LUGAIT COLLEGE

CHED Center of Excellence for Teacher Education

DEPARTMENT OF PHYSICAL EDUCATION
Bachelor of Physical Education

Course Code: GE 9
Course Title: Life and Works of Rizal
Units: 3 Units

Instructor: Early Jean Dandasan Online class schedule: Saturday

Contact Number: 09654086508 Time: TBA
e-mail address:
earlyjeandandasan@gmail.com

Module 1

The Importance of the Jose Rizal Subject

THE RIZAL BILL was as controversial as Jose Rizal himself.

The mandatory Rizal subject in the Philippines was the upshot of this bill which
later became law in 1956. The bill involves mandating educational institutions in
the country to offer a course on the hero’s life, works, and writings, especially
the ‘Noli Me Tangere’ and ‘El Filibusterismo’. The transition from being a bill to
become a republic act was however not easy as the proposal was met with
intense opposition particularly from the Catholic Church. Largely because of the
issue, the then-senator Claro M. Recto—the main proponent of the Rizal Bill—
was even dubbed as a communist and an anti-Catholic. Catholic schools
threatened to stop operation if the bill was passed, though Recto calmly
countered the threat, stating that if that happened, then the schools would be
nationalized. Afterward threatened to be punished in future elections, Recto
remained undeterred.

Concerning the suggestion to use instead of the expurgated (edited) version of

Rizal’s novels as mandatory readings, Recto explained his firm support for the
unexpurgated version, exclaiming: “The people who would eliminate the books
of Rizal from the schools would blot out from our minds the memory of the
national hero. This is not a fight against Recto but a fight against Rizal.”
(Ocampo, 2012, p. 23)

The bill was eventually passed, but with a clause that would allow exemptions to
students who think that reading the Noli and Fili would ruin their faith. In other
words, one can apply to the Department of Education for exemption from reading
Rizal’s novels —though not from taking the Rizal subject. The bill was enacted
on June 12, 1956.
RA 1425 and other Rizal laws

The Rizal Bill became the Republic Act No. 1425, known as the ‘Rizal Law’. The
full name of the law is “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.“

The first section of the law concerns mandating the students to read Rizal’s
novels. The last two sections involve making Rizal’s writings accessible to the
general public—they require the schools to have a sufficient number of copies in
their libraries and mandate the publication of the works in major Philippine
languages.

Jose P. Laurel, then-senator who co-wrote the law, explained that since Jose Rizal
was the founder of the country’s nationalism and had significantly contributed to
the current condition of the nation, it is only right that Filipinos, especially the
youth, know about and learn to imbibe the great ideals for which the hero died.
Accordingly, the Rizal Law aims to accomplish the following goals:

1. To rededicate the lives of youth to the ideals of freedom and nationalism, for
which our heroes lived and died

2. To pay tribute to our national hero for devoting his life and works in shaping
the Filipino character

3. To gain an inspiring source of patriotism through the study of Rizal’s life,

works, and writings.

So far, no student has yet officially applied for exemption from reading Rizal’s
novels. Correspondingly, former President Fidel V. Ramos in 1994, through
Memorandum Order No. 247, directed the
Secretary of Education, Culture and Sports and the Chairman of the Commission
on Higher Education to fully implement the RA 1425 as there had been reports
that the law had still not been totally carried out. In 1995, CHED Memorandum
No. 3 was issued enforcing strict compliance to Memorandum Order No. 247.

Not known to many, there is another republic act that concerns the national hero.
Republic Act No. 229 is an act prohibiting cockfighting, horse racing, and jai-alai
on the thirtieth day of December of each year and to create a committee to take
charge of the proper celebration of Rizal day in every municipality and chartered
city, and for other purposes.

The Importance of Studying Rizal

The academic subject on the life, works, and writings of Jose Rizal was not
mandated by law for anything. Far from being impractical, the course
interestingly offers many benefits that some contemporary academicians declare
that the subject, especially when taught properly, is more beneficial than many
subjects in various curricula.

The following are just some of the significance of the academic subject:

1. The subject provides insights on how to deal with current problems

There is a dictum, “He who controls the past controls the future.” Our view of
history forms the manner we perceive the present, and therefore influences the
kind of solutions we provide for existing problems. Jose Rizal course, as a history
subject, is full of historical information from which one could base his decisions
in life. In various ways, the subject, for instance, teaches that being educated is
a vital ingredient for a person or country to be really free and successful.

2. It helps us understand better ourselves as Filipinos

The past helps us understand who we are. We comprehensively define ourselves

not only in terms of where we are going, but also where we come from. Our
heredity, past behaviors, and old habits as a nation are all significant clues and
determinants to our present situation. Interestingly, the life of a very important
national historical figure like Jose Rizal contributes much to shedding light on our
collective experience and identity as Filipino. The good grasp of the past offered
by this subject would help us in dealing wisely with the present.

3. It teaches nationalism and patriotism

Nationalism involves the desire to attain freedom and political independence,

especially by a country under foreign power, while patriotism denotes proud
devotion and loyalty to one’s nation. Jose Rizal’s life, works, and writings—
especially his novels—essentially, if not perfectly, radiate these traits. For one
thing, the subject helps us to understand our country better.

4. It provides various essential life lessons

We can learn much from the way Rizal faced various challenges in life. As a
controversial figure in his time, he encountered serious dilemmas and
predicaments but responded decently and highmindedly. Through the crucial
decisions he made in his life, we can sense his priorities and convictions which
manifest how noble, selfless, and great the national hero was. For example, his
many resolutions exemplified the aphorism that in this life there are things more
important than personal feeling and happiness.

5. It helps in developing logical and critical thinking

Critical Thinking refers to discerning, evaluative, and analytical thinking. A

Philosophy major, Jose Rizal unsurprisingly demonstrated his critical thinking
skills in his argumentative essays, satires, novels, speeches, and written
debates. In deciding what to believe or do, Rizal also proved his being a
reasonably reflective thinker, never succumbing to the irrational whims and
baseless opinions of anyone. In fact, he indiscriminately evaluated and criticized
even the doctrines of the dominant religion of his time. A course on Rizal’s life,
works, and writings, therefore, is also a lesson in critical thinking.

6. Rizal can serve as a worthwhile model and inspiration to every Filipino

If one is looking for someone to imitate, then Rizal is a very viable choice. The
hero’s philosophies, life principles, convictions, thoughts, ideals, aspirations, and
dreams are a good influence to anyone. Throughout his life, he valued
nationalism and patriotism, respect for parents, love for siblings, and loyalty to
friends, and maintained a sense of chivalry. As a man of education, he highly
regarded academic excellence, logical and critical thinking, philosophical and
scientific inquiry, linguistic study, and cultural research. As a person, he
manifested versatility and flexibility while sustaining a strong sense of moral
uprightness.

7. The subject is a rich source of entertaining narratives

People love fiction and are even willing to spend on books or movie tickets just
to be entertained by made-up tales. But only a few perhaps know that Rizal’s life
is full of fascinating non-fictional accounts.

For instance, it is rarely known that (1) Rizal was involved in a love triangle with
Antonio Luna as also part of the romantic equation; (2) Rizal was a model in
some of Juan Luna’s paintings; (3) Rizal’s common-law wife Josephine Bracken
was ‘remarried’ to a man from Cebu and had tutored former President Sergio
Osmeña; (4) Leonor Rivera (‘Maria Clara’), Rizal’s ‘true love’, had a son who
married the sister of the former President of the United Nations General Assembly
Carlos P. Romulo; (5) the Filipina beauty queen Gemma Cruz Araneta is a
descendant of Rizal’s sister, Maria; (6) the sportscaster Chino Trinidad is a
descendant of Rizal’s ‘first love’ (Segunda Katigbak); and (7) the original
manuscripts of Rizal’s novel (Noli and Fili) were once stolen for ransom, but
Alejandro Roces had retrieved them without paying even a single centavo.

Lesson 1: Introduction of R. A 1425 (Rizal Law)

Laws on Rizal
There are at least two Republic Acts and two Memorandum Orders pertaining to
Jose Rizal:
Republic Act N. 1425 or the Rizal Law
Republic Act No. 229 or the Celebration of Rizal Day’
Memorandum Order No. 247 by President Fidel V. Ramos
CHED Memorandum No. 3, s 1995 by Commissioner Mona D. Valismo.
Introduction about the Rizal Law
Republic Act 1425: Rizal Law was authored by Senator Claro M. Recto
It was signed by President Ramon Magsaysay on June 12, 1956 It requires
the implementation of the Rizal course as a requirement for graduation in all
non-degree and degree courses in the tertiary education
It includes the life, works, and writings of Jose Rizal, particularly his novels,
Noli Me Tangere and El Filibusterismo.
On August 16, 1956, the Rizal Law took effect

Aims of Rizal Law

Recognize the relevance of Jose Rizal ideas, thoughts, teaching, and life-
values to present conditions in the community and country and apply them in
the solution to day to day situations and problems of contemporary life.
Develop an understanding and appreciation of the qualities, behavior, and
character of Rizal and thus foster the development of moral character and
personal discipline.

The goals set by the Board on National Education (Capino et.al,

1997)
Recognize the relevance of Rizal’s ideas, thoughts, teachings, and life values
to present conditions in the Community;
Apply Rizal’s ideas in the solution of day-to-day situations and problems in
contemporary life;
Develop an understanding and appreciation of the qualities and behavior and
character of Rizal; and
Forster development of moral character, personal discipline, citizenship, and
vocational efficiency among the Filipino Youth.

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
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,
SECTION 1. 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 is hereby 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
shall 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 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 hundred thousand
pesos is hereby authorized to be appropriated out of any fund not otherwise
appropriated in the National Treasury to carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
Senate Bill No. 438
House Bill No. 5561
Archbishop of Manila - bishop Rufino Santos Mayor of Manila
– Arsenio Lacson

What is the RA 1425 or the Rizal Law?

RA 1425, also commonly known as Rizal Law, was a law signed by President
Ramon Magsaysay on June 12, 1956 that requires all schools in the country
include Rizal’s life, works and writings in the curriculum. The rationale behind the
law was that there is a need of rekindle and deepen the sense of nationalism and
freedom of the people, especially of the youth. The law sought to cultivate
character, discipline, and conscience and to teach the obligations of citizenship.
Libraries are required to keep sufficient copies of Rizal’s writings, especially Noli
Me Tangere and El Filibusterismo. Language barrier and poverty-related
restrictions were taken out of the equation with provisions such as translation of
Rizal’s writings into English, Filipino and other major Philippine Languages and
the free charge distribution through Purok Organizations and Barrio Councils.
The main proponent of the law was Senator Claro M. Recto who was met by
protestants from the Catholic Church. Senator Jose P. Laurel Sr., then Chairman
of the Committee on Education sponsored the bill in the senate.

REPUBLIC ACT NO. 229

AN ACT TO PROHIBIT COCKFIGHTING, HORSE RACING AND JAIALAI ON THE
THIRTIETH DAY OF DECEMBER OF EACH YEAR AND
TO CREATE A COMMITTEE TO TAKE CHARGE OF THE PROPER
CELEBRATION OF RIZAL DAY IN EVERY MUNICIPALITY AND
CHARTERED CITY, AND FOR OTHER PURPOSES
SECTION 1. The existing laws and regulations to the contrary notwithstanding,
cockfighting, horse racing and jai-alai are hereby prohibited on the thirtieth day
of December of each year, the date of the martyrdom of our great hero, Jose
Rizal.
SECTION 2. It shall be the official duty of the mayor of each municipality and
chartered city to create a committee to take charge of the proper observance of
Rizal Day Celebration of each year, in which he shall be the chairman, which shall
be empowered to seek the assistance and cooperation of any department,
bureau, office, agency or instrumentality of the Government, and the local civic
and educational institutions. Among the ceremonies on Rizal Day shall be the
raising of the Philippine flag at half mast in all vessels and public buildings.
SECTION 3. Any person who shall violate the provisions of this Act or permit or
allow the violation thereof, shall be punished by a fine of not exceeding two
hundred pesos or by imprisonment not exceeding six months, or both, at the
discretion of the court. In case he is the mayor of a municipality or a chartered
city he shall suffer an additional punishment of suspension from his office for a
period of one month. In case of partnerships, corporations or associations, the
criminal liability shall devolve upon the president, director, or any other official
responsible for the violation thereof.
SECTION 4. This Act shall take effect upon its approval. Approved: June 9,
1948

Explanation:
Rizal Day
Mangubat gave three reasons explaining why Rizal's death served as a turning
point to the nationalistic hopes of the countrymen: First is that it served as a
signal to the Katipunan to raise up arms against the Spaniards and begin the
revolution. It is important to note that it was not formed after the death of Rizal,
rather, the event at Bagumbayan on December 30 crystallized the motives of the
organization. Second, his execution also served as a realization to the elite that
they weren't an exemption to the despotism of the Spanish rule. Many other
sectors joined in the Katipunan as the revolutionary and nationalistic mind began
to settle on them. Lastly, because the event happened at the turn of the century,
it was also significantly considered as a "New Beginning" for the country.
Emilio Aguinaldo gave the first decree to declare December 30 as
"national day of mourning" and as anniversary of Jose Rizal's death. To observe
this, he ordered that all flags must be hoisted at halfmast on December 29 and
on the following day, there would be no government offices. The first ever
monument of Rizal erected was on Daet, Camarines Norte and its unveiling is
simultaneous to the first observance of Rizal Day on December 30, 1898 by the
Club Filipino. February 1, 1902, the Philippine Commission ordained Act no. 345
which issues December 30 as Rizal Day and as national holiday observed each
year.
According to Ambeth Ocampo, oftentimes, heroes are remembered more on their
deaths than their births. However, Mangubat mentions that the death of Rizal
would not have that been more meaningful were it not for birth and life spent for
the betterment of our country. There are many moves that wish to change the
date of Rizal Day to June 19 because it has a more positive sense and that it is
close to June 12 and May 28 which are the Philippine Independence Day and the
National Flag Day, respectively. On the other hand, December 30 is nearer to
the much more celebrated holidays of Christmas and New Year which often
overshadow the hero's celebration. For me personally, although his birth date is
a much more joyous celebration, his death can be a better perspective to look at
the entirety of Rizal's life and why he was willing to die for the sake of his love
for the country.

MEMORANDUM ORDER No. 247

DIRECTING THE SECRETARY OF EDUCATION, CULTURE AND
SPORTS AND THE CHAIRMAN OF THE COMMISSION ON HIGHER
EDUCATION TO FULLY IMPLEMENT REPUBLIC ACT NO. 1425
ENTITLED "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"

WHEREAS, Republic Act No. 1425 approved on June 12, 1956, directs all schools,
colleges and universities, public and private, to include in their curricula, courses
on the life, works and writings of
Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo which
"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, according to Dr. Rizal, "the school is the book in which is written the
future of the nation;"

WHEREAS, in 1996, the Filipino people will commemorate the centennial of Rizal’s
martyrdom and, two years thereafter, the centennial of the Declaration of
Philippine Independence; and

WHEREAS, as we prepare to celebrate these watershed events in our history, it

is necessary to rekindle in the heart of every Filipino, especially the youth, the
same patriotic fervor that once galvanized our forebears to outstanding
achievements so we can move forward together toward a greater destiny as we
enter the 21st century.
NOW, THEREFORE, I FIDEL V. RAMOS, President of the Republic of the
Philippines, by virtue of the powers vested in me by law, hereby direct the
Secretary of Education, Culture and Sports and the Chairman of the Commission
on Higher Education to take steps to immediately and fully implement the letter,
intent and spirit of Republic Act No. 1425 and to impose, should it be necessary,
appropriate disciplinary action against the governing body and/or head of any
public or private school, college or university found not complying with said law
and the rules, regulations, orders and instructions issued pursuant thereto.

Within thirty (30) days from issuance hereof, the Secretary of Education, Culture
and Sports and the Chairman of the Commission on Higher Education are hereby
directed to jointly submit to the President of the Philippines a report on the steps
they have taken to implement this Memorandum Order, and one (1) year
thereafter, another report on the extent of compliance by both public and private
schools in all levels with the provisions of R.A. No. 1425.

This Memorandum Order takes effect immediately after its issuance.

DONE in the City of Manila, this 26th day of December in the year of Our Lord,
Nineteen Hundred and Ninety-Four.

Former President Fidel V. Ramos in 1994 through Memorandum

Order no.247, directed the Secretary of Education, Culture and Sports and the
Chairman of the Commission on the Higher Education to fully implement the RA
1425.
In the year 1995, CHED Memorandum Order No. 3 was issued enforcing strict
compliance to Memorandum Order no. 247 Republic
Act No. 229 is an act prohibiting cockfighting horse. The said
Memorandum Order issued by the CHED Commissioner Mona
Valisno enforcing strict compliance to Memorandum Order No. 247

CHED MEMORANDUM NO. 3,s. 1995

Commission on Higher Education
Office of the President of the Philippines

January 13, 1995

CHED Memorandum
No.3,s. 1995 To:
Head of State Colleges and Universities
Head of Private Schools, Colleges and Universities
Office of the President Memorandum Order No. 247
Re: Implementation of Republic Act No. 1425
Enclosed is a copy of Memorandum Order No. 247 dated December
26, from the Office of the President of the Philippines entitled,
"Directing Secretary of Education, Culture and Sports and the CHAIRMAN OF
COMMISSION ON HIGHER EDUCATION to fully implement the Republic Act No.
1425 entitled "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" for
guidance of all concerned. Strict compliance therewith is requested.

(sgd) MONA D. VALISNO

Commissioner
Officer-in-Charge

WHY STUDY RIZAL?

Aside from those mentioned above, there are other reasons for teaching the Rizal
course in Philippine schools:
To recognize the importance of Rizal’s ideals and teachings in relation to
present conditions and situations in the society. To encourage the application
of such ideals in current social and personal problems and issues.
To develop an appreciation and deeper understanding of all that Rizal fought
and died for.
To foster the development of the Filipino youth in all aspects of citizenship.
Take note, Rizal’s legacy is very important in changing the condition of our
present society. His teachings challenge us all Filipinos to make a difference for
the future of our country by living the teachings of Rizal. Likewise, it teaches us
to be more responsible and braver enough to face the challenges in our present
society by acting on the principles that Rizal had strongly spoken and lived.

A Panoramic Survey (the Philippines in the 19th century)

The essence of the life of Rizal is marked by the conditions that existed during
his lifetime in the Philippines and around the world particularly in Europe. Rizal
is the product of his era and his message sets forth as human declaration that
all human beings are born free and equal in dignity and rights.

The 19th century stands out as an extremely dynamic and creative age especially
in Europe and the United States. During this period such concepts as
industrialism, democracy, and nationalism gained ascendancy and triggered
revolutionary changes in science, technology, economics, and politics. These
changes enabled man to achieve the heights of prosperity and dignity.
However, 19th century Philippines was largely medieval, although signs of
progress or change were noted in certain sectors. Its social and economic
structure was based on the old feudalistic patterns of abuse and exploitation of
the indio. Earlier, clamor for reforms had mentioned unheeded; social and
discontent caused confusion among the people.

THE PHILIPPINES IN THE 19th CENTURY

SOCIAL STRUCTURE:
The Philippine society was predominantly feudalistic- the result of the Spanish
land holding system imposed upon the country with the arrival of the
conquistadores. An elite class exploited the masses, fostered by the “massive
slave” relationship between the Spaniards and the Filipinos. The Spaniards
exacted all forms of taxes and tributes, and drafted the natives for manual labor.
Consequently, the poor became poorer and the rich wealthier.

The Pyramidal structure:

APEX (TOP) - peninsolares – spanish-born took the highest position in the
society and (b) friars
MIDDLE CLASS – favored rich natives, mestizos (half breed), criollos
(Philippine-born Spaniards)
BASE – indios were looked down upon

Racial discrimination was prevalent as the

Spanish born peninsulares were given the highest offices and positions in
society. While the criollos, the Philippine-born Spaniards, the half breed or
mestizos, enjoyed second priority and the native or indios were look down
upon.

This shows the structure of the Philippine government and its function. Unluckily,
there were abuses of the officials in their power to hold public office. So, below
are the specified sources of abuses and sometimes corruption by the officials in
the administrative system.
The main cause of the administrative system was the appointment of officials
with inferior qualifications, and without dedication to duty, and moral strength to
resist corruption for material advancement.
These officials were given duties and powers and privileges.
Another is the Union of the Church and the State.
The principal officials of the Administrative system obtained their position by
royal appointment, while the rest of the position were either filled by the
governor general himself or were sold to the highest bidder.

POLITICAL SYSTEM:
Spain governed the Philippines through the Ministro de
Ultramar (Ministry of the Colonies) established in Madrid in 1863. This body
helped the Spanish monarch manage the affairs of the colonies and govern the
Philippines through a centralized machinery exercising: Executive
Legislative
Judicial and
Religious powers

The Governor General appointed by the Spanish monarch headed the central
administration in Manila, He was the king’s representative in all state and
religious matters and as such he exercised extensive powers. He issued executive
orders and proclamation and he had supervision and disciplinary powers over all
government officials. He was the commander in chief of the armed forces of the
Philippines. He had supreme authority in financial matters until 1784. He also
exercised legislative powers with his cumplase. CUMPLASE is the power of the
Governor-General to disregard or suspend a Royal decree if the condition in the
colony does not warrant it.By which he could disregard or suspend any law or
royal decree from Spain. An ex-officio president of the Royal Audiencia until
1861. He enjoyed religious duty gave him the prerogative to nominate priest to
ecclesiastical positions and control the finances of the missions.

In terms of its Political Structure, Spain governed the Philippines

through the Ministro de Ultramar
Ministry of the Colonies established in 1863
It helped the Spanish monarchs manage the affairs of the colonies
Governed the Philippines through a centralized machinery
Exercising executive, legislative, judicial and religious powers

The Governor General

Appointed by the King of Spain, headed the central administration in Manila.
He served as the King’s representative. He issued executive and
administrative orders over all government officials
Responsible for all government and religious activities
He was assisted by Lieutenant General (general segundo cabo)

Alcaldes Mayores
Civil Governors
Led the provincial government (alcaldias)
Alcaldes en ordinario
City mayor and vice mayor
Ruled the city government (ayuntamiento)
Gobernadorcillo
Town mayor
Ruled the town government (principalia)
Cabeza de Barangay
Barangay captain
Ruled the barrio
The Guardia Civil
Headed by alferez (Second lieutenant)
Performed police duties
Helped in the maintenance of peace and order
The system of courts was a centralized system
It was a pyramidical organization
Headed by the Royal Audiencia
Served as highest court for civil and criminal cases Together with the
Governor General, they made laws for the country called autos
acordados

SOURCES OF ABUSES IN THE ADMINISTRATIVE SYSTEM

The main cause of weakness of the administrative system was the appointment
of officials with inferior qualifications -without dedication to duty, no moral
strength to resist corruption. The kind of officials sent in the Philippines were
corrupt, abusive and unqualified officers. They were not equipped to any public
office. This was the reason why instead of focusing on their role as public officers
to form a good and well nation, they focused on getting wealth through
corruption. The worse thing was that, they became brutal and abusive to native
Filipinos to the extent that they executed most of our fellow native Filipinos who
fought and resisted against them.
There was also complication in the situation between the union of the church and
state. The priest or what we call the “Friars” also became powerful, cruel and
corrupt. FRIARS. The missionaries or the friars as they were known, played a
major role not only in propagating the Christian faith but also in the political,
social, economic and cultural aspects of the Filipinos. Aside from spreading the
word of God, they helped in pacifying the country.The checks adopted by Spain
to minimize abuses either proved ineffective or discouraged the officials
appointed by the King of Spain were ignorant of Philippine needs. This was the
reason behind their bad motives to our Philippine nation.

The most corrupt branch of government was the alcaldias. Dishonest and corrupt
officials often exacted more tributes than required by law and pocketed the
excess collections. They also monopolized provincial trade and controlled prices
and business practices. The parish priests could check this anomaly but in many
cases they encouraged the abuses in exchange for favors.

Participation in the government of the natives was confined to the lowest offices.
They participate only as gobernadorcillo of a town and cabeza de barangay of a
barrio. The position of gobernadorcillo was honorary entitled to two
pesos/month. The natural and constitutional rights and liberties of the indios
were curtailed. Homes were searched without warrants. People were convicted
and exiled for being filibusteros Books, magazines and other written materials
could not be published without the approval of the Board of Censors

THE EDUCATIONAL SYSTEM

There was no systematic government supervision of schools. The teaching

methods was obsolete. There was a limited curriculum and poor classroom
facilities and there was an absence of teaching materials.
The friars inevitably occupied a dominant position in the Philippine educational
system. Religion was the main subject in the schools. Fear of God was
emphasized and obedience to the friars was instilled.
Indios were constantly reminded that they had inferior intelligence and were fit
only for manual labor. These practices resulted in a lack of personal confidence
and a development of inferiority complex.
Students memorized and repeated the contents of books which they did not
understand. Teacher discrimination against Filipinos was present.
The friars were against the teaching of Spanish in the Philippines. They
believed that the knowledge of the Spanish language would encourage the
people to oppose Spanish rule. Indios might be inspired by the new ideas
of freedom and independence, so they isolate Filipinos in the light of
intellectual attainment.
Since racial discrimination is rampant Indios were not allowed to study and they
are only good for manual labor and students/pupils before were only to memorize
and repeated the contents of books, religion also was the main subject in the
schools in order for them to inculcate in their mind the Fear of God. As seen
above the educational system Filipinos were left behind because of
discrimination, after sometime the Filipinos allowed to study in the Philippines
and in abroad.

Ateneo de Manila / Escuela Pia and College of San Juan de Latran

Only school offering secondary education in the Philippines At the end of the
Spanish period, the College of San Juan de Letran was the only official secondary
school in the Philippines although secondary education was offered at the Ateneo
de Manila. Seven provinces had private colleges and Latin schools for general
studies, and Secondary Education for girls was furnished by five colleges in
Manila. These are:
Santa Isabel
La Concordia
Santa Rosa
Looban
Santa Catalina
Up the end of the Spanish regime, the University of Santo Tomas was the only
institution in the University level of Manila. Initially established solely for
Spaniards and mestizos, it opened its doors to Filipino students for decades
before the end of the Spanish rule.

Felipe Buencamino
In 1820, he led the petition criticizing the Dominican methods of instruction in
UST, clamored for better professors and demanded government control their
University thru anonymous letters.

One cannot fully understand Rizal’s thought without understanding the social and
political context of the 19th century. Social scientists marked the 19th century
as the birth of modern life as well as the birth of many nation-states around the
world. The birth of modernity was precipitated by three great revolutions around
the world: the Industrial revolution in England, the French Revolution in France
and the American Revolution. This will be discussed in module 3.

PENINSULARES- Considered as the highest position in the pyramidal structure of

the Philippine society Problems of the educational system in 19th century
CHRISTIANITY- Weapon for facilitating the political and economic subjugation of
the native during the 19th century in the Philippine society.
POOR BECAME POORER AND THE RICH WEALTHIER- result of the Spaniards giving
taxes and tributes to the natives.
DIVIDE AND CONQUER- Approach of the Spaniards to the colonization.
MINISTRO DE ULTRAMAR – Governed the Philippines ( Political System)
SOCIO-CULTURAL ASPECT- not managed by the Spanish Monarch
GOVERNOR GENERAL- The representative of king of Spain and responsible for all
government and religious activities
 GOVERNOR CRESPO – Who organized the commission, study and recommend
remedial measures to improve elementary education in the Philippines.
ALCALDIAS- most corrupt brach of the government
GOVERNOR GENERAL- He issued executive and administrative orders over all
government officials GOBERNADORCILLO- Town Mayor
CABEZA DE BARAANGAY- Barangay captain
Guardia Civil- headed by alvarez Gobernadorcillo-ruled
the principalia

Rizal and Theory of Nationalism

INTRODUCTION:
Today we will discuss about the Birth of National
Consciousness and Filipino Nationalism, the reasons why Rizal was considered a
National Hero and the service given and sacrificed by him for the sake of our
Country. We will also discuss the reasons why our nation is considered as an
imagined community.

Rizal and the Theory of Nationalism

José Rizal, the national hero of the Philippines, is not only admired for
possessing intellectual brilliance but also for taking a stand and resisting the
Spanish colonial government. While his death sparked a revolution to overthrow
the tyranny, Rizal will always be remembered for his compassion towards the
Filipino people and the country.
José Protasio Rizal Mercado Y Alonso Realonda was born on June 19, 1861
to Francisco Mercado and Teodora Alonzo in the town of Calamba in the province
of Laguna. He had nine sisters and one brother. At the early age of three, the
future political leader had already learned the English alphabet. And, by the age
of five, José could already read and write.
When he enrolled in the Ateneo Municipal de Manila (now
referred to as Ateneo De Manila University), he dropped the last three
names from his full name, after his brother’s advice – hence,
his more popular name José Protasio Rizal. His performance in
school was outstanding – winning various poetry contests,
impressing his professors with his familiarity of Castilian and other
foreign languages, and crafting literary essays that were critical of
the Spanish historical accounts of pre-colonial Philippine societies.
A man with multiple professions. While he originally obtained
a land surveyor and assessor’s degree in Ateneo, Rizal also took up
a preparatory course on law at the University of Santo Tomas (UST). But
when he learned that his mother was going blind, he decided to switch to
medicine school in UST and later on specialized in ophthalmology. In May
1882, he decided to travel to Madrid in
Spain, and earned his Licentiate in Medicine at the Universidad
Central de Madrid.

Apart from being known as an expert in the field of medicine, a poet, and
an essayist, Rizal exhibited other amazing talents. He knew how to paint, sketch,
and make sculptures. Because he lived in Europe for about 10 years, he also
became a polyglot – conversant in 22 languages. Aside from poetry and creative
writing, Rizal had varying degrees of expertise in architecture, sociology,
anthropology, fencing, martial arts, and economics to name a few.

Apart from being known as an expert in the field of medicine, a poet, and
an essayist, Rizal exhibited other amazing talents. He knew how to paint, sketch,
and make sculptures. Because he lived in Europe for about 10 years, he also
became a polyglot – conversant in 22 languages. Aside from poetry and creative
writing, Rizal had varying degrees of expertise in architecture, sociology,
anthropology, fencing, martial arts, and economics to name a few.

His novels awakened Philippine nationalism Rizal had been very vocal
against the Spanish government, but in a peaceful and progressive manner. For
him, “the pen was mightier than the sword.” And through his writings, he exposed
the corruption and wrongdoings of government officials as well as the Spanish
friars.
While in Barcelona,
Rizal contributed essays, poems,
allegories, and
editorials to the Spanish
newspaper, La Solidaridad. Most
of his writings, both in his essays
and editorials,
centered on individual rights and
freedom, specifically for
the Filipino people. As part of
his reforms, he even called for
the inclusion of the Philippines to
become a
province of Spain.
But, among his best works, two novels stood out from the rest – Noli Me
Tángere (Touch Me Not) and El Filibusterismo (The Reign of the Greed).
In both novels, Rizal harshly criticized the Spanish colonial rule in the
country and exposed the ills of Philippine society at the time. And because he
wrote about the injustices and brutalities of the Spaniards in the country, the
authorities banned Filipinos from reading the controversial books. Yet they were
not able to ban it completely. As more Filipinos read the books, their eyes opened
 to the truth that they were suffering unspeakable abuses at the hands of the
friars. These two novels by Rizal, now considered his literary masterpieces, are
said to have indirectly sparked the Philippine
Revolution.
Upon his return to the Philippines, Rizal formed a progressive organization
called the La Liga Filipina. This civic movement advocated social reforms through
legal means. Now Rizal was considered even more of a threat by the Spanish
authorities (alongside his novels and essays), which ultimately led to his exile in
Dapitan in Northern Mindanao.

This however did not stop him from continuing his plans for reform. While
in Dapitan, Rizal built a school, hospital, and water system. He also taught
farming and worked on agricultural projects such as using abaca to make ropes.
Rizal was granted leave by then Governor-General Blanco, after
volunteering to travel to Cuba to serve as doctor to yellow fever victims. But at
that time, the Katipunan had a full-blown revolution and Rizal was accused of
being associated with the secret militant society. On his way to Cuba, he was
arrested in Barcelona and sent back to Manila to stand for trial before the court
martial. Rizal was charged with sedition, conspiracy, and rebellion – and
therefore, sentenced to death by firing squad.
Days before his execution, Rizal bid farewell to his
motherland and countrymen through one of his final letters, entitled
Mi último adiós or My Last Farewell. Dr. José Rizal was executed on
the morning of December 30, 1896, in what was then called
Bagumbayan (now referred to as Luneta). Upon hearing the command to
shoot him, he faced the squad and uttered in his final breath:
“Consummatumest” (It is finished). According to historical accounts, only
one bullet ended the life of the Filipino martyr and
hero.
His legacy lives on after his death, the Philippine Revolution
continued until 1898. And with the assistance of the United States,
the Philippines declared its independence from Spain on June 12,
1898. This was the time that the Philippine flag was waved at
General Emilio Aguinaldo’s residence in Kawit, Cavite.
Some Literary Pieces of Dr. Jose Rizal
To the Filipino Youth

Rizal wrote this literary poem when he was still studying at the University
of Sto. Tomas (UST). Originally written in Spanish (A la juventud filipina), Rizal
submitted this piece for a poem contest organized for Filipinos by the Manila
Lyceum of Art and Literature. At the age of 18, this work is beaming with strong
messages to convince readers, the youth in particular, that they are the hope of
the nation. He also stresses the importance of education to one’s future. Rizal
won the first prize and was rewarded with a feathershaped silver pen and a
diploma.

To the Young Women of Malolos

Addressed to the Filipino women, Rizal’s letter entitled To The Young

Women of Malolos reflects his inheritance and issues reminders to Filipino
women. In his letter, he addresses all kinds of Filipino women – mothers, wives,
and even the single women. Throughout this literary piece, he highlights the
qualities that Filipino mothers should possess, the duties of wives to their
husbands and children, and a counsel on how young women should choose their
lifetime partners. The idea behind this letter sparked after he was impressed by
the women of Malolos who won the battle they fought. Rizal advises women to
educate themselves, protect their dignity and honor, and live with good manners
– setting up as a role model.

Hymn to labor

Jose Rizal’s patriotism is shown in this poem where he urges his fellowmen
to strive and work for their country whether in war or in peace. This poem was
originally written in Tagalog as Imno sa
Paggawa.

Noli Me Tángere
One of the most sought-after books in Philippine
literature until today, is Rizal’s famous novel titled Noli Me
Tángere (Touch Me Not). Driven by his undying love for his country, Rizal
wrote the novel to expose the ills of Philippine society during the Spanish
colonial era. At the time, the Spaniards prohibited the
Filipinos from reading the controversial book because of the unlawful acts
depicted in the novel. Yet they were not able to ban it completely and as
more Filipinos read the book, it opened their eyes to the truth that they
were being manhandled by the friars. In this revolutionary book, you’ll learn
the story of Crisostomo Ibarra, how
he dealt with Spanish authorities, and how he prepared for his
revenge, as told in Rizal’s second book, El Filibusterismo.
El Filibusterismo
This is Rizal’s sequel to his first book, Noli Me Tángere. In El
Filibusterismo (The Reign of the Greed), the novel exhibits a dark theme
(as opposed to the hopeful atmosphere in the first novel) in which it depicts
the country’s issues and how the protagonist
attempts a reform. The story takes place 13 years after Noli Me
Tángere, where revolutionary protagonist Crisostomo Ibarra is now under
the guise of Simoun – a wealthy jewelry tycoon. Because the novel also
portrays the abuse, corruption, and discrimination of the Spaniards towards
Filipinos, it was also banned in the country at the time. Rizal dedicated his
second novel to the GOMBURZA – the
Filipino priests named Mariano Gomez, Jose Apolonio Burgos, and
Jacinto Zamora who were executed on charges of subversion. The
two novels of Rizal, now considered as his literary masterpieces,
both indirectly sparked the Philippine Revolution.
The Birth of National Consciousness

Filipino Nationalism
Filipino Nationalism is an upsurge of patriotic sentiments and nationalistic
ideals in the Philippines of the 19th century that came consequently as a result
of more than two centuries of Spanish rule and as an immediate outcome of the
Filipino Propaganda Movement (mostly in Europe) from 1872 to 1892. It served
as the backbone of the first nationalist revolution in Asia, the Philippine
Revolution of 1896.

The Creole Age (1780s-

The term 'Filipino' in its earliest sense referred to Spaniards

born in the Philippines or Insulares (Creoles) and from which Filipino
Nationalism began. Traditionally, the Creoles had enjoyed various
government and church positions—composing mainly the majority
of the government bureaucracy itself. The decline of Galleon Trade
between Manila and Acapulco and the growing sense of economic
insecurity in the later years of the 18th century led the creole to turn their attention
to agricultural production. Characterized mostly in Philippine history as corrupt
bureaucrats, the Creole gradually changed from a very government-dependent
class into capitaldriven entrepreneurs. Their turning of attention towards gild soil

caused the rise of the large private

haciendas.
The earliest signs of Filipino Nationalism could be seen in the
writings of Luis Rodriquez Varela, a Creole educated in liberal France and highly
exposed to the romanticism of the age. Knighted
under the Order of Carlos III, Varela was perhaps the only
Philippine Creole who was actually part of European nobility. The court gazzette in
Madrid announce that he was to become a Conde and from that point on proudly
called himself 'Conde Filipino'. He championed the rights of Filipinos in the islands
and slowly made
the term applicable to anyone born in the Philippines. However, by 1823 he was
deported together with other creoles (allegedly kn own
as HijosdelPais), after being associated with a Creole revolt in
Manila led by the Mexican Creole Andres
Novales.
Varela would then retire from politics but his nationalism was
carried on by another Creole Padre Pelaez, who campaigned for the rights of Filipino
priests and pressed for secularization of Philippine parishes. The Latin American
revolutions and decline of friar influence in Spain resulted in the increase of the
regular clergy
(friars) in the Philippines. Filipino priests were being replaced by
Spanish friars and Pelaez demanded explanation as to the legality of
replacing a secular with regulars—which is in contradiction to the Exponinobis.
Pelaez brought the case to the Vatican almost
succeeded if not for an earthquake that cut his career short and the
ideology would be carried by his more militant disciple, Jose Burgos.
Burgos in turn died after the infamous Cavite Mutiny, which was
pinned on Burgos as his attempt to start a Creole Revolution and
make himself president or 'reyindio'. The death of Jose Burgos, and
the other alleged conspirators Mariano Gomez and Jacinto Zamora,
seemingly ended the entire creole movement in 1872. Governor-
General Rafael de Izquierdo unleashed his reign of terror in order to
prevent the spread of the creole ideology—Filipino
nationalism.
But the creole affair was seen by the other natives as a simple
family affair—Spaniards born in Spain against Spaniards born the Philippines. The
events of 1872 however invited the other colored section of the Ilustrado
(intellectually enlightened class) to at least do something to preserve the creole
ideals. Seeing the impossibility
of a revolution against Izquierdo and the Governor-General’s brutal reign convinced
the ilustrado to get out of the Philippines and
continue propaganda in Europe. This massive propaganda upheaval
from 1872 to 1892 is now known as the Propaganda Movement.
Through their writings and orations, Marcelo H. delPilar, Graciano
Lopez Jaena and Jose Rizal sounded the trumpets of Filipino nationalism and
brought it to the level of the masses. Rizal’s Noli
 me tangere and El filibusterismo rode the increasing anti-Spanish
sentiments in the islands and was pushing the people towards revolution. By July
1892, an ilustrado mass man in the name of Andres Bonifacio established a
revolutionary party based on the Filipino nationalism that started with ' los hijos
del pais'—Katipunan ng mga Anak ng Bayan. Ideology turned into revolution and
gave
Asia its first anti-imperialist/nationalist revolution by the last week
of August
1896.

Causes of the Awakening of the Filipinos’ National Consciousness

The opening of Manila (1834) and other parts of the Philippine to foreign
trade brought not only economic prosperity to the country but also a remarkable
transformation in the life of the Filipinos. As the people prospered, their standard
of living improved. They came into contact with foreign ideas and with travelers
from foreign lands. They read periodicals and books, including those brought in
from abroad. As a result, their mental horizons were broadened. They became
discontented with the old order of things and wanted social and political changes
that were in harmony with the freer spirit of the times.
Economic prosperity produced a new class of Filipinos–the
intelligentsia–educated, widely read, and enlightened individuals.
Many Filipinos had learned Spanish, and some knew other Western
languages such as French, English, and German. Boldly patriotic,
they discussed social and economic problems and advocated
reforms to remedy the evils of colonialism. Many of them sent their
children to colleges and universities not only in Manila but in Europe
too. From the intelligentsia came patriotic leaders who sowed the
seeds of Filipino nationalism. Among these were Father Pedro Pelaez, Father
Jose Burgos, Dr. Jose Rizal, Marcelo H. delPilar, the
Luna Brothers (Juan and Antonio), Jose ma. Panganiban, Mariano
Ponce, Graciano Lopez Jaena and Pedro A. Paterno.
Through the newly opened ports of the Philippines streamed liberal and
modern idea. These ideas were contained in books and periodicals brought in by
ships form Europe. These included ideas of freedom of the American and French
revolutions and enlightened thoughts of Montesquieu, Rousseau, Voltaire, Locke,
Jefferson, and other philosophers of freedom. The Filipinos began to wonder at
the deplorable situation in the Philippines. In their minds sprouted the aspirations
for reforms, justice, and liberty.
The opening of the Suez Canal which was built by Ferdinand de Lesseps to
world shipping on November 17, 1869, linked the Philippines closer to Europe. It
promoted the flow of ideas of freedom into the Philippines.
Opening of the Philippines to world trade from 1834 to 1873
This stimulated the economic activities in the country which brought
prosperity to some of the Filipinos but most of all to the Chinese and the
Spaniards. It resulted to the rise of a new social class referred to as “Middle
Class” or the “Illustrados”.
• Acquired material wealth
• Improved their social stature and influence
• Clamored for social and political equality with the colonial masters

Influx of Liberal Ideas

With the opening of the Philippines to world trade, European ideas freely
penetrated the country in form of printed books, newspapers, and treatises made
available to the natives as they participated in the process of exchange of goods
and products. The new knowledge and current events they learned and acquired
outside affected their ways of living and the manner of their thinking.

The Rise of the Middle Class

The middle class or the Illustrado family sent members of their family
particularly male children to study abroad. These students would be exposed to
European thoughts and would later lead in call for reforms Filipino patriots and
propagandist mostly came from this class.

Opening of Suez Canal

The Suez Canal was created by a French engineer named Ferdinand de
Lesseps
This man-made canal made transportation easier, making the
transfer of goods and ideas better and faster. With the opening of
this canal, the distance of travel between Europe and the Philippines
was significantly shortened and brought the country closer to Spain. With
this canal, the trip was reduced to only 32 days. The opening of the Suez
Canal facilitated the importation of books, magazines and newspapers with
liberal ideas from Europe and America which eventually influenced the
minds of Jose Rizal and other Filipino reformists. Political thoughts of liberal
thinkers like Jean Jacques
Rousseau (Social Contract), John Locke (/two Treatises of

Government), Thomas Paine (Common Sense) and others entered

the country (Maguigad & Muhi 2001; 62).
The opening of this canal in 1869 further stimulated the local economy
which give rise—as already mentioned above--to the creation of the middle class
of mestizos and illustrados in the 19th century. The shortened route has also
encouraged the ilustrados led by Rizal to pursue higher studies abroad and learn
liberal and scientific ideas in the universities of Europe. Their social interaction
with liberals in foreign lands has influenced their thinking on politics and
nationhood.

Liberal Regime of Carlos Ma. Dela Torre

The first-hand experience of what it is to be liberal came from
the role modeling of the first liberal governor general in the Philippines—
Governor General Carlos Ma. Dela Torre. Why Govenor Dela Torre was able
to rule in the Philippines has a long story. The political instability in Spain
had caused frequent changes of Spanish
officials in the Philippines which caused further confusion and increased
social as well as political discontent in the country. But when the liberals
deposed Queen Isabela II in 1868 mutiny, a
provisional government was set up and the new government
extended to the colonie the reforms they adopted in Spain. These reforms
include the grant of universal suffrage and recognition of
freedom and conscience, the press, association and public
assembly. General Carlos Ma. De la Torre was appointed by the provisional
government in Spain as Governor General of the
Philippines (Romero et al 1978: 21).
The rule of the first liberal governor general in the person of
General de la Torre became significant in the birth of national
consciousness in the 19th century. De la Torre’s liberal and propeople
governance had given Rizal and the Filipinos during this
period a foretaste of a democratic rule and way of life. De la Torre
put into practice his liberal and democratic ways by avoiding luxury
and living a simple life. During his two-year term, Governor De la
Torre had many significant achievements. He encouraged freedom
and abolished censorship (Maguigad & Muhi 2001: 63). He recognized the
freedom of speech and of the press, which were guaranteed by the Spanish
Constitution. Because of his tolerant
policy, Father Jose Burgos and other Filipino priests were
encouraged to pursue their dream of replacing the friars with the
Filipino clergy as parish priests in the country (Zaide 1999: 217).
Governor De la Torre’s greatest achievement was the peaceful solution to
the land problem in Cavite. This province has been the center of agrarian unrest
in the country since the 18thcentury because the Filipino tenants who lost their
land had been oppressed by Spanish landlords. Agrarian uprisings led by the local
hero, Eduardo Camerino, erupted several times in Cavite. This agrarian problem
was only solved without bloodshed when Governor De la Torre himself went to
Cavite and had a conference with the rebel leader. He pardoned the latter and
 his followers, provided them with decent livelihood and appointed them as
members of the police force with Camerino as captain.
• It was during his term as governor general that freedom of speech was allowed
among the Filipinos
• De la Torre was a well-loved leader because he was concern with the needs of
the natives
• He ordered the abolition of flogging as punishment for military disobedience
• He implemented the Educational Decree of 1863 and the Moret Law which delimit
the secularization of educational institutions and allowed the government to take
control among different schools and academic institutions.

NATIONALISM
According to Gellner, “nationalism” is not the awakening of nations to self-
consciousness: it invents nations where they do not exist. The drawback to this
formulation, however, is that Gellner is so anxious to show that nationalism
masquerades under false pretences that he assimilates “inventions” to
“fabrication” and falsity, rather than to “imagining” and creation.
RIZAL AND NATIONALISM
Acquiring a better understanding of Rizal’s life demands a deeper and more
profound analysis of his life and writings. His firm beliefs were the results of what
he had seen and experienced during his European days. Thus, to clear up vague
thoughts about him requires a glimpse into his past. Rizal was one of the elites
who demands changes in the Philippine government during the Spanish
colonization.
Together with his other ilustrado friends, Rizal voiced the
inclusion of Filipinos as representatives in the Cortes.
Filipinization in churches and equal rights were among the
requests made by Rizal to the Spanish government.
Rizal fought for equality with the Spaniards. Rizal and his
fellow ilustrados wanted to acquire the same education and
wealth as the Spanish students and families in the Philippines
have.

The unheard cries of the natives and the increasing fame of

Rizal fueled revolts in the country. The natives organized groups and
continued to engage in bloody battles to acquire reforms and
democracy. Rizal’s writings made a huge impact on the minds of the native
who wished to break free from the abuses of the Spaniards. When Rizal was
imprisoned, numerous plans to break him out of jail were initiated by the
revolting group but none of them prospered as
Rizal preferred to engage in a bloodless battle for independence

The dilemma that Rizal faced was depicted in his two famous novels, the
Noli and El Fili In Noli Me Tangere, Rizal was represented by both Elias and Ibarra.
In the chapter, “Voice of the Hunted,” Elias believed in the need
for radical reforms in the armed forces, priesthood, and
administrative justice system. While, Ibarra did not agree with the
reforms Elias wanted and believed in the power of the
authorities and the need for necessary evil.
In the chapter, “Elias’ Story,” Elias saw the need for an armed
struggle and resistance against the opposing forces

while Ibarra disagreed and believed that education was the key to make
the people liberated, so he encourages the building of schoolhouses to
educate those who are worthy of it.
In the chapter “Chase on the Lake,” Elias suddenly had a change
of heart; he believed in reforms while Ibarra became a
filibuster, initiating revolution. This change of heart in Ibarra
was a product of hardships and the desire to attain personal
vengeance
This trend of vagueness continued in the novel El Fili, were
Rizal was reflected in the characters of Simoun, Basilio, and
Padre Florentino.
In the conclusion of the El Fili, Rizal has implied his
resolution when in the story, he killed Simoun, the promoter
of revolution, and made Padre Florentino, an advocate of
peace.
In real life, Rizal reiterated his stand regarding this issue in his
December 15 Manifesto when he declared that he was against the
revolution, and he favored the reform programs,
especially regarding education.

In the process of making circumstances favorable for both, his appeal was
for reforms and education. What would liberate the people was the massive
movement of the natives united against the oppressors. When Rizal died, the
natives were able to push through their freedom with their strong nationalism
that had been heated up and strengthened by his artistic and realistic viewpoints
in his writings. He had influenced numerous natives to fight for independence.
The result of independence was very sweet for the Filipinos who fought
and died for it, and it was a regret feel that Rizal was not able to see that the
revolution that he did not favor was what liberated his people.
 Nationalism usually springs from the consciousness of a national identity
of being one people. It is that all pervading spirit that binds together men of
diverse castes and creeds, clans and colors, and unites them into one people,
one family, one nation with common aspirations and ideals (Anderson, 1983)

IMAGINED COMMUNITY
An IMAGINED COMMUNITY is a concept developed
by Benedict Anderson in his 1983 book Imagined Communities, to
analyze nationalism. Anderson depicts a nation as a socially
constructed community, imagined by the people who perceive
themselves as part of that group.

NATION
NATION

“An imagined political community- and imagined as both inherently limited and
sovereign”.
(Benedict Anderson, Imagined Community) It is an anthropological spirit, then I
propose the following definition of the Nation: it is an imagined community-and
imagined as both inherently limited and sovereign.
“Imagined” means that we will never meet the majority of the community
members. It is imagined because members cannot all know each other. The
members of even the smallest nation will never know most their fellow-members,
meet them, or even hear of them. Yet in the minds of their lives the image of
their communion Nation as “limited” meaning that it co-exists with other nations
on the same plane. Also, because of finite boundaries.
“Sovereign” means that it is self-governing, not ruled by an outside power (as in
imperialism) or by a higher power (as in older religious world news.) It is
imagined as sovereign because the concept was born in an age in which
enlightenment and Revolution were destroying the legitimacy of the divinely-
ordained, hierarchical dynastic realm. It is imagined as sovereign because it is
not religious or monarchic.
Finally, it is imagined as a community because, regardless of the actual inequality
and exploitation that may prevail in each nation is always conceived as a deep,
horizontal comradeship.

National identity is a sense of a nation:

as a cohesive whole
as represented by distinctive traditions, culture, and language.
Module Assessment

Explain and elaborate the following.

1. In what reasons why the Rizal bill of 1956 was passed?
2. Explain the significance of the passage of RA 1425 which is known as the Rizal
Law.
3. Why Jose Rizal is considered foremost National Hero and not Andres Bonifacio
nor Emilio Aguinaldo?