LESSON 2 INTRODUCTION In this part of the Module the learners will delve into the following: 1. Why one has to study the Life and Works of Dr. Jose Rizal? (WEEK 1-2); and 2, Jose Rizal and the Development of Filipino Nationalism and Patriotism (WEEK 3-4) Course Outcomes The Course Outcome for this lesson are the following: CO.- Determine the importance of studying the Life and Works of Dr. Jose Rizal CO2- Discuss the circumstances of Rizal’ life in the context of agth Century (Part 3) Intended Learning Outcomes (ILO): By the end of this lesson the students would be able to: 1. Discuss the reasons and value of learning the Life and Works of Dr. Jose P. Rizal 2. Appreciate Rizal Law 3. Discuss the historical events in the 19 century that developed into the awakening of Philippine nationalism and patriotism and their influences on Jose Rizal's ideology. WEEK 1-2 Why study the Life and works of Dr. Jose Rizal? Course Rationale: 5 mandated by Republic Act 2425, this course covers the life and works of the country’s national hero, Jose P. Rizal. Topics covered are his biography and writings, particularly the novels Noli Me Tangere and ElFilibustersmo, some essays, and various correspondences. Dr. Jose Rizal, the greatest Philippine National Hero who is also the Father of Asian Nationalism, is a splendid genius, the forerunner of nationalism and patriotism. As 2 hero he is our icon, a model worth emulating; thus, it is just proper to know him by studying his life and the works that bought him to such greatness and 11GEQ9: Life and Works of Dr. Jose P. Rizal 2020honor. By studying his life and works, we are practicing the principles and value of, nationalism and patriotism which are everyone's concern. Because, a good citizen must be nationalistic and patriotic for the country’s welfare. We encounter Jose Rizal everywhere we see; his bust or whole-body figures in municipalities and schools all over the Philippines and in some countries abroad. His face is engraved in every one-peso coin and his name graces establishments and streets or avenues, These are manifestations that we recognize Jose Rizal as one of or the most important icon in Philippine history. However, some Filipinos, mostly the youth, seemed to have forgotten his value and wisdom. Hence, this course will provide necessary details and discussion on the life and works of our national hero, Dr. Jose P. Rizal. Indeed, Rizal is a celebrated icon of the country and was proclaimed as the national hero, But, by whom? The Americans? The First Republic of the Philippines? That is a bit debatable, hence, still et us go back to the first question: why study the life and works of this man? The answer is: “Itis provided by the LAW!” One must pass the subject before he gets qualified to finish a degree. What is this law then? THE RIZAL LAW Every student must learn the values of nationalism and patriotism through and from the life and works of our national hero. The law aims to establish cognizance among students on how the works of our national hero shaped the history of Philippines. Thus, below is the Jose Rizal Law authored by former senator Claro M Recto. It was approved on June 22, 1956 and published in the government official Gazette, Vol. 52, No. 6, p. 2971 in June 956. REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES 21GEg: Life and Works of Dr. Jose P. Rizal 2020WHEREAS, today, more than any other period of our history, there is a need for a re- dedication to the ideals of freedom and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now, therefore, SECTIONs, Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate courses, ‘the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. The Board of National Education ishereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers, and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette. SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of ‘the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shalll be included in the list of approved books for required reading in all public or private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university. SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring 3|GEQ: Life and Works of Dr. Jose P. Rizal 2020to read them, through the Purok organizations and Barrio Councils throughout the country SECTION 4.Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school. SECTION 5.The sum of three okt hundred thousand pesos is hereby authorized to be appropriated out of any fund not Astnaom snourshes by sense otherwise appropriated in the ee National Treasury to carry out te incomplete openness wth the the purposes of this Act. SECTION 6. This Act shall take effect upon its approval x0. Ret, (Feo. 8503960 / pene) WEEK 3-4 * Jose Rizal and the Development of Filipino Nationalism and Patriotism very hero has a context. Life situation, it may be politics, society, and/or ‘economy help shape the heroic spirit of people gifted with the passion to pursue truth, justice, equality, liberty, and relevant valves and principles in pursuit of freedom and love for the country. Jose P. Rizal's life context is the nineteenth century. Most historians consider the century as the dusk of Spanish colonization because of important events which indicated its failures occurred throughout the globe. To give usa peek, let us delve on the important world historical events in the 19" century and to eventually relate them to the Philippines during that period. On our end, we will likewise establish the influences on Rizal's principles and advocacies. From the gleam of Spanish tyranny and the imminent liberalism of Europe upto the struggles of Filipino people as citizens and faithful believers, we will see how Rizal came up with his ideologies manifested in his writings and works for social and political reform 4|GEg: Life and Works of Dr. Jose P. Rizal 2020The World in the Nineteenth Century Inthe a9" century, the Philippines was still one of the colonies of Spain, Other identified colonies however have become successful to achieve independence through revolution, such as South and Central America, Mexico, Chile, Argentina, Venezuela, Colombia, Ecuador, Perv, Nicaragua, El Salvador, Honduras, and others. Considerably, Philippines remained under the power and control of Spain together with Cuba, Puerto Rico, and Spanish Sahara. It is worthy to mention that among the remaining colonies, Philippinesis the largest, in as much as, itrich in natural resources and has great potential to strong and grand trade and commerce (De Viana et al,,2023). ‘The maneuver of colonies against Spain through revolutions were marks of historical turn of events in the previous century. Glancing back on the last quarter of the 28" century, the ideas of freedom, liberty, equality, and upholding the value of sovereignty of the people have spread across the continent of Europe. The French Revolution of 2789 has culminated these bold attempts which became successful throughout ag! century. The ideas of the Philosophers Jean-Jacques Rousseau, Montesquieu, Jean Marie Arouet (Voltaire) and the English man John Locke have spread around the world and have influenced the mind of the people and their perception of the government and the state and its people. ‘The Representation and Political Reform The fall of King Louis XVI caused by the French Revolution has brought the institution of French republic, which later slid back to monarchism as Napoleon Bonaparte established an empire. Napoleon allied with Spain against Britain in Continental System. But such alliance faltered ending Spain being invaded by Napoleon in 1808 and installed his brother Joseph as king (Ibid.). Despite French superior military, Spanish patriots declared allegiance to their crown prince Ferdinand and gathered in the Cadiz city to draft a Constitution (Ibid.), This constitution provided colonies with the right to representation in the Spanish Cortes, Philippines as one of Spanish colonies, benefited from the representation. The first representative to the Spanish Cortes for the Philippine colonyis Ventura de los Reyes, SIGE: Life and Works of Dr. Jose P. Rizal 2020a Spanish born in the Philippines (Zaide, G and Zaide, S , 2008). Eventually, the Spanish patriots’ passion and bravery for liberty thrived and defeated Napoleon Consequently, King Ferdinand VIl was restored as rightful monarch. As his platform, he abolished the Cortes declaring that power and authority is limited to him alone and solely he defines them. This bold declaration has caused the colonies of Spain in America to revolt and fought for sovereignty (De Viana et al., 2022), Seeing the implication of the abolition, in 2820, the Spanish people rose against and hostage the king and forced him to reconvene the Cortes and restore the representation of the colonies. They were successful in the restoration of the Cortes, However, in support to the monarch, France, then under the Bourbons, sent armies to restore Ferdinand to absolute power (Ibid.). Again, the Cortes was abolished. With the inevitable dictate of nature, Ferdinand VII died in 2833 and eventually the Cortes was restored again, Representations were restored to the colonies except to that of the Philippines. The body consigned to representations held a secret session and decided not to assign a representative for the Philippines (Ibid.). Hence, since then Philippines had had no representation in the Cortes. It should have given Filipinos the right to be heard in the body and be recognized to have equal rights as the Spaniards. After his death, Ferdinand VII was then succeeded by his daughter Queen Isabela II, whose rule was characterized by decadence and mismanagement (Zaide, G. and Zaide, S., 2008) The ag'* Century Philippine While Spain has restored King Ferdinand Vil to absolute rule, in tlocos, Philippines, the leading citizens called Kailanes, refused to believe that the Cadiz Constitution was abolished. They revolted against the authorities of the colony but were crushed down by troops from other provinces of the region (De Viana et al,,2022) Moreover, Mexican soldiers led by Lt. Andress Novales mutinied in 2826. The sedition was due to complaints pertaining to discrimination and unfair treatment of (Spanish) peninsulares officials on account of the independence of Mexico from Spain. Lt. Novales and his men rallied among Filipinos for support and in exchange 61GEQ9: Life and Works of Dr. Jose P. Rizal 2020will help for the independence of the Philippines as well (Ibid.). In the long run, they have failed and were eliminated by execution together with other rebels. Despite Novales’ failure, series of revolts have taken place in 1841-1842 when Apolinario dela Cruz refused to separate from his religious organization, the Confradia de San Jose. De la Cruz aspired to become a priest but was denied by Spanish religious congregations because of his race, an Indio. With his eagerness to serve the Church people, he initiated the foundation of Confradia (Ibid.). He became recognized among common people and was seen as a threat to Catholic Church. The poor Apolinario was then executed and eventually the Confradia was suppressed. This caused several members of the Regiment of the Spanish army from Tayabas, province mates of De la Cruz, to rise in mutiny and have almost taken over Manila With the strength of Spanish army and native reinforcement they were defeated, Despite their inferior number, the Spaniards managed to retain the loyalty of native officers through providing them concessions that made them different and privileged from other Filipinos. These privileged officials were the governadorcillo whose titles included capitan municipal, teniente, and cabeza. Moreover, there were other privileged people; the descendants of datus who pledged their loyalty to the colonizers (Ibid.). Hence, they all belonged to a social structure recognized as principales (leading citizens). These principales were exempted from taxation and community labor or prestacion personal. Further, they were entitled to receive a slice of tax collection from the people (ibid.). At the end of a term, these native officials were still eligible for election. With this, Spain controlled the politics; the people and ‘the Philippines as a whole, for more than three hundred years. Other than political control, the military and police were also under the umbrella of Spanish rule and authority. Some natives were privileged to join the military and the constabulary but none of them was promoted beyond the rank of lieutenant (Ibid) Spanish domination over politics and the military was reinforced by Spanish clergy. Faith became their instrument to disseminate and endorse their agenda (Zaide, 2008). The Spaniards established the country’s parishes and started evangelization, For centuries the Spanish clergymen played a vital role in disseminating Christian faith alongside the establishment of a colonial government 7|GEg: Life and Works of Dr. Jose P. Rizal 2020Most often, religious Spaniards acted as the eyes and ears of the colonial government (De Viana et al., 2012), There were instances that they likewise held positions in the government which included their role as election officers. Moreover, education was under their authority to which they have posted control, religious discrimination, and education advancement was on their vetting (Zaide, 2008). Being blatantly involved in politics, education, and public morals, religious officials were also recognized members of bodies such as those which concern censorship. They often endorsed their favored candidates for political positions in the local level. They were also considered as advisers to the governors general in the national level (De Viana et al,,2012). Religious supremacy was therefore prevalent among political officials, which have provided the church control over the offices, social structure, and education, This is preceded by the thought that the religious officials have stayed longer in the Philippines and has terms that went beyond any governor general term as representative of the Spanish Monarch in the Philippines. With these, Filipino priests (seculars) went on constituting the secularization of churches in the Philippines. This in turn threatened the Spanish religious as it may cause them undesirable result. As regards the economic status of the Philippines in the ag" century, the Spanish monopolistic policy has hindered the Philippines to trade with other nations which we could trace back to the end of the Galleon Trade in 1815.Colonial officials ignored the depleting trade and economic growth because their interest were sustained and upheld. In 1834, however, the mercantilsts’ policy of not allowing the Philippines to trade with other countries was scraped and have opened Manila to world trading. This was followed by Iloilo in Visayas and later by Zamboanga in Mindanao (Ibid.), Demands for sugar, coffee, tobacco, abaca, dyestuff, and rice have elevated the trading, This has provided Filipinos opportunities to trade in the international market On the other hand, the choice of education in the early 19" century was priesthood (Ibid.). Many of those middle-class families have sent their sons to seminaries in Manila. This aspiration was propelled by the thought that whenever their sons have attained a similar degree, they will be equal with the Spaniards. Unexpectedly, these educated Filipino priests became concerned with issues of 8|GEQ9: Life and Works of Dr. Jose P. Rizal 2020equality which includes secularization. During the birth of our hero in 1863, equality was the utmost plea of these educated people. Undeniably, this influenced Rizal as he was, at his young age, became aware of the martyrdom of the GOMBURZA. Equality and political reform became his lifelong pursuit. The Secularization, Mutiny, and Martyrdom Other than political and social_—_reform, secularization of the Philippine church became a persistent issue and concern of educated Filipinos and native priests, The matter concerns the conflicting claims among clergies. This topic was eminent among ‘them since the 26" century when the King of Spain and the Pope wished to turn over ‘the country’s parishes to the secular priests. During the dawn of Spanish colonization in the Philippines, works on establishing the parishes and administering then was done by the regular priests of different religious orders: Augustinian, Recollects, Jesuits, Franciscans, and Dominicans. These religious orders came to the country as missionaries and have been ordered to implement the royal and papal orders of, secularization. Eventually, the order was carried out but has later failed, in as much as secular priests who were mostly composed of native Filipinos were found to be wanting and deemed to be unready to administer the parishes (De Viana et al, 2022). Hence, the authority of the foreign priests was restored. In 2767 (1768 according to Garcia, 2005), though, there was an expulsion of the Jesuits that created opportunities to some secular priests to occupy the parishes they vacated (De Viana et al,, 2022). Nevertheless, in 2858 when Jesuits were allowed to return, these parishes held by the secular priests were ordered to be held back by the regulars once the incumbent dies, There was a reverse secularization of the churches; the authority was reverted to the regulars. This issue has enkindled concerns on racial 91GEQg: Life and Works of Dr. Jose P. Rizal 2020discrimination of which in the forefront were Filipino priests like Fathers Pedro Pablo Pelaez, Jacinto Zamora, Mariano Gomez, and Jose Burgos. It was Fr. Pelaez who appealed to Queen Isabella Il for ecclesiastical equality between Spanish regulars and Filipino seculars (Fabella, 1960; Garcia et al., 2005). Provided that these seculars belonged to several religious orders they were not easily suppressed and were treated with what was due according to their status in the society. The positive outcome, however, of this struggle was thatit led to the unification of the Filipino clergy, which in effect, strengthened their sense of identity (Romero et al,, 1978; Mendez, 1972; Garcia et al, 2005) On January 20, 1872, about 200 Filipino soldiers and workmen under the leadership of Filipino Sergeant Ferdinand La Madrid, rose into a violent mutiny in Cavite, They were deprived of their usual privileges which included exemptions from tributes and forced labor by Gov. Gen. Rafael de Izquerdo, Sadly, they were easily eliminated. Subsequently, due to the prying eyes of Spanish authorities, Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora (leaders of the secularization movement of the Philippine parishes) were accused and pressed down to have inspired and magnified the mutiny into a revolt for Philippine Independence (Zaide, 2008). Thus, despite their plea for clemency because of their innocence, they were executed in the morning of February 17, 1872 as ordered by Gov. Gen. lzquerdo. Their martyrdom was mourned by patriotic Filipinos including the family of Rizal, especially Paciano whose teacher was Fr. Burgos. Rizal, in his letter to Mariano Ponce, April 38,1890, said: without 2872 Rizal would be a Jesuit now and, instead of writing Noli Me Tangere, would have written the opposite. At the sight of those injustices and cruelties while still a child my imagination was awakened and | swore to devote myself to avenge one day so many victims and ‘with this idea in mind I have been studying, and this can be read in all my works and writings. God will someday give me an opportunity to carry out my promise.” Thus, Jose P. Rizal dedicated his second novel, El Filibusterismo, to the three traitors ‘to Spanish Church, to the three martyrs, the GOMBURZA. 10|GEg: Life and Works of Dr. Jose P. Rizal 2020Philippine Social Structure in the ag" Century ‘The Philippine social structure in the 29" century was seen feudalistic (Garcia, 2005). This was due to the existing conflict among the natives and the conquistadores. It was best described as Master-slave relationship where Spaniards were the masters and the Filipinos (indios) are slaves (Purino, 2024). With a very few native and mestizo political leaders’ exemption, all forms of taxes and tributes were extracted. The setup, where Indios endured being into manual labor while the conquestadores enjoyed all the pleasures and privileges, has caused @ big gap between poor and rich. Philippine society then could be portrayed with a pyramidal structure which favoured the Spaniards (Garcia, 2005; Purino, 2014). Obviously, the few conquistadores, being the elite, occupy the apex of the triangle. They are the pure-blooded Spaniards or the peninsularesand the friars. Inasmuch as they occupy the highest offices, they have the highest income. The bottom is occupied by the Peg majority. These are the Idios, Filipino Natives who do manual labor fora living. In the middle are the favored natives, half-breed Spaniars (mestizos), and creoles (Philippine-born Spaniards), who enjoy the second priority. Political System: Similar to other colonies, the political structure of the Philippines was governed through the Ministries of the Colonies (Ministro de Ultramar, Madrid 1863). It helped the Queen of Spain to manage the colonies including the Philippines. It covered the executive, legislative, judicial, and religious powers (Purino, 2024,). Central Government Governor General. He held the highest position in the central government. Being appointed by the Spanish Monarch as representative, he administered the state and religious matters. Consequently, he exercised extensive powers His main functions included the following: 11/GEg9: Life and Works of Dr. Jose P. Rizal 20201. Issue executive orders and proclamation and have supervision and disciplinary powers; 2, Commander-in-Chief of the Armed Forces; and 3. Responsible for all government and religious activities (Ibid.). Provincial Government (Alcaldias) AlcaldesMayores.The civil governors, they led the provincial government. Alcaldes en Ordinario. These included the mayor and vice-mayor. They served as administrator of the city government. Gobernadorcillo. He was the Chief executive and chief judge of the town. Called as capitan by his constituents, he was elected every beginning of the year by a board made up of town principalia (citizens of high status) who were usually incumbent and former cabeza de barangay. Cabeza de Barangay. Managed and maintained the smallest unit, barangay or barrio, he was responsible in maintaining peace and order and in the collection of tribute and taxes in the barrio. Guardia Civil and Cuadrelleros. Were tasked to perform police jobs and maintain peace and order. Alferez (Second Lieutenant). Usually a Spaniard, he led the police force/ quardia civil The Educational System: The friars inevitably occupied a dominant position in the Philippine educational system for religion was the main subject in schools. Fear of God was emphasized and obedience to the friars was instilled in the minds of the people (Zaide, 2008). Indios were constantly reminded that they had inferior intelligence and they were fit only for manual labor. Over centuries, these practices resulted in a lack of personal confidence and development of inferiority complex (Purino, 2024) The intellectual decadence was caused by an inadequate educational system imposed on the people ‘+ There was no systematic government supervision of school. ‘+ The schools were free to administer their own curricula and prescribe the qualifications of their teacher. ‘+ There was an over emphasis on religious matters ‘+ The teaching method was obsolete ‘© The curriculum was limited ‘+ Classroom facilities were very poor ‘+ There was an absence of teaching materials such as books ‘+ Primary education was neglected ‘+ Academic freedom was not observed ‘+ Prejudice against Filipinos in the schools of higher learning was rampant. ‘The friars controlled over the system. Education has brought the Filipinos the right to be recognized as persons under the same law and authority. It afforded them the chance to be recognized across the 12|GEg9: Life and Works of Dr. Jose P. Rizal 2020globe. But the instability of colonial power and the outdated educational system and limited curriculum has made education among the Filipinos unfulfiling and restricted, Hence, in last century of the Spanish colonization, education was marked by sheer decadence instead of building the competence and trust of the Filipinos to the educational system (Ibid.) 13|GEg: Life and Works of Dr. Jose P. Rizal 2020