PHILOSOPHY AND HISTORY OF STUDYING RIZAL

ALVIN KRIS B. ALIC

09472646753 | FB: Alvin Alic
Email: alic_alvin@fbc.ph.education

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 SUBJECT PRIMER

TITLE : PHILOSOPHY AND HISTORY OF STUDYING RIZAL

Term Outcomes:
 Exhibit mastery on European and Philippine 19th Century Society
 Distinguish historical antecedents which led to the implementation of Rizal law
 Express higher understanding in Local history, culture, and society
 Conduct a quantitative survey on people’s perception about Rizal in the modern age
TOPICS:
 The Heroism of Laurel and Recto
 The Backdrop of Rizal’s Life and Works: Nineteenth Century Philippines
 The Backdrop of Rizal’s Life and Works: Nineteenth Century Europe

PERFORMANCE TASK: Knowing and Living Rizal through the Arts

A. Option 1 - Recorded Oratorical Speech
Memorize either one of the two famous patriotic oratorical pieces, “The Flag Speaks” or “Citizen’s
Reply”. Record yourself while presenting the piece and give a five minute recorded reflection video
after.

B. Option 2 - Recorded Reaction Video

If you are into research, you may choose this option. Choose among any of the following issues
and research about it well. Make a reaction video focusing on its impact and parallelism in the
contemporary local and global issues.
I. Racial Discrimination
II. Colonial Mentality
III. Graft and Corruption
IV. Imperialism
V. Quality Education as a Human Right

Submit your works through Google Classrooom not later than the date provided by your instructor.

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THE FLAG SPEAKS
I am the flag of the Philippines born of the sun and stars
Baptized with the blood and tears nourished by valor and love
I am the symbol of your sovereignty the emblem of your freedom
And the glory of your spirit
I can be no more than what you make me to be for I am belief
I yourself and what you hope to be I have the courage to strive for
I’m yesterday’s dream, today’s endeavor, and tomorrows vision
I live a changing life - a life of passion and ambition; of pain and of joy
I have known the ravages of war in the delight of peace; the ignominy of defeat and the exaltation of victory
I have waved in the triumph from my staff when great joy felt
The nation and I have dropped at half mast when sorrows grieve your heart
As long as you my people exist shall I exist for I am your soul
Wherever you go there shall I go
As I float above you, you see me as a bright gleam of color
My blue is firm with faith and justice my red is brilliant with daring courage my white is dazzling with its purity
and ideals
My stars remind you the burning torch of freedom while my sun reminds you to keep alive solidarity
I am the flag of the Philippines the symbol of the power and glory of more than 100 million Filipinos
God may this be so forever and ever
CITIZEN’S REPLY
Hail to that emblem of rare beauty and patriotic meaning
The symbol of power, the glory and honor of more than 100 million Filipinos
You float in majestic silence above us, whether in peace or in war
And yet, though silent you speak to us of the past, of the great events, and of the people who made them
You have been stained with the smoke of battle, torn with the shot and shell of strife, drenched with the blood of
brave men and tears of suffering women
You have led the brave march across mountains and plains
You waved in the highlands of Tirad Pass and Bessang
You streamed over the soldiers head in Bataan and Corregidor
To us, you are more than a tri-colored piece of bunting with the sun and the stars
To us, you are the living personification of the spirit of the land of our birth.
You link the travail of the past, with the undertaking of the present
And span the desperate struggle of men long since dead for peace and liberty of future generations.

INTRODUCTION TO THE RIZAL COURSE

RIZAL: THE MOST BORING COURSE YOU WILL EVER TAKE
Most Essential Learning Outcomes
At the end of this module, the learners are expected to:
 Discuss the historical background of Rizal Law
 Master the legally-bound mandates in making a law
 Explain the purpose of studying Rizal

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Introduction
In the duration of this course, you will be able to determine the process of how a bill becomes a
law and you will understand why Jose Rizal’s life and his writings particularly his two novels Noli Me
Tangere and El Filibusterismo must be included in the curricula of the higher education. On the top of
it, you will explore “The Boring Subject Called Rizal”.
How the Rizal Bill became a Law?
Who is the man behind this boring course? Well, let me introduce you to Sen. Claro M. Recto -
he is the man of the hour. Sen. Recto was a Filipino statesman, jurist, poet and one of the foremost
statesmen of his generation. He is remembered for his nationalism, for "the impact of his patriotic
convictions on modern political thought".
Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor the bill
at Congress. However, this was met with stiff opposition from the Catholic Church. During the 1955
Senate election, the church charged Recto with being a communist and an anti-Catholic. After Recto's
election, the Church continued to oppose the bill mandating the reading of Rizal's novels Noli Me
Tángere and El Filibusterismo, claiming it would violate freedom of conscience and religion.
In the campaign to oppose the Rizal bill, the Catholic Church urged its adherents to write to
their congressmen and senators showing their opposition to the bill; later, it organized symposiums. In
one of these symposiums, Fr. Jesus Cavanna argued that the novels belonged to the past and that
teaching them would misrepresent current conditions. Radio commentator Jesus Paredes also said
that Catholics had the right to refuse to read them as it would "endanger their salvation".
So how this highly debated bill became a law which ultimately caused your suffering today and
will possibly be the reason of your first ever failing grade in college?

Step 1 - Filing of the Bill

Bill is filed in the Senate Office of the Secretary. It is given a number and calendared for first
reading
Step 2 - First Reading
The bill’s title, number and authors are read on the floor afterwards, it is referred to the
appropriate committee.
Step 3 - Committee Hearings
The bill is discussed within the committee and a period of consultations is held. The committee
can or recommend substitution or consolidation with similar bills) or reject. After the committee submits
the committee report, the bill is calendared for second reading.

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Step 4 - 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
Step 5 - Voting on Second Reading
The senators vote on whether to approve or reject the bill. If approved, the bill is calendared for
third reading.
Step 6 - Voting on Third Reading
Copies of the final versions of the bill distributed to the members of the Senate who will vote for
its approval or rejection.
Step 7 - Consolidation of Version from the House
The similar steps above are followed by the House of Representatives in coming up with the
approved bill, if there are differences between the Senate and House versions, a bicameral conference
committee is called to reconcile the two. After this, both chambers approve the consolidated version
Step 8 - Transmittal of the Final Version to Malacanang
The bill is then submitted to the President for signing. The President can either sign the bill into
law or veto return it to Congress.
Why is the Rizal Course sooooooo Boring?
Most often students feel that Rizal course is an additional burden to their studies because it is
not a major subject. The person had been studied was already dead. Students further said that what’s
the use of Rizal course where in fact they could not use the name Rizal as one of their references
when they apply for a job nor Rizal could back up them if they need help…Well of course! A dead
person cannot do anything about the life of the living but the thoughts, ideals, dreams, principles or
convictions that he left might be very influential to
people’s life as a basis of getting strength in their day to
day existence. And that’s where the relevance of Rizal
comes in.
The Republic Act 1425 otherwise known as Rizal
law was approved in June of 1956 made it clear that Rizal
course is compulsory to all students who are enrolled in
different colleges and universities. Obviously, a student
cannot graduate in his course without taking and passing
Rizal. Therefore, Rizal is as important as with all other
courses.
Moreover, Rizal course will have substantial meaning if we will not just focus our discussion to
the life of Rizal but as to how we exemplify the life of Rizal as a springboard of discussing the culture of
the Filipinos, its political, economic and social affairs in the past and relate it at present situation of the
people. In that way, student critical thinking would be developed better. As a result you will take an
active part not only in the classroom setting but also in participating outside activities for the betterment
of the Philippine society in general.
More importantly, the value of being a religious person, a loving and obedient son to his
parents/family, a responsible student, a strong willed individual who stands for his convictions, the one
who loves and serves the country are some of the virtues of Rizal that must and should be emphasized
in the whole duration of the coarse. And that’s where the relevance of Rizal subject lies.
Let’s get ready to take off!
With me as your Rizal instructor and our virtual connections, expect the following this semester:
1. We will answer the how’s and why’s of Rizal’s life and works rather than answering the
who, what, and when questions. Make this course different from your high school Araling Panlipunan.
You are now a bachelor’s degree candidate - wake up and grow up as an academic being! If you are

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good in merely memorizing facts and dates without understanding the context of the topic, sorry but
this is not the course for you.
2. You will be assessed in a brutal way - and I mean it. If you are not familiar with the
Socratic method of questioning, now is your time to explore it. Although assessment will be done
written and orally, oral assessment has a greater importance in passing this course. Here in FBC, you
are not trained to be robots who will just follow instructions, you are trained to be LEADERS of the
future - an excellent communicator and an intelligent person who can communicate his/her knowledge
both to the wise those who are not. If you want to box yourself in your past and refuse to get out of
your comfort zone, this is not the course for you.
3. You will fail this course if you are afraid to do hard things. Rizal became an educator in
Dapitan - that’s not a secret to all who have undergone this course. His unique pedagogy is
noteworthy. While today’s college entrance examination measures aptitude, Rizal’s unique qualifying
test measured courage. Why courage? - because he believe that success is only for those who are
willing to face their fears. Face your fears. Test Your faith. Pass the course.

MODULE 1
THE HEORISM OF LAUREL AND RECTO
Most Essential Learning Outcomes
At the end of this module, the learners are expected to:
 Appreciate the accomplishments of Laurel and Recto
 Discuss the concept and context of Academic Freedom in the new normal setting

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  Decide on what specific educational reforms could be done to further enhance the
teaching and learning of the Rizal course

It is normal for bills to be debated in the upper and lower house of the Congress, but the trial that
the Rizal Bill underwent was beyond normal. With the sponsors of the bill and the opposition not only
coming from the people inside of the Legislative Arm but also the inclusion of the Catholic Church in
the debates for this bill.
When the bill was brought to the senate by Senator Claro M. Recto, there were but three who
opposed it. It was when Senator Jose P. Laurel sponsored the bill as the head of committee education
that the exchange of arguments from the two sides started. The Church played a big role in this fight
because they are the ones who intervened with the approval and signing of this bill into a law.
On the side of Senator Recto was of course Senator Laurel who defended the bill in the
deliberations. But who are these two statesmen who, despite of an oppressive oppossition, asserted
our right to liberally uphold the essence of academic freedom?

José Paciano Laurel (March 9, 1891 – November 6, 1959) was a lawyer by profession. He
was the president of the Second Philippine Republic, a Japanese puppet state when occupied
during World War II, from 1943 to 1945.
Claro Mayo Recto Jr. (February 8, 1890 – October 2, 1960) was also a lawyer and on of the
greatest statesmen of his generation. He is remembered for his nationalism, for the impact of his
patriotic convictions on modern political thought.

Academic Freedom and its Value in FBC’s New Normal

Academic freedom for higher education institutions is provided by the 1987 Constitution of the
Philippines: “Academic freedom shall be enjoyed in all institutions of higher learning” (Art. XIV. Sec.
5.2). The provision is self-executory and it does not require an enabling law.
The institution of higher learning in the Philippines – be this a university, a college, or a
professional institution – is the community of administrators, faculty members, support staff and
students that engages in higher learning (instruction, extension, and research). Historically, academic
freedom belongs to the essence of HEIs which as universities in 10th to 12th century Europe began as
groups of students and teachers who came together to search for truth in academic freedom, i.e, free
of external limitation or constraint.
In the United States academic freedom is not provided by the Constitution but defined by the US
Supreme Court (cf. landmark Sweezy vs New Hampshire case.) Here the essential academic freedoms
are defined by Justice J. Frankfurter as: the right to determine
(1) who may teach;
(2) what may be taught;
(3) how it shall be taught; and
(4) who may be admitted to study.
This definition has been adopted in Philippine jurisprudence on academic freedom, e.g. Ateneo de
Manila vs. Capulong. Considering academic freedom is not defined by the Constitution, its theoretical
definition is open in principle as its exercise in history may continually redefine its meaning.
However, the right and necessity to define academic freedom operationally belongs to the HEI in
which academic freedom is vested according to the exigencies of higher learning, i.e., the search for
truth in instruction, research and service to the community according to the disciplines it engages in or
evolves in implementation of its vision and mission and in active interaction with the community of HEIs
in the Philippines. Relevant to the exigencies of higher learning in the Philippines are the constitutional
provisions that in all HEIs “the study of the Constitution shall be part of the curricula” and that “they
shall inculcate patriotism, nationalism, foster love of humanity respect for human rights, appreciation of
the role of national heroes in the historical development of the country, teach the rights and duties of
citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline,

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encourage critical and creative thinking, broaden scientific and technological knowledge and promote
vocational efficiency” (Art. XIV. Sec. 3 (1-2).
Since academic freedom is vested in the HEI, it is the HEI itself that safeguards it in its judicious
use of it for the benefit of society. Here, it provides society with the space free of external constraint to
sift truth from untruth (fake news, manipulative conspiracy theories, alternative facts), right from wrong
according to methods (discussion, debate, dialogue, research, evidence, data, data analysis, etc.) it
has in academic freedom adopted or developed. Truth contributes to what is truthful or right in society
and destabilizes what is untruthful or wrong in society, so ultimately benefiting human society. Standing
for truth in an untruthful society is fraught with risk, but belongs to the soul of the academic community.
In this context, academic freedom is neither contingent on nor guaranteed by an external security
force, be this a police or military force, but by the commitment to truth/right of the HEI and its actual
community. Constitutional rights like the right to free speech, the right to assemble, the right to petition
Government for redress of grievance, the right to form associations, and the right to life and liberty (cf.
Art. III) are not lost because one participates actively in the life of an HEI. Finally, a critical discussion
and debate on the pros and cons of a political system, order or ideology, of a faith, a faith system, a
culture or cultural systems belongs to the academic freedom of HEIs. CHED and other regulative
bodies of education do not define academic freedom but the minimum standards of learning.
Now that nearly all college courses have gone online, in which format they can be recorded in full,
political opportunists, Left and Right, can exploit this permanent, decontextualized record against their
opponents. Nevertheless, a brave college leadership needs to update free speech policies to reflect
the digital nature of education in the age of pandemic. The University of the Philippines, for example,
has strong policies concerning academic freedom in its online education guidelines. Here in FBC, there
is a relatively small number of students who openly express their dissent. This may be attributed to the
conservative nature of the institution or is it that the college is really doing everything to the best
interest of its students. But still, it does not erase the fact that FBC’s services have many lapses and
are prone to dissent. To name a few, there is still an inefficient physical distancing policy in the
cashiering and assessment area, some frontline service providers are not client-oriented, and the
online learning methodology is inconsistent and does not achieve its purpose. Just like what Laurel and
Recto did in the senate, how would you respond to this?

Rizal’s as an “Educational Prophet”

The sponsors argued that in reading Rizal’s words, we are able to see ourselves. It is through the
works of Rizal, the greatest Filipino patriot, which show not only the strengths and virtues of the
Filipinos but the Filipino’s defects and vices as well. Making the Filipinos realize their flaws will prepare
themselves for the sacrifices they have to make to attain freedom. The only objective of the bill is to
foster the better appreciation of our national hero’s role in fighting for freedom under the colonialism of
the Spaniards, not to go against any religion.
However, the oppositors argued that the bill would violate freedom of conscience and religion.
According to the letter submitted by the CBCP, Rizal violated the Church’s laws specifically Canon Law
1399, which forbids books that attack or ridicule any of the catholic dogmas or which defend errors
condemned by the Holy See. Not only that, they argue that among the 333 pages of Noli Me Tangere,
only 25 passages are patriotic while 120 passages are anti-catholic. Rizal admitted before that in these
passages he did not only attack the friars that acted falsely on the Filipinos but also attacked the
Catholic Faith itself. Rizal himself included in his last will the retraction of his statements about the
Church in his two novels. They also stated that it is not necessary to attack the Faith of the church to
imbue nationalism on the Filipinos. They suggest a Rizalian Anthology, where a compilation of all his
works which contains the nationalistic philosophy will be provided as reading material for the students
instead of his two novels. Francisco Rodrigo even said in a statement that Filipinos can still venerate
Rizal without having to read his works. Rizal would still be a hero even if he didn’t write these two
novels.

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 As the debate on whether the bill should be approved seemed like it will never end, Senator Laurel
created an amendment to the original bill or the Noli-Fili Bill.
In this bill Senator Laurel included other books, poems, and other works written by Rizal and works
written by other authors about Rizal other than Noli Me Tangere and El Filibusterismo. In addition to
that, the reading of the unexpurgated version of the novels would no longer be compulsory to
elementary and secondary levels due to the issues it had with the Catholic Church. Finally, the bill also
included that the works done by Rizal should be read strictly in the original and unexpurgated form in
the college level.

MODULE 2
THE BACKDROP OF RIZAL: 19TH CENTURY PHILIPPINES
Most Essential Learning Outcomes
At the end of this module, the learners are expected to:
 Establish strong foundation on Philippine and European History
 Discuss the historical basis of Rizal’s revolutionary ideologies

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  Assess the 19th century Philippine society and how it contributed to the present culture,
politics, and social structure of the country.

PHILIPPINES IN 19TH CENTURY

Social Structure of the Philippines under Spain
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:
1. 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.
The Spanish officials
The Peninsulares (Spaniards who were born in Spain). They held the most important
government jobs, and made up the smallest number of the population.
The Friars are members of any of certain religious orders of men, especially the four mendicant
orders (Augustinians, Carmelites, Dominicans, and Franciscans)
2. Middle Class – the people that belongs into this class includes the natives, mestizos and the
criollos/creoles.
Natives – the pure Filipinos
The Mestizos are the Filipinos of mixed indigenous Filipino or European or Chinese ancestry.
3. Lowest class – this class includes the Filipinos only.
The Indios are the poor people having pure blood Filipin 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:
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.
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.
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.
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/mo 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

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 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 and Outdated teaching methods

Since Spanish schools were anchored on the operations of the church and
overemphasized the teaching of religion over arts and sciences, the system became irrelevant
and unresponsive to the changing needs of its stakeholders.

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. 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.

5. 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.

6. 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.

In addition to these, the following problems can also be noted:

7. Poor classroom facilities and absence of teaching materials

8. Primary education was neglected

MODULE 3
THE BACKDROP OF RIZAL: 19TH CENTURY EUROPE
Most Essential Learning Outcomes
At the end of this module, the learners are expected to:
 Establish strong foundation on Philippine and European History

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  Discuss the historical basis of Rizal’s revolutionary ideologies
 Assess the 19th century Philippine society and how it contributed to the present culture,
politics, and social structure of the country.

EUROPE IN 19TH CENTURY

I. The Congress of Vienna (1814-1815)
a) After Napoleon’s defeat at the Battle of Waterloo in 1815, European heads of government
were looking to establish long-lasting peace and stability on the continent.
b) The goal was collective security and stability for all of Europe.
c) A series of meetings known as the Congress of Vienna were called to set up policies to
achieve this goal. This went on for 8 months.
Why is the Congress of Vienna significant?
1. Political triumph- for the first time, European nations had cooperated to control European
political affairs.
2. Sense of fairness- no one was left bearing a grudge
3. By agreeing to come to one another’s aid in case of threats to peace, European countries had
temporarily ensured that there would be a balance of power in Europe- resulted in peace for 40
years (until Britain and France fought Russia in the Crimean War)
Europe after the Congress of Vienna
1. The Congress of Vienna was a victory for conservatives (people who prefer tradition and are
largely against radical change) as kings and princes resumed power in many countries
2. Britain & France had constitutional monarchies with limits, while governments in Eastern and
Central Europe were more absolute
3. While these attempts tried to undo the French Revolution, they couldn’t fully realize that goal-
The French Revolution had given Europe its first experiment in democratic government.
Conflict between liberals (those wanting more change, mainly rights and opportunities for
more people) and conservatives would help contribute to later revolutions in Europe in the
19th century.
II. Nationalism in Europe
a) While the Congress of Vienna largely succeeded in preventing international wars between
European countries, it did not prevent conflict from surfacing within European countries.
b) Revolutions erupted across Europe between 1815-1848.
c) There was disagreement and conflict within nations between conservatives (who favored the
status quo), liberals (who argued for many changes in moderation) and radicals (who favored
drastic change to extend rights to all people)
d) Much of this had to do with an increase in nationalism- the belief that people’s greatest
loyalty should not be to a king or an empire but to a nation of people who share a common
culture and history.

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 e) When a nation (a group of people that share a common identity and therefore a common
bond) had its own independent government, it became a nation-state.
f) In 1815, only France, England, and Spain could be called nation-states in Europe.
g) Nationalism was typically opposed by conservatives and favored by both liberals and radicals.
h) Nationalism would lead to the unification of previously fragmented territories as well as division
within large empires as groups of people began to break away and form their own countries.
III. Industrialization
Why are we talking about industrialization? What does that have to do with war?
A. Industrialization allows a huge amount of weapons to be created in a short time, making war
more deadly.
B. It causes changes in social patterns that lead to social tensions: people no longer live in the
countryside, but are crammed into cities, social class is more obvious in a consumer society.
Industrialization starts in Britain in the 1780s. Industrialization during this era was fairly simplistic – an
ironmonger or a weaver would come up with a new way of doing things:
A. For example, a better way of spinning wool, by using a “spinning jenny,” which could produce
8 times the amount of wool that a normal spinning wheel could.
B. This early industrial revolution did not produce big cities and smokestacks like we associate with
the industrialization – rather, it usually consisted of maybe 10 or 20 people working in an artisan’s
workshop. However, as we progress into the 1810s and 1820s, this style of factories does begin to
appear.
C. Britain begins to produce these materials more quickly and efficiently, making it a leader in
production of cloth, for example. For a while, Britain is called the workshop of the world,
because it produces so many items.
D. But not for long. During this 1780-1810 era, other countries are beginning to industrialize in the
same way. However, no other country is able to industrialize fully.
E. While in Britain, a general trend emerges, other countries only see pockets of industrialization,
in places like Northern France and Prussia.
F. However, in the 1840-1870s, more countries begin looking into industrialize, such as Germany
and France. These industrial revolutions were not organic like the British one – they were usually
state-sponsored to a certain extent. Governments realized they needed to keep up with Britain.
G. Also, industrialization was seen as good military strategy. Many generals saw much promise in
railroads, for example, which could be used to move troops around the country, and mass
production, which could be used to make weapons quickly.
H. In the 1890s-1910s, a third wave of countries industrialize, including Russia, Austria and Italy.
These countries rely greatly on government support. They need to grow quickly and buy
technology and innovation from more developed countries so they can keep up. These countries
do not have a chance to catch up, though, before WWI strikes, halting economic progress.

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 I. During this third wave, new fields also develop, like chemical engineering and electrical
engineering. Germany thrives using these new technologies and its economy comes close to
surpassing Britain’s.
Some Effects of Industrialization:
 Economies become more intertwined:
 Regions used to have more self-sustaining economies. Most goods you bought were
probably made within 50 miles of your home. However, during the 19th century,
economies became more interdependent. Wool from English sheep might be used to
make clothe in Germany. Because economies were so interdependent, the effects of war
were more drastic on the world economy.
 The government had more control over the economy now simply because it was so
complicated. This made it easy to harness in times of war.
 Social Effects - There were great migration shifts from the country to the city. People had to
live in very tight quarters, which made social distinctions, such as the suffering of the poor and
the wealth of the rich, more obvious.
 Also, a new class, the bourgeois, began to emerge. The bourgeois were basically the upper
middle class. They were bankers, lawyers, doctors, white-color workers and industrialists who
thrived in an industrialized society in which competence and knowledge brought you success.
 The bourgeois were not as wealthy as the aristocracy, but there were more of them, so they
had lots of influence in the government.
 The bourgeois tended to be liberal and were behind many of the great changes of the century.
 Education - Now that people were living in the city, social problems, such as child labor
became more obvious.
 Also, governments realized they needed an educated populace to produce more
technological innovations.
 The bourgeois and the petit-bourgeois (lower middle class) insisted that their children be
educated, because they saw it as a way to rise in the world.
 The population became more educated, literacy rates soared, public schools were
instituted in many countries.

IV. Liberalism
a) During the 19thCentury, a vein of thought known as “liberalism” emerges. “Liberalism” meant
something quite different in the 19thcentury than it does now. Liberals were usually
bourgeois. Liberals wanted a more democratic system. In the early 19th century, most political
power was held by aristocrats. Liberals supported limited democracy, in which wealthy white
males would have the vote.

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 b) Liberals supported capitalism, and by extension, industrialization. Capitalism is the economic
system used in the United States. In a capitalist economy, the government interferes as little
as possible, and tries to foster entrepreneurship.
c) Liberals were usually bourgeois who did not like the current political system, in which the
aristocracy had a lot of power, and wanted to bring about a more democratic system. They
believed voters should be fairly wealthy males. They supported industrialization.
d) Liberals were great reformers and were very optimistic. Many 19thCentury liberals believed
that the world’s problems could be solved with new technology. Most did not imagine that
technology could be responsible for anything like the horrors of the world wars.
e) This optimism is useful in defining liberals. The era before WWI, from about 1880 to 1914, is
known as the Belle Epoch. During this era, there was overall economic growth, and most
people’s standard of living increased.
Here’s a chart that show the difference between liberals and conservatives. The juxtaposition
will help you understand what liberalism means.

THE LIFE AND WORKS OF JOSE RIZAL

Philosophy and History of Studying Rizal

References and Resources:

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 Daquila S., The Seeds of Revolution. Brainbow Essentials, 2009

Zaide S., The History of Filipino People. Rex Bookstore, 2001

Articulo & Florendo. Values and Work Ethics. Trinitas Publishing, Inc., 200

Cruz, Corazon L. Contemporary Ethics, National Book Store, 1993.

Fromm, Erick. Escape from Freedom, 1941

Holy Bible. The Gideons International.

Horney, Karen. Neurosis & Human Growth. 1950

Reviewed and Approved by:

MARILYN T. ALCALA, LPT, Ph. D.

Dean

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