Laws on Rizal

There are at least two Republic Acts and two Memorandum Orders pertaining to Jose Rizal:

1. Republic Act No. 1425 or the Rizal Law

2. Republic Act No. 229 or the Celebration of Rizal Day’

3. Memorandum Order No. 247 by President Fidel V. Ramos

4. CHED Memorandum No. 3, s 1995 by Commissioner Mona D. Valismo.

In order to respond to several queries as to why there is a need to study the life, works and writings of
Dr. Jose P. Rizal, the law provides for an answer through R.A. No. 1425 otherwise known as Rizal Law.

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. 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

There are 2 peculiar characteristics of this law compared with all other Philippine laws, namely:
  It is the only law which deals with the life, works and writings of one person, Dr. Jose P. Rizal who
lived and died in the 19th century and yet still affecting the lives of every person (both Filipinos
and foreigners) who decides to take up a college degree in the 21st century and beyond.

 It is the only law backed up by 2 bills simultaneously passed in Philippine Congress namely:
Senate Bill No. 438 by Senator Claro M. Recto and House Bill No. 5561 by Congressman Jacobo
Gonzales when in fact, it needs only one bill to pass a law.

Why Study Rizal?

According to the book authored by Corazon P. Coloma and Amalia Cullarin Rosales (1999), Filipinos' lack
of Filipino Nationalism pushed the lawmakers to propose 2 bills both in the House of Senate and the
House of Representatives in order to revive and ignite the fire of Filipino nationalism among the Filipino
people.

This was so because despite being a sovereign State for one decade already since 1946, most Filipinos
still suffer from the severe social disease called colonial mentality. They regard their own culture,
products and anything Filipino as inferior while anything that is foreign as superior, thereby
discriminating their own kind.

This social disease as described by Dr. Jose P. Rizal in his novels is likened to a cancer that debilitates and
eventually kills the Philippine society. Thus, taken in the light of the prevailing times in 1956, such social
cancer threatens the very republic which our ancestors have fought and died for.

Other conditions besetting the Philippines in 1956 was the continued domination of the United States
particularly in the aspects of politics, military and even our economy and the continuous struggle of the
Filipinos for a true and absolute change in the society. These are but some on the reasons that prompted
Senator Claro M. Recto and Congressman Jacobo Gonzales to pass the said law.

Claro Mayo Recto, Jr. (February 8, 1890 - October 2, 1960) was a Filipino politician, jurist, poet and one
of the foremost statesmen of his generation. He is remembered for his nationalism, for "the impact of
his patriotic convictions on modern political thought".

Senator Claro M. Recto authored Senate Bill # 438 entitled, " An Act to make Noli MeTangere and El
Filibusterismo compulsory reading matter in all public and private colleges and universities and for other
purposes" and was passed by Senator Jose P. Laurel as Chairman of the Senate Committee on Education
on April 17, 1956.

Senator Claro M. Recto strongly believes that the reading of Rizal's novels would strengthen the
Filipinism of the youth and foster patriotism". Senator Claro M. Recto saw the need as well as the
urgency to curb the imminent danger to the existence of the Philippines as a Republican sovereign State
and finally uproot the social disease of colonial mentality by making the study on the life, works and
writings of Dr. Jose P. Rizal an integral part of the collegiate education. He further said, "We, too, can
prosper, as other nations which have become free and have known how to rely on themselves with
dignity and self-respect have prospered. Our people deserve a better fate, a destiny realized in happiness
and freedom..."

In the midst of the impending dangers to our existence, Senator Claro M. Recto provided for a fitting
solution. In this objective however, he was considered as a strong opposition in the policies of then
President Ramon Magsaysay.

It is normal for bills to be debated in the Upper and Lower House of the Congress, but the trial that the
Noli-Fili/ Rizal Bill underwent was beyond normal. With the sponsors of the bill and the opposition not
only coming from the people inside of the Legislative Arm but also the inclusion of the Catholic Church in
the debates for this bill.

The original bill was opposed by Senator Francisco Rodrigo, Senator Mariano J. Cuenco and Senator
Decoroso Rosales. Senator Rodrigo was a former Catholic Action president while Senator Cuenco was the
brother of an Archbishop. From the Lower House, it was also opposed by Congressmen Ramon Durano,
Jose Nuguid, Marciano Lim, Manuel Zosa, Lucas Paredes, Godofredo Ramos, Miguel Cuenco, and
Congresswomen Carnen Consing and Tecia San Andres Ziga.

Francisco Soc Rodrigo (January 29, 1914 - January 4, 1998) was a Senator of the Third Congress (1955-
1957), Fourth Congress (1958-1961), Fifth Congress (1962-1965), and Sixth Congress (1966-1969) of the
Republic of the Philippines. He was also an accomplished playwright and broadcaster.

It was when Senator Laurel sponsored the bill as the head of committee education that the exchange of
arguments from the two sides started. The Church played a big role in the pushing for this law by
intervening in the approval and signing of this bill into a law.

On the side of Senator Rectos was of course Senator Laurel who defended the bill in the deliberations.
Other representatives from the House who also supported the bill were namely; Congressmen Jacobo Z.
Gonzalez, Emilio Cortez, Mario Bengzon, Joaquin Roxas, Lancap Lagumbay, Quintin Paredes, and Senator
Domocao Alonto of Mindanao.

The sponsors argued that in reading Rizal's works, we are able to see ourselves. It is through the works of
Rizal, the greatest Filipino patriot, which show not only the strengths and virtues of the Filipinos but also
the Filipinos' defects and vices as well. Making the Filipinos realize their flaws will prepare themselves
for the sacrifices they have to make to attain freedom. The only objective of the bill is to foster the better
appreciation of our national hero's role in fighting for freedom under the colonialism of the Spaniards,
not to go against any religion.
On the other hand, the oppositions gave the following arguments:

1. Issue on Compulsion

 The Principal argument of Senators Rodrigo, Rosales and Cuenco states, "Compulsion to read
something against one's religious convictions was no different from a requirement to salute the
flag, which according to the latest decision on the matter by the US Supreme Court, was an
impairment both of freedom of speech and freedom of religion."

 Senator Francisco Rodrigo further said," A vast majority of our people are at the same time
Catholics and Filipino citizens. As such, they have two great loves: their country and their faith.
These two loves are not conflicting loves. They are harmonious affections, like the love of a child
for his father and for his mother. "This is the basis of my stand. Let us not create a conflict
between nationalism and religion; between the government and the church."

 Senator Rodrigo continued, "But I cannot allow my son who is now 16 to read the Noli Me
Tangere and the El Filibusterismo lest he lose his faith."

2. Possible closure of Catholic Schools

 The issue raised by Senator Decoroso Rosales from Samar pointed the possible closure of
Catholic schools which will further affect the education of the youth since most of the
institutions of higher learning at that time were administered by the Catholic priests and nuns.

 He further said that the bill would violate freedom of conscience and religion. According to the
letter submitted by the CBCP, Rizal violated the Church's laws specifically Canon Law 1399, which
forbids books that attack or ridicule any of the catholic dogmas or which defend errors
condemned by the Holy See. Not only that, they argue that among the 333 pages of Noli Me
Tangere, only 25 passages are patriotic while 120 passages are anti-catholic. Rizal admitted
before that in these passages he did not only attack the friars that acted falsely on the Filipinos
but also attacked the Catholic Faith itself. Rizal himself included in his last will the retraction of
his statements about the Church in his two novels. They also stated that it is not necessary to
attack the Faith of the church to imbue nationalism on the Filipinos. They suggest a Rizalian
Anthology, where a compilation of all his works which contains the nationalistic philosophy will
be provided as reading material for the students instead of his two novels. Francisco Rodrigo
even said in a statement that Filipinos can still venerate Rizal without having to read his works.
Rizal would still be a hero even if he didn't write these two novels.

 The Catholic Church threatened Senator Recto that they will close all schools administered by
the Catholic Church should Rizal law be passed. However, up until this date, no Catholic school
was closed merely because of Rizal law.

3. Violation of Administrative Code, Section 927

 According to Congressman Jesus Paredes, the passage of Rizal law would violate said
administrative code, prohibiting public school teachers from talking about religion which is
inevitable in the teaching of Rizal's novels. He also elaborated that "Since some parts of the
novels had been declared "objectionable matter" by the hierarchy, Catholics had the right to
refuse to read them so as not to "endanger their salvation."
Other oppositions include Fr. Jesus Cavanna, speaker on the symposium organized by (CAM) Catholic
Action of Manila which led the campaign against Rizal law, urging devoted Catholics to write the Senators
and Congressmen to put to trash the law, said that Rizal's novels "belong to the past" and it would be
"harmful" to read them because they presented a "false picture" of conditions in the country at that
time. Noli Me Tangere is an "attack on the clergy" and its object was to "put to ridicule the Catholic
faith." The novel was not really patriotic because out of 333 pages, only 25 contained patriotic passages
while120 were devoted to anti-Catholic attack.

Narciso Pimentel Jr., a radio commentator, said "The bill was Recto's revenge against the Catholic voters
who, together with Magsaysay, were responsible for his poor showing in the 1955 senatorial elections."

Reply to the Issues raised

In the heat of debates, Senator Recto was undaunted and for three consecutive hours, he delivered a
speech rebuking the pastoral letter of the Catholic Church. He mentioned that the pastoral letter
superseded the condemnation by the Dominican friars on Rizal's novels that caused his martyrdom in
the 19th century. He also added, that a reading of the pastoral letter "should open the eyes of the
people to the real enemies of Rizal and true nationalism."

In an answer to the possible closure of Catholic schools once Rizal law was passed and approved,
Senator Recto saw this as an opportunity for the country to implement the nationalization of all
Philippine schools. Just like Senate Bill # 438, this is a huge step in order to widen the scope of Filipino
nationalism. According to Senator Recto, "They (Catholic Church) are making too much profit which they
can ill-afford to give up. Rizal did not pretend to teach religion or theology when he wrote these books.
He aimed at inculcating civic consciousness in the Filipinos, national dignity, personal pride, and
patriotism., and if references were made by him in the course of his narration to certain religious
practices in the Philippines in those days and to the conduct and behavior of erring ministers of the
church, it was because he portrayed faithfully the general situation in the Philippines as it then existed."

Senator Jose P. Laurel also argued that "Noli Me Tangere and El Filibusterismo must be read by all
Filipinos. They must be taken to heart, for in their pages we see ourselves as in a mirror: our defects as
well as our strength, our virtues as well as our vices. Only then would we become conscious as a people,
and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect
and freedom."

He likewise gave inspiring messages such as "Rizal was the founder of the Filipino nationality. He was the
architect of the Filipino nation... I dare say that we cannot know him without knowing and imbibing the
great principles and ideals for which he stood and died. Rizal believed as we should that we teach the
young men and young women, the boys and girls in all schools that virtue is the only foundation of
national greatness."

"By approving this measure... It is hoped that the future generations and the generations after us by
reading the life, teachings, and writings of Rizal may gain incorruptible confidence, direction, indomitable
courage, and determination in order that we may continue forward our never-ending pilgrimage to a full,
greater and more abundant life."

As the heated debate on whether the bill should be approved took more than two consecutive weeks
and it seemed like the arguments will never end, Senator Laurel created an amendment to the original
bill or the Noli-Fili Bill which now reads as" 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."

In Summary:

Notable persons who tried to block its approval:

 Decoroso Rosales- brother of Archbishop (Cardinal) Rosales

 Francisco “Soc” Rodrigo- President of Catholic Action of the Philippines

 Mariano Cuenco- brother of Archbishop Cuenco

 Jesus Paredes- radio commentator

 Jesus Cavana- member of the Paulist Order who wrote a pastoral letter

 The friars

Intentions/Reasons of Persons who blocked the approval of Rizal Bill

 The Noli Me Tangere and El Filibusterismo are very damaging to the clerics

 The novels were written when Dr. Jose Rizal, estranged from Catholic faith and religion and
contradict, many Christian beliefs.

 To compel Catholic students to read a book which contains passages contradicting their faith
constitutes a violation of a Philippine constitutional provision (Art 3, Sec1, Par. 7)

 The novels do contain teachings contrary to Catholic faith and so, the Church is opposed to the
proposed compulsory reading in their entirety of such books in any school in the Philippines
where Catholic students may be affected.

Notable persons who fought for its approval:

 Jose P. Laurel

 Claro M. Recto

 Other Illustrious Nationalists

Intentions/Reasons of Persons who pushed for the approval of Rizal Bill

 There is a need for rededication to the ideals of freedom and nationalism for which our heroes
lived and died.

 There is a need to remember with special fondness and devotion the lives and works of our
heroes who shaped the national character.

 The life, works and writings of Dr. Jose Rizal particularly, his novels Noli Me Tangere and El
Filibusterismo are 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.
  There is a need to develop moral character, personal discipline, civic conscience and to teach the
duties of citizenship.

Why Study Rizal?

Aside from those mentioned above, there are other reasons for teaching the Rizal course in Philippine
schools:

1. To recognize the importance of Rizal’s ideals and teachings in relation to present conditions and
situations in the society.

2. To encourage the application of such ideals in current social and personal problems and issues.

3. To develop an appreciation and deeper understanding of all that Rizal fought and died for.

4. 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.

M2.

Philippine Nationalism

Filipino nationalism began with an upsurge of patriotic sentiments and nationalistic ideals in the 1800s,
Philippines that came as consequence of more than three centuries of Spanish rule. This served as the
backbone of the first nationalist revolution in Asia, the Philippine Revolution of 1896. These nationalistic
sentiments have led to a wide-ranging campaign for political, social, and economic freedom in the
Philippines.

Since the time of the declaration of Philippine independence, 109 years ago, many were acknowledged
as Filipino heroes, more so today, that every individual who become so popular or the main character in
any event is given the title “hero”. The meaning of the word "hero" has diminished in the past. Today, to
be given the noble title or that any just won a boxing match, one need not die or do such a gallant act.
Time has really changed and our norm for identifying a Filipino hero is also changing.

Concept of Bayani/Hero

Let us try to understand the meaning of the word "bayani"? according to the “Diksyunario ng Wikang
Pilipino” printed in 1989 through the initiatives of “Linangan ng mga Wika sa Pilipinas” (LWP), previously
known as the ‘Surian ng Wikang Pambansa’.

1. “Bayani” (ba-ya-ni) png. (noun) “Taong matapos mamatay ay ipinagbubunyi ng bayan dahil sa
kanyang hindi pangkaraniwang paglilingkod sa bayan” (b) “taong may di pangkaraniwang tapang
at tigas ng loob sa harap ng panganib o kaya ay katatagan ng kalooban sa paghihirap at pasakit.”
 2. “ba-ya-ni”, “pandiwa”. (verb) “Nauukol sa paggawang hindi binabayaran ang gumagawa.”
singkahulugan (Synanymous): “pakisuyo, tulong, bataris, suyuan”. "Bayani" as “concept and word
can have any of these three applications: "bayani as a person; "kabayanihan" as a heroic act; and
"bayani" as a heroic group, community or nation.”

The fundamental significance of being "bayani" is appreciation of and reverence to the common good,
communal, as nation, as a whole and not as individual and personal gain.

Filipino historian and Pantayong Pananaw proponent Dr. Zeus A. Salazar offers another sense of the term
bayani and believes that mga bayani are different from heroes.

“Ang mga bayani ay mga taong naglalakbay at bumabalik sa bayan… ang mga bayani ay lumalaban ng
may kooperasyon (samantalang) ang mga hero (western concept) ay lumalaban mag-isa… Ang bayani
ay hindi kailanganga mamatay upang maging bayani, kailangan niya lang gumawa ng mga
magagandang impluwensiya at mga gawain sa bayan upang tawaging bayani.” (Ang Salitang Bayani sa
Pilipinas)

What Makes a Hero?

In his book about Rizal, Dr. Esteban de Ocampo, a renowned historian, claimed that a hero means a
famous or central individual who plays an admirable role in some remarkable action or event; a person
of distinguished worth or enterprise in danger or strength in suffering; and a man honored by public
worship after death because of exemplary service to humanity. The true heroes of the history of the
Philippines deserve to be named so because they had no idea that they would one day be measured,
they only acted on their beliefs.

The concept of honoring heroes came only to the Philippines in 1900, when in honor of the most
illustrious Filipino, the Philippine Commission, headed by William Howard Taft, approved Act No. 137
combining the districts of Morong and Manila to be named Rizal Province. This Act was disputed by
many, but the basis of the Commission was so strong that it has surpassed the public’s questions.

The former president Fidel V. Ramos enacted E.O Number 75 on March 28, 1993, and at the same time
established the National Heroes Commission (NHC), the mandate of this commission is to study
exhaustively the qualification and vouch the person in the commission for further scrutiny and
recognition.

The National Heroes Commission set criteria and qualifications for choosing a national hero.

1. “Heroes are those who have a concept of nation, and aspire and struggle for the nation’s
freedom.”

2. “Heroes define and contribute to a system or life of freedom and order for a nation.”

3. “Heroes contribute to the quality of life and destiny of a nation”

On November 15, 1995, the National Heroes Committee Added benchmarks as suggested by the
Technical Committee of the commission. “Heroes are part of the people’s expression and think of the
future, especially of the future generations.”
Upon looking and laborious scrutiny, the commission choose nine (9) possible contenders to qualifies as
National Hero, namely: Marcelo H. Del Pilar, Melchora Aquino, Dr.Jose Rizal, Gabriela Silang Andres
Bonifacio, Juan Luna, Gen. Emilio Aguinaldo, Sultan Dipatuan Kudarat and Apolinario Mabini.

After all effort of presenting the candidates for national hero, there were no final verdict happened
because of the open-ended debates and controversies arises.

Why Then Rizal was the National Hero?

We must remember that no law, executive order, or proclamation has been enacted or issued officially
proclaiming any Filipino historical figure as a national hero. However, because of their significant roles in
the process of nation building and contributions to history, there were laws enacted and proclamations
issued honoring these heroes. Therefore, even Jose Rizal, who was perceived to be the greatest Filipino
hero, was not expressly declared a national hero. The role he now occupies in the history of the
Philippines is a tribute to the people's continued veneration or acclamation in recognition of his
contribution to the important social transformations in our country. The following are some of the great
contributions of Dr. Jose Rizal in the Philippines.

Awakening Filipino Nationalism

 Jose Rizal is commonly known as the Father of Filipino Nationalism not because he helped
establish an independent Philippine state – in fact, he specifically and explicitly denounced the
1896 Revolution against Spain, but because he was instrumental in the creation of the
conceptualization of “Filipino” as an ethnopolitical collective – as “a people”, or, in the language
of nationalism “the people.” In other words, for his intellectual and idealistic support for the
Philippine Independence, Rizal is acclaimed as the father of Philippine Nationalism. As a study of
his works and speeches would reveal in calling for an independent state, Rizal did not advocate
violent uprisings or revolutions. He was not a war monger, but an intellectual who pursued, as
 far as possible, a peaceful, rational, and political solution to Filipino independence from colonial
rule over the political and social aspects of Philippine life. He urged and encouraged Filipinos to
realize their power as Filipino people and their duties and obligation to their motherland.

 For all Filipinos, many of Rizal's poems, letters and essays echo a sense of pride in keeping their
nation and themselves in high regard. He shows the sense of obligation to their country and to
themselves that Philippine people should have. Rizal expresses his views about love for one's
country to the reader in his piece entitled 'Love of Country'.

Thoughts and Contribution in Education

 The writings and various events on the life of Jose Rizal are filled of ideas concerning education.
He recognized the importance of education in the development of a nation and its people.
Crisostomo Ibarra, the principal character of his novel Noli Me Tangere possesses a desire to
establish a suitable school. Ibarra mentioned in the novel what he considered a modern school.
According to him the building should be spacious and hygienic, the site should be large and
provided with playground and garden. Rizal himself dreamed of founding a school in accordance
with the demands of modern times and circumstances.

 According to Austin Craig, Rizal ambitioned to make education accessible to all, the teaching
instinct that led him to act as mentor to the Filipino students in Spain and made him the
inspiration of a mutual improvement club of his young countrymen in London, suggested the
foundation of a school in Paris. Later a Pampangan youth offered him $40,000 with which to find
a Filipino college in Hong Kong, where many young men from the Philippines had obtained an
education better than their own land could afford but not entirely adapted to their needs. The
scheme attracted Rizal and a prospectus for such an institution which was later found among his
papers not only proves how deeply he was interested but reveals the fact that his ideas of
education were essentially like those carried out in the present public-school course of
instruction in the Philippines.

 Rizal also showed his support to the group of women in Malolos when their petition of
establishing a school was denied by Gen. Weyler. He wrote a letter to the ladies in support to
their courageous action. Rizal preaches the need of education and said that “ignorance is
slavery”. Rizal always reminded his sisters the value and importance of education. He even
recognized the importance of industrial education as well. Rizal included this concept in the five
purposes of the La Liga Filipina which he founded, the development of instruction, agriculture,
and commerce.

 When Jose Rizal was deported in Dapitan in 1893, he devoted his time in teaching young
children. Rizal applied the learning he acquired in the different school that he visited during his
travels. It was in Dapitan particularly Talisay where Rizal used his talents and limited resources to
serve his countrymen during the four years of his exile. He practiced his profession as a doctor,
farmer, teacher, community developer, engineer, and scientist. Rizal opened a school for young
boys in the community. They were given subjects in reading, writing, arithmetic, geography,
geometry, languages, history and good conduct. Rizal even gave practical lessons on the use of
their hands, for he believed that education should be inculcated or integrated with the
development of the community. He also taught his students different kinds of sport activities
 such as boxing, swinging on parallel bars and rings, swimming and arnis on account of his belief
that a sound body makes a sound mind. Rizal’s method of teaching is different compared from
other schools of his time. He saw to it that learning should be adaptable to the needs or actual
life of the people. Rizal is not just a conventional type of teacher; his visions were not just for
himself but for the benefits of his countrymen.

Social Entrepreneurship

 Rizal formed Dapitan's first farmers’ cooperative the Sociedad de Agriculturos Dapitanos (SAD),
where capital was to be provided by Socios industriales (Industrial Partners) and Socio
Accionistas (Share Holders). January 1, 1895, the cooperative aimed to improve/promote
agricultural products, obtain their profits for them, provide capital for the purchase of these
goods, and help to the extent possible the harvesters and laborers by means of a store where
articles of necessity are sold at moderate prices.

Community Development

 Rizal developed Dapitan's first park, complete with streetlamps and a garden/flower relief map
of the whole island of Mindanao. He built a one-doctor hospital and paid his own money for the
medical supplies and instruments. People of Dapitan are not charged of any consultation. An
English man who came for consultation was charged 500 duros for the extraction of his cataract.
The money was donated to Dapitan for the public lighting which they did not have.

Filipino Historians and Rizal

The National Symbols of the Philippines

It is hard to imagine a nation without unique identity to distinguish a nation from the others. Symbols
gives representation to the vital characteristic, attributes, and quality of a nation as a whole.
National Flag

In the virtue of R.A. 8491 also known as the flag heraldic code of the Philippines circa 1998 signed by
President Fidel V. Ramos the former president of the Republic of the Philippines enacted the law, setting
the standard design and the proper used of the national flag.

National Anthem – Lupang Hinirang

“The law stipulates that the national anthem should always be sung in Filipino and following the musical
arrangement and composition of Julian Felipe. According to the National Historical Institute, the correct
tempo is 2/4 and is in keeping with its original form as a march and not 4/4 as some sing it.” (C. Recto, on
Nationalism. Elcomblus.com, 2019)

National Coat-of-Arms

“Republic Act No. 8491 dictates that the Coat-of-Arms shall have: “Paleways of two (2) pieces, azure and
gules; a chief argent studded with three (3) mullets equidistant from each other; and, in point of honor,
ovoid argent over all the sun rayon ant with eight minor lesser rays. Beneath shall be the scroll with the
words “REPUBLIKA NG PILIPINAS,” inscribed thereon.” (C. Recto, on Nationalism. Elcomblus.com, 2019)

National Language – Filipino

“…Article XIV of the 1987 Constitution states that: “The national language of the Philippines is Filipino.
As it evolves, it shall be further developed and enriched on the basis of existing Philippine and other
languages.” (C. Recto, on Nationalism. Elcomblus.com, 2019)

National Motto

“Republic Act No. 8491 states that the national motto shall be: Maka-Diyos, Maka-Tao, Makakalikasan at
Makabansa” (C. Recto, on Nationalism. Elcomblus.com, 2019)

National Sport

“Republic Act No. 9850 which was signed into law by President Gloria Macapagal Arroyo on December
11, 2009, made arnis the national martial art and sport of the Philippines.” (C. Recto, on Nationalism.
Elcomblus.com, 2019)

National Tree

“In 1934, the American Governor General Frank Murphy declared the narra as the national tree, through
Proclamation No. 652” (C. Recto, on Nationalism. Elcomblus.com, 2019)

National Flower
“General Frank Murphy declared the sampaguita as the national flower in 1934 proclamation number
652.” (C. Recto, on Nationalism. Elcomblus.com, 2019)

National Bird

“… by the virtue of Proclamation No. 1732 by President Ferdinand E. Marcos in 1978. It was declared the
national bird of the Philippines is the Philippine Eagle, by President Fidel V.Ramos in 1995 through
Proclamation No. 615. It is currently critically endangered.” (C. Recto, on Nationalism. Elcomblus.com,
2019)

National Gem

“President Fidel V. Ramos contributed yet again to our list of national symbols by declaring the south sea
pearl, also known as the Philippine pearl as the national gem in 1996 with Proclamation No. 905” (C.
Recto, on Nationalism. Elcomblus.com, 2019)

M3. Acquire New Knowledge

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.

Global Events in the 19th Century

19th century is described by most historians like Diosdado Capino as the Era of Challenges and
Responses while other authors described it as the Age of Enlightenment due to the drastic changes and
180 degrees turn-around conditions that occurred in world such as:
  Marked by the collapse of the Spanish, Portuguese, Chinese, Holy Roman and Mughal empires.

 Paved the way for the growing influence of the British Empire, the German Empire and the
United States, spurring military conflicts but also advances in science and exploration.

 Dominance of the British Empire

World's leading power
Controls ¼ of the worlds population and 1/3 of its land area

 Era of invention, discovery, developments in the field of Mathematics, Physics, Chemistry,

Biology, Electricity and Metallurgy that laid the groundwork for the technological advances of
the 20th century.

 Industrial Revolution began in Europe.

Disreputable for the employment of young children.

 Advances in studying the human anatomy and disease took place.

 Major Advancements in land transportation.

Changed the people's way of living
Better way of obtaining goods
Fueled major urbanization movements in countries across the globe.

 Population of Europe doubled.

 Vast expanses of Africa and Asia were discovered.

 Accurate and detailed maps of the globe were already available by 1890s.

 The global slave trade was ended.

 Sporting creation and development.

Rugby union
American football
Baseball
Basketball
Volleyball

Major Events during the 19th Century

Nations struggle for nationalism

 Nationalism surged as a powerful force, with various ethnic and cultural groups aspiring for self-
determination and sovereignty.

 Movements like the Italian and German unifications exemplified the pursuit of unified nation-
states, driven by shared identity and aspirations.

Rise of Democracy

 Throughout the 19th century, the ideals of democracy gained momentum.

  The expansion of voting rights, parliamentary reforms, and constitutional changes marked
milestones in the evolution of democratic systems, notably seen in the extension of suffrage in
many nations.

Industrial Revolution

 The Industrial Revolution, starting in the late 18th century, continued to reshape society in the
19th century.

 Technological innovations, mechanized production, and the growth of factories transformed

economies, leading to urbanization and significant changes in labor practices.

Science and Technology

 The 19th century witnessed remarkable advancements in science and technology.

 Charles Darwin's theory of evolution, discoveries in physics and chemistry, and breakthroughs in
transportation and communication, such as the invention of the telegraph and steam-powered
locomotives, revolutionized the way people understood and interacted with the world.

Imperialism

 Major powers engaged in imperialistic expansion, seeking to acquire colonies and assert
dominance over global trade.

 The scramble for Africa, the Opium Wars, and the colonization of parts of Asia exemplify the
imperialistic ambitions of nations, driven by economic interests, geopolitical competition, and
notions of cultural superiority.

19th Century Philippines as Rizal's Context

Nineteenth century is commonly depicted as the birth of modern life, as well as the birth of many
nation-states around the globe. The century was also a period of massive changes in Europe, Spain, and
consequently in the Philippines. It was during this era that the power and glory of Spain, the Philippines'
colonizer, had waned both in its colonies and in the world.

Discussions on the 19th century Philippines as Rizal's context are hereby divided into three (3) aspects:
the economic, social, and political. Under these main headings are major historical events or issues,
which characterized the country during that era.

The Economic Context

At least four historical elements basically compose the economic context of the era in which Jose Rizal
was born: (a) the end of the Galleon Trade, (b) the opening of the Suez Canal, (c) the rise of the export of
the crop economy, and (d) the established monopolies in the Philippines.

End of Galleon Trade

Our locals were already trading with China, Japan. Siam (now Thailand), India, Cambodia, Borneo, and
the Moluccas (Spice Islands) when the Spanish colonizers came to the Philippines. In 1565, the Spanish
government closed the ports of Manila to all countries except Mexico, thereby giving birth to the Manila-
Acapulco Trade, popularly known as the "Galleon Trade."

The Galleon Trade (1565 to 1815) was a ship ("galleon") trade going back and forth between Manila
(which actually landed first in Cebu) and Acapulco, Mexico. It started when Andres de Urdaneta, in
convoy under Miguel Lopez de Legaspi. discovered a return route from Cebu to Mexico in 1565. The
trade served as the central income-generating business for Spanish colonists in the Philippines.

Through this trans-Pacific trade, the mango de Manila, tamarind and rice, the carabao (known in Mexico
by 1737), cockfighting, Chinese tea and textiles, fireworks display, tuba (coconut wine) making went to
Mexico. The return voyage, on the other hand, brought numerous and valuable flora and fauna into the
Philippines, including guava, avocado, papaya, pineapple, horses, and cattle ("Galleon Trade." n.d.).
Other consequences of this 250-year trade were the intercultural exchanges between Asia (especially
Philippines). Spanish America, and onward to Europe and Africa.

Because of the galleon trade, Manila became a trading hub where China, India, Japan, and Southeast
Asian countries sent their goods to be consolidated for shipping. Those who ran the hub and did most of
the work were primarily Chinese. They arrived in the Philippines in junks yearly, bringing goods and
workforce. With the huge migration of Chinese because of the galleon trade, the Spaniards feared them,
taxed them, sent them out to the Parian and eventually, when tensions rose, massacred some of them.
"Such massacres were at their height in the 17th century from suspicion, unease, and fear, until the
Spaniards and the Chinese learned to live with each other in the next few centuries" (Ongpin, n.d.).

The Manila Galleon trade allowed modern, liberal ideas to enter the Philippines eventually and gradually
inspiring the movement for independence from Spain. On September 14, 1815, the Galleon Trade ended
with Mexico's war of independence.

Previously, the Philippines was governed by Spain from Mexico. The Spanish Crown took direct control of
the Philippines and administered it directly from Madrid. The opening of the Suez Canal and the
invention of steam ships. which lessened the travel time from Spain to the country to 40 days made this
more convenient.

Opening of the Suez Canal

An artificial sea-level waterway in Egypt, the Suez Canal connects the Mediterranean Sea to the Red Sea
through the Isthmus of Suez. Constructed by the Suez Canal Company between 1859 and 1869 under the
leadership of French diplomat Ferdinand de Lesseps. It was officially opened on November 17, 1869.

With the opening of the canal, the distance of travel between Europe and the Philippines was
considerably abbreviated and thus virtually brought the country closer to Spain. Before the opening of
the canal, a steamer from Barcelona had to sail around the Cape of Good Hope to reach Manila after a
menacing journey of more than three months. With the Suez Canal, the voyage was lessened to only 32
to 40 days.
The opening of the Suez Canal became a huge advantage in commercial enterprises especially between
Europe and East Asia. More importantly, it served as a significant factor that enabled the growth of
nationalistic desires of Jose Rizal and other Filipino ilustrados.

The Suez Canal expedited the importation not only of commercial products but also of books, magazines,
and newspapers with liberal ideas from America and Europe, which ultimately affected the minds of Rizal
and other Filipino reformists. The political views of Western liberal thinkers entered the Philippines.
Furthermore, the reduced route stimulated more and more Spaniards and Europeans with liberal ideas
to come to the country and interact with local reformists.

The availability of the Suez Canal has also encouraged the ilustrados especially Jose Rizal, to pursue
education abroad and learn scientific and liberal in European academic institutions. Their social dealings
with liberals in the West have influenced their thoughts on nationhood, politics, and government.

Rise of the Export of Crop Economy

During the Galleon Trade, most of the Spaniards in the Philippines were engrossed in maritime trading
undertakings between Manila and Mexico. The exploitation of the Philippines' natural resources and the
progress of an export crop economy were phenomena of the nineteenth century, not of the Spanish
rule's early period.

Some years after the end of the Galleon Trade, between 1820 and 1870, the Philippines was well on its
way of developing an export crop economy. Products, such as sugar, Manila hemp, and coffee were
produced for foreign markets while imported goods of the European factory industry found their way
into many parts of the Philippines. The various economic activities in the new export-crop economy in
the country provided many opportunities for the expanding Chinese population. Formerly concentrated
in Manila, many Chinese moved to provinces that produced export crops: the hemp-producing areas of
southeastern Luzon and the eastern Visayas, the sugar areas of the western Visayas, and the tobacco
provinces of northeastern Luzon.

The development of the export crop industry in the Philippines was motivated by the commercial
undertakings of North European and North American merchants. who provided capital, organization,
and access to foreign markets and sources of imports. But since they based their operations in port
cities, especially Manila, they needed agents who could distribute imports in the interior and buy up
goods for export. This role was assumed primarily by the Chinese.

Monopolies

Another main source of wealth during the post-galleon era was monopoly contracting. After 1850,
government monopoly contracts for the collection of different revenues were opened to foreigners for
the first time. The Chinese instantly took advantage of this commercial opportunity and thus, for the rest
of the 19th century, enjoyed a pre-eminent position in monopoly contracting in the Philippines.

The opium monopoly was specifically a profitable one. During the 1840's, the Spanish government had
legalized the use of opium (provided it was limited to Chinese) and a government monopoly of opium
importation and sales was created. The majority of contracts in the monopoly were held by the Chinese.

But even before 1850, monopolies on some products had been established. which were basically
controlled by the colonial government. There were monopolies of special crops and items, such as
spirituous liquors (1712-1864), betel nut (1764), tobacco (1782-1882), and explosives (1805-1864).
Among these monopoly systems, the most controversial and oppressive to locals was perhaps the
tobacco monopoly.

On March 1, 1782, Governor General Jose Basco placed the Philippine tobacco industry under
government control, thereby establishing the tobacco monopoly. It aimed to increase government
revenue since the annual subsidy coming from Mexico was no longer sufficient to maintain the colony.
An order was thus issued for the widespread cultivation of tobacco in the provinces of Cagayan Valley,
locos Norte, Ilocos Sur, La Union, Isabela, Abra, Nueva Ecija, and Marinduque.

These provinces planted nothing but tobacco and sold their produce only to the government at a pre-
designated price, leaving little or no profit for the local farmers. The system set the required number of
tobacco plants that must be sold to them by each family. Nobody was allowed to keep even a few
tobacco leaves for personal use, thereby forcing the local farmers to buy the tobacco they themselves
planted from the government. Fines and/or physical punishments were sanctioned to anyone who would
transgress any of the decrees under the system.

The colonial government exported the tobacco to other countries and to the cigarette factories in
Manila. The tobacco monopoly positively raised revenues for the government and made Philippine
tobacco prominent all over Asia and some parts in Europe. Negatively though, the monopoly brought
about food shortages since the planting of basic crops like rice was somewhat neglected and
abandoned.

The tobacco monopoly was finally abolished in 1882. (Some references state that the tobacco monopoly
in the Philippines was from 1781 to 1881, not 1782 to 1882. although most authors agree that it lasted
for exactly 100 years.) A century of hardship and social injustice caused by the tobacco monopoly
prompted Filipinos in general and Novo Ecijanos in particular, to seek freedom from colonial bondage.

The Social Background

Concerning the social picture of the 19 century Philippines, at least three topics are needed to be
discussed: (a) education, (b) the rise of Chinese Mestizo, and (c) the rise of the inquilinos.

Education in the 19th Century

With the coming of Spanish colonizers, the European system of education was somewhat introduced to
the archipelago. Schools were established and run by Catholic missionaries. Aiming to convert the
natives to the Catholic faith and make them obedient, the colonial government and the Catholic Church
made religion a compulsory subject at all levels.

King Philip Il's Leyes de Indias (Laws of the Indies) mandated Spanish authorities in the Philippines to
educate the locals, to teach them how to read and write and to learn Spanish. The Spanish missionaries
thus established schools, somewhat educated the natives, but did not seriously teach them the Spanish
language, fearing that the Indios would become so knowledgeable and turn out to be their co-equal.
Less than one-fifth of those who went to school could read and write Spanish, and far fewer could speak
the language properly.

The first formal schools in the land were the parochial schools opened in their parishes by the
missionaries, such as the Augustinians, Franciscans. Jesuits, and Dominicans. Aside from religion, the
native children were taught reading, writing. arithmetic, and some vocational and practical arts subjects.
Aside from the Christian Doctrines, Latin (the official language of the Catholic Church) was also taught to
the students instead of Spanish. The Spanish friars believed that the natives would not be able to match
their skills, and so one way for the locals to learn fast was to use strict discipline, such as applying
corporal punishment.

Later on, colleges (which were the equivalent of our high schools today) were established for boys and
girls. There was no co-education during the Spanish regime as boys and girls studied in separate schools.
The subjects taught to college students included history, Latin, geography, mathematics, and philosophy.

University education was opened in the country during the early part of the 17th century. Initially, the
colleges and universities were open only to the Spaniards and those with Spanish blood (mestizos). It
was only in the 19th century that these universities started accepting native Filipinos. Still giving
emphasis on religion, universities then did not earnestly teach science and mathematics.

In 1863, a royal decree called for the establishment of a public school system in the Philippines. Formerly
run totally by religious authorities, the education in the colony was thus finally administered by the
government during the last half of the 19th century though even then the church controlled its
curriculum. Previously exclusive for Spaniards and Spanish mestizos, universities became open to natives
though they limited their accommodations to the sons of wealthy Indio families.

Nonetheless, as a result of the growing number of educated natives, a new social class in the country
emerged, which came to be known as the ilustrados. But despite their wealth and education, the
ilustrados were still deemed by the Spaniards as inferior. One of the aims of the ilustrados was to be in
the same level with the proud Spaniards.

With the opening of the Suez Canal, which made the travel to Europe faster. easier, and more affordable,
many locals took advantage of the chance to pursue higher and better education in that continent
typically in Madrid and Barcelona. There, nationalism and the thirst for reform bloomed in the liberal
atmosphere. The new enlightened class in Philippine society would later lead the Philippine
independence movement, using the Spanish language as their key means of communication.

Out of this talented group of students from the Philippines arose what came to be known as the
Propaganda Movement. The most prominent of the ilustrados was José Rizal, who inspired the craving
for freedom and independence with his novels written in Spanish.

The Rise of Chinese Mestizo

At the beginning of the 19th century, economic and political changes in Europe were finally starting to
affect Spain and, consequently the Philippines. Significant as an impetus to broader trade was the
gradual abolition of the monopoly enjoyed by the Manila-Acapulco Galleon. Upon the elimination of the
galleon trade, Manila became open to foreign merchants almost without restriction by the mid-
1830s.The demand for Philippine sugar and abaca (hemp) grew swiftly, and the amount of exports to
European countries increased even more after the opening of the Suez Canal in 1869.

The development of commercial agriculture in the archipelago resulted in the presence of a new class.
Alongside the landholdings of the church and the rice estates of the pre-Spanish nobility, there emerged
haciendas of sugar, coffee, and hemp, typically owned by enterprising Chinese-Filipino mestizos. In fact
some of the families which attained reputation in the 19th century have continued to play a vital role in
the country's economics and politics.

In a larger perspective, the fast rhythm of economic progress in the Philippines during the 19th century
expedited by some mentioned factors resulted in the rise of a new breed of rich and influential Filipino
middle class. Non-existent in earlier centuries, this class, composed of Spanish and Chinese mestizos
ascended to a position of power in the Philippine society and in due course became leaders in education
and finance. This middle class included:

".. the ilustrados who belonged to the landed gentry and who were highly respected in their respective
pueblos or towns, though regarded as filibusteros or rebels by the friars. The relative prosperity of the
period has enabled them to send their sons to Spain and Europe for higher studies. Most of them later
became members of freemasonry and active in the Propaganda Movement. Some of them sensed the
failure of reformism and turned to radicalism, and looked up to Rizal as their leader." (Vallano, n.d.)

The Rise of the Inquilinos

At least in modern Spanish, the term inquilino has the same meaning as the English "tenant."
Contextually, the 19th Century inquilino system in the Philippines is better understood as a qualified
system of tenancy, or the right to use land in exchange for rent.

As earlier explained, the elimination of the Galleon Trade and the opening of the Suez Canal gave way for
more intensive rice cultivation and production of crops. such as sugar cane and tobacco. Consequently,
many estates turned progressively to the inquilino system of land tenure. But since the friars and secular
Spanish were normally absentee landlords, estate management was granted to an administrator who
was typically a lay Spanish mestizo or Filipino lay brother. During harvest time, the administrator would
collect the rent of the inquilinos, organize the delivery of the harvests to the local market or to Manila,
and remit the income from sales and rents to the estate owners. In some estates though, these farm
duties were consigned to trusted inquilinos. Acting as overlords, some inquilinos would make
innumerable and irrational demands from farm workers.

Inquilinos paid a fixed rent and the amount was determined by the size and quality of the land being
worked on. But with the expansion of land owned by missionary congregations (friar estates), the
proportions of farmlands leased to inquilinos also increased allowing many of them to sub-lease parcels
of their land to sharecroppers or kasamas. This system eventually became very profitable that some
inquilinos acquired lands of their own and entered in other gainful commercial ventures. Some inquilinos
even ceased becoming farmers and relegated the job completely to their sub-tenants.

As friar estates enlarged, outlining the boundaries that separated these estates from communal lands
became a common cause of conflict:

Disputes over communal woodcutting and grazing areas occurred regularly between villages and estates,
with the latter denying to the former their traditional communal privileges. In Bulacan, for instance, the
villagers once complained that the friars took illegal possession of their land and to compound this crime,
they even denied the use of rivers for fishing and the forests for collecting firewood and wild fruits. In
Cavite and Laguna, the Dominicans and Tagalogs frequently fought over border lands. In one incident,
the former claimed that the pasture lands in a nearby mountain was included in their land grant, while
the latter denied this and regularly killed the estate cattle grazing there. Land border conflicts became so
acute in these provinces that they served as catalysts for agrarian uprisings. (Sobritchea, n.d.)

There were also conflicts between estate owners and workers. These stemmed from collection of
excessive taxes and land rent, the decline of sharing agreements, extreme demands for labor services
and capricious fixing of crop prices:

... the hacienda structure consisted of three strata: the estate owner, the leaseholder or inquilino and the
tenant-sharecropper. Between the owner and the inquilino, however, was the administrator who often
demanded a share of the produce, over and above the stipulated land rent. Each year at harvest time,
the inquilino paid the land rent, separated the seed, and divided the remaining crop equally between the
sharecropper and himself. Since the sharecropper was at the bottom rung of the hierarchy, he suffered
most abuses and demands of the two non-producing sectors above him." (Sobritchea, n.d.)

Consequently, there were instances of peasants taking arms to protest the alleged abuses and
usurpation of their lands by the Jesuits, Dominicans. Augustinians, and the Recollects. The relative
freedom, which the inquilinos acquired by sub-leasing their farms provided them a tactical advantage for
arranging and leading these peasant protest movements.

The Political Landscape

The so-called political influences affecting the 19 century-Philippines largely impacted the locals,
particularly Jose Rizal. Under these political influences, worthy of mention are (a) Liberalism, (b) the
impact of the Bourbon reforms, and (c) the Cadiz constitution.

Liberalism

Liberalism is a worldview founded on ideas of freedom and equality. It includes a wide range of political
philosophies that consider individual liberty to be the most significant political goal, and underscore
individual rights and equality of opportunity. Liberals normally believe that government is necessary to
protect individuals from being abused by others though they are also aware that government itself can
pose a threat to liberty.

The French revolution (1789-1799) started a political revolution in Europe and consequently in some
other parts of the globe. "Having Liberty, Equality, and Fraternity" as its battle cry, this revolution became
a period of fundamental change in the political history of France as the French governmental structure
was changed from absolute monarchy (with feudal privileges for the rich and clergy) into a more liberal
government system founded on the principles of citizenship and inalienable rights.

As an eventual repercussion of the French Revolution, Spain later experienced a stormy century of
political disturbances, which included "numerous changes in parliaments and constitutions, the
Peninsular War, the loss of Spanish America, and the struggle between liberals and conservatives"
(Vallano, n.d.). The liberals in Spain considered the Catholic Church as an enemy of reforms. They thus
pursued curbing its influence in political life and education. In the 19th century, this movement against
the Catholic Church, called anti-clericalism, had gained some strength.
Radical modifications in government form were also introduced by liberals in Spain. These political
changes had their repercussions in the Philippines, "cracking the fabric of the old colonial system and
introducing through cracks perilous possibilities of reform, of equality and even emancipation" De la
Costa, as cited in Vallano, n.d.)

When the Philippines was opened to world trade in the 19th century, liberal ideas from America carried
by ships and people from foreign ports started to penetrate the country and sway the ilustrados. These
political thoughts included the ideologies of the American and French Revolutions.

Furthermore, the opening of the Suez Canal eased the importation of books, magazines, and
newspapers with liberal ideas from the West, which eventually impacted the thoughts of local
reformists, such as Jose Rizal. The political views of liberal thinkers, such as Jean Jacques Rousseau
(Social Contract), John Locke (Two Treatises of Government), Thomas Paine (Common Sense), Thomas
Jefferson, Montesquieu, Voltaire, and some others thus entered the Philippines.

The valuable canal also encouraged more and more liberal Spaniards and Europeans to come to the
country and intermingle with the natives. The abbreviated route has also stimulated the ilustrados like
Rizal to pursue higher studies abroad and learn liberal ideas in European universities. For sure, their
social interaction with liberals in foreign lands had affected their beliefs on politics and nationhood.

Philippines' actual experience of liberalism came from the role modeling of the "first liberal governor-
general in the Philippines, Governor-General Carlos Maria De la Torre. After the liberals in Spain had
deposed Queen Isabela II in the 1868 mutiny, a provisional government was formed, and the new
government extended to Spain's colonies the reforms they implemented in the motherland. The liberal
General Carlos Maria De la Torre was appointed by the provisional government as Governor-General of
the Philippines. He held the position from 1869 to 1871, and is widely considered to be the most
beloved of the Spanish Governors-General ever assigned in the country.

General De la Torre's rule was essential in the dawn of national consciousness of the locals in the 19th
century. His liberal and democratic governance had provided Jose Rizal and the others a preview 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. 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. His 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 18th century
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." (Vallano, n.d.)

The Impact of the Bourbon Reforms

When the Spanish Bourbon King Philip V (b. 1700-1746) assented to the throne, he and his successors,
Ferdinand VI (r. 1746-1759), Charles III (r. 1759-1788), and Charles IV (r. 1788-1807), advocated a century
long effort to reform and modify the.Spanish empire. These policy changes, known jointly as the
Bourbon Reforms, endeavored to curtail contraband commerce, reclaim control over transatlantic trade,
restrict the church's power, reform state finances to fill dwindling royal coffers, and found tighter
administrative and political control within the empire.

Ideally, the Bourbon reform policies were advantageous to the Philippines, which was under Spain from
1565 to 1898. They surely impacted the way the colony was run by Spanish administrators but only to a
limited extent. For one thing, the Philippines was practically far from Spain, and so it was hard for
Bourbon advocates to check if reform policies were properly implemented in Spain's colony in the Far
East.

Moreover, there were questionable matters as regards the effectiveness of the Bourbon reform project.
The policies lacked some ideological coherence, with the diverse and frequently contradictory aims of
Madrid policy makers, who struggled haltingly to balance the crown's several commercial,
administrative, fiscal and military aims. The reform process was also seen as so complex, much so that
Spanish reformers sometimes promoted distinctly different kinds of policies for provinces in its diverse
empire. Furthermore, there were instances when European conflicts forced Charles IV to go from one
policy to another by the mid-1790s to meet the needs of financing Spain's wars.

As a consequence, there were very different impacts of reform in the diverse Spanish empire, having
deep consequences of colonial policy innovations in areas. such as Mexico, while in some other regions,
such as the Philippines, Chile, and New Granada, the reforms had a much more limited impact. But while
historians are questioning the overall timing, impact, and effectiveness of the Bourbon Reforms, its
impact at least is that it gave people, especially the natives in the Philippines, the idea that colonization
could be done without much intervention from the Catholic Church.

The Cadiz Constitution

During the Napoleonic occupation of Spain, a liberal constitution was promulgated in Cádiz in March
1812. Drafted by elected representatives, the Cadiz Constitution was put in practice in almost all the
areas of the Hispanic Monarchy still under control of the Spanish crown.

This milestone constitution had an impact on many other European constitutions, as well as on the
American states after independence. The Cadiz Constitution was the first constitution in Europe to deal
with national sovereignty, recognizing sovereignty as coming from the people and not from the king.
Unlike the French constitution, which applied to all French-speaking citizens of France, this Spanish
Constitution of 1812 had a universal character as it included everyone from overseas, like the Italian
kingdoms and even the Philippines.

During the occupation of almost all of the Iberian peninsula by the French army in that fateful year, a
group of around 300 deputies from Spain, Spanish America, and the Philippines promulgated a liberal
constitution in the Mediterranean part of Cádiz. This became possible especially because the city was
protected by the British Navy.

The first delegates from the Philippines were Pedro Perez de Tagle and Jose Manuel Coretto who took
their oath of office in Madrid. The Cadiz Constitution, which was formally implemented in Manila soon
after, established the principles of universal male suffrage, national sovereignty, constitutional monarchy,
and freedom of the press, and advocated land reform and free enterprise. Dealing with policies on
Spain's colonies including the Philippines, the constitution issued a decree "granting all its colonies
representation as provinces in the Spanish Cortes through deputies chosen by the various capital cities"
(Pedrosa, n.d.). Under the Cadiz Constitution:

Governor General Manuel Gonzales Aguilar called for an election of Manila officials which resulted in the
selection of Don Ventura de los Reyes, a wealthy merchant and member of the Royal Corps of Artillery of
Manila, as the deputy. The Vigan-born Don Ventura de los Reyes was a son of poor Ilocano parents. He
took part in the llocos revolt led by Diego Silang in 1762, but later on engaged in the vegetable and
indigo business. He was one of the delegates who signed the Constitution but it was only after a year
that those in Manila knew about its decrees." (Pedrosa, n.d.)

The constitutional monarchy that the Cadiz Constitution attempted to put in place did not come to
fruition because in May of 1814, King Fernando VII declared it invalid and restored absolutism. However,
Cádiz was a very significant period in the political history of the Spanish-speaking world at least. On the
part of the locals in the Philippines, one crucial creed embodied in the constitution was the exemption of
the natives from paying tributes and rendering public services based on its equality clause.

For the freedom-loving people of the Philippines in the 19th century, the constitution was very
influential as it was a liberal constitution, which vested sovereignty in the people, recognized the
equality of all men and the individual liberty of the citizen, and granted the right of suffrage.