Prelim Rizal

Rizal Law and The Teaching of Rizal Course
Rizal, A True Filipino Hero
Rizal, Pioneer Asian Nationalist Leader
Major Periods in the Life of Rizal

• Author: Claro M. Recto
• Sponsored the
Bill in the Senate: Jose P. Laurel
• Signed: June 12, 1956

• Full name of the Law
• Mandates the teaching of the life, works,

and writings of Rizal in all schools in the
country
• Accdg. to Sen. Jose P. Laurel, who
sponsored the said law, since Rizal was the
founder of Filipino nationality and the
architech of the Filipino nation, there is a
need to know and imbibe the great ideals
and principles for which he died.
Moreover, Laurel believed that by reading
and studying Rizal's life, teachings and
writings, Filipino youth will be able to:
- gain incorruptible confidence
- direction
- courage
- and determination to move forward in
our people's journey towards an abundant
life.
• Objectives of the Law:
• 1. To rededicate the lives of the youth to the

ideals of freedom and nationalism, for which
our heroes lived and died;
• 2. To pay tribute to our national hero for
devoting his life and works in shaping the
Filipino character
• 3. To gain an inspiring source of patriotism
thru the study of Rizal's life, works and writings.
• Goals set by the Board on National
Education:
• 1. To recognize the relevance of Rizal's

ideals, thoughts, teachings and life values to
present conditions in the community;
• 2. To apply Rizal's ideals in the solution of

day-to-day situations and problems in
contemporary life;
• Goals set by the Board on National
Education:
• 3. To develop an understanding and

appreciation of the qualities, behavior and
character of Rizal; and
• 4. To foster the development of moral

character, personal discipline, citizenship and
vocational efficiency among the Filipino
youth.
• In many countries in the world, the leader is
almost always chosen.
• Jose Rizal was not a man of war but a man

of peace.
• Among the country's national heroes, Jose

Rizal stands out. To many Filipinos, he is the
national hero of the Philippines.
• Actually, Rizal is only one of the country's
national heroes who include Andres
Bonifacio, Emilio Jacinto, Marcelo H. del Pilar
and others more.
• They helped guide in the formation of the

Filipino national spirit and the Philippine
nation-state.
• All these heroes are examplars of all

Filipinos to follow.
• Historian Renato Constantino (1969) claimed
that it was the Americans who were
responsible for endorsing him as the Philippine
national hero.
• He cited the efforts of the Taft Commission in

1901 which picked Rizal from a group of
heroes, which included Emilio
Aguinaldo,Andres Bonifacio and Apolinario
Mabini.
• Teodoro Agoncillo (1986) - eminent historian
- writes that Rizal was acceptable as a
national hero to the Americans because he
was the symbol of assimilation, which was their
policy then in the Philippines.
• Rizal never favored revolution but the slow

process of evolution through education which
suited American objectives.
• Factors which contributed to Rizal's
acceptability as the official hero of the
Philippines:
• 1. Rizal was already dead at the time the

Americans began their aggression in the
Philippines.
• 2. No embarrassing anti-American quotations could

ever be attributed to Rizal.
• 3. Rizal's dramatic martyrdom had already made

him the symbol of Spanish oppression.
• In reality, it is the Filipinos themselves who
chose Rizal as their national hero.
• This could be seen in tributes to him during his lifetime

and immediately after his death.
• The Katipuneros considered him the honorary leader

of the Katipunan.
• His guidance was sought by its emissaries when Dr.

Pio Valenzuela visited him in Dapitan in 1892.
• Rizal's name was one of the passwords of the
secret society which swore to fight for the
country's freedom.
• Gen. Emilio Aguinaldo

• - issued a decree on Dec. 20, 1898 ordering
that Dec 30, the anniversary of Rizal's
execution at Bagumbayan, be
commemorated as “a day of mourning for
Rizal and other victims of the Philippine
Revolution”
• Act No. 345
- the basis of the yearly celebration of Rizal
Day
•
• *The early admiration for Rizal is manifested in
the erection of the first monument in his honor.
• Dec. 30. 1898 - a group of masons erected a

simple monument in Daet, Camarines Norte
-The monument bore the words:
• “A Jose Rizal” (To Jose Rizal)
• “Noli Me Tangere” and “El Filibusterismo,”
the title of his two important novels and
“Morga” which refers to the book “Sucesos de
las Islas Filipinas”
- annotated by Rizal in 1890 to correct
Spanish misinterpretations in the book written
by Antonio Morga during the 17th century
*The monument at Daet antecedates the

better known monument at Luneta in Manila.
-*Though the monument in Luneta was
erected during the American Regime, it is the
Filipino people themselves that helped build
the monument through public subscriptions.
-*This was authorized by Act No. 243 of the
Philippine Commission.
Another proof:
- Construction of myriad monuments in his
honor in most cities and towns in the country.
- Many main streets and avenues in the various
towns and cities are named after him.
- One province, Rizal Province, formerly part of
the province of Manila, was named in his
honor by virtue of Act No. 137 of the Philippine
Commission
Another proof:
- Filipino businessmen named their businesses
after Rizal, as a sign of their admiration
and respect.
- bank(RCBC - Rizal Commercial Banking Corp.)
- match (Rizal)
- universities (Jose Rizal University and Rizal
Technological University)
- all one peso coin bears his image
All of these are outward signs of the Filipino's
adulations for Rizal and his achievements.
He is truly a hero of the Filipinos.

Conclusions drawn: (Guerrero, 1998)
1. Since the Filipinos love peace, they have

chosen to magnify a man of peace above the
men of war.
2. Because Filipinos are lovers of freedom and

justice, they have given their worship to a man
who gave up all comforts and pleasures of
peace for their sake.
3. Filipinos prize virtue more than victory, and

sacrifice above success.
Despite the controversy on Rizal's heroism, it

cannot be denied that he gave form to the
aspiration of the Filipino people, thereby giving
rise to our people's nationalist struggle.
Due to Rizal's qualities, he was able to serve the

pressing needs of the people.
Constantino (1969),
- Rizal is a hero in the sense that he was able
to see the problems generated by historical
forces, discern the new social needs created
by historical development of new social
relationships, and take an active part in
meeting these needs.
- Guerrero (1998)
- Rizal was the first Filipino
- This was because it was Rizal who first called
the Philippines as his fatherland.
- It was he who taught his countrymen that

they could be something else, Filipinos who
were members of the Filipino nation.
- Guerrero (1998)
- Rizal was the first Filipino
- He was the first to work towards the

unification of the Philippine archipelago into a
compact and homogenous body based on
common interests and mutual protection.
- Rizal was born in the decade when other
nationalist leaders of Asia were born:
- Mohandas Gandhi, Rabindaranath Tagore
and Sun Yat-Sen
Accdg. to Coates (1968), all the four

challenged the West but Rizal was the most
remarkable because his ideas matured at an
early age.
- At that time that Gandhi was a schoolboy
and Sun Yat-Sen was a student, Rizal was
already articulating lucidly in his speeches,
articles and letters his views of a completely
different relationship between Asia and Europe
- that the Asians must be regarded by Europe
as equals.
- De Ocampo, (1969)
- Rizal was the first exponent of Asian
nationalism since he was the source of
inspiration for the outbreak of the Philippine
Revolution of 1896.
*Although Rizal opposed the revolution

because it was premature and inadequately
organized, the revolution brole out, which can
be considered the first genuine uprising by an
Asian people against the Western colonialism.
- Fischer (1962)
- Rizal was the Pioneer Exponent of Liberal
Democracy in Asia.
- even before Gandhi and Sun Yat-Sen
began their career of political agitation, Rizal
through his essays, letters and novels had
already spoken out with firmness and courage
ideas on liberal democracy.
- Fischer (1962)
- Ideas for liberal democracy by Rizal:

The worth and dignity of the individual
The inviolability of human rights
The innate equality of all men and races
The necessity for constitutional government
Due process of law
- Fischer (1962)
- Ideas for liberal democracy by Rizal:

 Popular sovereignty as the basis of all
political authority
 Faith in human reason and enlightenment
The rights of the masses to public eduaction,
and
 Belief in social progress through freedom.
- Rizal was the first Asian leader to assert that
the aforementioned ideas and principles be
established in Asia for the benefit of the Asians.
- It was through Rizal that the basic tenets of

modern and social democracy was given a
major voice in Asia for the first time.
- Thus, Rizal deserves to be called the First Asian

Nationalist Leader
- There are four major periods in the life of Rizal:
1861 - 1872 1882 - 1892
1872 - 1882 1892 - 1896 (Celedonio, 1982)
First Period (1861 - 1872)

Second Period (1872 - 1882)
Third Period (1882 - 1892)
Fourth Period (1892 - 1896)
- This was the period when the young Rizal
learned how to read, write and listened to
stories that triggered imaginative and critical
thinking on his part.
- It was a period when the following values

and virtues were developed in him:
- It was a period when the following values
and virtues were developed in him:
• industrious instead of idleness;
• creativeness instead of unproductiveness;
• rationality instead of blind acceptance; and
• dignity instead of servility.
- This was the first turning point in the life of
Rizal.
 - He was then 11 years and was enrolled at

Ateneo Municipal, despite the objection of his
mother.
 - It was the period when Fathers Gomez,

Burgos and Zamora were unjustly executed by
the Spanish government.
- The martyrdom of these three priests led
Rizal to be awakened to the abuses of the
regime and at the same time led him to
devote himself in the future to avenge the
victims of injustices and cruelties of the
Spanish colonizers.
- Other significant developments in his life
during this period include the following:
Strengthening of his religious foundation;

Cultivation of the drive toward excellence;
Envisioning the Philippines receiving light thru
education; and
Perception of the intimate alliance between
religion and education.
 - The year 1882 was the second major turning
point in the life of Rizal.
 - It was at this time that Rizal decided to leave

the Philippines to escape persecution.
 - He went to Europe and everywhere he went,

Rizal was always an observer and a
student,learning from everything he saw, read
and heard.
 - He urged the Filipino colony in Spain to
prove that Filipinos can compete with the
Europeans in intellect and talent.
 - Thru his membership in exclusive societies of

scholars and scientists in Europe where he
presented monographs and was greatly
appreciated, Rizal provided his compatriots
an example.
 - During this period Rizal took part in the
Propaganda Movement, based in Europe.
 - Through his articles, essays, and novels, he

sought to make truthful disclosures of the
political, social, and economic conditions in
the Philippines.
- The year 1892 can be considered the last
turning point in the life of our national hero,
before his martyrdom on Dec. 30, 1896.
- Rizal was exiled in Dapitan. It was in

Dapitan, where he demonstrated what an
individual can do and accomplish within a
short period of time.
- It is here where he detached his
connections with politics and devoted more
of his time in practical service and usefulness
to the community.
Next topic:
• The 19th Century World of Jose Rizal
Growth and Development of Nationalism
Rise and Gradual Spread of Liberalism and
Democracy
The Industrial Revolution
The Advance of Science
The Resurgence of Western Imperialism
Optimism and Confidence in Progress
SPAIN AND THE
PHILIPPINES IN THE
19 CENTURY
TH
Evils in the Colonial Rule

during the Spanish
Colonization
SPAIN IN THE 19TH CENTURY
POLITICAL INSTABILITY IN
SPAIN
ABANDONMENT OF
MERCANTILISM
THE PHILIPPINES DURING
RIZAL’S TIME
 ADMINISTRATIVE ORGANIZATION
 THE SOCIAL STRUCTURE OF
FILIPINO SOCIETY
 EDUCATIONAL SYSTEM
 ECONOMIC SITUATION
 FILIPINO GRIEVANCES AGAINST
SPANISH RULE
SPAIN IN THE 19TH CENTURY
 POLITICAL INSTABILITY IN SPAIN
- After the death of Ferdinand VII, Spain
went through a downward spiral as a
world power.
- By 1830 all of Spain’s American colonies
have seceded and became independent
states with the exemption of Cuba and
Puerto Rico.
POLITICAL INSTABILITY IN SPAIN
A struggle for the thrown followed
between the forces loyal to
Ferdinand’s daughter Isabella and
his brother Charles (Carlos).
 The ensuing struggle would be known
as Carlist Wars.
 Isabella defeated the Carlists
allowing her to defy tradition to
become the sole female monarch.
 Under Isabella II, Spain lost a bid to
re-conquer Peru and Chile and
under continued mismanagement by
her favorites.
 Therewere frequent changes of
governments in Spain which
prevailed event after Isabella’s
overthrow in 1868.
 The 19th century was a turbulent
century of politics in Spanish history
(Zaide, 1994).
 It was a period of political instability
owing to the frequent rise and fall of
ministries and constitutions.
 To save the country from political
disunity, the Spanish crown worked out
the canovite system or
rotativism(Maguigad et al, 2000)
 Under this policy, the liberals and
conservatives in Spain took turns in
administering the affairs of the
country.
 The political instability in Spain
affected the Philippines.
 As a consequence of this condition,
there were frequent changes in the
top colonial administration in the
Philippines.
 Owing to the brief tenure of office of
governor-generals, colonial
administration became very
inefficient and corrupt.
 ThePhilippines became a dumping
ground for the relatives and
favorites of Spanish politicians in
Madrid.
ABANDONMENT OF MERCANTILISM
OR COMMERCIALISM
 Mercantilism – an economic doctrine
based on the idea that the country’s
wealth and power can be measured
in its stock of gold and silver.
 Tradewas dictated by the monarch
and wealth should flow toward the
center of imperial power.
OR COMMERCIALISM
 GaleonTrade between Manila and
Acapulco began in 1565.
 ThePhilippines was prohibited from
trading with other European
countries.
 By18th or 19th century, there was a
shift towards laissez-faire to free
market trade.
OR COMMERCIALISM
 Merchants began trading freely as
profits from international commerce
began to shape official policies.
 There was a demand for Philippine
products such as sugar, coffee, rice,
indigo, and tobacco.
 The Philippines was officially opened
to foreign trade by 1834.
OR COMMERCIALISM
 Before,only the Spaniards benefitted
from the Galeon trade, with free
trade, the growers and traders of
Philippine products gained wealth.
 There was a rising class composed of
merchants who were mestizos,
gained advantage from trade with
foreigners.
OR COMMERCIALISM
 Spain’sadoption of the laissez-faire
policy affected the Philippines in
several ways (Capino, 1977).
 The middle class families were able
to send their children to acquire
higher education.
 Increased contact with the West
brought home political ideas
prevailing in Europe.
OR COMMERCIALISM
 Spain’s adoption of the laissez-faire policy affected the
Philippines in several ways (Capino, 1977).
 These ideas were mainly enlightenment
ideas which preached equality and God-
given rights of men.
 Ilustrados or the “enlightened ones” –
members of the middle class
- imbued with civic courage, they began
questioning the abuses of the Spanish
Regime and began to clamor for reforms
THE PHILIPPINES DURING RIZAL’S
TIME
 TheFilipinos lost their ancestral lands on
account of Spain’s institution of the
encomienda system.
 Theywere forced by the Spanish colonizers
to accept Spanish culture and religion.
 Thischange was evident in the
administrative organization of the country,
social structure and educational system of
the Philippines, and economic situation in
the 19th century.
THE PHILIPPINES DURING RIZAL’S
TIME
 ADMINISTRATIVE ORGANIZATION
 The Philippines was governed directly by
the Spanish Crown, thru the Ministry of
Colonies in the 19th century.
 Unitary government – policies
implemented by colonial administrators
from Luzon to Mindanao emanated from
Manila, the seat of the central
government.
ADMINISTRATIVE ORGANIZATION
 Governor-General
 – appointed by the Spanish monarch
 - the head of the colonial government in the
country
 - he represented the Crown in all
governmental matters
 - he was the Vice Royal Patron over religious
affairs
 - he could nominate priests for ecclesiastical
administration of the parishes
 Governor-General
- the commander in chief of the colonial army
–
- the ex-officio president of the Royal

Audiencia or Supreme Court in the Philippines
 - he had his legislative powers to enact
laws which were called actos acordados
(Maguigad, 2000)
 *He had the power of cumplase or the
power to decide which law or royal decree
should be implemented or disregarded in
the colony.
 Below the national government were the
local government units, namely:
provinces, towns, cities and barrios
(Agoncillo, 1990)
 Theprovinces were called alcaldias.
Each province was headed by an alcalde
mayor or provincial governor, who
exercised executive and judicial
functions.
 Theprovincial government was the most
corrupt unit in local government then,
owing to the privilege to engage in and
monopolize trade called indulto de
commercio.
 The alcaldias or provinces were divided
into towns or pueblos. Each pueblo was
headed by a gobernadorcillo or town
mayor.
 Gobernadorcillo or town mayor
o -was elected by all married males
o - was voted by 13 electors, chaired by
the outgoing gobernadorcillo
o As the town executive, his principal
responsibility was tax collection.
o *To ensure collection and remittance of
these taxes, he was required to
mortgage his properties to the
government at the beginning of his term
of office.
 Each
town was divided into barrios or
barangays (Romero et al, 1978).
- As the smallest unit of government, each
barangay was headed by a cabeza de
barangay.
*His main function was the maintenance of
peace and order and the collection of
taxes and tributes in the barangay.
 The
city government was called
ayuntamiento (Zaide, 1994).
- It is governed by a cabildo or city council
composed of a city mayor (alcalde en
ordinario), councilors (regidores), chief
constable (aguacil mayor), and a secretary
(escribano).
A key figure in the local administrative
set-up was the Spanish friar
(Schumacher, 1997).
- This was because of the union of the
church and the state in the Philippines.
- - The friar was the supervising
representative of the Spanish government
for all local affairs.
- *His approval was necessary on almost all
acts of the local officials (ruler of the
town).
 Function of the friars:
- Local school inspector, inspector of the
accounts of the gobernadorcillos and
cabeza de barangays.
- His approval was required in census lists,
tax lists, list of army conscripts, and
register of births, deaths and marriages.
*Eventually, the friars became more
powerful and influential that even civil
authorities feared them.
 Frailocracia or frailocracy
– “a government by friars”
*The rise in power and influence of the
friars can be attributed to frequent changes
in the top colonial administration in the
country from 1849 to 1895.
*Spain tightened her control over the
country thru the friars for fear of losing
the Philippines.
 Frailocracia or frailocracy
*Owing to the fact that they remained in
colony every time a governor-general was
removed from office, their advice on the
proper management of governmental
affairs was sought by every new governor-
general.
*This eventually paved their way for
control and influence over colonial
affairs.
 Guardia Civil
- was organized in 1867
- a corps of native police under the
leadership of Spanish officers for the
purpose of dealing with outlaws and
renegades (Maguigad et al, 2000)
- another institution feared in the
Philippines
 *In 1880, it was the most feared
instrument of summary arrests of
individuals identified by the friars as
filibusteros or enemies of the
government and erehes or enemies of the
Catholic Church.
 Judicialpower of the government was
vested on the Audiencia Real, the
Supreme Court during those times and the
lower courts (De Leon, 2000).
 *Below the Audiencia Real were two
territorial audiencias, courts of first
instance and the justice of the peace
courts.
 *Asthe highest court, it did not only
adjudicate appeals for civil and criminal
cases. It also served as a forum for
settling important issues on governance
and an auditing agency of the finances.
 *There was no legislature in the
Philippines before the country was taken
over by the U.S. in 1898.
 Philippinerepresentation in the Spanish
Cortes or lawmaking body was abolished
in 1837 (Schumacher, 1997).
 *Asa consequence, governance of the
Philippines was based on special laws.
 *Corollaryto this, Las Leyes de Indias
continued to be the basic law but
gradually modified by royal decrees,
which extended various parts of Spanish
peninsular law into the Philippines.
 Spanishcolonial administration was
corrupt and inefficient.
 *Several factors:
 Governor-general exercised absolute
powers.
 - He could reward positions in the
bureaucracy to his favorites who were
unqualified and unfit for government
service.
 Although the Spanish Crown had
instituted the residencia, the trial of an
outgoing governor-general to account for
his acts during his tenure of office and
the visitador or investigating officer to
probe on the complaints against the
governor-general.
-Another source of weakness and abuse of
Spanish government was the widespread
selling of lower positions to highest bidders
(Capino, 1977).
 Manygovernment officials were appointed
not on the basis of merit but ability to buy
the position.
 This
situation had given rise to
misadministration of governmental affairs,
bribery, as well as graft and corruption.
THE SOCIAL STURUCTURE OF FILIPINO
SOCIETY
 *Philippine society then was a feudalistic as
a consequence of the encomienda system
imposed by the colonizers (Romero et al,
1978).
 The Filipinos were treated as slaves by the
Spanish conquerors.
 They imposed and collected all forms of
taxes and tributes from the Filipinos and
even required the natives to render polo y
servicio or forced labor to the government
and the Catholic Church.
SOCIETY
 *The social structure implemented by
Spain was pyramidal due to the
colonizers’ adherence to the doctrine of
limpieza de sangre or purity of blood
(Maguigad, 2000).
 At the apex of the social pyramid were
the peninsulares or the Spaniards born in
Spain.
 Below them were the insulares or
Spaniards born in the Philippines.
SOCIETY
 *TheSpanish and Chinese mestizos, and
the principalia or the ruling class of
native elites composed of the
gobernadorcillo, cabeza de barangay,
landowners, merchants, and wealthy
native families.
 Atthe bottom of the social pyramid,
however, were the Indios or the brown-
skinned natives who composed the
majority of the people.
Pyramidal Social Structure
Peninsulares
Insulares
Spanish
mestizos,
Principalia,
Chinese mestizos
Indios or Natives
SOCIETY
 As a consequence of the colonizers’
application of the doctrine of limpieza
de sangre, a social ranking was created in
our society.
 Social tensions were created between and
among the classes, where the lower
classes were victimized by the upper
classes.
 A system of racial discrimination came to
be institutionalized.
SOCIETY
 Highpositions in government were
opened only to the pure blooded
Spaniards.
 Members of the middle class and the
Indios were considered inferior by the
upper classes and unworthy of education.
EDUCATIONAL SYSTEM
 Up to the middle of the 19th century schools

were under the control of the friars.
 Primary education was not given attention
despite the establishment of parochial
schools in many towns.
 Instruction at these schools centered on the
teaching of fear of God and obedience to
the friars, with indoctrination as the
principal method of teaching.
 Childrenin these schools were taught that
they were inferior intelligence and were
suited only for manual work.
 Withthe use of vernacular language,
students’ learning was measured in terms of
how well they can parrot the contents of a
book even without comprehension.
 Asa consequence of this method of teaching
employed by the friars, Filipino children
were not able to develop self-confidence
in their ability to learn.
 Inaddition, native children developed
severe inferiority complex.
 The culture of silence came to be
instilled in the minds of the Filipino
learners.
 By the end of the 19th century, only the
University of Santo Tomas (UST) was
existing higher education institution in
the Philippines.
 UST,founded by the Dominicans in 1611,
was the only university which offered
courses in medicine, pharmacy, theology,
philosophy, as well as canon and civil law.
 Atthe beginning of its operation most of
those seeking admission into its various
programs were Spaniards and mestizos.
 TheSpaniards also opened secondary
schools for boys during this period.
 Notable among these schools were the
Colegio de Santo Tomas and de San Juan
de Letran in Manila, under the
Dominicans, as well as the Ateneo
Municipal, run by the Jesuits
(Schumacher, 1997).
 Secondary education for girls were
provided by the following schools in
Manila (Maguigad, 2000), namely: Santa
Isabel, La Concordia, Santa Rosa and
Santa Catalina.
 Allthese schools were subject to the
inspection of the Dominican Rector of
the UST.
 Students seeking admission into the
secondary schools were, therefore,
required to take examination before a
board appointed by the rector of UST.
 Itwas also in this century when public
education for the natives was begun
(Agoncillo, 1990)
 The Educational Decree of 1863 was
implemented in the colony, which required
the establishment of one elementary school
for boys and one elementary school for
girls in each town in the Philippines.
 The same decree provided for the
establishment of a normal school for the
training of teachers with mastery of Spanish
language, under the direction of Jesuits, as
Spanish shall be the medium of instruction
in all schools.
 Thefriars resisted the teaching of
Spanish language to the Filipinos.
 They opined that knowledge of the
language would lead to the development
of political and social awareness among
the natives, which in effect could trigger
in them the desire to work for freedom
and independence.
 They pressed on the need to keep the
Filipinos in ignorance and opposed all
efforts to improve education in this
Spanish colony.
 Spanish was used as the medium of
instruction in Ateneo, Letran and UST.
 Although the Spanish government exerted
efforts to educate the Filipinos in the 19th
century, the educational system
implemented had serious weaknesses.
 Notable among these weaknesses were as
follows (Romero et al, 1978):
 Over-emphasis on religion;
 Limited and irrelevant curriculum;
 Obsolete classroom facilities
 Inadequate instructional materials
 Racialprejudice against the Filipinos in
school.
ECONOMIC SITUATION
 The country was opened for foreign trade
in 1834, which resulted in the rapid rise
of foreign firms in Manila.
 Thepresence of these foreign traders
stimulated agricultural production and
export of sugar, rice, hemp, and tobacco.
 Thegrowing prosperity of the Philippines
had significant consequences
(Schumacher, 1997)
 Opportunitiesfor trade, increased Filipino
contacts with foreigners and peninsular
Spaniards.
 Moreover, a number of families, which
prospered from foreign commerce and
trade, were able to send their sons for
education in Europe, further destroying
the isolation of the country from the rest
of the world.
 Filipinos,
who were educated abroad,
were able to absorb the intellectual
developments in Europe.
 The awareness of a completely different
type of society prevalent in Europe made
these European-educated Filipinos
disenchanted with Spain.
FILIPINO GRIEVANCES AGAINST THE
SPANISH RULE:
 1. Instability of Colonial Administration
 2. Corrupt Colonial Officials
 3.
No Representation in the Spanish
Cortes
 4. Human Rights Denied to Filipinos
 5. No Equality Before the Law
 6. Maladministration of Justice
FILIPINO GRIEVANCES AGAINST THE
SPANISH RULE:
 7. Racial Discrimination
 8. Frailocracy
 9. Forced Labor
 10. Haciendas Owned by the Friars
 11. The Guardia Civil
TO SUMMARIZE:
 SPAIN IN THE 19TH CENTURY
 POLITICAL INSTABILITY IN SPAIN
 ABANDONMENT OF MERCANTILISM
 THE PHILIPPINES DURING RIZAL’S TIME
 ADMINISTRATIVE ORGANIZATION
 THE SOCIAL STRUCTURE OF FILIPINO SOCIETY
 EDUCATIONAL SYSTEM
 ECONOMIC SITUATION
 FILIPINO GRIEVANCES AGAINST SPANISH RULE
Philippines in the 19th
Century
Social Structure
The Filipinos in the 19th century had suffered from feudalistic and master slave
relationship by the Spaniards. Their social structure is ranked into three groups:
The Spanish officials

Highest class – the people that
belong in this class include the
Spaniards, peninsulares and the
friars. They have the power and
authority to rule over the
Filipinos. They enjoyed their
positions and do what they want.
Social Structure
• The Peninsulares
(Spaniards who were
born in Spain). They held
the most important
government jobs, and
made up the smallest
number of the
population.
Social Structure
• The Friars are members

of any of certain religious
orders of men, especially
the four mendicant
orders (Augustinians,
Carmelites, Dominicans,
and Franciscans).
Social Structure
• Middle Class – the

people that belongs into
this class includes the
natives, mestizos and the
criollos.
• → Natives – the pure
Filipinos
Social Structure
• The Mestizos are the

Filipinos of mixed
indigenous Filipino or
European or Chinese
ancestry.
Social Structure
• Lowest class – this class

includes the Filipinos
only.
• →The Indios are the
poor people having
pure blood Filipino
which ruled by the
Spaniards.
Political System and the Sources of Abuses in
the Administrative System
• The Spaniards ruled the Filipinos in the 19th century. The
Filipinos became the Spaniard’s slave. The Spaniards
claimed their taxes and they worked under the power of
the Spaniards. Sources of Abuses in the Administrative
System:
1. There was an appointment of officials with inferior
qualifications, without dedication of duty and moral
strength to resist corruption for material advancement.
Through the power and authority the Spaniards possess,
they collected and wasted the money of the Filipinos.
2. There were too complicated functions to the unions of the
church and the state.
3. Manner of obtaining the position.

Through the power that the Spaniards possess, they
had the right to appoint the different positions. The
appointment of positions is obtained by the highest bidder
which is the Governor-general of the country.
4. Term of office
Term of office or term in office is the length of time a person
(usually a politician) serves in a particular office is dependent on the desire
of the King of the country.
5. Distance of the colony

The Spanish officials traveled to various places and the needs of the
Philippines were ignored. They did not put too much attention to the needs
of the other people. There were inadequate administrative supervisions,
they were unable to face and solve the problems regarding to the
Philippines. There were also overlapping of powers and privileges of officials
which made them competitive.
6. Personal interest over the welfare of the State

7. They were corrupt during the 19th century and
the Alcaldias/Alcalde is considered as the most
corrupt over the other corrupts. The
Alcaldias/Alcalde includes the administrators, judges
and military commandants. They usually have
P25/month liberal allowances and privileges to take
a certain percentage of money from the total
amount of taxes. There were also monopoly trades
or business practices known as indulto para
comerciar.
Educational System
• There are lots of criticisms received in the educational system of the
Philippines in the late 19th century. Below are the following:
1. Overemphasis on religious matters
The power of religious orders remained one of the great constants, over
the centuries, of Spanish colonial rule. The friars of the Augustinian,
Dominican, and Franciscan orders conducted many of the executive and
control functions of government on the local level. They were responsible for
education and health measures. These missionaries emphasized the
teachings of the Catholic religion starting from the primary level to the
tertiary level of education.
2.Obsolete teaching methods

Their methods are outdated.
3. Limited curriculum
The students in the primary level were taught the Christian
Doctrines, the reading of Spanish books and a little of the natives’
language. Science and Mathematics were not very much taught to the
students even in the universities. Aside from the Christian Doctrines
taught, Latin was also taught to the students instead of Spanish.
4. Poor classroom facilities

5. Absence of teaching materials
6. Primary education was neglected
7. Absence of academic freedom
The absence of academic freedom in Spain’s educational system was
extended to the schools that Spaniards established in the Philippines.
Learning in every level was largely by rote. Students memorized and
repeated the contents of book which they did not understand. In most cases
knowledge was measured in the ability of the students to memorize, largely
hampering intellectual progress.
8.Prejudice against Filipinos in the schools of higher learning

In entirety, education during the Spanish regime was privileged only to
Spanish students. The supposed Philippine education was only a means to
remain in the Philippines as colonizers. For this reason, the Filipinos became
followers to the Spaniards in their own country. Even auspicious Filipinos
became cronies, to the extent that even their life styles were patterned from
the Spaniards.
9.Friar control over the system
The friars controlled the educational system during the
Spanish times. They owned different schools, ranging from
the primary level to the tertiary levels of education. The
missionaries took charge in teaching, controlling and
maintaining the rules and regulations imposed to the
students.
Economic Development and the Rise of
Filipino Nationalism
The country was opened to foreign trade at the end of
the 18th century which resulted in the rapid rise of foreign
firms in Manila. This stimulated agricultural production and
export of sugar, rice hemp and tobacco. The number of
families which prospered from foreign commerce and trade
were able to send their sons for an education in Europe.
Filipinos who were educated abroad were able to absorb the
intellectual development in Europe.
Factors Contributed to the Development of
Filipino Nationalism:
• Opening of the Philippines to International Trade and the Rise of the
Middle Class
Manila was opened to foreign trade which brought prosperity to the
Filipinos and Chinese mestizo resulting to the existence of middle class.
• Influx of European Liberalism

Ideas of the enlightened philosophers like John Locke and Jean Jacques
Rosseau, masonry and the French Revolution reached the Philippines.
Liberty, religious freedom, democracy, human rights such as suffrage,

freedom of speech, press and form associations and assemblies.
• Opening of the Suez Canal on
November 17, 1869
Connects Mediterranean and
red sea; shortened distance between
Europe and Orient
Results: (a) Philippines became

closer to Europe and Spain (b)
encouraged European travelers to
come to our country (c) exodus of
literal ideas from Europe to the
Philippines (d) more educated and
young Filipinos were able to study
abroad.
• Spanish Revolution of 1868 and
the Liberal Regime of Carlos
Maria Dela Torre(1869-1871)
• Glorious September Revolution of
1868: Queen Isabela II was
overthrown resulting to the rise of
liberalism in Spain. Generals Juan
Prim and Francisco Serrano
appointed dela Torre as the
governor-general in the
Philippines (true democrat). Most
liberal governor-general walked
the streets in civilian clothes and
dismissed his alabaderos
(halberdiers) – the governor’s
security guards – and went
unescorted.
Accomplishments of Carlos Maria Dela Torre
(1869-18710)
(1) abolished censorship of the press and allowed unlimited discussions of political problems and proclaimed
freedom of speech
(2) abolished flogging as a punishment
(3) curtailed abuses particularly the tribute and the polo
(4) allowed secular priests to be assigned to vacant parishes or seminaries and created an office which would
prevent abuses by members of the regular religious orders
(5) reformed the Royal Audiencia to bring about speedier administration of justice
(6) decreed educational reforms, ordered the setting up of medical, pharmacy, and vocational schools
(7) created the Council of the Philippines on December 4, 1870 which was a consultative body to study
Philippine problems and propose solutions to them.
Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and
the Execution of GomBurZa (February 17, 1872)
• Monarchy was restored in Spain (Prince Amadeo of Savoy, son of
Victor Emmanuel I) ascended the throne in 1870.
• April 4, 1871: Isquierdo became the governor-general; “with

crucifix in one hand and a sword in the other” restored press
censorship (b) prohibited all talk on political matters and
secularization of the parishes (c) disapproved the establishment of
arts and trades in Manila (d) dismissed natives and mestizos in the
civil and military service.
• Cavite Mutiny (January 20,
1872)
About 200 Filipino soldiers
and workers in Fort San Felipe
mutinied, under the leadership of
Sgt La Madrid; caused by
Izquierdo’s abolition of the
exemption of the Filipino workers
from polo and paying tributes;
mutineers were able to kill the
fort commander and some
soldiers; mutiny leaders and
participants were arrested and
shot to death
• GomBurZa (fought for the
Filipinization of parishes and
champions of liberalism and
humanitarianism)
• They were charged of sedition and
rebellion due to the false
testimony of Francisco Zaldua
(former Bicolano soldier and was
bribed by the Spanish prosecutors
to implicate them as the
masterminds of the mutiny).
Military Court: three priests guilty
and sentenced them to die by
garrote.
•Originally, Rizal’s plan was to take up
priesthood and become a Jesuit father.
When he heard of the martyrdom of
GomBurZa, he changed his mind and swore
to dedicate his life to vindicate the victims
of Spanish oppression.
THE 19TH CENTURY WORLD OF JOSE RIZAL
To fully comprehend the role of Dr. Rizal played in
the shaping of the Filipino nationalism, there is a
need for us to look into the developments in the
19th century.
This is essential in understanding his ideology and

outlook as an individual.
Important developments during the said century
are as follows: (Capino et al, 1977)
➢ growth and development of nationalism
➢ rise and gradual spread of liberalism and
democracy
➢ industrial revolution
➢ the upsurge of western imperialism
➢ triumph of science and technology
➢ optimism and confidence in progress
GROWTH AND DEVELOPMENT
OF NATIONALISM
Nationalism - sense of loyalty or psychological

attachment members of a nation share, based
on a common language, history, culture, and
desire for independence (Jackson & Jackson,
2000)
GROWTH AND DEVELOPMENT
OF NATIONALISM
Nationalism
- it is a feeling that drives a people together
as a nation.
-it is a love of country expressed in devotion
to and advocacy of national interest and
independence.
GROWTH AND DEVELOPMENT OF
NATIONALISM
Two major revolutions of the earlier century:
1. The American Revolution of 1776
2. The French Revolution of 1789
Both revolutions gave birth to the idea that an
individual's loyalty has to be to his nation not
the king.
NATIONALISM
The American Revolution gave birth to the U.S.A.
The French Revolution led to the overthrowing of

the absolute rule of Bourbon Dynasty and the
abolition of feudal system.
American Revolution (1775-1783)
Independence from Great Britain
French Revolution (1779-1789)
Overthrowing of absolutism
NATIONALISM
The ideology of the French Revolution:
❖ Liberty
❖ Fraternity
❖ Equality
• - had influenced subject peoples to cast off the

yoke of colonialism by means of armed uprising
NATIONALISM
Owing to the nationalistic spirit, Italy became a
united kingdom under King Victor Emmanuel II
after the Italians under Guiseppe Garibaldi drove
out the Austrians occupying the northern part of the
country and weakened the influence of the Pope.
The separate kingdoms of Italy united as one

nation.
NATIONALISM
Ten years later, Germany through the vigorous

campaign by the Prussians under Otto von Bismarck
united the various kingdoms and dukedoms of
German nation and became one empire under
Emperor William I.
NATIONALISM
Nationalism
- is one of the radical ideas in the years after 1815,
which influenced the modern world tremendously.
Three points that stand out in this complex
ideology (McKay et al, 1995)
1. Nationalism has evolved from a real or imagined
cultural unity, manifesting itself in a common
language, history and territory.
NATIONALISM
2. Nationalists have usually sought to turn this

cultural unity into political reality so that the
territory of each people coincides with its state
boundaries.
NATIONALISM
3. Nationalists believed that every nation has the

right to exist in freedom and develop its character
and spirit.
NATIONALISM
*While nationalism can foster national unity,
progress and independence, it also has its negative
side.
*The ideas of national superiority and national
mission can lead to aggressive crusades and
counter-crusades.
*Nationalism can also stress differences among
people.
NATIONALISM
*The development of nationalism in the
Philippines, however, was very slow.
*Loyalty to the nation began only after the unjust
execution of Fathers Gomez, Burgos and Zamora
on Feb. 17, 1872.
RISE AND GRADUAL SPREAD OF LIBERALISM
AND DEMOCRACY
*The rise and spread of liberalism and democracy
was actually a consequence of the growth and
development of nationalism. (Black, 1999)
*The principal ideas of liberalism

- liberty and equality - were first realized
successfully in the American Revolution and then
achieved in part in the French Revolution
AND DEMOCRACY
*This political and social philosophy challenged
conservatism in the European continent.
*Liberalism demanded representative government

as opposed to autocratic monarchy, equality before
the law as opposed to legally separate classes.
AND DEMOCRACY
*The idea of liberty also meant specific individual
freedoms:
- freedom of the press
- freedom of speech
- freedom of assembly; and
- freedom from arbitrary arrest
AND DEMOCRACY
*Democracy became a way of life in many

European countries, like Britain, Belgium, and
Switzerland.
AND DEMOCRACY
*Democracy was gradually established thru the
following means:
➢ promulgation of laws that advance democracy
➢ undertaking of reforms thru legislation
➢ abolition of slavery
➢ adoption of a liberal constitution
AND DEMOCRACY
*Democracy was gradually established thru the
following means:
➢ providing the citizens the opportunity to
propose laws
➢ adoption of manhood suffrage and
➢ granting of political, economic and social rights
to the people
AND DEMOCRACY
*Democracy was non-existent in the Philippines in
the 19th century.
*The Philippines was denied representation in the
Spanish Cortes since 1833.
*The ecclesiastical and civil authorities then were
not inclined to grant basic human rights to the
Filipinos, as it will be detrimental to Spain's colonial
administration of the Philippines.
AND DEMOCRACY
*Democracy was non-existent in the Philippines
in the 19th century.
*They believed that if the Filipinos will enjoy basic
human rights and freedom, they would be
motivated to work for independence and topple
down the Regime.
THE INDUSTRIAL REVOLUTION
*One of the most crucial developments in the 19th

century was the Industrial Revolution (Stearns et al,
1991)
Industrial Revolution
- refers to the transformation of manufacturing
brought about by the invention and use of
machines
*This development started in England and later on

spread into Belgium, France, Germany and even the
United States.
*The invention of machines and their use in

manufacturing brought about significant changes in
people's lives.
*Some of the positive effects brought about by this

development:
➢ The rise of the factory system;
➢ Mass production of essential and non-essential
goods;
➢ Improvement of people's standard of living;
➢ Greater urbanization of society;
*Some of the positive effects brought about by

this development:
➢ Beginnings of specialization or division of labor;
➢ Invention of labor-saving devices;
➢ The beginnings of industrial capitalism
➢ Fostering of liberalism and nationalism; and
➢ Encouragement of people's mobility.
BEGAN IN ENGLAND IN 1760
Manufacturing
 Spinning jenny
 Spinning frame
 Spinning shuttle
 Cotton gin
 Sewing machine
Transportation
 Steam boats
 Steam locomotives
 Airplanes
 Automobiles
 Balloons
Communication
 Telephone
 Telegraph
 Wireless telegraphy
 Cable
 Postal service
 Newspapers
*On the other hand, there were negative effects of

Industrial Revolution to people.
➢ Widening of the gap between the rich and the
poor;
➢ Unending economic warfare between labor and
capital;
➢ Pollution and other environmental problems;
*On the other hand, there were negative effects of

Industrial Revolution to people.
➢ Beginning of child and women labor; and
➢ Intensification of imperialistic rivalry between
and among industrialized countries.
*In the Philippines, it caused the displacement of

the farmers from their land.
*To solve the evils created by the industrial system,

different measures were proposed by concerned
sectors of world society (Doreen, 1991)
*LIBERALS
laissez-faire policy or government's non-
interference in the conduct of trade and business
has to be sustained for the continuous expansion of
the economy.
SOCIALIST
*The socialists assert that the government has to
control vital industries and resources. This is
necessary in promoting equality of opportunity and
people's welfare in society.
*The communists, on the other hand, suggest that

all factors of production be owned and controlled
by the government. Equality in society can be
achieved if social classes are destroyed and
dictatorship of the proletariat is established.
*Conversely, the Catholic Church calls for humane

treatment of workers, respect for workers' rights,
and social justice for the poor.
*It also enjoined the government to regulate the
use of private property and provide humane and
favorable working conditions for the proletariat.
THE ADVANCE OF SCIENCE
*The rapid expansion of scientific knowledge

profoundly influenced Western thought in the 19th
century (Hunt et al, 1995)
*Breakthroughs in industrial technology

enormously stimulated basic scientific inquiry.
*The result was an explosive growth of

fundamental scientific discoveries from 1830s
onward.
*These theoretical discoveries were increasingly
transformed into material improvements for the
population.
*The translation of better scientific knowledge into

practical benefits was evident in biology, medical
sciences, physics and chemistry.
*In the 19th century, search for knowledge and
truth could be explained by a rational and empirical
approach.
*This was a result of the Age of Enlightenment

during the 18th century, when blind belief and
dogma were challenged by the principle that
everything could be explained by reason.
*This resulted in the development of the scientific
method, where knowledge needs to be proven by a
systematic and rational approach, which in effect,
resulted in advances in the sciences.
*The triumph of science and technology had at

least three significant consequences:
1. Everyday experience and innumerable scientists

impressed the importance of science on the mind of
ordinary citizens.
*The triumph of science and technology had at least three

significant consequences:
2. As science became more prominent in popular
thinking, the philosophical implications of science
spread to broad sections of the population.
Technical advances led the people to develop
optimistic faith in man's capability to achieve
progress.
*The triumph of science and technology had at

least three significant consequences:
3. The methods of science acquired unrivaled

prestige after 1850.
For many, the union of careful experiment and
abstract theory was the only route to truth and
objective reality.
*The effects of the scientific revolution spilled to

the challenging of traditional beliefs in religion and
politics.
*A belief emerged that the Church is not the sole
source of knowledge but everyone can be capable
of achieving knowledge and challenging the old
established belief as long as this could be
scientifically explained, replicated and validated.
*The scientific revolution gained headway in

Western European countries like Germany, France
and England, which became centers of learning in
the 19th century.
*Its universities and society became free market
places of ideas, characterized by a large degree of
intellectual freedom that is unhampered by
religious dogma and superstition.
*German, French, and English scientists were at the

forefront of this revolution and abroad, the explorers,
archaeologists, and anthropologists scoured all parts
of the world for new discoveries.
* Unfortunately, however, Spain was at the backwater
of this scientific upheaval and this was felt by Rizal
himself when he left the Philippines, feeling that his
education in the colony was inadequate.
*He eventually, left Spain for more advanced

studies in Germany and France to improve his
competencies as a physician.
THE RESURGENCE OF WESTERN IMPERIALISM
*In the 19th century, the industrializing West

entered the third and most dynamic phase of its
centuries-old expansion into non-Western lands.
*In so doing, these Western nations profitably
subordinated those lands to their economic
interests, sent forth millions of immigrants, and
political influence in Asia and vast political empires
in Africa.
*The reasons for this culminating surge were many,

but the economic thrust of robust industrial
capitalism, an ever-growing lead in technology, and
the competitive pressures of European nationalism
were particularly important.
*Western expansion had far-reaching
consequences.
*For the first time in human history, the world

became in many ways a single unit.
*Moreover, European expansion diffused ideas and

techniques of a highly developed civilization.
*Yet the West relied on force to conquer and rule,

and treated non-Western peoples as racial inferiors.
*Thus, non-Western elites, armed with Western

doctrines, gradually responded to Western
challenge.
*They launched a national, anti-imperialist struggle

for dignity, genuine independence, and
modernization.
*Colonized peoples, therefore, started to assert
their right to self-determination or the right to
choose the kind of government under which they
would live.
OPTIMISM AND CONFIDENCE IN PROGRESS
*Optimism or faith in society and man's ability to

progress was brought about by the advancement of
science, the coming of steam-powered industry,
and the spread of liberalism and socialism
(Chodorow et al, 1994).
*The optimism of the century was summed by

Marquis de Condorcet in his work, Sketch for a
Historical Picture of the Progress of the Human
Mind.
*He saw that “the strongest reasons for believing

that nature has set no limit to the realization of
our hopes”
*He foresaw the following:
1. The abolition of inequality between nations;
2. The progress of equality between nations;
3. The true perfection of humanity
*Progress was now independent of any power that

might wish to halt it and will never be reversed.
*Optimism and confidence in progress can be
gleaned from the achievements of men in the 19th
century.
*Notable among these were the following
(Capino,1977)
1. Extension of human rights to many people;
2. Promotion of higher education for men and
women;
*Notable among these were the following
(Capino,1977)
3. Education for nationalism in schools;
4. Investment in science to serve mankind;
5. Improvement of public health thru the
establishment of numerous hospitals; and
6. Emergence of realistic literature, depicting the
life of the time.
TO SUMMARIZE:
➢ growth and development of nationalism
➢ rise and gradual spread of liberalism and
democracy
➢ industrial revolution
➢ the upsurge of western imperialism
➢ triumph of science and technology
➢ optimism and confidence in progress
NEXT TOPIC:
*SPAIN AND THE PHILIPPINES IN THE 19TH CENTURY
- SPAIN IN THE 19TH CENTURY
-ABANDONMENT OF MERCANTILISM (COMMERCIALISM)
- THE PHILIPPINES DURING RIZAL'S TIME
-ADMINISTRATIVE ORGANIZATION
-THE SOCIAL STRUCTURE OF FILIPINO SOCIETY
-EDUCATIONAL SYSTEM & ECONOMIC SITUATION

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Rizal Law and The Teaching of Rizal Course

Rizal, A True Filipino Hero

Rizal, Pioneer Asian Nationalist Leader

Major Periods in the Life of Rizal

• Signed: June 12, 1956

• Mandates the teaching of the life, works,

• 1. To rededicate the lives of the youth to the

• 1. To recognize the relevance of Rizal's

• 2. To apply Rizal's ideals in the solution of

• 3. To develop an understanding and

• 4. To foster the development of moral

• Jose Rizal was not a man of war but a man

• Among the country's national heroes, Jose

• They helped guide in the formation of the

• All these heroes are examplars of all

• He cited the efforts of the Taft Commission in

• Rizal never favored revolution but the slow

• 1. Rizal was already dead at the time the

• 2. No embarrassing anti-American quotations could

• 3. Rizal's dramatic martyrdom had already made

• This could be seen in tributes to him during his lifetime

• The Katipuneros considered him the honorary leader

• His guidance was sought by its emissaries when Dr.

• Gen. Emilio Aguinaldo

• Dec. 30. 1898 - a group of masons erected a

*The monument at Daet antecedates the

He is truly a hero of the Filipinos.

1. Since the Filipinos love peace, they have

2. Because Filipinos are lovers of freedom and

3. Filipinos prize virtue more than victory, and

Despite the controversy on Rizal's heroism, it

Due to Rizal's qualities, he was able to serve the

- It was he who taught his countrymen that

- He was the first to work towards the

Accdg. to Coates (1968), all the four

*Although Rizal opposed the revolution

- Ideas for liberal democracy by Rizal:

- Ideas for liberal democracy by Rizal:

- It was through Rizal that the basic tenets of

- Thus, Rizal deserves to be called the First Asian

First Period (1861 - 1872)

- It was a period when the following values

 - He was then 11 years and was enrolled at

 - It was the period when Fathers Gomez,

Strengthening of his religious foundation;

 - It was at this time that Rizal decided to leave

 - He went to Europe and everywhere he went,

 - Thru his membership in exclusive societies of

 - Through his articles, essays, and novels, he

- Rizal was exiled in Dapitan. It was in

Evils in the Colonial Rule

- the ex-officio president of the Royal

 Up to the middle of the 19th century schools

The Spanish officials

• The Friars are members

• Middle Class – the

• The Mestizos are the

• Lowest class – this class