Rizal Law and the Teaching of Rizal Course PDF

INTRODUCTION TO THE STUDY OF RIZAL’S LIFE, RIZAL, AS A TRUE FILIPINO HERO WORKS AND WRITINGS  In many countries in the world, the leader is almost  Rizal Law and The Teaching of...

INTRODUCTION TO THE STUDY OF RIZAL’S LIFE, RIZAL, AS A TRUE FILIPINO HERO WORKS AND WRITINGS  In many countries in the world, the leader is almost  Rizal Law and The Teaching of Rizal Course always chosen.  Rizal, A true Filipino Hero  Jose Rizal was not a man of war but a man of peace.  Rizal, Pioneer Asian Nationalist Leader  Among the country’s national heroes, Jose Rizal stands  Major Periods in the life of Rizal out. To many Filipinos, he is the national hero of the Philippines. RIZAL LAW: RA 1425  Actually, Rizal is only one of the country’s national heroes who include Andres Bonifacio, Emilio Jacinto, Marcelo H.  Author: Claro M. Recto del Pilar, and others more.  Sponsored the Bill in the Senate: Jose P. Laurel  They helped guide in the formation of the Filipino  Signed: June 12, 1956 national spirit and the Philippine nation-state.  Full name of the Law  All these heroes are examplars of all Filipinos to follow. o Mandates the teaching of the life, works, and writing of Rizal in all schools in the country. RIZAL, NOT AN AMERICAN SPONSORED HERO RIZAL LAW AND THE TEACHING OF RIZAL COURSE  Historian Renato Constantino (1969) claimed that it was the Americans who were responsible for endorsing him  Accdg. To Sen Jose P. Laurel, who sponsored the said as the Philippine national hero. law, since Rizal was the founder of Filipino nationality,  He cited the efforts of the Taft Commission in 1901 which and the architect of Filipino nation, there is a need to know picked Rizal from a group of heroes, which included and imbibe the great ideals and principles for which he Emilio Aguinaldo, Andres Bonifacio, and Apolinario died. Mabini.  Moreover, Laurel believed that by reading and studying  Teodoro Agoncillio (1986) Rizal’s life, teachings and writings, Filipino youth will be o eminent historian able to: o writes that Rizal was acceptable as national hero o Gain incorruptible confidence to the American because he was the symbol of o Direction assimilation, which was their policy then in the o Courage Philippines. o And determination to move forward in our people’s  Rizal never favored revolution but the slow process of journey towards an abundant life. evolution through education which suited American OBJECTIVES OF THE LAW: objectives. RIZAL, A TRUE FILIPINO HERO 1. To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived and Factors that contributed to Rizal’s acceptability as the died; official hero of the Philippines. 2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino character. 1. Rizal was already dead at the time the Americans began 3. To gain an inspiring source of patriotism thru the study of their aggression in the Philippines. Rizal’s life, works, and writings. 2. No embarrassing anti-American quotations could ever be attributed to Rizal. TEACHING OF RIZAL COURSE 3. Rizal’s dramatic martyrdom had already made him the Goals set by the Board on National Education: symbol of Spanish oppression. RIZAL, THE NATIONAL HERO 1. To recognize the relevance of Rizal’s ideals, thoughts, teachings, and life values to present conditions in the  In reality, it is the Filipinos themselves who chose community. Rizal as their national hero. 2. To apply Rizal’s ideals in the solution of day-to-day  This could be seen in tributes to him during his lifetime situations and problems in contemporary life. and immediately after his death. 3. To develop an understanding and appreciation of the  The Katipuneros considered him the honorary leader of qualities, behavior, and character of Rizal; and Katipunan. 4. To foster the development of moral character, personal discipline, citizenship, and vocational efficiency among  His guidance was sought by its emissaries when Dr. Pio the Filipino youth. Valenzuela visited him in Dapitan in 1892.Rizal’s name was one of the passwords of the secret society which swore to fight for the country’s freedom. 1  Gen. Emilio Aguinaldo 2. Because Filipinos are lovers of freedom and justice, they o Issued a decree on Dec. 20, 1898 ordering that have given their worship to a man who gave up all Dec 30, the anniversary of Rizal’s execution at comforts and pleasures of peace for their sake. Bagumbayan, be commemorated as “a day of 3. Filipinos prize virtue more than victory, and sacrifice mourning for Rizal and other victims of the above success. Philippine Revolution” o Despite the controversy on Rizal’s heroism, it  Act no. 345 cannot be denied that he gave form to the o The basis of the yearly celebration of Rizal Day aspiration of the Filipino people, thereby giving  The early admiration for Rizal is manifested in the rise to our people’s nationalist struggle. erection of the first monument in his honor. o Due to Rizal’s qualities, he was able to serve the  Dec. 30, 1898 – a group of masons erected a simple pressing needs of the people. monument in Daet, Camarines Norte Constantino (1969)  The monument bore the words: o “A Jose Rizal” (to Jose Rizal)  Rizal is a hero in the sense that he was able to see the o Noli Me Tangere” and “El Filibusterismo”, the title problems generated by historical forces, discern the new of his two important novels and “Morga” which social needs created by historical development of new refers to the book “Sucesos de las Islas Filipinas” social relationships, and take an active part in meeting  Annotated by Rizal in 1890 to correct these needs. Spanish misinterpretations in the book written by Antonio Morga during the 17th Guerrero (1998) century.  The monument at Daet antecedents the  Rizal was the first Filipino. better known monument at Luneta in  He was the first to work towards the unification of the Manila. Philippine archipelago into a compact and homogenous body based on common interests and mutual protection. ADMIRATION FOR RIZAL RIZAL, PIONEER ASIAN NATIONALIST LEADER  Though the monument in Luneta was erected during the American Regime, it is the Filipino people themselves  Rizal was born in the decade when other nationalist that helped build the monument through public leaders of Asia were born: subscriptions. o Mohandas Gandhi, Rabindaranath Tagore and  This was authorized by Act No. 243 of the Philippine Sun Yat-Sen Commission.  Accdg. To Coates (1968), all the four challenged the West  Another proof: but Rizal was the most remarkable because his ideas o Construction of myriad monuments in his honor in matured at an early age. most cities and towns in the country. o At that time Gandhi was a schoolboy and Sun Yat- o Many main streets and avenues in the various Sen was a student, Rizal was already articulating towns and cities are named after him. lucidly in his speeches, articles, and letters his o One province, Rizal province, formerly part of the views of a completely different relationship province of Manila, was names in his honor by between Asia and Europe that Asians must be virtue of Act. No. 137 of the Philippine regarded by Europe as equals. Commission. De Ocampo (1969) o Filipino businessmen named their businesses after Rizal, as a sign of their admiration and  Rizal was the first exponent of Asian nationalism since he respect. was the source of the inspiration for the outbreak of the  Bank (RCBC – Rizal Commercial Banking Philippine Revolution of 1896. Corp)  Although Rizal opposed the revolution because it was  Match (Rizal) premature and inadequately organized, the revolution  Universities (Jose Rizal University and broke out, which can be considered the first genuine Rizal Technological University) uprising by an Asian people against Western colonialism.  All one peso coin bears his image  All of these are outward signs of the Fisher (1962) Filipino’s adulations for Rizal and his achievements.  Rizal was the Pioneer Exponent of Liberal Democracy in o HE IS TRULY A HERO OF THE FILIPINO Asia.  Even before Gandhi and Sun Yat-Sen began their career RIZAL, AS A FILIPINO NATIONAL HERO of political agitation, Rizal through his essays, letters, and novels had already spoken out with firmness and courage Conclusion drawn: ideas on liberal democracy. Guerrero, (1998)  Ideas for liberal democracy by Rizal: o The worth and dignity of the individuals. 1. Since the Filipinos love peace, they have chosen to o The inviolability of human rights magnify a man of peace above the men of war. o The innate equality of all men and races o The necessity for constitutional government 2  o Due process of law  He went to Europe and everywhere he went, Rizal was o Popular sovereignty as the basis of political always an observer and a student, learning from authority everything he saw, read and heard. o Faith in human reason and enlightenment  He urged the Filipinos colony in Spain to prove that o The rights of the masses to public education, and Filipinos can compete with the Europeans in intellect and o Belief in social progress through freedom. talent.  Rizal was the first Asian leader to assert that the  Thru his membership in exclusive societies of scholars aforementioned ideas and principles be established in and scientists in Europe where he presented monographs Asia for the benefit of the Asians. and was greatly appreciated, Rizal provided his  It was through Rizal that the basic tenets of modern and compatriots an example. social democracy was given a major voice in Asia for the  During this period, Rizal took part in the Propaganda first time. Movement, based in Europe.  This, Rizal deserved to be called the First Asian  Through his articles, essays, and novels, he sought to Nationalist Leader make truthful disclosures of the political, social, and economic conditions in the Philippines. MAJOR PERIODS IN THE LIFE OF RIZAL FOURTH PERIOD: 1892- 1896  There are four major periods in the life of Rizal (Celedonio, 1982):  The year 1892 can be considered the last turning point in o 1861-1872 FIRST PERIOD the life of our national hero, before his martyrdom on Dec. o 1872-1882 SECOND PERIOD 30, 1896. o 1882-1892 THIRD PERIOD  Rizal was exiled in Dapitan. It was in Dapitan, where he o 1892-1896 FOURTH PERIOD demonstrated what an individual can do and accomplish within a short period of time. FIRST PERIOD: 1861-1872  It us here where he detached his connections with politics  This was the period when the young Rizal learned how to and devoted more of his time in practical service and read, write, and listened to stories that triggered usefulness to the community. imaginative and critical thinking on his part.  It was a period when the following values and virtues were developed in him: o Industrious instead of idleness; o Creativeness instead of unproductiveness; o Rationality instead of blind acceptance; and Dignity instead of servility SECOND PERIOD: 1872 – 1882  This was the first turning point in the life of Rizal.  He was then 11 years and was enrolled at Ateneo Municipal, despite the objection of his mother.  It was the period when Father Gomez, Burgos, and Zamora were unjustly executed by the Spanish government.  The martyrdom of these three priests led Rizal to be awakened to the abuses of the regime and at the same time led him to devote himself in the future to avenge the victims of injustices and cruelties of the Spanish colonizers.  Other significant developments in his life during this period include the following: o Strengthening of his religious foundation. o Cultivation of the drive toward excellence o Envisioning the Philippines receiving light thru education; and o Perception of the intimate alliance between religion and education. THIRD PERIOD: 1882-1892  The year 1882 was the second major turning point in the life of Rizal.  It was at this time that Rizal decided to leave the Philippines to escape persecution. 3  THE 19TH CENTURY WORLD OF JOSE RIZAL  The ideas of national superiority and national mission can lead to aggressive crusades and counter crusades. Important developments during the said century are as  Nationalism can also stress differences among people follows: (Capino et al, 1977)  The development of nationalism in the Philippines,  Growth and development of nationalism however, was very slow.  Rise and gradual spread of liberalism and democracy  Loyalty to the nation began only after the unjust execution of Fathers Gomez, Burgos and Zamora on Feb. 17, 1872  Industrial revolution  The upsurge of western imperialism RISE AND GRADUAL SPREAD OF LIBERALISM  Triumph of science and technology AND DEMOCRACY  Optimism and confidence in progress  The rise and spread of liberalism and democracy was GROWTH AND DEVELOPMENT OF NATIONALISM actually a consequence of the growth and development of nationalism. (Black, 1999)  Nationalism - sense of loyalty or psychological  The principal ideas of liberalism - Liberty and equality - attachment members of a nation share, based on a were first realized successfully in the American common language, history, culture, and desire for Revolution and then achieved in part in the French independence (Jackson & Jackson, 2000) Revolution.  It is a feeling that drives a people together as a nation.  This political and social philosophy challenged  It is a love of country expressed in devotion to and conservatism in the European continent. advocacy of national interest and independence.  Liberalism demanded representative government as  Two Major Revolutions of the Earlier Century opposed to autocratic monarchy, equality before the law o Both revolutions gave birth to the idea that an as opposed to legally separate classes individual's loyalty has to be to his nation not the  The idea of liberty also meant specific individual king. freedoms: 1. The American Revolution of 1776 - The o freedom of the press American Revolution gave birth to the o freedom of speech U.S.A. o freedom of assembly 2. The French Revolution of 1789 - The o freedom from arbitrary arrest French Revolution led to the overthrowing  Democracy became a way of life in many European of the absolute rule of Bourbon Dynasty countries, like Britain, Belgium, and Switzerland. and the abolition of feudal system.  Democracy was gradually established thru the following  The Ideology of the French means: Revolution: Liberty, Fraternity, o promulgation of laws that advance democracy Equality o undertaking of reforms thru legislation  Had influenced subject peoples to o abolition of slavery cast off the yoke of colonialism by o adoption of a liberal constitution means of armed uprising o providing the citizens the opportunity to propose  Owing to the nationalistic spirit, Italy became a united laws kingdom under King Victor Emmanuel II after the Italians o adoption of manhood suffrage under Guiseppe Garibaldi drove out the Austrians o granting of political, economic and social rights to occupying the northern part of the country and weakened the people the influence of the pope.  Democracy was non-existent in the Philippines in the 19th  The separate kingdoms of Italy united as one nation century.  Ten years later, Germany through the vigorous campaign o They believed that if the Filipinos will enjoy basic by the Prussians under Otto von Bismarck united the human rights and freedom, they would be various kingdoms and dukedoms of German nation and motivated to work for independence and topple became one empire under Emperor William I. down the Regime.  One of the radical ideas in the years after 1815, which  The Philippines was denied representation in the Spanish influenced the modern world tremendously. Cortessince 1833.  Three points that stand out in this complex ideology  The ecclesiastical and civil authorities then were not (McKay et al, 1995) inclined to grant basic human rights to the Filipinos, as it 1. Nationalism has evolved from a real or imagined will be detrimental to Spain's colonial administration of the cultural unity, manifesting itself in a common Philippines language, history and territory. 2. Nationalists have usually sought to turn this THE INDUSTRIAL REVOLUTION cultural unity into political reality so that the territory of each people coincides with its state  One of the most crucial developments in the 19th century boundaries. was the Industrial Revolution (Stearns et al, 1991) 3. Nationalists believed that every nation has the  Industrial Revolution - refers to the transformation of right to exist in freedom and develop its character manufacturing brought about by the invention and use of and spirit. machine  While nationalism can foster national unity, progress and independence, it also has its negative side. 4  This development started in England and later on spread  Conversely, the Catholic Church calls for humane into Belgium, France, Germany and even the United treatment of workers, respect for workers' rights, and States. social justice for the poor.  The invention of machines and their use in manufacturing  It also enjoined the government to regulate the use of brought about significant changes in people's lives private property and provide humane and favorable  Some of the positive effects brought about by this working conditions for the proletariat. development: o The rise of the factory system; THE ADVANCE OF SCIENCE o Mass production of essential and non-essential  The rapid expansion of scientific knowledge profoundly goods; influenced Western thought in the 19th century (Hunt et o Improvement of people's standard of living; al, 1995) o Greater urbanization of society  Breakthroughs in industrial technology enormously o Beginnings of specialization or division of labor; stimulated basic scientific inquiry. o Invention of labor-saving devices;  The result was an explosive growth of fundamental o The beginnings of industrial capitalism scientific discoveries from 1830s onward. o Fostering of liberalism and nationalism;  These theoretical discoveries were increasingly Encouragement of people's mobility. transformed into material improvements for the Began in England in 1760 population.  The translation of better scientific knowledge into  Manufacturing  Communication practical benefits was evident in biology, medical o Spinning jenny o Telephone sciences, physics and chemistry. o Spinning frame o Telegraph  In the 19th century, search for knowledge and truth could o Spinning shuttle o Wireless be explained by a rational and empirical approach. o Cotton gin telegraphy  This was a result of the Age of Enlightenment during the o Sewing machine o Cable 18th century, when blind belief and dogma were  Transportation o Postal service challenged by the principle that everything could be o Newspaper o Steam boats explained by reason. o Steam locomotives  This resulted in the development of the scientific method, o Airplanes where knowledge needs to be proven by a systematic o Automobiles and rational approach, which in effect, resulted in o Balloon advances in the sciences  The triumph of science and technology had at least three THE INDUSTRIAL REVOLUTION significant consequences:  On the other hand, there were negative effects of 1. Everyday experience and innumerable scientists Industrial Revolution to people. impressed the importance of science on the mind o Widening of the gap between the rich and the of ordinary citizens poor; 2. As science became more prominent in popular o Unending economic warfare between labor and thinking, the philosophical implications of science capital; spread to broad sections of the population. o Pollution and other environmental problems Technical advances led the people to develop o Beginning of child and women labor; optimistic faith in man's capability to achieve o Intensification of imperialistic rivalry between and progress. among industrialized countries 3. The methods of science acquired unrivaled  In the Philippines, it caused the displacement of the prestige after 1850. For many, the union of careful farmers from their land. experiment and abstract theory was the only route  To solve the evils created by the industrial system, to truth and objective reality. different measures were proposed by concerned sectors  The effects of the scientific revolution spilled to the of world society (Doreen, 1991) challenging of traditional beliefs in religion and politics.  LIBERALS - laissez-faire policy or government's  A belief emerged that the Church is not the sole source noninterference in the conduct of trade and business has of knowledge but everyone can be capable of achieving to be sustained for the continuous expansion of the knowledge and challenging the old established belief as economy. long as this could be scientifically explained, replicated  SOCIALISTS - Assert that the government has to control and validated. vital industries and resources. This is necessary in  The scientific revolution gained headway in Western promoting equality of opportunity and people's welfare in European countries like Germany, France and England, society which became centers of learning in the 19th century.  THE COMMUNISTS, on the other hand, suggest that all  Its universities and society became free market places of factors of production be owned and controlled by the ideas, characterized by a large degree of intellectual government. Equality in society can be achieved if social freedom that is unhampered by religious dogma and classes are destroyed and dictatorship of the proletariat superstition. is established  German, French, and English scientists were at the forefront of this revolution and abroad, the explorers, 5  archaeologists, and anthropologists scoured all parts of 5. Improvement of public health thru the the world for new discoveries. establishment of numerous hospitals;  Unfortunately, however, Spain was at the backwater of 6. Emergence of realistic literature, depicting the life this scientific upheaval and this was felt by Rizal himself of the time. when he left the Philippines, feeling that his education in the colony was inadequate.  He eventually, left Spain for more advanced studies in Germany and France to improve his competencies as a physician THE RESURGENCE OF WESTERN IMPERIALISM  In the 19th century, the industrializing West entered the third and most dynamic phase of its centuries-old expansion into non-Western lands.  In so doing, these Western nations profitably subordinated those lands to their economic interests, sent forth millions of immigrants, and political influence in Asia and vast political empires in Africa.  The reasons for this culminating surge were many, but the economic thrust of robust industrial capitalism, an ever-growing lead in technology, and the competitive pressures of European nationalism were particularly important.  Western expansion had far-reaching consequences.  For the first time in human history, the world became in many ways a single unit.  Moreover, European expansion diffused ideas and techniques of a highly developed civilization.  Yet the West relied on force to conquer and rule, and treated non-Western peoples as racial inferiors.  Thus, non-Western elites, armed with Western doctrines, gradually responded to Western challenge.  They launched a national, anti-imperialist struggle for dignity, genuine independence, and modernization.  Colonized peoples, therefore, started to assert their right to self-determination or the right to choose the kind of government under which they would live. OPTIMISM AND CONFIDENCE IN PROGRESS  Optimism or faith in society and man's ability to progress was brought about by the advancement of science, the coming of steam-powered industry, and the spread of liberalism and socialism (Chodorow et al, 1994)  The optimism of the century was summed by Marquis de Condorcet in his work, Sketch for a Historical Picture of the Progress of the Human Mind.  He saw that “the strongest reasons for believing that nature has set no limit to the realization of our hopes.  He foresaw the following: 1. The abolition of inequality between nations; 2. The progress of equality between nations; 3. The true perfection of humanity o Progress was now independent of any power that might wish to halt it and will never be reversed  Optimism and confidence in progress can be gleaned from the achievements of men in the 19th century.  Notable among these were the following (Capino,1977) 1. Extension of human rights to many people; 2. Promotion of higher education for men and women 3. Education for nationalism in schools; 4. Investment in science to serve mankind; 6  SPAIN AND THE PHILIPPINES IN THE 19TH  Galeon Trade between Manila and Acapulco began in CENTURY: 1565.  The Philippines was prohibited from trading with other EVILS IN THE COLONIAL RULE DURING THE European countries. SPANISH COLONIZATION  By 18th or 19th century, there was a shift towards laissez-  Spain in 19th Century faire to free market trade. o Political Instability in Spain  Merchants began trading freely as profits from o Abandonment Mercantilism international commerce began to shape official policies.  The Philippines During Rizal’s Time  There was a demand for Philippine products such as o Administrative Organization sugar, coffee, rice, indigo, and tobacco. o The Social Structure of Filipino Society  The Philippines was officially opened to foreign trade by o Educational System 1834 o Economic Situation  Before, only the Spaniards benefitted from the Galeon o Filipino Grievances Against Spanish Rule trade, with free trade, the growers and traders of Philippine products gained wealth. SPAIN IN THE 19TH CENTURY  There was a rising class composed of merchants who POLITICAL INSTABILITY were mestizos, gained advantage from trade with foreigners  After the death of Ferdinand VII, Spain went through a  Spain’s adoption of the laissez-faire policy affected the downward spiral as a world power. Philippines in several ways (Capino, 1977). o By 1830 all of Spain’s American colonies have o The middle class families were able to send their seceded and became independent states with the children to acquire higher education. exemption of Cuba and Puerto Rico o Increased contact with the West brought home  A struggle for the thrown followed between the forces political ideas prevailing in Europe loyal to Ferdinand’s daughter Isabella and his brother o These ideas were mainly enlightenment ideas Charles (Carlos). which preached equality and God-given rights of  The ensuing struggle would be known as Carlist Wars. men.  Isabella defeated the Carlists allowing her to defy o Ilustrados or the “enlightened ones” –members of tradition to become the sole female monarch. the middle class  Under Isabella II, Spain lost a bid to re-conquer Peru and  Imbued with civic courage, they began Chile and under continued mismanagement by her questioning the abuses of the Spanish favorites. Regime and began to clamor for reforms  There were frequent changes of governments in THE PHILIPPINES DURING RIZAL’S TIME Spain which prevailed event after Isabella’s overthrow in 1868  The Filipinos lost their ancestral lands on account of  The 19th century was a turbulent century of politics in Spain’s institution of the encomienda system. Spanish history (Zaide, 1994).  They were forced by the Spanish colonizers to accept  It was a period of political instability owing to the Spanish culture and religion. frequent rise and fall of ministries and constitutions.  This change was evident in the administrative  To save the country from political disunity, the Spanish organization of the country, social structure and crown worked out the canovite system or rotativism educational system of the Philippines, and economic (Maguigad et al, 2000) situation in the 19th century  Under this policy, the liberals and conservatives in Spain took turns in administering the affairs of the country. ADMINISTRATIVE ORGANIZATION  The political instability in Spain affected the Philippines.  The Philippines was governed directly by the Spanish  As a consequence of this condition, there were frequent Crown, thru the Ministry of Colonies in the 19th century. changes in the top colonial administration in the  Unitary government – policies implemented by colonial Philippines administrators from Luzon to Mindanao emanated from  Owing to the brief tenure of office of governor-generals, Manila, the seat of the central government. colonial administration became very inefficient and  GOVERNOR-GENERAL corrupt. o appointed by the Spanish monarch  The Philippines became a dumping ground for the o the head of the colonial government in the relatives and favorites of Spanish politicians in Madrid country ABANDONMENT OF MERCANTILISM OR o he represented the Crown in all governmental COMMERCIALISM matters o he was the Vice Royal Patron over religious  Mercantilism – an economic doctrine based on the idea affairs that the country’s wealth and power can be measured in o he could nominate priests for ecclesiastical its stock of gold and silver. administration of the parishes  Trade was dictated by the monarch and wealth should o the commander in chief of the colonial army flow toward the center of imperial power o the ex-officio president of the Royal Audiencia or Supreme Court in the Philippines. 7  o he had his legislative powers to enact laws  Frailocracia or frailocracy which were called actos acordados (Maguigad, o “a government by friars” 2000) o The rise in power and influence of the friars can o He had the power of cumplase or the power to be attributed to frequent changes in the top decide which law or royal decree should be colonial administration in the country from 1849 implemented or disregarded in the colony. to 1895.  Below the national government were the local o Spain tightened her control over the country thru government units, namely: provinces, towns, cities the friars for fear of losing the Philippines. and barrios (Agoncillo, 1990) o Owing to the fact that they remained in colony  The provinces were called alcaldias. Each province every time a governor-general was removed from was headed by an alcalde mayor or provincial office, their advice on the proper management of governor, who exercised executive and judicial governmental affairs was sought by every new functions. governor general.  The provincial government was the most corrupt o This eventually paved their way for control and unit in local government then, owing to the privilege to influence over colonial affairs. engage in and monopolize trade called indulto de  Guardia Civil commercio. o was organized in 1867  The alcaldias or provinces were divided into towns or o a corps of native police under the leadership of pueblos. Each pueblo was headed by a Spanish officers for the purpose of dealing with gobernadorcillo or town mayor outlaws and renegades (Maguigad et al, 2000)  GOBERNADORCILLO or town mayor o another institution feared in the Philippines o was elected by all married males o -was voted  In 1880, it was the most feared instrument of summary by 13 electors, chaired by the outgoing arrests of individuals identified by the friars as gobernadorcillo filibusteros or enemies of the government and erehes o As the town executive, his principal or enemies of the Catholic Church. responsibility was tax collection.  Judicial power of the government was vested on the o To ensure collection and remittance of these Audiencia Real, the Supreme Court during those times taxes, he was required to mortgage his and the lower courts (De Leon, 2000) properties to the government at the beginning  Below the Audiencia Real were two territorial of his term of office. audiencias, courts of first instance and the justice of the  Each town was divided into barrios or barangays peace courts. (Romero et al, 1978).  As the highest court, it did not only adjudicate appeals o As the smallest unit of government, each for civil and criminal cases. It also served as a forum for barangay was headed by a cabeza de settling important issues on governance and an auditing barangay. agency of the finances. o His main function was the maintenance of  There was no legislature in the Philippines before the peace and order and the collection of taxes country was taken over by the U.S. in 1898. and tributes in the barangay.  Philippine representation in the Spanish Cortes or  The city government was called ayuntamiento (Zaide, lawmaking body was abolished in 1837 (Schumacher, 1994). 1997). o It is governed by a cabildo or city council  As a consequence, governance of the Philippines was composed of a city mayor (alcalde en ordinario), based on special laws. councilors (regidores), chief constable (aguacil  Corollary to this, Las Leyes de Indias continued to be mayor), and a secretary (escribano). the basic law but gradually modified by royal decrees,  A key figure in the local administrative set-up was the which extended various parts of Spanish peninsular law Spanish friar (Schumacher, 1997). into the Philippines. o This was because of the union of the church  Spanish colonial administration was corrupt and and the state in the Philippines. inefficient because of several factors: o The friar was the supervising representative o Governor-general exercised absolute powers of the Spanish government for all local affairs. o He could reward positions in the bureaucracy to o His approval was necessary on almost all acts his favorites who were unqualified and unfit for of the local officials (ruler of the town). government service.  Function of the friars: o Although the Spanish Crown had instituted the o Local school inspector, inspector of the residencia, the trial of an outgoing governor- accounts of the gobernadorcillos and cabeza de general to account for his acts during his tenure barangays. of office and the visitador or investigating o His approval was required in census lists, tax officer to probe on the complaints against the lists, list of army conscripts, and register of governor-general births, deaths and marriages. o Another source of weakness and abuse of o Eventually, the friars became more powerful Spanish government was the widespread selling and influential that even civil authorities of lower positions to highest bidders (Capino, feared them. 1977). 8  o Many government officials were appointed not on EDUCATIONAL SYSTEM the basis of merit but ability to buy the position. o This situation had given rise to misadministration  Up to the middle of the 19th century, schools were under of governmental affairs, bribery, as well as graft the control of the friars. and corruption.  Primary education was not given attention despite the establishment of parochial schools in many towns. THE SOCIAL STRUCTURE OF FILIPINO SOCIETY  Instruction at these schools centered on the teaching of fear of God and obedience to the friars, with  Philippine society then was a feudalistic as a indoctrination as the principal method of teaching. consequence of the encomienda system imposed by the  Children in these schools were taught that they were colonizers (Romero et al, 1978). inferior intelligence and were suited only for manual  The Filipinos were treated as slaves by the Spanish work. conquerors.  With the use of vernacular language, students’ learning  They imposed and collected all forms of taxes and was measured in terms of how well they can parrot the tributes from the Filipinos and even required the natives contents of a book even without comprehension. to render polo y servicio or forced labor to the  As a consequence of this method of teaching employed government and the Catholic Church by the friars, Filipino children were not able to develop  The social structure implemented by Spain was self-confidence in their ability to learn. pyramidal due to the colonizers’ adherence to the  In addition, native children developed severe inferiority doctrine of limpieza de sangre or purity of blood complex. (Maguigad, 2000).  The culture of silence came to be instilled in the minds  At the apex of the social pyramid were the peninsulares of the Filipino learners. or the Spaniards born in Spain.  By the end of the 19th century, only the University of  Below them were the insulares or Spaniards born in the Santo Tomas (UST) was existing higher education Philippines. institution in the Philippines.  The Spanish and Chinese mestizos, and the  UST, founded by the Dominicans in 1611, was the only principalia or the ruling class of native elites university, which offered courses in medicine, pharmacy, composed of the gobernadorcillo, cabeza de barangay, theology, philosophy, as well as canon and civil law. landowners, merchants, and wealthy native families.  At the beginning of its operation, most of those seeking  At the bottom of the social pyramid, however, were the admission into its various programs were Spaniards and Indios or the brown skinned natives who composed mestizos. the majority of the people  The Spaniards also opened secondary schools for boys during this period.  Notable among these schools were the Colegio de Santo Tomas and de San Juan de Letran in Manila, under the Dominicans, as well as the Ateneo Municipal, run by the Jesuits (Schumacher, 1997).  Secondary education for girls were provided by the following schools in Manila (Maguigad, 2000), namely: Santa Isabel, La Concordia, Santa Rosa and Santa Catalina.  All these schools were subject to the inspection of the Dominican Rector of the UST.  Students seeking admission into the secondary schools were, therefore, required to take examination before a board appointed by the rector of UST.  As a consequence of the colonizers’ application of the  It was also in this century when public education for the doctrine of limpieza de sangre, a social ranking was natives was begun (Agoncillo, 1990) created in our society.  The Educational Decree of 1863 was implemented in  Social tensions were created between and among the the colony, which required the establishment of one classes, where the lower classes were victimized by elementary school for boys and one elementary the upper classes. school for girls in each town in the Philippines.  A system of racial discrimination came to be  The same decree provided for the establishment of a institutionalized. normal school for the training of teachers with mastery of  High positions in government were opened only to the Spanish language, under the direction of Jesuits, as pure blooded Spaniards. Spanish shall be the medium of instruction in all  Members of the middle class and the Indios were schools. considered inferior by the upper classes and unworthy  The friars resisted the teaching of Spanish language to of education. the Filipinos.  They opined that knowledge of the language would lead to the development of political and social awareness among the natives, which in effect could trigger in them the desire to work for freedom and independence. 9  They pressed on the need to keep the Filipinos in THE DAWN OF FILIPINO NATIONALISM ignorance and opposed all efforts to improve education in this Spanish colony.  Unification of the Philippines under the Spanish rule  Spanish was used as the medium of instruction in Ateneo,  Early resistance to Spanish rule Letran and UST.  The emergence pf the Filipino sense of nationhood  Although the Spanish government exerted efforts to  The opening of the Philippines to world commerce educate the Filipinos in the 19th century, the educational  The rise of the clase media system implemented had serious weaknesses.  Liberal regime of Carlos Ma. Dela Torre  Notable among these weaknesses were as follows  Racial discrimination (Romero et al, 1978):  Secularization controversy o Over-emphasis on religion;  Cavity Mutiny of 1872 o Limited and irrelevant curriculum;  Rizal and the Cavity Mutiny of 1872 o Obsolete classroom facilities o Inadequate instructional materials UNIFICATION OF THE PHILIPPINES UNDER o Racial prejudice against the Filipinos in school SPANISH RULE ECONOMIC SITUATION  Spain ruled the Philippines for more than 300 years.  Prior to her colonization of the Philippines consisted of  The country was opened for foreign trade in 1834, which independent and self-governing barangays, and people resulted in the rapid rise of foreign firms in Manila. of diverse tribes.  The presence of these foreign traders stimulated  It was Spain that gave the country its identity (Zaide, agricultural production and export of sugar, rice, hemp, 1994) and tobacco.  The country came to be known as Philippines due to her  The growing prosperity of the Philippines had significant three centuries of colonial administration. consequences (Schumacher, 1997)  With the use of the Cross, the natives were pacified  Opportunities for trade, increased Filipino contacts with (Agoncillo Guerrero, 1974). foreigners and peninsular Spaniards.  The reduccion plan of Fr. Juan de Plasencia was  Moreover, a number of families, which prospered from implemented, which required the natives to live in the foreign commerce and trade, were able to send their sons area near the church. for education in Europe, further destroying the isolation of  As a result, Spanish encomenderos found it easy to the country from the rest of the world collect taxes from the natives.  Filipinos, who were educated abroad, were able to absorb  It also transformed the Filipinos into law-abiding citizens the intellectual developments in Europe. under the Spanish  The awareness of a completely different type of society  Gradually, the independence of the barangays were lost prevalent in Europe made these European-educated as a consequence of the relocation of the natives under Filipinos disenchanted with Spain. the influence of the Church.  With the imposition of Catholicism and Spanish culture, FILIPINO GRIEVANCES AGAINST THE SPANISH RULE: the Filipinos were partially transformed into little brown Spaniards. 1. Instability of Colonial Administration 2. Corrupt Colonial Officials  Spain's political system was gradually introduced into the 3. No Representation in the Spanish Cortes country. 4. Human Rights Denied to Filipinos  Government was highly centralized and for the first time, 5. No Equality Before the Law the people came to be politically united under the Spanish 6. Maladministration of Justice Crown. 7. Racial Discrimination  Barangays were merged to form pueblos, pueblos into 8. Frailocracy alcaldias, in addition to the ayuntamientos established by 9. Forced Labor the colonizers. 10. Haciendas Owned by the Friars  Despite unification, the people started to nurture 11. The Guardia Civil resentment and dislike for foreign rule. EARLY RESISTANCE TO SPANISH RULE  The integration of the country into the Spanish Empire, resulted into the implementation of taxation without representation, polo y servicio or forced labor, galleon trade, indulto de comercio and government monopolies (Agoncillo, 1990).  Government restrictions and control made the people experience hardships and miseries.  In effect, they started harboring grievances against the colonial administrators.  They began clamoring for freedom from foreign control. 10  Discontented with Spanish rule was first expressed in the  The people were not united in their struggle against the regional revolts that broke out in the archipelago from colonizers owing to the archipelagic nature of the country 1574 to 1873 (Zafra, 1976). and the lack of communication facilities.  Majority of the early uprisings were caused by the desire  Revolts, then, against Spanish rule were fragmented, to regain their lost freedom. disorganized, and sporadic.  Examples of revolts under this particular cause were the  Disunity was enhanced with Spain’s implementation of following: the policy of divide et empera or divide and rule, which o Revolt of Raha Sulayman and Lakandula (1574); was another factor for the failure of these revolts.As o Tondo Conspiracy (1587-1588); Filipinos were made to fight one another by the colonial o Revolt of Malong (1660 1661); masters, they failed to realize that their common enemy o Dagohoy's Revolt (1744 -1829); was the Spaniards. o Revolt of Diego Silang (1762 -1763); o Revolt of Palaris (1762 1764). THE EMERGENCE OF THE FILIPINO SENSE OF  Resistance to Spanish-imposed institutions was also a NATIONHOOD major cause of the early revolts against Spanish rule.  The emergence of Filipino sense of nationhood took  Some of the revolts due to the aforementioned factor place only during the last years of Spanish rule in the included the following: 1890's (Agoncillo, 1990) o Magalat Revolt (1596)  The development of nationalism in the 19th century was o Revolt of the Irayas (1621) From Batangas to attributable to the following factors: Batanes o Opening of the Philippines to world commerce o Cagayan Revolt (1639) Spanish rule tax collector o Rise of Clase Media high taxes o Liberal Regime of Carlos Ma. Dela Torre o Sumuroy Rebellion (1649 -1650)Agustin Sumoroy o Racial discrimination forced labor from Cavite o Secularization controversy o Maniago Revolt (1660) Hated of forced labor o The Cavity Mutiny of 1872  Other revolts were caused by agrarian unrest, brought about by the desire of the natives to recover the lands THE OPENING OF THE PHILIPPINES TO THE grabbed from them by the friars. PHILIPPINES WORLD COMMERCE  Agrarian revolts broke out in the provinces of Batangas,  The opening of the country to world commerce was a Laguna, Cavite, Pampanga and Bulacan from 1745 to consequence of Spain's adoption of the laissez-faire 1865. policy. (free trade policy)  There were also revolts triggered by the desire to revert  With the entry of foreign products and businessmen, the to their native religion rather than embrace the religion of economic isolation of the Philippines was ended. the colonizers (Agoncillo, 1990).  A more significant effect of this development was the  Among the revolts ignited by the aforementioned cause influx (arrival of a large number of people in the were the following: Philippines) of liberal ideas into the country. o Igorot Revolt (1601)  Filipino intellectuals came to learn of the revolutionary o Tamblot Revolt (1621 1622) ideas of John Locke and Jean Jacques Rousseau. o Revolt of Lanab and Alababan (1625 1627);  From their contact with peninsular Spaniards born in  Among the revolts ignited by the aforementioned cause Spain, Filipino intellectuals were able to learn Locke's were the following: Theory of Revolution and Rosseau's Social Contract o Igorot Revolt (1601) - Spain began conquer Theory. northern luzon, another motive gain control gold  They learned that people could overthrow a government rich mountains in condelleras that is not working for the good of the governed (John o Tamblot Revolt (1621 1622) - Babaylan native Locke's Theory of Revolution). priet island of bohol he wanted to abandoned  They also realized that a government is an agreement christianity and return past faith between the ruler and the ruled to govern for the welfare o Revolt of Lanab and Alababan (1625 - 1627); of the ruled. Mandaya revolt miguel lanab. Starve ethnics to surrender  Other liberal ideas that the Filipinos came to learn during o Revolt of Francisco Rivera (1718) - Revolt in this period included the following: cagayan call papa eri pope and king, he told o Equality before the law cagayanos to return the rosary o Freedom of religion o Revolt of Apolinario dela Cruz (1840-1841) o Freedom of assembly o The Moro Resistance in Southern Philippines o Protection of human rights - Constitution denied (1590 -1898) them o Representation in the legislature - Abolished  The early revolts against Spanish rule failed for a number 1837, Filipino people cannot exposed the of reasons (Romero et al, 1978). anomalies  Owing to sectional jealousies, lack of communication in o Sovereignty of the people. the provinces, and absence of national leaderships the  Consequently, many of the Filipino intellectuals started to revolts against Spanish rule did not succeed. wonder at the deplorable conditions of the country. 11  They began to discuss issues on politics and started  Fray Miguel de Bustamante, in his pamphlet entitled, "Si clamoring for reforms from the government. Tandang Basyong Macunat," portrayed the Filipino as an individual with low mental ability, incapable of THE RISE OF THE CLASE MEDIA acquiring European education and fitted only to work in the field and tend a carabao (Zaide, 1994).  The rise of the new middle class or clase media, can be  This kind of attack against the Filipino race intensified the traced to the prosperity of a relatively small class of enmity between the Filipinos and Spaniards, especially mestizos and the principalia or ruling elite who benefited the friars. from the opening of the country to foreign commerce and  Racial discrimination had led them to realize that the trade. Spaniards and the Filipinos were two separate, distinct  Families, which prospered during this time, were able to peoples. send their sons for an education in Europe.  Being educated in Europe, these sons of prosperous SECULARIZATION CONTROVERSY families were able to see the basic difference of European and Filipino societies.  Secularization of parishes was the transfer of the  Moreover, being able to witness the more progressive ministries established by the regular Spanish clergy to the state other countries in the continent, these European- Filipino seculars (Agoncillo, 1990). educated Filipinos became disillusioned with Spain.  This issue cropped up when the Jesuits were expelled  From their ranks emerged Filipino propagandists from the country in 1768. clamoring for change in the Philippines.  Parishes vacated by the Jesuits had to be filled up by Filipino seculars (Schumacher, 1972). LIBERAL REGIME OF CARLOS MA. DELA  The secularization controversy began as a religious issue on the right of the regular and secular priests to  The fall of Queen Isabela and the triumph of liberalism in administer the parishes. Spain in 1869 resulted into the appointment of Carlos Ma.  This issue later on became a racial controversy between Dela Torre as governor-general in the Philippines in the the friars and Filipino secular clergy, as the friars started same year (Zaide, 1994). demanding that the latter were not qualified to administer  With his assumption into office as the chief executive of the parishes (Romero, 1978). the country in 1869, Dela Torre demonstrated his  Leading the Filipino seculars in the struggle was Fr. democratic and liberal philosophy in governing the Pedro Pelaez, an insular, who rose to the position of vicar country. capitular of Manila in 1861 (Anderson, 1969).  He encouraged the aspirations of the reformists and  He led the fight against royal decrees turning secular abolished the censorship of the press. parishes over to the friars.  Reform commissions were set up and public discussions  The controversy became acute when the Jesuits returned took place in the newspapers for the first time. to the Philippines.  To express satisfaction and joy for the leadership of Dela  Parishes under the Filipino priests were taken over by the Torre, some Filipinos serenaded him on the night of July friars, which sparked protests from the former. 12, 1869 (Liberty Serenade of 1869).  With the return of the Jesuits, parishes under Filipino  This development was something the friars did not like regulars in Manila were turned over to the Recollects in  For the first time, the Filipinos were allowed to talk about exchange for the parishes held by the Recollects in freedom and democracy openly. Mindanao.  During his term of office, freedom of speech and of the  Fr. Pelaez appealed to the Queen Isabella II for press, as guaranteed by the Spanish Constitution were ecclesiastical equality between the Spanish regulars and recognized. Filipino seculars (Fabella, 1960).  As a consequence of his liberal policy, Father Burgos and  This was because loss of the Manila parishes would other Filipino clergy were motivated to work for the mean that Filipino seculars would have no hope of Filipinization of parishes throughout the country. becoming parish priests again.  With the restoration of the Spanish monarchy in 1870 and  With the death of Fr. Pelaez in 1863 due to the the return of conservatism in Spain, Dela Torre was earthquake that occurred in the Manila, the struggle for removed from office and replaced by the reactionary equality was temporarily stopped. Rafael de Izquierdo, who boasted that he came to the  Fr. Burgos continued the struggle started by his former Philippines with a cross on one hand and a sword on the professor. other.  He exerted all efforts to defend the Filipino clergy from all RACIAL DISCRIMINATION attacks by the Spanish regulars.  He asserted that Filipino priests were qualified to  Another factor that contributed to the development of administer the parishes. Filipino sense of nationhood was racial discrimination.  He defended the move undertaken by Archbishop  The Spaniards considered Filipinos an inferior race and Gregorio Meliton Martinez in training the Filipino sarcastically called them Indios. seculars to become good parish priests.  Discrimination of the Filipinos was prevalent in the  He appealed to the Spanish Queen togive the Filipino universities and colleges, government offices, church and priests the chance to prove that they can equal the court of justice. Spanish regulars. 12  He argued for secularization in conformity with the canon  In his letter to Ponce, dated April 18, 1889 (National law and the discipline of the church, and the preferential Heroes Commission, 1963), he said... right of the secular clergy to the parishes in the o Without 1872 there would not be now either a Philippines. Plaridel, or Jaena, nor Sanciano, or would their  The secularization controversy led to the unification of the exist brave and generous Filipino colonies in Filipino clergy, which in effect, strengthen their sense of Europe; Without 1872, Rizal would be a Jesuit identity (Romero et al, 1978; Mendez, 1972). now and instead of writing the Noli Me Tangere,  The former religious conflict took on racial overtones would have written the opposite. At the sight of because the friars were Spaniards and the seculars were those injustices and cruelties, while still a child, my true-blooded Filipinos. imagination was awakened and I swore to devote  For the first time, the word Filipino meant not only the myself to avenge one day so many victims, and Filipino Spaniards; now it included the native clergy. with this idea in mind I have been studying and this can be read in all my works and writings. God will CAVITY MUTINY OF 1872 someday give me an opportunity to carry out my promise.,..  On the night of January 20, 1872, a mutiny broke out among Filipino soldiers in the arsenal of Cavite under the leadership of Sgt. La Madrid (Schumacher, 1991).  This mutiny was brought about by the abolition of their exemption from tribute and forced labor by Governor- General Izquierdo, previously enjoyed by Filipino soldiers and workers in the arsenal of Fort San Felipe.  The Spanish authorities took advantage of the situation by arresting liberal-minded Filipinos. I  Nine Filipino priests were deported to Marianas Islands, together with thirteen lawyers and businessmen.  The incident was exaggerated by the Spaniards, particularly the friars, to implicate Fathers Jose Burgos, Mariano Gomez, and Jacinto Zamora, due to their active involvement in the campaign for the secularization of parishes.  These three Filipino priests were executed by garrote for alleged complicity in the rebellion.  The Filipinos deeply resented the execution of Gomburza owing to their innocence of the crime for which they were tried (Zaide, 1994).  They hailed the three Filipino priests as true martyrs of the fatherland.  Their death made the Filipinos realize the need for unity to end their miseries.  The martyrdom of Gomburza was a turning point in Philippine history (Agoncillo, 1990)  It ushered in an era of peaceful campaign for reforms to counter the evils of the Spanish Regime, known in our history as the Propaganda Movement. o The event inspired Filipino patriot for independence RIZAL AND THE CAVITY MUTINY OF 1872  Rizal was still still very young when the mutiny broke out.  Although at his tender age, Rizal was already cognizant of the deplorable conditions of the country.  Originally, his plan was to take up priesthood and become a Jesuit father (De Ocampo, 1969).  When he heard of the martyrdom of the GomBurZa, he changed his mind and swore to dedicate his life to vindicate the victims of Spanish oppression. o Effect of the execution to Rizal he want to dedicate his life  Rizal at that time was only 11 years old. 13