INTRODUCTION TO THE STUDY OF RIZAL’S LIFE, ● Among the country's national heroes, Jose

WORKS, AND WRITINGS Rizal stands out. To many Filipinos, he is

the national hero of the Philippines.
RIZAL LAW: RA 1425 ● Actually, Rizal is only one of the country's
national heroes who include Andres
● Author: Bonifacio, Emilio Jacinto, Marcelo H. del
○ Claro M. Recto Pilar and others more.
● Sponsored the bill in the senate: ● They helped guide in the formation of the
○ Jose P. Laurel Filipino national spirit and the Philippine
● Signed: nation-state.
○ June 12, 1956 ● All these heroes are exemplars of all
● Mandates the teaching of the life, works, Filipinos to follow
and writings of Rizal in all schools in the
country .RIZAL, NOT AN AMERICAN SPONSORED HERO
● Historian Renato Constantino (1969)
RIZAL LAW AND THE TEACHING OF RIZAL claimed that it was the Americans who
COURSE were responsible for endorsing him as the
● Accdg. to Sen. Jose P. Laurel, who Philippine national hero.
sponsored the said law, since Rizal was ● He cited the efforts of the Taft
the founder of Filipino nationality and Commission in 1901 which picked Rizal
the architect of the Filipino nation, there from a group of heroes, which included
is a need to know and imbibe the great Emilio Aguinaldo,Andres Bonifacio and
ideals and principles for which he died. Apolinario Mabini.
● Moreover, Laurel believed that by reading ● Teodoro Agoncillo (1986) - eminent
and studying Rizal's life, teachings and historian - writes that Rizal was
writings, Filipino youth will be able to: acceptable as a national hero to the
○ gain incorruptible confidence Americans because he was the symbol of
○ direction assimilation, which was their policy then
○ courage in the Philippines.
○ determination ● Rizal never favored revolution but the
to move forward in our people's journey towards slow process of evolution through
an abundant life. education which suited American
objectives.
OBJECTIVES OF THE LAW:
1. To rededicate the lives of the youth to the Factors which contributed to Rizal's acceptability
ideals of freedom and nationalism, for as the official hero of the Philippines:
which our heroes lived and died 1. Rizal was already dead at the time the
2. To pay tribute to our national hero for Americans began their aggression in the
devoting his life and works in shaping the Philippines.
Filipino character 2. No embarrassing anti-American
3. To gain an inspiring source of patriotism quotations could ever be attributed to
through the study of Rizal's life, works and Rizal.
writings. 3. Rizal's dramatic martyrdom had already
made him the symbol of Spanish
GOALS SET BY THE BOARD ON NATIONAL oppression.
EDUCATION:
1. To recognize the relevance of Rizal's RIZAL, THE NATIONAL HERO
ideals, thoughts, teachings and life values ● In reality, it is the Filipinos themselves
to present conditions in the community; who chose Rizal as their national hero.
2. To apply Rizal's ideals in the solution of ● This could be seen in tributes to him
day-to-day situations and problems in during his lifetime and immediately after
contemporary life his death.
3. To develop an understanding and ● The Katipuneros considered him the
appreciation of the qualities, behavior and honorary leader of the Katipunan.
character of Rizal ● His guidance was sought by its emissaries
4. To foster the development of moral when Dr. Pio Valenzuela visited him in
character, personal discipline, citizenship Dapitan in 1892.
and vocational efficiency among the ● Rizal's name was one of the passwords of
Filipino youth. the secret society which swore to fight for
the country's freedom.
RIZAL, AS A TRUE FILIPINO HERO ● Gen. Emilio Aguinaldo
● In many countries in the world, the leader ○ issued a decree on Dec. 20, 1898
is almost always chosen. ordering that Dec 30, the
● Jose Rizal was not a man of war but a man anniversary of Rizal's execution at
of peace. Bagumbayan, be commemorated
 as “a day of mourning for Rizal Conclusions drawn: (Guerrero, 1998)
and other victims of the 1. Since the Filipinos love peace, they have
Philippine Revolution chosen to magnify a man of peace above
● Act No. 345 the men of war.
○ the basis of the yearly celebration 2. Because Filipinos are lovers of freedom
of Rizal Day and justice, they have given their worship
● The early admiration for Rizal is to a man who gave up all comforts and
manifested in the erection of the first pleasures of peace for their sake.
monument in his honor. 3. Filipinos prize virtue more than victory,
● Dec. 30. 1898 - a group of masons erected and sacrifice above success.
a simple monument in Daet, Camarines
Norte ● Despite the controversy on Rizal's
● The monument bore the words: “A Jose heroism, it cannot be denied that he gave
Rizal” (To Jose Rizal) form to the aspiration of the Filipino
● “Noli Me Tangere” and “El people, thereby giving rise to our
Filibusterismo,” the title of his two people's nationalist struggle.
important novels ● Due to Rizal's qualities, he was able to
● “Morga” which refers to the book “Sucesos serve the pressing needs of the people.
de las Islas Filipinas”
○ annotated by Rizal in 1890 to Constantino (1969)
correct Spanish ● Rizal is a hero in the sense that he was
misinterpretations in the book able to see the problems generated by
written by Antonio Morga during historical forces, discern the new social
the 17th century needs created by historical development
● The monument at Daet antecedentes the of new social relationships, and take an
better known monument at Luneta in active part in meeting these needs.
Manila.
Guerrero (1998) cont.
ADMIRATION FOR RIZAL ● Rizal was the first Filipino
● Though the monument in Luneta was ● This was because it was Rizal who first
erected during the American Regime, it is called the Philippines as his fatherland.
the Filipino people themselves that helped ● It was he who taught his countrymen that
build the monument through public they could be something else, Filipinos
subscriptions. who were members of the Filipino nation.
● This was authorized by Act No. 243 of the ● He was the first to work towards the
Philippine Commission unification of the Philippine archipelago
Another proof: into a compact and homogenous body
● Construction of myriad monuments in his based on common interests and mutual
honor in most cities and towns in the protection.
country.
● Many main streets and avenues in the RIZAL, PIONEER ASIAN NATIONALIST LEADER
various towns and cities are named after ● Rizal was born in the decade when other
him. nationalist leaders of Asia were born:
● One province, Rizal Province, formerly ● Mohandas Gandhi, Rabindaranath Tagore
part of the province of Manila, was named and Sun Yat-Sen
in his honor by virtue of Act No. 137 of the ● Accdg. to Coates (1968), all the four
Philippine Commission challenged the West but Rizal was the
● Filipino businessmen named their most remarkable because his ideas
businesses after Rizal, as a sign of their matured at an early age.
admiration and respect. ● At that time that Gandhi was a schoolboy
○ bank(RCBC - Rizal Commercial and Sun Yat-Sen was a student, Rizal was
Banking Corp.) already articulating lucidly in his speeches,
○ match (Rizal) articles and letters his views of a
○ universities (Jose Rizal University completely different relationship between
and Rizal Technological Asia and Europe
University) ○ That the Asians must be regarded
○ all one peso coin bears his image by Europe as equals.

● All of these are outward signs of the De Ocampo, (1969)

Filipino's adulations for Rizal and his ● Rizal was the first exponent of Asian
achievements. He is truly a hero of the nationalism since he was the source of
Filipinos. inspiration for the outbreak of the
Philippine Revolution of 1896.
RIZAL, AS A FILIPINO NATIONAL HERO ● Although Rizal opposed the revolution
because it was premature and
 inadequately organized, the revolution ○ rationality instead of blind
broke out, which can be considered the acceptance; and
first genuine uprising by an Asian people ○ dignity instead of servility.
against the Western colonialism.
SECOND PERIOD 1872-1882
Fischer (1962) ● This was the first turning point in the life
● Rizal was the Pioneer Exponent of Liberal of Rizal.
Democracy in Asia. ● He was then 11 years and was enrolled at
● Even before Gandhi and Sun Yat-Sen Ateneo Municipal, despite the objection of
began their career of political agitation, his mother.
Rizal through his essays, letters and ● It was the period when Fathers Gomez,
novels had already spoken out with Burgos and Zamora were unjustly
firmness and courage ideas on liberal executed by the Spanish government.
democracy. ● The martyrdom of these three priests led
● Ideas for liberal democracy by Rizal: Rizal to be awakened to the abuses of the
○ The worth and dignity of the regime and at the same time led him to
individual devote himself in the future to avenge the
○ The inviolability of human rights victims of injustices and cruelties of the
○ The innate equality of all men and Spanish colonizers.
races ● Other significant developments in his life
○ The necessity for constitutional during this period include the following:
government ○ Strengthening of his religious
○ Due process of law foundation;
○ Popular sovereignty as the basis ○ Cultivation of the drive toward
of all political authority excellence;
○ Faith in human reason and ○ Envisioning the Philippines
enlightenment receiving light thru education;
○ The rights of the masses to public and
education, and ○ Perception of the intimate
○ Belief in social progress through alliance between religion and
freedom. education.

RIZAL, FIRST ASIAN NATIONALIST LEADER THIRD PERIOD 1882-1892

● Rizal was the first Asian leader to assert ● The year 1882 was the second major
that the aforementioned ideas and turning point in the life of Rizal.
principles be established in Asia for the ● It was at this time that Rizal decided to
benefit of the Asians. leave the Philippines to escape
● It was through Rizal that the basic tenets persecution.
of modern and social democracy were ● He went to Europe and everywhere he
given a major voice in Asia for the first went, Rizal was always an observer and a
time. student,learning from everything he saw,
● Thus, Rizal deserves to be called the First read and heard.
Asian Nationalist Leader ● He urged the Filipino colony in Spain to
prove that Filipinos can compete with the
MAJOR PERIODS IN THE LIFE OF RIZAL Europeans in intellect and talent.
There are four major periods in the life of Rizal: ● Through his membership in exclusive
1861 - 1872 societies of scholars and scientists in
1872 - 1882 Europe where he presented monographs
1882 - 1892 and was greatly appreciated, Rizal
1892 - 1896 (Celedonio, 1982) provided his compatriots as an example.
● First Period (1861 - 1872) ● During this period Rizal took part in the
● Second Period (1872 - 1882) Propaganda Movement, based in Europe.
● Third Period (1882 - 1892) ● Through his articles, essays, and novels, he
● Fourth Period (1892 - 1896) sought to make truthful disclosures of the
political, social, and economic conditions
FIRST PERIOD 1861-1872 in the Philippines.
● This was the period when the young Rizal
learned how to read, write and listen to FOURTH PERIOD 1892-1896
stories that triggered imaginative and ● The year 1892 can be considered the last
critical thinking on his part. turning point in the life of our national
● It was a period when the following values hero, before his martyrdom on Dec. 30,
and virtues were developed in him: 1896.
○ industrious instead of idleness; ● Rizal was exiled in Dapitan. It was in
○ creativeness instead of Dapitan, where he demonstrated what an
unproductiveness;
 individual can do and accomplish within a
short period of time.
● It is here where he detached his THE 19TH CENTURY WORLD OF JOSE RIZAL
connections with politics and devoted
more of his time in practical service and Important developments during the said century
usefulness to the community. 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)
● 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.

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.

The American Revolution gave birth to the U.S.A.

● The French Revolution led to the
overthrow of the absolute rule of the
Bourbon Dynasty and the abolition of the
feudal system.

French Revolution (1779-1789)

Overthrowing of absolutism

American Revolution (1775-1783)

Independence from Great Britain

The ideology of the French Revolution:

1. Liberty
 2. Fraternity ● The idea of liberty also meant specific
3. Equality individual freedoms:
○ freedom of the press
● Had influenced subject peoples to cast off ○ freedom of speech
the yoke of colonialism by means of ○ freedom of assembly; and
armed uprising ○ freedom from arbitrary arrest
● Owing to the nationalistic spirit, Italy
became a united kingdom under King Democracy became a way of life in many
Victor Emmanuel II after The Italians European countries, like Britain, Belgium, and
under Guiseppe Garibaldi drove out the Switzerland.
Austrians occupying the northern part of ● Democracy was gradually established thru
the country and weakened the influence the following means:
of the pope. ○ promulgation of laws that advance
● The separate kingdoms of Italy united as democracy
one nation. ○ undertaking of reforms thru
● Ten years later, Germany through the legislation
vigorous campaign by the Prussians under ○ abolition of slavery
Otto von Bismarck united the various ○ adoption of a liberal constitution
kingdoms and dukedoms of the German ○ providing the citizens the
nation and became one empire under opportunity to propose laws
Emperor William I. ○ adoption of manhood suffrage
and
Nationalism ○ granting of political, economic
● one of the radical ideas in the years after and social rights to the people
1815, which influenced the modern world ● Democracy was non-existent in the
tremendously. Philippines in the 19th century.
● The Philippines was denied
Three points that stand out in this complex representation in the Spanish Cortes in
ideology (McKay et al, 1995): 1833.
1. Nationalism has evolved from a real or ● The ecclesiastical and civil authorities
imagined cultural unity, manifesting itself then were not inclined to grant basic
in a common language, history and human rights to the Filipinos, as it would
territory. be detrimental to Spain's colonial
2. Nationalists have usually sought to turn administration of the Philippines.
this cultural unity into political reality so ● They believed that if the Filipinos would
that the territory of each people coincides enjoy basic human rights and freedom,
with its state boundaries. they would be motivated to work for
3. Nationalists believed that every nation has independence and topple down the
the right to exist in freedom and develop Regime.
its character and spirit.
INDUSTRIAL REVOLUTION
The development of nationalism in the Philippines, ● One of the most crucial developments in
however, was very slow. Loyalty to the nation the 19th century was the Industrial
began only after the unjust execution of Fathers Revolution (Stearns et al, 1991)
Gomez, Burgos and Zamora on Feb. 17, 1872.
Industrial Revolution
RISE AND GRADUAL SPREAD OF LIBERALISM ● refers to the transformation of
AND DEMOCRACY manufacturing brought about by the
● The rise and spread of liberalism and invention and use of machines
democracy was actually a consequence of ● *This development started in England and
the growth and development of later on spread into Belgium, France,
nationalism. (Black, 1999) Germany and even the United States.
● The principal ideas of liberalism liberty ● The invention of machines and their use in
and equality were first realized manufacturing brought about significant
successfully in the American Revolution changes in people's lives.
and then achieved in part in the French
Revolution Some of the positive effects brought about by this
● This political and social philosophy development:
challenged conservatism in the European ○ The rise of the factory system;
continent. ○ Mass production of essential and
● Liberalism demanded representative non-essential goods;
government as opposed to autocratic ○ Improvement of people's standard
monarchy, equality before the law as of living;
opposed to legally separate classes. ○ Greater urbanization of society;
 ○ Beginnings of specialization or ● suggest that all factors of production be
division of labor; owned and controlled by the
○ Invention of labor-saving devices; government. Equality in society can be
○ The beginnings of industrial achieved if social classes are destroyed
capitalism and dictatorship of the proletariat is
○ Fostering of liberalism and established.
nationalism; and
○ Encouragement of people's Catholic Church
mobility. ● calls for humane treatment of workers,
respect for workers' rights, and social
BEGAN IN ENGLAND IN 1760 justice for the poor.
Manufacturing ● It also enjoined the government to
● Spinning jenny regulate the use of private property and
● Spinning frame provide humane and favorable working
● Spinning shuttle conditions for the proletariat.
● Cotton gin
● Sewing machine ADVANCE OF SCIENCE
Transportation ● The rapid expansion of scientific
● Steam boats knowledge profoundly influenced
● Steam locomotives Western thought in the 19th century
● Airplanes (Hunt et al, 1995)
● Automobiles ● Breakthroughs in industrial technology
● Balloons enormously stimulated basic scientific
Communication inquiry.
● Telephone ● The result was an explosive growth of
● Telegraph fundamental scientific discoveries from
● Wireless telegraphy the 1830s onward.
● Cable ● These theoretical discoveries were
● Postal service increasingly transformed into material
● Newspapers improvements for the population.
● The translation of better scientific
On the other hand, there were negative effects of knowledge into practical benefits was
the Industrial Revolution on people. evident in biology, medical sciences,
● Widening of the gap between the rich and physics and chemistry.
the poor; ● In the 19th century, search for knowledge
● Unending economic warfare between and truth could be explained by a rational
labor and capital; and empirical approach.
● Pollution and other environmental ● This was a result of the Age of
problems; Enlightenment during the 18th century,
● Beginning of child and women labor; and when blind belief and dogma were
● Intensification of imperialist rivalry challenged by the principle that
between and among industrialized everything could be explained by reason.
countries. ● This resulted in the development of the
scientific method, where knowledge
In the Philippines, it caused the displacement of needs to be proven by a systematic and
the farmers from their land. rational approach, which in effect,
● To solve the evils created by the industrial resulted in advances in the sciences.
system, different measures were
proposed by concerned sectors of world The triumph of science and technology had at
society (Doreen, 1991) least three significant consequences:
1. Everyday experience and innumerable
Liberals scientists impressed the importance of
● laissez-faire policy or government's non- science on the mind of ordinary citizens.
interference in the conduct of trade and 2. As science became more prominent in
business has to be sustained for the popular thinking, the philosophical
continuous expansion of the economy. implications of science spread to broad
sections of the population.
Socialists 3. Technical advances led the people to
● The socialists assert that the government develop optimistic faith in man's
has to control vital industries and capability to achieve progress.
resources. This is necessary in promoting 4. The methods of science acquired unrivaled
equality of opportunity and people's prestige after 1850.
welfare in society.

Communists
For many, the union of careful experiment and ● Yet the West relied on force to conquer
abstract theory was the only route to truth and and rule, and treated non-Western
objective reality. peoples as racial inferiors.
● Thus, non-Western elites, armed with
● The effects of the scientific revolution Western doctrines, gradually responded
spilled to the challenging of traditional to Western challenges.
beliefs in religion and politics. ● They launched a national, anti-imperialist
● A belief emerged that the Church is not struggle for dignity, genuine
the sole source of knowledge but independence, and modernization.
everyone can be capable of achieving ● Colonized peoples, therefore, started to
knowledge and challenging the old assert their right to self-determination or
established belief as long as this could be the right to choose the kind of
scientifically explained, replicated and government under which they would live.
validated.
● The scientific revolution gained headway OPTIMISM AND CONFIDENCE IN PROGRESS
in Western European countries like ● Optimism or faith in society and man's
Germany, France and England, which ability to progress was brought about by
became centers of learning in the 19th the advancement of science, the coming
century. of steam-powered industry, and the
● Its universities and society became free spread of liberalism and socialism
marketplaces of ideas, characterized by a (Chodorow et al, 1994).
large degree of intellectual freedom that is ● The optimism of the century was summed
unhampered by religious dogma and up by Marquis de Condorcet in his work,
superstition. Sketch for a Historical Picture of the
● German, French, and English scientists Progress of the Human Mind.
were at the forefront of this revolution ● He saw that “the strongest reasons for
and abroad, the explorers, archaeologists, believing that nature has set no limit to
and anthropologists scoured all parts of the realization of our hopes”
the world for new discoveries. He foresaw the following:
● Unfortunately, however, Spain was at the 1. The abolition of inequality between
backwater of this scientific upheaval and nations;
this was felt by Rizal himself when he left 2. The progress of equality between nations;
the Philippines, feeling that his education 3. The true perfection of humanity
in the colony was inadequate.
● He eventually left Spain for more advanced Progress was now independent of any power that
studies in Germany and France to improve might wish to halt it and will never be reversed.
his competencies as a physician.
● Optimism and confidence in progress can
THE RESURGENCE OF WESTERN IMPERIALISM be gleaned from the achievements of men
● In the 19th century, the industrializing in the 19th century.
West entered the third and most dynamic Notable among these were the following
phase of its centuries-old expansion into (Capino,1977)
non-Western lands. 1. Extension of human rights to many people;
● In so doing, these Western nations 2. Promotion of higher education for men
profitably subordinated those lands to and women;
their economic interests, sent forth 3. Education for nationalism in schools;
millions of immigrants, and political 4. Investment in science to serve mankind;
influence in Asia and vast political empires 5. Improvement of public health
in Africa. thru the establishment of numerous
● The reasons for this culminating surge hospitals;
were many, but the economic thrust of 6. Emergence of realistic literature, depicting
robust industrial capitalism, an the life of the time.
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.
 ABANDONMENT OF MERCANTILISM OR
COMMERCIALISM
● Mercantilism – an economic doctrine
SPAIN IN THE 19TH CENTURY based on the idea that the country’s
▶POLITICAL INSTABILITY IN SPAIN wealth and power can be measured in its
▶ABANDONMENT OF MERCANTILISM stock of gold and silver.
● Trade was dictated by the monarch and
THE PHILIPPINES DURING RIZAL’S TIME wealth should flow toward the center of
● ADMINISTRATIVE ORGANIZATION imperial power.
● THE SOCIAL STRUCTURE OF FILIPINO ● Galeon Trade between Manila and
SOCIETY Acapulco began in 1565.
● EDUCATIONAL SYSTEM ● The Philippines was prohibited from
● ECONOMIC SITUATION trading with other European countries.
● FILIPINO GRIEVANCES AGAINST ● By the 18th or 19th century, there was a
SPANISH RULE shift towards laissez-faire to free market
trade.
POLITICAL INSTABILITY IN SPAIN ● Merchants began trading freely as profits
● After the death of Ferdinand VII, Spain from international commerce began to
went through a downward spiral as a shape official policies.
world power. ● There was a demand for Philippine
● By 1830 all of Spain’s American colonies products such as sugar, coffee, rice,
had seceded and became independent indigo, and tobacco.
states with the exemption of Cuba and ● The Philippines was officially opened to
Puerto Rico. foreign trade by 1834.
● A struggle for the throne followed ● Before, only the Spaniards benefited from
between the forces loyal to Ferdinand’s the Galeon trade, with free trade, the
daughter Isabella and his brother Charles growers and traders of Philippine
(Carlos). products gained wealth.
● The ensuing struggle would be known as ● There was a rising class composed of
Carlist Wars. merchants who were mestizos, gaining
● Isabella defeated the Carlists allowing her advantage from trade with foreigners.
to defy tradition to become the sole ● Spain’s adoption of the laissez-faire policy
female monarch. affected the Philippines in several ways
● Under Isabella II, Spain lost a bid to (Capino, 1977).
re-conquer Peru and Chile and under ● The middle class families were able to
continued mismanagement by her send their children to acquire higher
favorites. education.
● There were frequent changes of ● Increased contact with the West brought
governments in Spain which prevailed home political ideas prevailing in Europe.
even after Isabella’s overthrow in 1868. ● These ideas were mainly enlightenment
● The 19th century was a turbulent century ideas which preached equality and God-
of politics in Spanish history (Zaide, 1994). given rights of men.
● It was a period of political instability ● Ilustrados or the “enlightened ones” –
owing to the frequent rise and fall of members of the middle class
ministries and constitutions. ○ imbued with civic courage, they
● To save the country from political began questioning the abuses of
disunity, the Spanish crown worked out the Spanish Regime and began to
the canovite system or rotativism clamor for reforms
(Maguigad et al, 2000)
● Under this policy, the liberals and THE PHILIPPINES DURING RIZAL’S TIME
conservatives in Spain took turns in ● The Filipinos lost their ancestral lands on
administering the affairs of the country. account of Spain’s institution of the
● The political instability in Spain encomienda system.
● affected the Philippines. ● They were forced by the Spanish
● As a consequence of this condition, there colonizers to accept Spanish culture and
were frequent changes in the top colonial religion.
administration in the Philippines. ● This change was evident in the
● Owing to the brief tenure of office of administrative organization of the country,
governor-generals, colonial social structure and educational system of
administration became very inefficient the Philippines, and economic situation in
and corrupt. the 19th century.
● The Philippines became a dumping
ground for the relatives and favorites of ADMINISTRATIVE ORGANIZATION
Spanish politicians in Madrid.
 ● The Philippines was governed directly by ➢ As the smallest unit of government, each
the Spanish Crown, through the Ministry barangay was headed by a cabeza de
of Colonies in the 19th century. barangay.
● Unitary government – policies ➢ His main function was the maintenance of
implemented by colonial administrators peace and order and the collection of
from Luzon to Mindanao emanated from taxes and tributes in the barangay.
Manila, the seat of the central
government. The city government was called ayuntamiento
(Zaide, 1994).
A. Governor-General ➢ It is governed by a cabildo or city council
● appointed by the Spanish monarch composed of a city mayor (alcalde en
● the head of the colonial government in ordinario), councilors (regidores), chief
the country constable (aguacil mayor), and a secretary
● he represented the Crown in all (escribano).
governmental matters
● he was the Vice Royal Patron over
religious affairs A key figure in the local administrative set-up
● he could nominate priests for was the Spanish friar (Schumacher, 1997).
ecclesiastical administration of the ➢ This was because of the union of the
parishes church and the state in the Philippines.
● the commander in chief of the colonial ➢ The friar was the supervising
army representative of the Spanish
● the ex-officio president of the Royal government for all local affairs.
Audiencia or Supreme Court in the ➢ His approval was necessary on almost all
Philippines acts of the local officials (ruler of the
● he had his legislative powers to enact laws town).
which were called actos acordados
(Maguigad, 2000) FUNCTION OF THE FRIARS:
● He had the power of cumplase or the ● Local school inspector, inspector of the
power to decide which law or royal accounts of the gobernadorcillos and
decree should be implemented or cabeza de barangays.
disregarded in the colony. ● His approval was required in census lists,
tax lists, list of army conscripts, and
Below the national government were the local register of births, deaths and marriages.
government units, namely: provinces, towns, ● *Eventually, the friars became more
cities and barrios (Agoncillo, 1990) powerful and influential that even civil
➢ The provinces were called alcaldias. Each authorities feared them.
province was headed by an alcalde mayor
or provincial governor, who exercised FRAILOCRACIA OR FRAILOCRACY
executive and judicial functions ● “a government by friars”
➢ The provincial government was the most ● The rise in power and influence of the
corrupt unit in local government then, friars can be attributed to frequent
owing to the privilege to engage in and changes in the top colonial
monopolize trade called indulto de administration in the country from 1849
commercio. to 1895.
➢ The alcaldias or provinces were divided ● Spain tightened her control over the
into towns or pueblos. Each pueblo was country through the friars for fear of
headed by a gobernadorcillo or town losing the Philippines.
mayor. ● Owing to the fact that they remained in
the colony every time a governor-general
B. Gobernadorcillo or town mayor was removed from office, their advice on
● was elected by all married males the proper management of governmental
● was voted by 13 electors, chaired by the affairs was sought by every new governor-
outgoing gobernadorcillo general.
● As the town executive, his principal ● This eventually paved their way for
responsibility was tax collection. control and influence over colonial affairs.
● To ensure collection and remittance of
these taxes, he was required to mortgage Guardia Civil
his properties to the government at the ● was organized in 1867
beginning of his term of office. ● a corps of native police under the
leadership of Spanish officers for the
Each town was divided into barrios or purpose of dealing with outlaws and
barangays (Romero et al, 1978). renegades (Maguigad et al, 2000)
● another institution feared in the
Philippines
 ● Philippine society then was feudalistic as
a consequence of the encomienda system
In 1880, it was the most feared instrument of imposed by the colonizers (Romero et al,
summary arrests of individuals identified by the 1978).
friars as filibusteros or enemies of the ● The Filipinos were treated as slaves by the
government and erehes or enemies of the Catholic Spanish conquerors.
Church. ● They imposed and collected all forms of
Judicial power of the government was vested on taxes and tributes from the Filipinos and
the Audiencia Real, the Supreme Court during even required the natives to render polo y
those times and the lower courts (De Leon, 2000). servicio or forced labor to the government
and the Catholic Church.
Below the Audiencia Real were two territorial ● The social structure implemented by
audiencias, courts of first instance and the justice Spain was pyramidal due to the
of the peace courts. colonizers’ adherence to the doctrine of
As the highest court, it did not only adjudicate ● limpieza de sangre or purity of blood
appeals for civil and criminal cases. It also served (Maguigad, 2000).
as a forum for settling important issues on ● At the apex of the social pyramid were
governance and an auditing agency of the the peninsulares or the Spaniards born in
finances. Spain.
● Below them were the insulares or
There was no legislature in the Philippines before Spaniards born in the Philippines.
the country was taken over by the U.S. in 1898. ● The Spanish and Chinese mestizos,
Philippine representation in the Spanish Cortes or and the principalia or the ruling class of
lawmaking body was abolished in 1837 native elites composed of the
(Schumacher, 1997). gobernadorcillo, cabeza de barangay,
As a consequence, governance of the Philippines landowners, merchants, and wealthy
was based on special laws. native families.
● At the bottom of the social pyramid,
Corollary to this, Las Leyes de Indias continued to however, were the Indios or the brown-
be the basic law but gradually modified by royal skinned natives who composed the
decrees, which extended various parts of Spanish majority of the people.
peninsular law into the Philippines. ● As a consequence of the colonizers’
The Spanish colonial administration was corrupt application of the doctrine of limpieza de
and inefficient. sangre, a social ranking was created in our
society.
Several factors: ● Social tensions were created between and
1. The Governor-general exercised absolute among the classes, where the lower
powers. classes were victimized by the upper
2. He could reward positions in the classes.
bureaucracy to his favorites who were ● A system of racial discrimination came to
unqualified and unfit for government be institutionalized.
service. ● High positions in government were
opened only to the pure blooded
Spaniards.
Although the Spanish Crown had instituted the ● Members of the middle class and the
residencia, the trial of an outgoing Indios were considered inferior by the
governor-general to account for his acts during upper classes and unworthy of education.
his tenure of office and the visitador or
investigating officer to probe on the complaints EDUCATIONAL SYSTEM
against the governor-general. ● Up to the middle of the 19th century
schools were under the control of the
Several factors: friars.
● Another source of weakness and abuse of ● Primary education was not given attention
the Spanish government was the despite the establishment of parochial
widespread selling of lower positions to schools in many towns.
highest bidders (Capino, 1977). ● Instruction at these schools centered on
● Many government officials were the teaching of fear of God and
appointed not on the basis of merit but obedience to the friars, with
ability to buy the position. indoctrination as the principal method of
● This situation had given rise to teaching.
misadministration of governmental ● Children in these schools were taught that
affairs, bribery, as well as graft and they were of inferior intelligence and
corruption. were suited only for manual work.
● With the use of vernacular language,
THE SOCIAL STRUCTURE OF FILIPINO SOCIETY
● students’ learning was measured in terms ● They pressed on the need to keep the
of how well they can parrot the contents Filipinos in ignorance and opposed all
of a book even without comprehension. efforts to improve education in this
● As a consequence of this method of Spanish colony.
teaching employed by the friars, Filipino ● Spanish was used as the medium of
children were not able to develop instruction in Ateneo, Letran and UST.
self-confidence in their ability to learn. ● Although the Spanish government exerted
● In addition, native children developed efforts to educate the Filipinos in the 19th
severe inferiority complexes. century, the educational system
● The culture of silence came to be instilled implemented had serious weaknesses.
in the minds of the Filipino learners.
● By the end of the 19th century, only the Notable among these weaknesses were as follows
University of Santo Tomas (UST) was an (Romero et al, 1978):
existing higher education institution in ● Over-emphasis on religion;
the Philippines. ● Limited and irrelevant curriculum;
● UST, founded by the Dominicans in 1611, ● Obsolete classroom facilities
was the only university which offered ● Inadequate instructional materials
courses in medicine, pharmacy, theology, ● Racial prejudice against the Filipinos in
philosophy, as well as canon and civil law. school.
● At the beginning of its operation most of
those seeking admission into its various ECONOMIC SITUATION
programs were Spaniards and mestizos. ● The country was opened for foreign trade
● The Spaniards also opened secondary in 1834, which resulted in the rapid rise of
schools for boys during this period. foreign firms in Manila.
● Notable among these schools were the ● The presence of these foreign traders
Colegio de Santo Tomas and de San Juan stimulated agricultural production and
de Letran in Manila, under the export of sugar, rice, hemp, and tobacco.
Dominicans, as well as the Ateneo ● The growing prosperity of the Philippines
Municipal, run by the Jesuits had significant consequences
(Schumacher, 1997). (Schumacher, 1997)
● Secondary education for girls was ● Opportunities for trade, increased Filipino
provided by the following schools in contacts with foreigners and peninsular
Manila (Maguigad, 2000), namely: Santa Spaniards.
Isabel, La Concordia, Santa Rosa and ● Moreover, a number of families, which
Santa Catalina. prospered from foreign commerce and
● All these schools were subject to the trade, were able to send their sons for
inspection of the Dominican Rector of education in Europe, further destroying
the UST. the isolation of the country from the rest
● Students seeking admission into the of the world.
secondary schools were, therefore, ● Filipinos, who were educated abroad,
required to take examinations before a were able to absorb the intellectual
board appointed by the rector of UST. developments in Europe.
● It was also in this century when public ● The awareness of a completely different
education for the natives was begun type of society prevalent in Europe made
(Agoncillo, 1990) these European-educated Filipinos
● The Educational Decree of 1863 was disenchanted with Spain.
implemented in the colony, which
required the establishment of one
elementary school for boys and one FILIPINO GRIEVANCES AGAINST THE SPANISH
elementary school for girls in each town RULE:
in the Philippines. 1. Instability of Colonial Administration
● The same decree provided for the 2. Corrupt Colonial Officials
establishment of a normal school for the 3. No Representation in the Spanish Cortes
training of teachers with mastery of 4. Human Rights Denied to Filipinos
Spanish language, under the direction of 5. No Equality Before the Law
Jesuits, as Spanish shall be the medium 6. Maladministration of Justice
of instruction in all schools. 7. Racial Discrimination
● The friars resisted the teaching of Spanish 8. Frailocracy
language to the Filipinos. 9. Forced Labor
● They opined that knowledge of the 10. Haciendas Owned by the Friars
language would lead to the development 11. The Guardia Civil
of political and social awareness among
the natives, which in effect could trigger
in them the desire to work for freedom
and independence.
 ● Discontented with Spanish rule was first
expressed in the regional revolts that
DAWN OF FILIPINO NATIONALISM broke out in the archipelago from
1574-1873 (Zafra, 1976)
UNIFICATION OF THE PHILIPPINES UNDER ● Majority of the early uprisings were
SPANISH RULE caused by the desire to regain their lost
● Spain rule the Philippines more than 300 freedom
years ● Examples of revolts under this particular
● Prior to her colonization of the Philippines cause were the following:
consisted of independent and ○ Revolt of Raha Sulayman and
self-governing barangays, and people of Lakandula 1574
diverse tribes ○ Tondo Conspiracy 1587-1588
● It was Spain that gave the country its ○ Revolt of Malong 1660-1661
identity. (Zaide. 1994) ○ Dagohoy’s Revolt 1744-1829
● The country came to be known as ○ Revolt of Diego Silang 1762-1763
Philippines due to her three centuries of ○ Revolt of Palaris 1762-1764
colonial administration ● Resistance to Spanish-imposed
● With the use of the Cross, the natives institutions was also a major cause of the
were pacified (Agoncillo & Guerrero, 1974) early revolts against Spanish rule
● The reduccion plan of Fr. Juan de ● Some of the revolts due to the
Plasencias, was implemented which aforementioned factors included the
required the natives to live in the area near following:
the church. ○ Magalat Revolt 1596
● As a result, Spanish encomenderos found ○ Revolt of the Irayas 1621
it easy to collect taxes from the natives. ○ Cagayan Revolt 1639
● It also transformed the Filipinos into ○ Sumuroy Rebellion 1649-1650
law-abiding citizens under the Spanish ○ Maniago Revolt 1660
crown. ● Other revolts were caused by agrarian
● Gradually, the independence of the unrest brought about by the desire of the
barangays were lost as a consequence of natives to recover the lands grabbed from
the relocation of the natives under the them by the friars
influence of the Church ● Agrarian revolts broke out in the provinces
● With the imposition of Catholicism and of Batangas, Laguna, Cavite, Pampanga,
Spanish culture, Filipinos were partially and Bulacan from 1745-1865
transformed into little brown Spaniards. ● There were also revolts triggered by the
● Spain’s political system was gradually desire to revert to their native religion
introduced into the country rather than embrace the religion of the
● Government was highly centralized and colonizers (Agoncillo 1990)
for the first time, the people came to be ● Among the revolts were:
politically united under the Spanish ○ Igorot revolt 1601
crown. ○ Tamblot revolt 1621-1622
● Barangays were merged to form pueblos, ○ Revolt of Lanab and Alababan
pueblos into alcaldias, in addition to 1625-1627
ayuntamientos established by the ○ Revolt of Francisco RIvera 1718
colonizers ○ Revolt of Apolinario dela Cruz
● Despite unification, the people started to 1840-1841
nurture resentment and dislike for ○ The Moro Resistance in Southern
foreign trade. Philippines 1590-1898
EARLY RESISTANCE TO SPANISH RULE ● The early revolts against Spanish rule
● The integration of the country into the failed for a number of reasons
Spanish empire, resulted in the ● Owing to sectional jealousies, lack of
implementation of taxation without communication in the provinces, and
representation, polo y servicio or forced absence of national leaderships the
labor, galleon trade, indulto de revolts against Spanish rule did not
commercio, and government monopolies. succeed
(Agoncillp, 1990) ● The people were not united in their
● Government restrictions and control struggle against the colonizers owing to
made the people experience hardships the archipelagic nature of the country and
and miseries. the lack of communication facilities
● In effect, they started harboring ● Revolts, then, against Spanish rule were
grievances against the colonial fragmented, disorganized, and sporadic
administrators. ● Disunity was enhanced with Spain’s
● They began clamoring for freedom from implementation of the policy DIVIDE ET
foreign control EMPERA or divide and rule, which was
 another factor for the failure of these ● Rise of the new middle class can be traced
revolts. to the prosperity of a relatively small class
● As Filipinos were made to fight one of mestizos and the principalia or ruling
another by the colonial masters, they elite who benefited from the opening of
failed to realize that their common the country to foreign commerce and
enemy was the Spaniards. trade
THE EMERGENCE OF THE FILIPINO SENSE OF ● Families, which prospered during this
NATIONHOOD time, were able to send their sons for an
● The emergence of FIlipino sense of education in Europe
nationhood took place only during the ● Being educated in Europe, these sons of
last years of Spanish rule in the 1890s - prosperous families were able to see the
Agoncillo 1990 basic difference of European and Filipino
● The development of nationalism in the societies
19th century was attributable to the ● Moreover, being able to witness the more
following factors: progressive state other countries in the
○ Opening of the Philippines to continent, these European-educated
world commerce Filipinos became disillusioned with Spain
○ Rise of Clase Media ● From their ranks emerged Filipino
○ Liberal Regime of Carlos Ma. propagandists clamoring for change in
Dela Torre the Philippines
○ Racial Discrimination
○ Secularization controversy LIBERAL REGIME OF CARLOS MA. DELA TORRE
○ The Cavite Mutiny of 1872 ● The fall of Queen Isabella and the triumph
of liberalism in Spain in 1869 resulted into
THE OPENING OF THE PHILIPPINES TO WORLD the appointment of Carlos Ma. Dela Torre
COMMERCE as governor-general in the Philippines in
● A consequence of Spain’s adoption of the the same year - Zaide 1994
laissez-faire policy ● With his assumption into office as the
● With the entry of foreign products and chief executive of the country in 1869,
businessmen, the economic isolation of Dela Torre demonstrated his democratic
the Philippines was ended. and liberal philosophy in governing the
● A more significant effect of this country
development was the influx of liberal ● He encouraged the aspirations of the
ideas into the country reformists and abolished the censorship
● Filipino intellectuals came to learn of the of the press
revolutionary ideas of John Locke and ● Reform commissions were set up and
Jean Jacques Rousseau pubic discussions took place in the
● From their contact with peninsular newspapers for the first time
Spaniards, Filipino intellectuals were able ● To express satisfaction and joy for the
to learn Locke’s Theory of Revolution and leadership of Dela Torre, some Filipinos
Rousseau’s Social Contract Theory serenaded him on the night of July 12,
● They learned that people could 1869 - Liberty Serenade of 1869
overthrow a government that is not ● The development was something the
working for the good of the governed friars then did not like
(Locke’s Theory of Revolution) ● For the first time the Filipinos were
● They also realized that a government is an allowed to talk about freedom and
agreement between the ruler and the democracy openly
ruled to govern for the welfare of the ● During his term of office, freedom of
ruled. speech and of press, as guaranteed by the
● Other liberal ideas that the Filipinos came Spanish Constitution were recognized
to learn were the following: ● As a consequence of his liberal policy,
○ Equality before law Father Burgos and other Filipino clergy
○ Freedom of religion were motivated to work for the
○ Freedom of assembly Filipinization of parishes throughout the
○ Protection of human rights country
○ Representation in the legislature ● With the restoration of the Spanish
○ Sovereignty of people monarchy in 1870 and the return of
● Consequently, many of the Filipino conservatism in Spain, Dela Torre was
intellectuals started to wonder at the removed from office and replaced by the
deplorable conditions of the country reactionary Rafael de Izquierdo, who
● They began to discuss issues on politics boasted that he came to the Philippines
and started clamoring for reforms from with a cross on one hand and a sword on
the government the other

THE RISE OF THE CLASE MEDIA RACIAL DISCRIMINATION

 ● Spaniards considered Filipions as an ● With the death of Fr. Pelaez in 1863 due to
inferior race and sarcastically called the earthquake that occurred in the
them Indios Manila, the struggle for equality was
● Discrimination of the Filipinos was temporarily stopped
prevalent in the universities and colleges, ● Fr. Burgos continued the struggle
government offices, church, and court of ● He exerted all efforts to defend the
justices Filipino clergy from all attacks by the
● Fray Miguel de Bustamante, in his Spanish regulars
pamphlet entitled, “Si Tandang Basyong ● He asserted that Filipino priests were
Macunat” - portrayed the Filipino as an qualified to administer parishes
individual with low mental ability, ● He defended the move undertaken by
incapable of acquiring European Archbishop Gregorio Melition Martinez
education and fitted only to work in the in training the Filipinos seculars to
field and tend to a carabao - Zaide 1994 become good parish priest
● This kind of attack against the Filipino race ● He appealed to the Spanish Queen to give
intensified the enmity between the Filipino priests the chance to prove that
Filipinos and Spaniards, especially the they can equal the Spanish regulars
friars ● He argues for secularization in conformity
● Racial discrimination had led them to with the canon law and the discipline of
realize that the Spaniards and the the church, and the preferential right of
Filipinos were 2 separate, distinct the secular clergy to the parishes in the
peoples Philippines
● The secularization controversy led to the
SECULARIZATION CONTROVERSY unification of the Filipino clergy which i
● The transfer of the ministries established effect, strengthen their sense of identity
by the regular Spanish clergy to the ● The former religious conflict took on racial
Filipino seculars - Agoncillo 1990 overtones because the friars were
● This issue cropped up when the Jesuits Spaniards and the seculars were true
were expelled from the country in 1768 blooded Filipinos
● Parishes vacated by the Jesuits had to be ● For the first time, the word Filipino meant
filled by Filipino seculars - Schumacher not only the Filipino Spaniards, now it
1972 included the native clergy
● It began as a religious issue in the right of
the regular and secular priests to CAVITE MUTINY OF 1872
administer the parishes ● January 20, 1872 - a mutiny broke out
● The issue later on become a racial among Filipino soldiers in the arsenal of
controversy between the friars and Cavite under the leadership of Sgt. La
Filipino secular clergy, as the friars Madrid
started demanding that the latter were ● Brought by the abolition of their
not qualified to administer the parishes - exemption from tribute and forced labor
Romero 1978 by Governor-General Izquierdo,
● Leading the Filipino seculars in the previously enjoyed by Filipino soldiers and
struggle was Fr. Pedro Pelaez, an insular, workers in the arsenal of Fort San Felipe
who rose to the position of vicar capitular ● The Spanish authorities took advantage
of Manila in 1861 - Anderson 1969 of the situation by arresting
● He led fight against royal decrees turning liberal-minded Filipinos
secular parishes over to the friars ● 9 Filipinos priests were deported to
● The controversy became acute when the Marianas Islands, together with 13 lawyers
Jesuits returned to the Philippines and businessmen
● Parishes under the Filipinos priests were ● The incident was exaggerated by the
taken over by the friars, which sparked Spaniards, particularly the friars, to
protests from the former implicate Fathers Jose Burgos, Mariano
● With the return of the Jesuits, parishes Gomez, and Jacinto Zamora, due to their
under Filipino regulars in Manila were active involvement in the campaign for the
turned over to the Recollects in exchange secularization of parishes
for the parishes held by the Recollects in ● These 3 Filipino priests were executed by
Mindanao garrote for alleged complicity in the
● Fr. Pelaez appealed to the Queen Isabella II rebellion
for ecclesiastical equality between the ● The Filipinos deeply resented the
Spanish regulars and Filipino seculars execution of GOMBURZA owing to their
● This was because loss of the Manila innocence of the crime for which they
parishes would mean that Filipino were tired - Zaide 1994
seculars would have no hope of becoming ● They hailed the 3 Filipino priests as true
parish priests again martyrs of the fatherland
● Their death made the Filipino realize the
need for unity to end their miseries
● The martyrdom of GOMBURZA was a
turning point in Philippine history -
Agoncillo 1990
● It ushered in an era of peaceful campaign
for reforms to counter the evils of the
Spanish regime, known in our history as
the Propaganda Movement
● Rizal was still very young when the
mutiny broke out
● Although at his tender age, Rizal was
already cognizant of the deplorable
conditions of the country
● Originally, his plans was to take up
priesthood and become a Jesuit father -
De Ocampo 1969
● When he heard of the martyrdom of the
GOMBURZA, he changed his mind and
swore to dedicate his life to vindicate the
victims of Spanish oppression