents of the
Philippine lslands by Dr. Antonio de Morga, published in
Mexico in 1609 recently brought to light and annotated).
Manila: Jos6 Rizal National Centennial Commission.
INDOLENCE
OR INDUSTRY
Schumacher, John. 1997.The Filipino past and education for the
future, 1,887-'1891. In The Propaganda Mouement, 18801895: The creation of a Filipinct consciousness, tlte making of
the reuolution,pp.2T2-235. Quezon City: Ateneo de Manila
University Press.
Veneracion, Jaime B. 1,983 and 1984. Ang kasaysayan sa
kasalukuyang henerasyon. Historical Bulletin (Tomo 27 and
28\: 1.3-27.
!
I
I
n the opening scene of No/i Me T6ngere, a social gathering in the
frouse of Kapitan Tiago serves as a venue for guests to mingle and
.onuerse. ln one such ocassion, Father Damaso explicitly states his
opinion of the indlo. While speaking to a young man about the native
Filipinos, Damaso exclaims, 'As I believe in the Gospel! The lndian is
so indolent!" To this, the young man poses the question, "Does this
indolence actually, naturally, exist among the natives or is there some
truth in what a foreign traveler says that with this indolence we excuse
our own, as well as our backwardness and our colonial system?"
lndolence in the natives was a view commonly held by foreigners
who came to the Philippines as evident in the conversation narrated
above. Rizal and the other propagandists, however, felt that this view
was misguided and made efforts for its rectification. One such attempt
was through Rizal's essay, "Sobre lo lndolencio de los Filipinos" (On the
lndolence of the Filipinos), which will serve as the topic of this chapter.
At the end of this chapter, the students should be able to:
/0 summarize in their own words Rizal's essay, "On the lndolence of
the Filipinos";
/
p
explain the factors that cause the indolence of Filipinos; and
defend their personal views on the question of the indolence of the
Filipinos.
136
THE LrFE AND woRKs
or
,osE
tri"rzAL
indio - a term used by the Spaniards to refer to the native Filipinos;
occasionally used in a derogatory manner
Moro pirary - a series of raids in several Philippine towns committed
by Muslims from Mindanao during the seventeenth to eighteenth
centuries
i.'
r,,
t,'
h
H
)
lr'
!'
t,
h
r
I
I
t
I
Filipinos during the period of Spanish colonization were
commonly described as lazy. Several foreigners visiting the
Philippines from the seventeenth to the nineteenth cenruries
affirmed this view with their observations. Gemelli Careri,
an Italian traveler who came ro the counrry in thil&Ett&frih
century, remarked, "It is their laziness that makes them appear
less ingenious; and they are so entirely addicted to it, that if in
walking they find a thorn run into their fobt, they will not
stoop to put it out of the way that another may not tread on
it." A more scathing portrayal was given by friar G-asp-a_g de
San Agustin in 1720. He stated that "their laziness is such that
if they open a door, they never close it; and if they take any
implement for any use, such as a knife, pair of scissors, hammer,
etc., they never return it whence they took it, but drop it there
at the foot of the work." Indolence was also commented upon
by the German scholar Feodor Jago! in the nineteenth century,
"Along the river Pasig,;ofr;Eo.l-ymight be seen asleep on a
heap of coconuts. If the nuts run ashore, the sleeper rouses
himself, pushes off with a long bamboo, and contentedly relapses
into slumber, as his eccentric rafts regains the current of the
river." More than simple observations, the remarks given by
these foreigners resulted in a perennial view of the Filipinos as
incapable or inherently lacking in abilities.
Rizal's work, "Sobre la Indolencia de los Filipinos" (On the
lndolence of the Fil6i6ilwas an ad€rlipii6rEtify this view.
Ir..rDoLENCE oR INDUSTRY 137
The essay was serialized in six issues of La Solidaridad from
July 15 to September 15, 1890. It addressed the accusations
made by foreign observers by establishing through careful
argumentation that indolence was not an inherent trait but was
an effect of other conditions imposed upon the Filipinos.
Rizal's reasoning echoes the ideas laid down earlier by
Gregorio. Sancianco's El Progreso de las Filipinas in L881.
--.r-----_---_
Sancianco advoiitEff'for reforms in the government's taxation
system because he believed that public revenues were necessary
for the overall development of the country. He also confronted
the issue of the laziness of Filipinos by attributing the trait to the
poor economic conditions that rendered the natives lethargic and
unmotivated.
Rizal's essay, though, addresses the issue of the Filipino's
laziness more directly "inasmuch as the talk about it has
continued, not only by employees who blame it to cover their
own stupiditg not only by friars who consider it necessary for
the perpetuation of their pretention that they cannot be replaced,
but also by serious-minded and disinterested persons."
From the outset, Rizal does not deny the existence of
indolence in the Filipinos. "The predisposition exists," he notes,
"[because] the warm climate demands of the individual quietness
and rest, just as cold climate stirs up men to work and to be
active." However, he asserts that the evil does not lie in the
existence of indolence, but in the way that it is perpetuated. He
points out, "The evil is found in the fact that indolence in the
Philippines is an exaggerated indolence, a snowball indolence, so
to speak, a vice which increases four-fold
as
time elapses."
The Filipinos were not always lazy, according to Rizal.'V7hen
one looked back at the precolonial past, he/she would see the
industry, agriculture, and commerce the early Filipinos engaged
in. Rizal cites as one example an account written by Pigafetta
who described the flourishing trade of goods such as cinnamon,
pepper, nuts, and other articles. Mining was also practiced by
138
THE LrFr AND woRKs <lF Josg RIZAL
INDoLENCE oR INDUSTRY 139
early Filipinos as evidenced by Pigafetta's descriptions of vessels
and utensils made of pure gold.
If early
Spanish accounts were in agreement on the industry
the Filipinos, what then brought about a change in them?
of
Rizal determines that the circumstances that produced
a
predisposition towards laziness were the constant wars waged
during the early stages of colonization, the Moro piracies
that occurred in the centuries that followed, and the abuses
comrnitted by the Spaniards against the Filipinos, All the death
and destruction brought about by these situations, according to
Rizal, took away from the Filipinos their desire to work.
Argument and Evidence
Read Rizal's essay, "On the Indolence of the Filipinos." Form
yourselves into groups of five members. Each group will be
assigned to study one part of Rizal's four-part essay. Determine
Rizal's main argument in the section assigned to your group by
making a graphic organizer as illustrated below. More branches
may be added to the graphic organizet. Present your answers in
class.
Yet, Rizal also argues that while the previous circumstances
made it possible for laziness to take root in the Filipino's
constitution, other factors ensured its maintenance. Rizal points
out that while the government did not provide the economic
and moral incentives to encourage industry among the Filipinos,
the Filipinos themselves also had their own flaws. He states
that the defect of education and lack of nationbl sentiment seen
in the Filipinos only contributed to rnaintaining the Filipino's
predisposition towards indolence.
Having explained the reasons why the Filipinos becamelazy,
Rizal concludes that all attempts to reform the Filipino would
only be successful with education and freedom. With this, Rizal
argues convincingly that indolence in the Filipinos is not an
inherent trait, but rather a malady with its own causes and cures,
Reffecting on the lndolence of the Filipinos
Write an essay reflecting on the ideas Rizal presented in his
work, "On the Indolence of the Filipinos." Do you believe that
indolence is an inherent trait among the Filipinos? Do you agree
or disagree with the reasons Rizal presented? IThy or why not?
I4O
INDoLENCE oR INDUSTRY 141
THE LiTE AND WoRKS oF JoSE RIZAL
Rubric
There is one
goal or thesis
that clearly
states a personal
opinion and
identifies the
The personal
There is one
goal or thesis
that states a
personal opinion
and identifies
the issue.
opinion is
not easily
understood.
There is little or
no reference to
the issue:
issue.
There is a very
clear sense of
order in the
presentation
of ideas.
Supporting
points are
presented
in a logical
progression.
There is a little
sense of order in
the presentation
of ideas and
important points
are presented
in a logical
progression.
There is no
sense of order in
the presentation
of ideas but
important points
support the main
argument.
There is no
sense of order in
the presentation
of ideas and
points do not
support any
main argument.
Alatas, Syed Hussein. 1977. The myth of the lazy natiue: A study
of the image of the Malays, Filipinos, and lauanese from the
16th to the 20th century and its function in the ideology of
colonial capitalism. London: Frank Cass.
Three or
more pieces
of supporting
evidence
are used in
strengthening
the arguments.
All sentences
are wellconstructed.
There are
no errors in
grammar or
spelling.
All margins,
spacing, and
indentations
are correct.
Essay is neat
and correctly
assembled with
a clean and
orderly look.
Rizal's essay, "On the Indolence of the Filipinos," provided
criticized
the Filipinos for-laziness. Rather than accept the view that
indolence was an inherent characteristic among Filipinos, Rizal
presented a persuasive view of the circumstances that brought
about the Filipino's indolence and the factors that might have
maintained it. In the end, Rizal contended that the Filipino's
predisposition towards laziness was a condition that could be
cured through education and freedom.
a compelling argument about the trait foreigners
Most sentences
are wellconstructed.
There are a
few errors in
grammar or
spelling.
Most margins,
spacing, and
indentations
are correct.
Essay is neat
and correctly
assembled.
Most sentences
are wellconstructed,
but there are
several errors
in grammar or
spelling that
interfere with
understanding
the essay.
Sentences
sound awkward,
and there are
several errors
in grammar or
spelling that
interfere with
understanding
Most margins,
spacing, and
indentations
are correct, but
essay is not neat
and correctly
assembled.
Fails to follow
the essay.
instructions on
format. lncorrect
margins,
spacing, and
indentation.
Neatness of
essay needs
attention.
De Dios, Emmanuel. December 2011,.Indolence, incentives, and
institutions. The Philippine Reuietu of Econornics 48(2): 4L78.
Rizal, Jose (Translated by Guadalupe Fores-Ganzon). L996
[1890]. Sobre la indolencia de los Filipinos (On the ihdolence
of the Filipinos). La Solidaridad,Yol. 2, pp. 322-327, 340345, 362-369, 388-401, 4L6-42t Pasig City: Fundacion
Santiago.
w@M
EL FILIBUSTERISMo: CONTEXT AND
filibustero (nineteenth century context) - translated as "subversive";
a patriot who was usually associated with revolutionary activities
#-e k#dffihw@e
'tE$'it&'ffidwHffi.;.
.:
f.*;€6##*".ffi"i-+#Fi CHApTER
CONTENT 143
13
ET FTTSUSTERISMO:
guardia civil
- police/military force assigned by the colonial
government to maintain peace and order
cobezo de borangoy
-
head ofthe barangay
CONTEXTAND CONTENT
Filibustero: History and Context
izal's second novel, El Filibusterisrno, is a story set in twilight
years of the Spanish colonial government in the Philippines.
It was first translated into English by Charles Derbyshire in
title, The Reign of Greed. The book according to the
translator "represents Rizal's more mature judgment on political and
social conditions in the islands, and in its graver and less hopeful
tone reflects the disappointments and discouragements which he had
encountered in his efforts to lead the way to reform."
1912 under the
This chapter will narrate how Rizal was able to write and publish
his second novel despite threats from the Spanish colonial government
that regarded his first book, No/l Me Tdngere, as subversive. A brief
synopsis of his novel will also be presented for discussion and analysis.
Rizal started writing El Filibusterismo as a sequel to the
Noli Me Tdngere after he returned to Europe on February
1888 (Lacson-Locsin, 2004). The novel, therefore, was written
in the midst of threats and oppressions he and his family were
experiencing because of the No/i and the Calamba incident.
Rizal continued working on his novel and made some
revisions while he was in London in L888. He was able to
complete the novel after three years when he was in Bialtilz,Frg ce on March 29, 1,89'1,. However, because of financial'
c6nsraints, it was not until September of the same year that the
book was published with the help of his friend, Valentin Ventura.
In March 1.887, after reading the Noli Me Tdngere,
Blumentritt asked Rizal the meaning of the word "filibustero"
which he did not find in the Spanish language (Aguilar, 201,1,).
To recall, Rizal replied:
At the end of this chapter, the students should be able to:
A trace the meaning of the term filibustero across time;
/0 explain the historical context in which El Filibusterismo was written;
A examine current events through the eyes ofthe characters; and
,A evaluate Rizal as a novelist.
The uord filibustero is still uery little known in the
Philippines; the common people ds yet do not knou
it. I heard it for the first time in 1.872 when tbe tragic
execwtions took place. I still remember the terror it
aroused. Our father forbade us et)er to utter it, as well
ds the uords Cauite, Bwrgos, etc. The Manila neluspdpers
and the Spaniards aPPly this word to one utbom they
144
EL FILIBUST6R,sMo: CONTEXT AND CONTENT I45
THE LrFE AND woRKS oF JosE RIZAL
Laant to render suspect of reuolwtiondry dctiuities. The
edwcated fear the reach of the word. lt does not haue
the meaning of freebooter;
it ratber
medns a dangerous
patriot uho ui.ll soon be hanged, or a presumptuous
fellou.
In 1890,'Wenceslao Retana wrote about the"filibustero" and
described the term as "the one who, eager for the independence
of the country, resorts to various extralegal proceedings in order
to reach the objective that he pursues" (Aguilar,20L1,). By the
end of the nineteenth centurS the Spanish colonial government
defined "filibuster" as "someone who works for the separation
of our overseas provinces." \7ith these definitions, one will have
an idea about the plot of Rizal's second novel. It deals with
subversion. It pictures the lives of people under an oppressive
regime. It narrates the struggles of every Filipino in fighting for
independence.
El Flli is dedicated to Gomburza,the thrge priests who were
of being filibusters in 1872. In his dedication, Rizal
expressed his high regard for the priests who became victims of
"the evil that I am trying to fight."
accused
To tbe Memory of the priests:
Don Mariqno Gomez (85 years old)
Don Jose Burgos (30 years old)
and Don Jacinto Zamora (35 years old)
Execwted on tbe scaffold at Bagumbayan
on February 28, 1872
The Church, in refusing to degrade yow, has placed in
doubt the crime imputed to you; the Gouernment, in
sbrowding your cduse with mystery and obscurities,
cre(fies belief in sorne error committed in critical
moments, and the whole Philippines, in uenerating
your memory and calling you martyrs, in no way
acknou.,ledges your guib.
As long therefore as your participation in tbe Cauite
uprising is not clearly shoun, whether or not you Luere
patriots, whether or not you nourisbed sentiments of
fwstice and liberty,l haue the right to dedicate my work
to you, as to uictims of tbe euil that I am trying to fight.
And wbile we wait for Spain to reinstate you and make
herself jointly cwlpable for your death, Iet these pages
serue as belated wreath of dried leaues laid on your
uruknown graues; and may your blood be wpon the
hands of those u.,ho, without sufficient proof, assail your
memory!
Rizal, however, made mistakes in indicating the age of the
three priests and the date they were executed. The Gomburza
were publicly executed by garrote on the early morning of
February 1.7, L872. Gomez was then 73, Burgos was 35, and
Zamorawas 37.
In her translation of the novel, Soledad Lacson-Locsin
described the book based on the themes that can be seen in
the story: "El Fili begins where the No/i leaves off, where love,
romance, heroism, idealism and tragedy turn to hate, bitternesp,
anger, disillusionment and vengeance" (Lacson-Locsin, 2004).
Unlike Noli, El Fili burns with passion and ideology. Rizal's
biographers opined that El Fili showed his maturity as a novelist.
Synopsis
The story of El Filibusterisrno revolved around the main
character, Simoun, who was a rich jeweler. Simoun was actually
Crisostomo lbarca of the No/i whom everyone thought was
killed by the guardia ciuil at the Laguna de Bay thirteen years
ago. He was able to escape and fled to Cuba. He became wealthy
and was able to establish connections with prominent Spanish
officials. Upon his return to the Philippines, Simoun became very
influential being the consultant of the governorgeneral.
146
EL F]LIBUSTERISMOI CONTEXT AND CONTENT I.47
TI-IE I-IFE AND WORKS OF JOST R"IZAL
Simoun came'back with his grand plan to exact revenge on
Spanish officials and to rescue Maria Clara who entered the
convent after learning the news of Ibarrals death. He planned
to launch a revolution which he started by smuggling arms and
recruiting followers, mainly from the exploited and abused
natives. One of his recruits was Basilio, the son of Sisa.'!7ith
the help of Capitan Tiago, Basilio was able to study medicine
in Manila. Simoun also began to establish an alliance with
Kabesang Tales and his revolutionary group. Kabesang Tales was
a former cabeza de barangay who was maltreated by the friars.
Using his position, Simoun encouraged corruption and more
oppressive government policies to enrage the people and thus,
provoke them to revolt.
Simoun's plans of revolution failed twice. In his first
attempt, he decided not to give the signal for the outbreak of the
uprising upon hearing the news of Maria Clara's death. Basilio
and other students were then arrested for allegedly forming a
seditious organization. Simoun arranged the release of Basilio
who became bitter and vengeful. However, he was very grateful
to Simoun and offered his full support for the revolution. The
second attempt at starting a revolution entailed the planting of
a bomb at the wedding reception of Paulita Gomez and Juanito
Pelaez.Illustrious guests at the mansion (formerly the house of
Capitan Tiago) included Padre Salvi and the governor-general. In
Simoun's plan, the revolution would be triggered by his gift to
the couple-a kerosene lamp with an explosive.'S7hen the lamp
starts flickering and someone turns the wick, there would be an
explosion, signaling the revolutionaries to attack all government
buildings in Manila.
was secretly watching his love, Paulita, celebrating her wedding.
Basilio told Isagani about the explosive and asked him to leave
the place.
\fhen Padre Salvi confirmed Ibarra's handwriting, the guests
began to panic. The lamp flickered and Padre Irene tried to turn
the wick. But Isagani, wanting to save Paulita, ran into the house,
grabbed the lamp, and threw it into the river where it exploded.
Simoun took refuge in the house of a kind Filipino priest,
Padre Florentino. The gwardias ciuiles, however, learned about
the whereabouts of the fugitive, and informed the priest that they
would come in the evening to arrest Simoun.
Instead of surrendering to the authorities, Simoun poisoned
himself. As the poison started to take effect on his body he
confessed to Padre Florentino his true identity and his plans for
revenge. After the long and tedious confession, the priest told
Simoun that his plans might have failed because of the unjust
means that were used. He assured Simoun that there was still
hope for the freedom of the country.
The story ended with Padre Florentino throwing Simoun's
jewels into the sea so that they would not be used by the greedy.
He also prayed that when the right time comes, the treasure
would be recovered and used for a noble purpose.
Writing Exercise: Create Your Own Ending
After reading the novel, complete the table by creating your
own ending of the story of each character.
As planned, Simoun gave the lamp during the reception.
Before leaving the venue, he left a note with a message: "You will
die tonight," signed by Crisostomo Ibarra.
Meanwhile, when Basilio saw all the people at the venue,
his conscience bothered him. He saw his friend, Isagani, who
Simoun
148
EL FtLtBUSTrRtsi4o: CohtrExr AND
TI{E LrFE AND wonKS oF JosE RrzAL
coNlENT 149
Debate
Divide the class into two groups. One group will represent
"Simoun" and the other will represent "Basilio." Taking into
account the beliefs, principles, and viewpoints of the two
characters, the two groups will debate about the following topics:
Basilio
1.
2.
3.
Maria Clara
English as the medium of instruction in schools
Reimposition of death penalty in the Philippines
Retaining the Sangguniang Kabataan Federation in the
country
Rubric
{r-15
Qitteria,
Padre Salvi
l!:,9,,
6+!O::,tr:
All statements,
body language,
and responses
were respectful.
Most statements
and responses
were respectful.
Appropriate
language was
language was
used.
Appropriate
Statements and
responses were
consistently not
respectful.
used-
Kabesang
All information
presented in the
debate was clear,
accurate, and
thorough.
Tales
Some information
presented in the
debate was clear,
accurate, and
thorough.
lnformation
presented had
some major
inaccuracies or
was not usually
clear.
Rubric
,115a€:rr:t,:'::.t:i:
3;4
,ll::,,,1;2,l.ll
Student shows full
knowledge about the
story of the character
as reflected by the
created ending.
Student shows some
knowledge about the
story ofthe character
as reflected by the
created ending.
Student does not show
knowledge about the
story of the character
as reflected by the
created ending.
'i:ri
The story is clearly
.l{E.i
written and ideas are
well presented.
The story needs to be
polished.
Writing and
organization of ideas
need improvement.
g:l
.il.,
c
All counterarguments were
accurate, relevant,
and strong.
Most counterarguments were
accurate, relevant,
and strong.
The group clearly
understood the
topic in depth
and presented
their information
forcefully and
convincingly.
The group seemed
to understand
the main points
of the topic and
presented them
Cou nter-argu ments
were not accurate
and/or relevant.
The group did not
show an adequate
understanding of
the topic.
with ease.
a
Modified from: Class debate rubric. n.d. Faculty Development and lnstructional Deslgn Center,
Northern lllinois University. Available from http://www.niu.edu/facdev/_pdTguide/strategies/
o
classroom_debate_rubric.pdf
UT
I
150
THE LrFE AND WoRKS oF
Josf RrzAL
EL TILTBUS'TER]SMO: CONTEXT AND COI'{TENIT
Chapter Questions
This chapter traced the history of the term filibustero and
how the Filipinos defined the concept during Rizal's time.
For the Spaniards, a filibustero was someone who rebeled
against the government while for the indios, he was a patriot
who fought for the country's freedom. Compared to Noli Me
Tdngere, El Filibwsterismo showed how Rizal matured as a
Briefly answer the following:
L.
2.
3.
IThat does filibustero mean?
IThy did Rizal dedicate El Filibwsterismo to Gomburza?
'!7hat
I5I
writer. This transformation could be seen in the main character
Simoun who changed from being a moderate ilus*ado to a
revolutionary jeweler and planned to launch a revolution against
the colonial government. Through this novel, one could see how
a victim of oppression and injustice could turn into an influential
revolutionary.
were the struggles that Rizal went through to
publish El Fili?
Aguilar, Filomeno Jr.20LL. Filibustero, Rizal and the Manila men
of the 19th century. Philippine Studies 59(11): 429-469.
Almario, Virgilio. 2008. Si Rizal: Nobelista (Pagbasa sa Noli
at Frli bilang nobela). Quezon City: University of the
4.
-S7hat
Choose a character in the novel.
does he/she
symbolize in relation to Philippine society today?
Philippines Press.
"The martyrdom of Gomburza." 2013. Accessed on June 7,201.7
fr om http :/ lmalacanang .gov.phl7 695 -the-martyrdom-of-thegomburzal
.
Rizal, Jos6 (Translated
5.
After reading Rizal's two novels, how will you appraise
Rizal as a novelist?
by
Soledad Lacson-Locsin). 2004.
El filibwsterismo. Makati: The Bookmark,Inc.
Rizal, Jos6 (Translated by Charles Derbyshire) . 1.91,2. The reign
of greed (El filibwsterismo). Manila: Philippine Education
Company.
EL FILIBUsrERrstvto: CoNTINUINc RELEVANog 153
reform - improvement or change to a better state (social, economic,
',
and political institutions)
revolution
EI FTTSUSTERISMo:
-
a violent attempt to
overthrow a government
principalioclass - the ruling and usually educated upper class in the
nineteenth century Philippines
CoNTINUING RELEVANCE
One hundred twenty years after Rizal's execution, his
writings remain socially relevant. The ills that he rallied against-
fter tracing the historical background of Rizal's El Filibusterismo
in the previous chapter, it is now time to,look into its content
and review its social significance as a novel. Rizal clearly stated
that he wrote the novel to describe the Philippine society and expose
the injustices that he and his fellow Filipinos were experiencing. The
novel may be written more than a hundred years ago, but it cannot
be denied that the social ills that Rizal depicted in his novel are still
present today.
This chapter will focus on the important themes tackled by Rizal in
his second novel. Through these themes, the national hero's views and
ideas about the different aspects of society can be examined.
At the end of this chapter, the students should be able to:
A
discuss the summary and the important themes in El Filibusterismo;
P
explain why a knowledge of history is important in reading a
historical novel; and
A
examine the conditions of the Philippine society through Rizal's
El Filibusterismo.
inept leadership, corruption, abuse of women, and the influence
of the Catholic Church over political and social affairs-are
still persisting in the Philippine society today. A thorough
understanding of the historicity of his novels is important as
it serves as the background of the story. In reading historical
novels like EI Filibusterisrno, otte must be knowledgeable about
the social milieu of the period when it was written. In this way,
history can be used as a tool for interpreting a literary work like
El Fili (Nuncio, 20141.'
As with Noli Me Tdngere, Rizal's main objective in writing
El Filibusterismo is to expose the Philippine situation as he
witnessed during his time. in reading this novel, one can see the
nation's past and present situations which make this literary
work enduringly significant. Renato Constantino (L971, p. 137)
wrote about the relevance of Rizal's teachings where he said:
The importance of Rizal's ideas for our generdtion has
a tutofold basis-first, the applicability to present-day
problems, and second, their inspirational ualue. Rizal
holds a mirror to our faces and ue see ourselues, our
uices, our defects, our rnednfl.ess. Because the conditions
he describes are the uery conditions oue see around us,
and the characters he portrays are people we continue to
r
154
EL FILIBUST,ER]sMO: CoNTINUiNG RELEVANCT, L55
THE LIFE AND WORKS OF RIZAL
meei,,ie read.;ily:respond to his
ea,rneist deqire'.for basic
changes in our society and in ourselues. One hand holds
a mirror to sharne us and the other points the way to our
regeneration. Yet, the truth is that tbe mirror ruas not
rnea.nt to reueal our image, but the imagi of the petople
By going back to the themes that Rizal tackled in
El Fili, one
can see the importance of the novel at present. Themes are the
main ideas that flow through the narrative"which can be used to
evaluate Rizal's views and ideas on different social issues.
fact, known to all, that il)€:a/€ patient and peaceful, mild,
unfeeling, etc. But euerything ends in this life, there is
nothing eternal in the,u.,arld and that refers also to our
patience" (Ocampo, 2A1,2).
Rizal's words in the aforementioned letter are significant
because they proved that he was not against the idea of violence
if necessary. Historian Ambeth Ocampo (20L2) wrote: "Simoun
failed-not because Rizal was against the revolution, but because
he reflected on the anger and bitterness in his heart following the
agrarian dispute in Calamba, and realized that one must start
with a good intention to succeed."
'
Revolution as a Means of Social Change
In the novel, Simoun is ,the filibusteTo who encourages
principalia
to abuse the poor so that the latter would
be driv-en to revolt against the goyernment. His character
may be interpreted as someone who geprEsents the Filipino
revolutionaries that supported the idea of a bloody revolution
against the Spanish polonial government. Simounls, death in the
stgry made some readers conclude ,that Rizal was against the
idea of a revolution. Simoun's failed uprisings in the narrative,
the
class
were interpreted as Rizal's abhorrence of violence and bloodshed.
They failed to see that Rizal, togethei with other reformists like
Marcelo H. del Pilar, regarded reform and assimilation as a first
step towards Philippine independence. In his letter to'Blumentritt
on Jurie 19,788'7, he siid:'
"I
assltre you thdt I haue no desire to tahe part in
conspirdcies uthich seerfl to m.e uery premature and risky.
But if the gouernment driues us to the brink, that is to
say utben ll.o other hope remaini but seek our destruction
i,n war, wben the Filipinos would prefer to die rather than
endurl'e their misery dny longer,'iben I utill also become
d pdrtisan of uiolent mzdns. The choice of peace or
destruction is in the hands of Spain, because it is a clear
On Leadership and Governance
El Fili's message is very clear-the inept leaders, corrupt
officiatrs, and system of ,government in the Philippines could
lead to Spain's downfall.'S7hen Simoun said: "Wbat is a man to
do tuhen he is denied iustice? Tahe the law into his oun hands
or wait for Spain to giue him rights...i" he stressed that if the
demands of the people would not be granted, they would be
driven to oppose the system and organize movements to fight for
their rights.
Rizal himself was admired as a good leader. His colleagues
in the Propaganda Movement respected him because he showed
a kind of leadership that was not motivated by personal interest.
The call for a good leadership could be gleaned from El Fili when
he stressed the importance of national sentiment to guard the
society against all kinds of injustices and oppression.
Rizal condemned the friar-led officials for their greed,
corruption, and exploitation of the natives. On the other hand,
he also criticized his fellow Filipinos who did not respond to
the challenges under the abusive leadership of the Spaniards.
The character of Basilio, for example, who, despite the extreme
sufferings that he and his family experienced, did not support
156
EL FrLrBUsrERrsl4o: coNTTNUTNC RELEVANCT 157
THE LrFE AND woRKS oF I't"rzAL
Simoun's plan of overthrowing the government. He only joined
the revolutionary group after being arrested and imprisoned,
followed by the death of his sweetheart, Juli. There was also one
character, Seflor Pasta, who abandoned his noble ideas to serve
only the,interest of those who hired him.
While Rizal exposed the injustices done by the colonial
government, he also challenged the Filipinos to guard their
righis as one of their main responsibilities. Good leadership and
governance bring about social, economic, and political reforms
in the country. All this can be achieved if the leaders have moral
fiber, and arc ready to give up their personal interests for the
welfare of their constituents.
ridiculous were it not for its deplorable consequences?
Do you wish to add another idiom to the more than
forty already spoken in the islands so thdt you lnay
understand each other, each time, less...?
Still about the language issue, Simoun added:
You allou yourselues to be misled by big words and you
neuer get to the bottom of things to examine the effects
in their ultimate manifestations. Spanisb utill neuer be
the common language in the country; the people utill
neuer speak it because for the ideas of its mind and the
sentiments of its heart there are no uords in that idiom.
Each country has its own, as it has its manner of feeling.
'What
On Education and Language
At the time that
Simoun was planning to launch the
revolution, students including Basilio were also fighting for the
establishment of a school that would allow natives to learn the
Spanish language. Simoun strongly reacted against the project
advocated by the students. For him, it would mean the death
of national identity and the institutionalization of tyranny. In
Chapters 6 lBasilio) and 7 (Simounl, Simoun expressed his
disapproval of the students' program, convincing Basilio to join
him in his plan of revolution instead. He questioned the students'
advocacy and said:
'Wbat
will you be in the future? A
people utithout
character, a nation without liberty. F.uerything in you uill
be borrouted,-euen your uery defects. You are asking to
be Hispanized and you do not blanch uith sharne utben
it is denied you! Euen if it is conceded, what utould
'What
you want?
ouould you gain? At best, to become a
pronouncements,
country of
a coilntry of ciuil rucffs, ct
republic of the rapacious and the discontented,like some
republics of South America. Why do you now come with
your teaching of Spanish, a pretension that would be
will you gain with Spanish? The few who speak it?
To stamp out your originality, subordinate your thoughts
to other minds and instead of making yourselues
free, make yourselues *uly slaues! Nine out of ten of
those among you uho prcsume to be enlightened, are
renegades to your motberland. Those dn ong you who
speak that language dre indifferent to their own tongue,
so mucb so that they neither utrite nor understdnd it.
How many haue I seen who pretend not to knou a single
word of it!
Basilio, on the other hand, believed that through education,
he would be able to alleviate the lives of his fellow Filipinos. He
did not believe that revolution could be an effective means to
achieve freedom. For him, education and science would save the
country from its present situation.
On the Filipino Youth
Where are the youth who will consecrdte their golden
hours, their illusions, and their enthusiasm for the
'Where
welfare of tbeir country?
are they who uould
generously shed their blood to uash away so mwch
r
I
158
THE LrFE AND woRKS oF RrzAL
EL FrLrBUsrtRrslvlo: CoNTTNUTNC RELEVANCe 159
shd.me, so much crimb, so much abomination? Pure and
spotless the uictim has to be for tbe holocaust to be
dcceptable!....Where are you, youth who utill incarnate in
yowrselues the uigor of life that has, fled from our ueins,
the purity of ideas that baue been soiled in our minds,
and the fire of enthusiasm that has been extinguisbed in
our hearts?...'We wait for you, O youth! Come, for we
await you!
Such were the words of Jose Rizal through the character of
Padre Florerttino, a patriotic Filipino priest in El Fili. Rizal saw
the youth as the future of the country because this generation
would one day lead the nation. Their actions today would shape
the path of tomorrow.
Rizal stressed the important role of the youth in challenging
the government as seen in the efforts of students like Basilio and
Isagani to organize themselves and unite to call for reforms. For
Simoun, it was a way of embracing the Hispanization of the
country. On the other hand, it could also be seen as Rizal's way
of showing what the youth could do if they wanted reforms from
the government.
-3. Padre
Camorra
4. Hermana
Penchang
5. Juli
Rubric
Student shows lack of
Student shows full
knowledge about the
Student shows some
knowledge'dbout the
knowledge.about the
selected'social'is6ue
and was able to relate it
to the character.
'social issue and wos
able to relate it to the
character.
social issue andlwas
not able to relate it to
the character.
Answers are clearly
written and ideas.are
well-pres6nted.
Writihg needs to be
polished.
Wrlting and
organization o{ iQeas
need improvement.
More About the Characters
Relate the following characters to current social issues they
represent and justify your answer.
Audio-Visual Story
lnstructions
,
:
,l
7.
2.
3.
Form yourselves into groups of'fiu" members
5.
Show your work to the class through a 3- to S-minute audio-
Choose a character in El Filibusterismo.
'Write your own story about the chosen character that
portrays his/her qualities and mindset. The story must be
within the present context of the country.
visual presentation.
160
EL FILIBUSTERISMO: CONTINUlNG RELEVANCE I6I
THE LrFE AND woRKS oF RrzAL
Rubric
i:,l:al.:liit]i:]:]|i:' sriiiitai:ti:lr:l
Group shows full
knowledge ofthe
chosen character and
the present Philippine
situation depicted.
Video information
is logical and has a
sequence which the
class can easily follow,
Presentation uses high
quality photos/video
and audio.
iirlll:a:i.irl:li.ii:Q
,iil:ill.li,::i,ilii::ll'il
Group shows some
knowledge of the
chosen character and
the present Philippine
situation depicted.
Group lacks
knowledge of the
chosen character and
the present Philippine
situation depicted.
The class cannot
follow the sequence
because the
presentation jumps
from one theme to
another.
The video has no clear
narrative line.
Some photos/video
and audio need
editing.
Photos/video and
audio are not clear
making the video
difficult to understand.
Chapter Questions
I
l
1.
In terms of the themes tackled in the novels, compare and
contrast Noli Me T,Tngere and El Filibusterismo.
i
This chapter showed how E/ Filibusterismo could be used in
examining the Philippine conditions during Rizal's time. Through
his novel, readers got a glimpse of the kind of society where
Rizal had lived. The characters might be fictional but most of the
situations in the story were actual events or portrayals of similar
events that happened in the past.
Constantino, Renato. L971.. Our task: To make Rizal obsolete.
The Filipinos in the Philippines and otber essays, pp.-1,37151. Quezon City: Filipino Signatures.
Nuncio, Rhoderick V. 5-8 March 201,4. "Mirroring and reliving
history through Rizal's novels: An intertextual reading using
Casper's and Dilthey's frame." Paper presented at the DLSU
Research Congress 2014, De la Salle University, Manila.
Ocampo, Ambeth. 1.9 January 2012. Reform and revolution. In
Philippine Daily Inquirer. Accessed on July 05, 20L7 from
http ://opinion.inquirer.n etl 21
45
1
h eform-and-revolution
Palafox, Quennie Ann. 9 December 201,2. "Rizal's cogent
leadership thought as a model in public administration."
Accessed on Joly 05, 201,7 from http://nhcp.gov.ph/
rizals-cogent-leadership-thought-as-a-model-in-publicadministration/
2.
Choose three most important characters in the novel and
explain why you consider them as such.
Rizal, Jos6 (Translated
by
Soledad Lacson-Locsin). 2004.
El filibusterismo. Makati: The Bookmark, Inc.
r
I
**,
fHE DESTINY OT THE FILIPINO PEOPLE 163
,&1
iffiffi
Rizal's essay titled "The Philippines
a Century Hence"
presents compelling arguments on what the state of the country
CHAPTER 15
TUT, DESTINY
OF THE FII-TPINO PEOPLE
izal's work, "The Philippines a Century Hence" was serialized in
La Solidoridod in four installments from September 30, 1889 to
January 31, 1890. ln this essay, Rizal attempts to answer the basic
question of whether the Philippines will remain a Spanish colony or not.
At the end of this chapter, the students should be able to:
A
/
summarize in their own words Rizal's essay, "The Philippines a
Century Hence";
present Rizal's arguments on what the Philippines will be like in the
future; and
/e
construct their own arguments on what the Philippines at present
will be like after flfty years.
will be like in the future. However, in order to be forwardlooking, one must, at first be able to look back at the country's
past. In Rizal's words, "In order to read the destiny of a people, it
is necessary to open the book of its past."
The first part of Rizal's essay does this by illustrating that
with the arrival of the Spaniards, the Filipinos were forced to
accept and subject themselves to a new and foreign culture. Time
passed while Spaniards attempted to subjugate the Filipinos
completely, but Rizal argues that the continued oppression only
resulted in the gradual awakening of the Filipinos.
By the nineteenth century, economic conditions had become
better in the Philippines and Rizal recognizes this. However,
beyond the material prosperity, he points out that the Filipinos
remain brutalized and oppressed. Since advancement or progress
is clearly inevitable, Rizal poses the question on whether the
Philippines will remain a colony of Spain despite all the changes.
To this question, his answer is straightforward. He states
that the Philippines will remain a colony of Spain if the mother
country implements reforms such as freedom of the press and
representation in the Cortes. Rizal also concedes that if Spain
does not grant these reforms, the Filipino will likely become
independent after a violent and bloody revolution.
The final part of Rizal's work presents another interesting
point of discussion since he attempts to look into the future of
the country. He argues that if the Philippines becomes free in
the future, this independence will be short-lived since the United
States of America will probably acquire and colonize the country
as one of their own territories.
Rizal makes a strong assertion that it is
imperative for Spain to grant the Filipinos reform, for as he
eloquently states, "It is better to keep pace with the desire of a
In the end,
Spanish Cortes - the government body in charge of drafting laws
peftaining to Spain and its colonies
people than to give way before them; the formei begets sympathy
and love, the latter contempt and anger."
164
THE DEsTINY oF THE FILIPINO PEOPLE 165
THE LrFE AND woRKs oF IosE RrzAL
Rubrics
QCQ Worksheet
,:Ili!!g::
Read Rizal's essay, "The Philippines a Century Hence."
Then, make a worksheet like the one below and fill it out. Copy
one quotation from the essay that has caught your attention
under the Quotation heading. Under the Comments section,
'What
take into consideration the following questions: (a)
does
the quotation remind you of? (b) Do you agree or disagree and
why? (c) How does the quotation relate to the class discussions?
(d) rU7hat are your reflections on the quotation? Under the
Questions, write down the questions that come to your mind
while reading the quotation from Rizal's essay.
iti,:r:iScryifia$
rt:rl:;iiii:,!iatlS
olf8i:irliiiiilii:,:l:l,lu::it'
The introduction
is inviting, states
The introduction
states the
The introduction
states the
main topic.
A conclusion is
included.
There is no clear
introduction,
structure, or
conclusion.
the main topic,
main topic
and provides
an overview
of the paper.
lnformation is
relevant and
proceeds in a
logical order.
The conclusion
is strong.
and provides
Strong
arguments are
used. More
than three
pieces of strong
and accurate
Arguments
are used.
Two pieces
of accurate
evidence per
argument are
used.
Arguments are
used. Evidence
ls used per
argument.
There are no
clear arguments
The author
makes a
few errors in
grammar and/
or spelling, but
they do not
interfere with
understanding.
The author
makes several
errors ln
grammar and/
or spelling that
interfere with
understanding.
The author
makes
numerous errors
in grammar and/
or spelling that
interfere with
understanding.
evidence
an overview
of the paper.
A conclusion
is included.
in the paper.
There is no
evidence
presented.
support each
argument.
The author
m6kes no error
in grammar and/
or spelling.
I
I
{
i
The Philippines Fifty Years Hence
Similar to Rizal's work, write a S-page essay on what you
think will happen to the Philippines 50 years from now. Organize
your arguments clearly and use evidence whenever necessary.
The essay "The Philippines a Century Hence" was Rizal's
attempt to answer the question of whether or not the Philippines
would continue to remain a colony of Spain. By presenting
sound arguments, Rizal made a compelling case that the
Philippines would only remain a colony of Spain if the Filipinos
were granted reforms, particularly the freedom of the press and
representation in the Spanish Cortes. \Tithout these reforms,
Rizal forsaw the eventual the independence -of the Philippines
resulting from a violent revolution.
W&
166
THE LrFE AND \MoRKS oF tosE RrzAL
Riial, ,]os6 (Translated by ,Austin. Craig). The Philippines
a
centuq{ hence. Accessed from,https :llarchive.orglstreaml
philippinescentu0 0rizalphilippinescentu0 0riza-djvu.txt
CHAPTER 16
A legacy of the Propaganda: The tripartite
Philippine history. Accessed from http://w1rw.
Salazar, Zeus. 2007.
view
of
bagongkasaysayan.org/downloadable/zeus-005.pdf
,
BIOGRAPHYAND
NeuoNAL HISToRY
,'
the previous chapters, you have seen how Rlzal's biography has
I nbeen
incorporated in the context of Phlllpplne history and society.
!I You have
learned that the story of an lndlvldual is best understood
within a historical setting which can help you chart the major turning
points of his/her life. Ri7al; as a product of hls time, cannot be fully
understood without looking at the perlod ln which he lived. Such
factors are important in the study of his llfe and works.
,
This final chapter will focus on the slgnlflcance of biographical
studies and its impact on national hlstory, specifically in the case of
Rizal and Philippine history.
At the end of this chapter, the students should be able to:
,e
,P
explain the history of biographical wrlting in the Philippines; and
appraise the importance of biography and national history.
biography
-
the story of one's life written by someone else
national history
social context
-
-
the study of a nation's past events
physical and social setting in which people live
r
I68
THE LIFE AND WoRKS oF JosE RIzAL
BIoGRAPHY AND NATIoNAL HISTORY 169
Biography in Philippine History
Following these publications is the National Historical
Institute's first book in its five-volume project entitled Filipinos in
History in 1.955. The preface of the book was written by Carlos
Quirino, then Director of the National LibrarS who said:
At the turn of the twentieth century the Philippine history
noted the publication of the considered first biographies focusing
on the life of the missionaries who worked in the evangelization
of the natives. These Spanish-written narratives can be read
in religious chronicles and histories citing the missionaries'
important roles in building churches or even bridges and
fortresses. Filipino biographies can only be found in the accounts
of the Spanish priests who reported on how they defended the
Spain and the Catholic faith against the Filipino "enemies." Early
colonial Filipino biographies, therefore, are narratives of Filipino
fighters who were seen as "enemies of the State." These references
are still used by historians and researchers who write the
biographies of Filipino heroes such as Palaris, Sultan Kudarat,
Tamblot, and Dagohoy (Romanillos, 2008).
In postwar Philippines, the study on biographies broadened.
One monumental work in the history of life-writing in the
country is that of E. Arsenio Manuel in 1955, a four-volume
compilation entitled Dictionary of Pbilippine Biography.
Two years after, D. H. Soriano and Isidro L. Retizos published
'Who,
Tbe Philippines Who's
a book about the lives of 400
Filipinos and their achievements. The authors mentioned the
importance of writing biographies (Romanillos, 2008):
For many years nolu, there has been an imperatiue need
for a simple and handy guidebook on notable liuing
Filipinos and prominent residents of the Philippines utho
are successfully established in their uarious professions
and callings. Students and scbolars, businessmen here and
abroad, organizations and associations euerywhere, and
the general public haue tbe need for such a book-to saue
both time and effort in gathering concise essential facts
about uell-known people in this country.
Scores of men and u.,omen haue been buried in the
obscurity of the past. Their liues haue been resurrected
from musty archiues and forgotten uolumes and from the
memory of tbe still liuing fetu in order tbat their deeds
may serue as a guide and inspiration to our people.
Historian and biographer Gregorio Zaide also published his
Great Filipinos in History in 1.970. He and his daughter revised
the book in 1988 with the ritle Rizal and Otber Great Filipinos,
featuring the biographies of forty heroes, foremost of which is
Rizal. The purpose of the revised l'rook, as summed up by Sonia
Zaide was "to inspire the younger ge nerations of Filipinos to love
and serve their country."
Today, many Filipino biographies have been written.
Undoubtedlg Jos6 Rizal's life and works have always been the
favorite subject of writers and biographers. Among the most
known biographies of Rizal include the books of Austin Craig
(1913); Carlos Quirino (1,9401; Rafael Palma (1949); Leon Ma.
Guerrero (1963); Gregorio Zaide (1981); and Austin Coates
(1,992).
Historical biographies, therefore, serve as means or tools
to study the lives and experiences of Filipinos, particularly of
Philippine heroes from which one can learn and be inspired to
serve the country.
Biography and National History
In history, it is always important to connect the individual's
life story with the historical situation he/she was in. Remember
that the goal of studying a biography is to "tead a society
through an individual's story" (Ferraroti, 19{i3). In the case
l7O
THE LrFE AND woRKS oF JosE RIZAL
BrocRApHy AND NATToNAL
HrsroRy
171
of Jos6 Rizal, the study of his life proved that by reading his
narratives, sorne of the national experiences can be reflected and
identified.
l
Understanding Rizal, therefore, means''comprehending
the context of his time. Rizal's biographS for example, is not
complete without mentioning the Industrial Revolution and the
American Revolution which happened years before he was born.
The social impact of these events shaped the society in which
Rizal had lived. Moreover, Rizal's life covers the period from
1861 to 1895; therefore, it is inevitable to look into the events in
the Philippines during the nineteenth century. Specific episodes in
Philippine history, like the rise in power of the Catholic Church
called by the reformists as frailocracy; the opening of the Suez
Canal and the ?hilippines to free trade; the liberal rule of Carlos
Ma. de la Torre; the Cavite Mutiny of 1872 that resulted in the
execution of Gombur za; and the founding of the Propaganda
Movement in the 1880s, were all significant in shaping Rizal's
views and ideas. Rizal was born and grew up in a period of
massive changes not just in Europe but also in Spain and the
Philippines.
In the field of history and social sciences, biography is best
understood with a contextual backdrop. By looking at the
individual and broader historical and social context, one can
frame a biography that is rooted in national history.
Read a brief biographical entry of a historical personality.
(e.g., a student at the time of Martial Law; a'mother'during
'World'War II,
an activist present during the EDSA People Power
1).'Write a reflection paper about the life of that individual and
his/her impact on Philipfine society. Cite the sources used in your
paper.
Rubric
Demonstrates
a llmlted
Demonstrates
little
understanding
understandlng
of the sublect
ofthe subject
mstter
matter
Uses
stylistically
sophisticated
language that
is precise and
engaging
Modified from: lnternational Reading Association. n.d. Avallable from htp://www.readwritethink.
org/fi les/resources/lesson-images/lesson963/Rubric.pdf
174
ffiw&
THE LIFE AND WORKS OT JOSE RIZAL
Biography could be a tool in understanding a particular
period of history. rThe life of an lndividual cpuld not be detached
from the milieu that shaped his/her views and ideas. This chapter
showed how the study of biography could be an integral factor
in understanding the broader context of national history.
Ferraroti, Franco. L983. Biography and the social sciences. Soci.al
Research 50(1): 57-80. Accessed on July 7,2017 from http://
www. stor.
j
o r gt
Javar, Roderick
stablel 4 09 5 8 8 5 8
C.
2016. Kasaysayang buhayt
Pananaw,
sik' E-Journal, pp. L-47.
Accessed on July 7, 2077 from https://ejournals.ph/article.
pama\nataa,n;, pananaliksik.
SalzA
INDEX
A
"A Mi Patria," !1p
A Sefiorita C. O, y R.,49
Academia de San Fernando,4T
Adamista,30-31
beliefs, 30-31
php?id=11413
Romanillos, Emmanuel Luis.2008. Biographical literature in the
Philippines. Linguae et Litterae, pp. 124-131. Accessed on
Joly 7, 2077 from http://journals.upd.edu.ph/index.php/lel/
article/viewE ilel 1,7 81 I 17 00.
Bathala,3T*32
AdrianVI, Pope,90
AglipaS Gregorio,28
Alcuran, Mateo,32
Alonso, Teodora, 42, 44, 46, 72
American Revolution, 170'
Bayan,lS-79
Becker, Otto, Dr.,49
Beecher Stowe, Harriet, 1"09
Benedicto, Alfredo, 32
8il1,2-3
Bifran,44-45
Biography, 40, 167 -17 O, 17 4
importance of writing, 158
of Filipinos, 168
Blanco, Ramon, Gouernor-Gemeral,
53
Anderson, Benedict, 17
Blumentritt, Ferdinand, 49, 57,
Aromin, Basilio,3l-32
Atayde,Jranr99
Bonifacio, Andres, 17
Ateneo Municipal, 4546, 64
grouping,45
l0l, lzt,143,154-155
Bracken, Josephine, 52
Burgos, Jose, Father, 28-29 , 4 5 , 87 ,
91.-92,97
Augustinian Recollects, 89
B
c
Bagong Kasaysayan, 18
Caballerias,T3
Bagumbayan,54
Balantac, Candida, 30'
Caballeros de Rizal,25
See also Knights of Rizal
Balitaan, Maria Bernarda, 34
Calamba, 4143, 47, 49
Binua,18
Camps, Arturo,.45
See
also Bayan
Canon,75
178
rNDEx 179
INDEx
National identity, 15
Nationalism, 1.3, 16-1.8, 24, 97
Pardo de Tavera, Trinidad, 50
Law,2-3
Nation-building,4, L7
Paris,49
Licenciado en Filosofia y Letras,48
Nationhood, 17
Nation-state, 13-1,5, 24
formation of, 15
Parishes, management of, 91
Inquilinato system,T 5
Laong Laan,47
lnquilino/s,63,7 5,85
lnsular,65
Laurel, Jose P., Senator,4,6-7
Licentiate in Medicine, 47
J
Jagor, Feodor, 49,736
Jauregui, Manuel, Don, 76
Jesuits, 75, 89
Liuanag at Dilim,2\-22
Lopez Jaena, Gtaciano, 49,
100-101
los Dos Mundos,99
Pasyon,27
Paterno, Pedro, 48
Nineteenth century, 61
Pelaez, Pedro. Father,
Noli Me Tangere, 4, 7, 32, 48-50,
Peninsular,65
100, 109-125, 1,29,
1"3
5,
L42-143,145,75L
Christ,27-28,37
Joue Rex A1,25,34,38
Luna, Antonio,49,107
K
M
Kapua,1,8
Madrid Lteneo,47
continuing relevance, 119-125
dedication, 110-111
interpretations, 122
motivations behind writing,
110-111
MagsaysaS Ramon, President, 6
plot, 111
Masonry,48
publication of,1.09
Mass media, role in the
construction of the nation, 17
reactions, 120
Jesus
Kartilya ng Katipunan,
Kasamd,63,75
Katipunan, 17,43,52
"King of the Philippines," 2T
Knights of Rizal,25
4142
Mexican War of Independence, 62
L
F ilipina
lndependiente,
28,38
La lndependencia,26
La Liga Filipina,50
La Solidaridad, 50, 100-102, 107,
1.36,162
final issue, 102
"Our Aims," 102
reforms sought by, 100
Lagrrta, ST
Bifran,57
Calamba,5T
Land acquisition,T4
Land, importatce of,62
translations, 127-122
Mercado, Francisco Engracio,
Mestizo,65-66,70
La lglesia
censorship, 120
Luna, Juan, 109
2l
Mi Piden Versos,48
Mi Uhimo Adios,53
Millenarian groups,27
Modernity 16
9
1
Petition of the Town of Calamba,
78-79
l'hilip II, King,90
Philippine economy in the
nineteenth century, 59
development of, 52
I'}hilippine Independent Church
(Prc),28-30
Phif
ippine Revolution of L895,25,
\7 7\
Philippines, 1.,17,90
missionary efforts in, 90
PIC
Philippine Independent
Church
Sec
o
Obach, Father,52
Pigafetta, Antonio, 137-738
Office of Jesuit Temporalities, 75
Omnimoda bull,90
Polo,88
"On the Indolence of the
Ponce, Mariano, 49, 700, 102
Filipinos," 141
Monroy, Leonr 44
Morga, Antonio, 127 -729, 133
Mt. Banahaw,35
Parabuac, Gaudioso,32
also "Sobre la Indolencia
de los Filipinos"
See
Ortiga y Rey, Consuelo,4849
Ortiga y Rey, Pablo, 48
Pobres Frailes, 50
Primary schools, 64
Primortlialism, l6
Principalia, 42, 6 5-65,
7
0
Propaganda, 104-106
Propaganda Movement, 49-50, 57,
1.29,1,70
N
Naci6n, 19
Nation, 13-t8,24
roots of, 15
National Historical Institute, 159
reforms campaigned for, 50
P
Pacto de retrouenta, 62-63
Panganiban, Jose Maria, 101
Pantayong Pananaw, 18-1.9
o
Quirino, Carlos, 159
180
INDEx l8l
]NDEx
13-15,24
R
Rizalistas, 25
State,
Sucesos
Ratzel, Fredrich,49
Rodrigo, Francisco "Soc,"
Senator,T
Recto, Claro M., Senator, 1, 4-7
Regular priests/clergy, 89-91
l,
4, 5
Reuista del Circulo His\dno-
Rivera, Leonorr 48
769
Bill,2,4
context of,2,4
Rizal
leader, 35
V
Sambab ang
24,
1.21'
Rizal, Jos6, 1, 6-7, 24-30, 40-54,
7 0, 72, 7 6, 100-',1.02, 1.08,'1.37,
169-1.70
of Marila,4545
biographS 169-170
as a student
canonization of,28-30
childhood and early education,
4345
Tbe Pbilippines Who's
Schwiegger, Dr.,49
Tobacco Monopoly,62
1
Secularization movement, 89-91
2,4
exile in Dapitan,5l-53
Sharecroppers, 75, 85
inEwope,4649
"The Philippines a Century
Hence," 1,29, -1,62-L65
Schulzer, Dr.,49
executionr 25
See
also Kasamd
main accusation,53
Sikolohiyang Pilipino, 18
second trip to Europe,49-51,
Sitio de ganado mayor,73
trial and execution, 53-54
"Sobre la Indolencia de los
Filipinos," 50, 135
Rizal,Josefa,T2
7
6
Virchow, f,Ians, 49
w
Lieutenant,53
Carbonell,4T
Senate Bill No. 438,4
See also Rizal Bill
death, 26
"Tagalog Christ," 27
Taviel de Andrade, Luis,
Santa lglesia,2T
Senate,
commemoration al
49
Taufer, George,52
Sanciangco, Gregorio, 137
Secular priests/clergy, 89-9
Tagalis ch e Verkunst,
Talisay,5l
Rizal, 31"-32
sacraments, 32
Sanz and
saittr29
Valenzuela, Pio, Dr., 52
T
Ventura, Valentin, 50, 143
-72-)J
Labi
9-1-1-, 1'3,
Rizal's academic performance,
46
hymns,35
See also lglesia'Watatuat ng
4346,
University o{ Santo Tomas,46
Suprema de la lglesia de la Ciudad
Mistica de Dios, Inc.,34-35
s
Samahan ng.Wataruat ng Lahi,
Rizal and Other Great FiliPinos,
Rizal, Paciano,
4748
Salgado, Jovito, 32
Salvador, Felipe,27
Rianzares, Pablo, 100
Universidad Central de Madrid,
130, 133
Salazar,Zeus,18
Filipino,99
as a
Rizal's annotation o{, L27Sogar,76
Republic Act No. 1425,
See also Rizal Law
U
Uncle Tom's Cabin, 109
127-1.30,733
Roman Catholic Church, 25, 31
Royal Philippine CompanS 5L-62
Religious estates,T4
Rizal Law, 1, 4,
de las Islas Filipinas, 50,
Social stratification, 59, 65
Rizal, Saturnina,45
Spain, monarchy in,61
Piizal,Trinidad,T2
Spanish Constitution oI 1876,98
Rizalista groups, 27. 38
Spoliarium,1,09
Tributo,
SS
"Who,1.68
William'fell,49
z
Zamor a,Jacinto, Fath er, 28-29, 87,
q)
q7
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I
I
AgoUTTHE AUTHoRS
i
RHODALYN \7ANI-OBIAS is an assisrant professor in the
Department of History at UPD. She obtained her Bachelor of
Arts in Sociology and Master of Arts in Hiltory from UpD.
AARON ABEL MALLARI is an assistant professor in the
Department of History at the University of the philippines
Diliman (UPD). He obtained his Bachelor of Arts inltsristory (cum
laude) and Master of Arts in History from UpD.
JANET REGUINDIN-ESTELLA currently serves as faculty
member in the Social Sciences Department at Miriam College
and in the Department of History at the Ateneo de Manila
University. She obtained her Bachelor of Arts in History and
Master of Arts in History from UPD.
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