Republic Act 1425 Rizal Law; mandates the teaching of life, works, and writings of Rizal in all schools

s in the
country; enacted in 1956

Senator Jose P. Laurel sponsored the Rizal Law; he believed that by reading and studying Rizals life,
teachings, and writings, the Filipino youth will be able to gain incorruptible confidence, direction, courage, and
determination to move forward in our peoples journey towards an abundant life

Objectives of Rizal Law

To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died
To pay tribute to our national hero for devoting his life and works in shaping the Filipino character
To gain an inspiring source of patriotism thru the study of Rizals life, works, and writings
Goals set by the Board on National Education
To recognize the relevance of Rizals ideals, thoughts, teachings, and life values to present conditions in the
community
To apply Rizals ideas in the solution of day-to-day situations and problems in contemporary life
To develop an understanding and appreciation of the qualities, behavior and character of Rizal
To foster the development of moral character, personal discipline, citizenship and vocational efficiency among the
Filipino youth

Renato Constantino claimed that it was the American who were responsible for endorsing Rizal as the
Philippine national hero; cited the efforts of the Taft Commission in 1901 to choose Rizal from a group of heroes
Teodoro Agoncillo wrote that Rizal was acceptable as a national hero to the Americans because he was the
symbol of assimilation, which was their policy then in the Philippines

Factors which contributed to Rizalsacceptability as the official hero of the Philippines (Constantino)
Rizal was already dead at the time the Americans began their aggression in the Philippines
No embarrassing anti-American quotations could ever be attributed to Rizal
Rizals dramatic martyrdom had already made him the symbol of Spanish oppression

December 20, 1898 General Emilio Aguinaldo issued a decree ordering that December 30, the anniversary of
Rizals execution at Bagumbayan, be commemorated as a day of mourning for Rizal and other victims of the
Philippine Revolution

Act No. 345 by virtue of this act, the Philippine Commission set aside December 30 as a day of observance
December 30, 1898 a group of masons erected a simple monument in Daet, Camarines Norte
Act No. 243 this act authorized the erection of the monument of Rizal in Luneta
Act No. 137 by virtue of this act, Rizal Province was named in Rizals honor

In making Rizal as our Filipino national hero, a number of conclusions can be drawn (Guerrero,1998)
Since the Filipinos love peace, they have chosen to magnify a man of peace above the men of war
Because Filipinos are lovers of freedom and justice, they have given their worship to a man who gave up all
comforts and pleasures of peace for their sake
Filipinos prize virtue more than victory, and sacrifice above success
Rizal was the first Filipino. (Guerrero, 1998)
Rizal was the first who called the Philippines his fatherland.
He taught his countrymen that they could be something else, Filipinos who were members of the Filipino nation.
He was the first to work towards the unification of the Philippine archipelago into a compact and homogeneous
body based on common interests and mutual protection.
Other Nationalist Leaders in Asia
Mohandas Gandhi
Rabindaranath Tagore
Sun Yat-Sen

Rizal was the first exponent of Asian nationalism since he was the source of inspiration for the outbreak of the
Philippine Revolution of 1896 (De Ocampo, 1969).
Rizal was the Pioneer Exponent of Liberal Democracy in Asia (Fisher, 1962).

Ideas on Liberal Democracy

The worth and dignity of the individual
The inviolability of human rights
The innate equality of all men and races
The necessity for constitutional government
Due process of law
Popular sovereignty as the basis of all political authority
Faith in human reason and enlightenment
The rights of the masses to public education
Belief in social progress through freedom
Major Periods in the Life of Rizal (Celedonio, 1982)
A. First Period (1861-1872)
The following values and virtues were developed in him: industriousness instead if idleness; creativeness
instead of unproductiveness; rationality instead of blind acceptance; and dignity instead of servility.
B. Second Period (1872-1882)
This was the first turning point in the life of Rizal. It was the period when Fathers Gomez, Burgos, and
Zamora were executed. Other significant developments in his life during this period include the following:
o Strengthening of his religious foundation
o Cultivation of the drive toward excellence
o Conception of the Philippine as his fatherland
o Envisioning the Philippines receiving light thru education
o Perception of the intimate alliance between religion and education
C. Third Period (1882-1892)
This was the second turning point in the life of Rizal. It was this time that Rizal decided to leave the
Philippines to escape persecution. Rizal took in the Propaganda Movement, based in Europe. He sought
to make truthful disclosures of the political, social, and economic conditions in the Philippines.
D. Fourth Period (1892-1896)
This can be considered as the last turning point in the life of Rizal. He detached his connection with
politics and devoted more of his time in practical service and usefulness to the community.
th

Important Developments in the 19 Century

Growth and Development of Nationalism
Rise and gradual spread of liberalism and democracy
Industrial revolution
Upsurge of western imperialism
Triumph f science and technology
Optimism and confidence in progress

Nationalism a sense of loyalty or psychological attachment that members of a nation share, based on a
common language, history, culture, and desire for independence; a feeling that drives people together as a
nation; love of country expressed in devotion to and advocacy of national interest and independence

Three Points that stand out in the Complex Ideology of Nationalism

Nationalism has evolved from a real or imagined cultural unity, manifesting itself in a common language, history,
and territory.
Nationalists have usually sought to turn this cultural unity into political reality so that the territory of each people
coincides with its state boundaries.
Nationalists believed that every nation has the right to exist in freedom and develop its character and spirit.

While nationalism can foster national unity, progress, and independence, it also has its negative side. The ideas
of national superiority and national mission can lead to aggressive crusades and counter-crusades. Nationalism
can also stress differences among people.
Liberalism demanded representative government as opposed to autocratic monarchy, equality before the law as
opposed to legally separate classes. The idea of liberty also meant specific individual freedoms: freedom of the
press, freedom of speech, freedom of assembly, and freedom from arbitrary arrest.

Democracy was gradually established thru the following means:

Promulgation of laws that advance democracy
Undertaking of reforms thru legislation
Abolition of slavery
Adoption of a liberal constitution
Providing the citizens the opportunity to propose laws
Adoption of manhood suffrage
Granting of political, economic and social rights to the people

Industrial Revolution transformation of manufacturing brought about by the invention and use of machines; this
development started in England and later on spread into Belgium, France, Germany, and even the United States.

Positive Effects brought about by Industrial Revolution

The rise of the factory system
Mass production of essential and non-essential goods
Improvement of peoples standard of living
Greater urbanization of society
Beginning of specialization of division of labor
Invention of labor-saving devices
Beginning of industrial capitalism
Fostering of liberalism and nationalism
Encouragement of peoples mobility
Evils associated with the Industrial Revolution
Widening of the gap between the rich and the poor
Unending economic warfare between labor and capital
Pollution and other environmental problems
Beginning of child and women labor
Intensification of imperialistic rivalry between and among industrialized countries
To solve the evils created by the industrial system, different measures were proposed by concerned sectors of the world
society (Doreen, 1991).
For the liberals, laissez-faire policy of governments non-interference in the conduct of trade and business has to
be sustained for the continuous expansion of the economy.
The socialists assert the government has to control vital industries and resources. This is necessary in promoting
equality of opportunity and peoples welfare in the society.
The communists suggest that all factors of production be owned and controlled by the government. Equality in
society can be achieved if social classes are destroyed and dictatorship of the proletariat is established.
The Catholic Church calls for humane treatment of workers, respect for workers rights, and social justice for the
poor.
Three Significant Consequences of the Triumph of Science and Technology
Everyday experience and innumerable scientists impressed the importance of science on the mind of ordinary
citizens.
As science became more prominent in popular thinking, the philosophical implications of science spread to broad
sections of the population.
The methods of science acquired unrivaled prestige after 1850.

Right to self-determination right to choose the kind of government under which they would live
Optimism faith in society
Marquis de Condorcet optimism of the century was summed by him in his work, Sketch for a Historical Picture
of the Progress of the Human Mind
th

Notable Achievements of Men in the 19 Century

Extension of human rights to many people
Promotion of higher education for men and women
Education for nationalism in schools
Investment in science to serve mankind
Improvement of public health thru the establishment of numerous hospitals
Emergence of realistic literature, depicting the life of the time

Carlist Wars a struggle for the throne between the forces loyal to Ferdinands daughter Isabella and his brother
Charles
Canovite system or rotativism under this policy, the liberals and conservatives in Spain took turns in
administering the affairs of the country
Mercantilism an economic doctrine based on the idea that the countrys wealth and power can be measured in
its stock of gold and silver; it also means that all trade should be conducted within a certain country and its
colonies
Galleon Trade monopolistic venture between Manila and Acapulco; began in 1565
Indulto de commercio privilege to engage in and monopolize trade

Governor-General
Head of the Spanish colonial government in the country
Represented the Crown in all government matters
Vice Royal Patron over religious affairs
Commander in chief of the colonial army
An ex-officio president of the Royal Audiencia
Had legislative powers
Can legislate laws for the colony (actos acordados)
Had the power of cumplase or the power to decide which law or royal decree should be implemented or
disregarded in the colony
Local Government Units
Provinces (alcaldias) headed by alcalde mayor or provincial governor who exercised executive and judicial
functions
Towns (pueblos) headed by gobernadorcillo or town mayor whose principal responsibility was tax collection
Barangays (barrios) headed by cabeza de barangay whose function was the maintenance of peace and order
and the collection of taxes and tributes in the barangay
Ayuntamiento city government during the Spanish Regime; governed by a cabildo or city council composed of a city
mayor (alcalde en ordinario), councillors (regidores), chief constable (aguacil mayor), and a secretary (escribano).
Friars

Key figure in the local administrative set-up

Supervising representative of the Spanish government for all local affairs
His approval was necessary on almost all acts of the local officials
Practically the ruler of the town as he was the local school inspector, health inspector, prison inspector, inspector
of accounts of the obernadorcillos and cabeza de barangays
His approval was required in census lists, tax lists, list of army conscripts, and register of births, deaths, and
marriages
Frailocracia rise in power and influence of friars; Lopez Jaena
Guardia Civil organized in 1867; corps of native police under the leadership of Spanish officers for the purpose
of dealing with outlaws and renegades
Filibusteros enemies of the government
Erehes enemies of the Catholic Church
Audiencia Real Supreme Court during Spanish Regime
Spanish Cortes law making body
Las Leyes de Indias continued to be the basic law but gradually modified by royal decrees, which extended
various parts of Spanish peninsular law into the Philippines
Residencia the trial of an outgoing governor-general to account for his acts during his tenure of office
Visitador investigating officer to probe on the complaints against the governor-general
Polo y servicio forced labor to the government and the Catholic Church
Doctrine of limpieza de sangre or purity of blood social structure implemented by Spain was pyramidal due to
colonizers adherence to this doctrine
Peninsulares Spaniards born in Spain
Insulares Spaniards born in the Philippines
Principalia ruling class of native elites
Indios brown-skinned natives
Ilustrados enlightened ones
UST founded by the Dominicans in 1611; the only university which offered courses in medicine, pharmacy,
theology, philosophy, as well as canon and civil law

Secondary schools for boys Colegio de Santo Tomas and de San Juan de Letran in Manila, under the
Dominicans, as well as the Ateneo Municipal, run by the Jesuits
Secondary schools for girls Santa Isabel, La Concordia, Santa Rosa, and Santa Catalina
Educational Decree of 1863 required the establishment of one elementary school for boys and one elementary
school for girls in each town in the Philippines

Weaknesses of Spains Educational System in the Philippines (Romero et al, 1978)

Over-emphasis on religion
Limited and irrelevant curriculum
Obsolete classroom facilities
Inadequate instructional materials
Absence of academic freedom
Racial prejudice against the Filipinos in school

Reduccion plan proposed by Fr. Juan de Plasencia; required the natives to live in the area near the church

Majority of the early uprisings were cause by the following:

Desire to regain their lost freedom
Resistance to Spanish imposed institutions
Agrarian unrest
Desire to revert to their native religion
Reasons why early revolts against Spanish rule failed
Sectional jealousies
Lack of communication in the provinces
Absence of national leadership
Spains implementation of divide et impera or divide and conquer
th

Factors which attributed to the Development of Nationalism in the 19 Century

Opening of the Philippines to world commerce
Rise of clase media
Liberal regime of Carlos Ma. Dela Torre
Racial discrimination
Secularization controversy
Cavite Mutiny of 1872

John Lockes Theory of Revolution people could overthrow a government that is not working for the good of the
governed
Jean Jacques Rousseaus Social Contract Theory a government is an agreement between the ruler and the
ruled to govern for the welfare of the ruled

Other liberal ideas that the Filipinos came to learn during this period
Equality before the law
Freedom of speech
Freedom of religion
Freedom of assembly
Protection of human rights
Representation in the legislature
Sovereignty of the people
Carlos Ma. Dela Torre
Demonstrated his democratic and liberal philosophy in governing the country
Encouraged the aspirations of the reformists and abolished the censorship of the press
Reform commissions were set up and public discussions took place in the newspaper for the first time
Freedom of speech and of the press as guaranteed by the Spanish Constitution were recognized
Some Filipinos serenaded him on the night of July 12, 1869 to express joy and satisfaction for his leadership

Rafael de Izquierdo replaced Dela Torre; boasted that he came to the Philippines with a cross on onehand and
a sword on the other
Fray Miguel de Bustamante wrote a pamphlet entitled Si Tandang Basyong Macunat

Secularization of parishes transfer of the ministries established by the regular Spanish clergy to the Filipino
seculars
Fr. Pedro Pelaez vicar capitular of Manila in 1861; led the fight against royal decrees turning secular parishes
over to the friars; appealed to Queen Isabella II for ecclesiastical equality between the Spanish regulars and
Filipino seculars
Archbishop Gregorio Meliton Martinez trained the Filipino seculars to become good parish priests
January 20, 1872 a mutiny broke out among Filipino soldiers in the arsenal of Cavite under the leadership of
Sgt. La Madrid
Nine Filipino priests were deported to Marianas Islands, together with thirteen lawyers and businessmen.
Rizals original plan was to take up priesthood and become a Jesuit father.