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1 The Life and Works of Jose Rizal

UNIT 1: INTRODUCTION OF LIFE AND WORKS OF RIZAL

1.0 Intended Learning Outcomes

a. Describe the social, political, and economic conditions of the world and the
Philippines during Rizal’s time;
b. Create a diagram of the various social, political, economic, and cultural changes that
occurred in the nineteenth century; and
c. Internalize the importance of Rizal Law (RA 1425) and its provisions.

1.1. Introduction

Unit 1 discourses an overview of the conditions of the world in the 19 th Century,

and a brief summary of Spanish colonization in the Philippines as a background. Students
will use a graphic organizer to map the changes in the 19 th Century Philippines,
categorizing social, political, economic, and cultural changes. Also, this unit highlights the
Rizal Law including its provisions. Comparing and contrasting the views of those in favor
and against Republic Act 1425, considering the context of the 1950s, will be of relevance in
the introduction of Rizal’s life and works.
The activities in this unit will focus on understanding Jose Rizal on the context of
his time, analyzing the changes that occurred in the 19th century, and internalizing the Rizal
Law as an effective edict to instill patriotism among students.

1.2 Topics/Discussion

Activity #1: THEN-AND-NOW. Cut out/print out two (2) pictures which depict a
before-and-after images of any places in the Philippines. One must be a historic photo and
the other is a present-day photograph. Paste them inside the boxes below, and give a short
description.

THEN NOW
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1 The Life and Works of Jose Rizal

1.2.1 The World in the 19th Century

The 19th century was a century of change. It was extremely dynamic and creative
age especially in Europe and the United States. In this age, ideas of freedom, liberty and
equality, and the belief in the sovereignty of the people in determining government
thundered all across Europe (Pangilinan, M.C., 2016).

Six Major Changes of the 19th Century:

A. The struggle for nationalism
B. Gradual spread of democracy
C. Modernization of Living through the Industrial
Revolution
D. Advancement in Science and Technology
E. Growth of Imperialism
F. New Ideas and Confidence for Growth

A. The Struggle for Nationalism

Nationalism is a sense of national consciousness
and an ideology based on the idea that the individual's loyalty and devotion to the nation-
state surpass other individual or group interests.
Throughout the 19th century, many revolted against their rulers. There are two
major upheavals that influenced the thinking and development of the 19th century:
1. American Revolution (1775-1783) - resulted in the complete independence of the
Americans from Great Britain.
Struggle between the Liberals and the Conservatives:
“Liberals” believed a country should be free from domination by another and the
people should enjoy liberty, equality and opportunity. On the other hand,
“Conservatives” supported the “good old days” when monarchs and kings ruled over
their subjects.
Spirit of nationalism spread outside Europe: Canada became a self-governing
nation in 1867, Spain lost its colonies in South America after its subject liberated
themselves for Independence.
2. French Revolution (1779-1789) - ended the absolutism and feudal privileges after
monarchy was overthrown.
The French Revolution was a watershed event in modern European history that
began in 1789 and ended in the late 1790s with the ascent of Napoleon Bonaparte.
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During this period, French citizens razed and redesigned their country’s political
landscape, uprooting centuries-old institutions such as absolute monarchy and the feudal
system. The upheaval was caused by widespread discontent with the French monarchy
and the poor economic policies of King Louis XVI, who met his death by guillotine, as did
his wife Marie Antoinette.
B. Gradual Spread of Democracy
In France, following the establishment of the Third Republic in 1875, laws were
enacted that advanced democracy, such as right of suffrage for everyone.
In England, reforms were passed in the Parliament; new election districts formed,
cabinet system was adopted(House of Commons and House of Lords), slavery abolished
in the colonies.
Outside Europe, Australia adopted secret ballot system and right to vote in 1885;
New Zealand also adopted the right to vote in 1893.
In the United States, Andrew Jackson and Abraham Lincoln were elected by
popular votes. The American Civil War (1860-1865) ended slavery. The American Civil
War was fought between 1861 and 1865 over the issues of slavery and states' rights. While
the Revolution of 1776-1783 created the United States, the Civil War of 1861-1865
determined what kind of nation it would be.
C. Modernization of Living through the Industrial Revolution
The Industrial Revolution, now also known as the First Industrial Revolution, was
the transition to new manufacturing processes in Europe and the United States, in the
period from about 1760 to sometime between 1820 and 1840.
Two major changes in the industries:
1. Shift from manual labor to machine works, and
2. From domestic system to the factory system.
Advantages:
• Coal, iron and steel became basic materials in the industry, which led to the
improvement of the transportation system also brought about by the invention
of steamships, locomotives, automobiles.
• The invention of telephone and telegraph, cable and postal service and
newspaper revolutionized communication.
• Invention of machines resulted in the establishment of factories, towns became
cities, thousands of workers were employed to achieve large scale production.
As a result, commodities became cheaper, standard of living improved, national
wealth increased.
• Encouraged migration as people searched for improved economic, social and
political conditions.
• Steady increased in population as a result of better living conditions,
advancement in medicine and public hygiene.
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1 The Life and Works of Jose Rizal

• Spirit of Nationalism: fostered with the introduction of the new economic

philosophy, “Laisses Faire” (“Let well enough alone” or “hands off”).
Disadvantages:
The new economic conditions however brought about labor problems:
• Disputes between capitalist and labourer over wages, working hours, insurance
benefits and working conditions.
• Response to the growing social problems brought about by the industrial
revolution: Liberals adopted the Laisses-Faire policy; they allowed capitalist to
expand their businesses without restrictions. It resulted to the widening gap bet
the rich and the poor.
• It ushered in the modern era of greenhouse gas pollution and climate change,
that it forced some people into exploitative labor conditions, and that it led to
overcrowded conditions in many cities.
D. Advancement in Science and Technology
The advancement in science and medicine improved public sanitation and health
thereby increasing the average life span of the population.
• Atomic theory formulated by John Dalton
• Element Radium discovered by Marie Curie
• Louise Pasteur discovered the germs that caused diseases in man and animals.
• Robert Koch discovered the infectious diseases causing bacteria called anthrax
and developed an inoculation to prevent its spread.
• Dr. Joseph Lister developed antiseptics to prevent infections.
• Dr. Crawford Long demonstrated the use of anesthesia in surgical operations.
• Dr. William Morton was the first to use ether for painless tooth extraction.
E. Growth of Imperialism
Imperialism is defined as the activity of a nation in extending its control and
authority beyond its territorial boundaries through acquisition of a new territory - the
desire of the civilized nation to rule over weak or backward.
From economic standpoint, imperialism is resorted to for the purpose of securing
raw materials, markets for manufactured goods, outlet for surplus population and fields
of expansion for investment for surplus capital.
From political standpoint, it maybe for the acquisition of regions necessary for
national defense and territories.
For religious standpoint, expansion is an opportunity to spread religious mission.
England emerged as the world’s leading imperialist power. The British people during
the glorious reign of Queen Victoria (1837-1901) proudly asserted that “Britannia Rules
the Waves.” England won in the First Opium war (1840-1842) against Chinese Empire
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under the Manchu dynasty, acquired the island of Hong Kong again in the Second Opium
War (1856-1860) and forced the Manchu Dynasty to cede Kowloon Peninsula.
Other British colonies: India, Pakistan, Bangladesh, Ceylon (Sri Lanka), Burma,
Maldives, Aden, Malaya, Singapore and Egypt. In South Pacific they were able to get
Australia and New Zealand.

Source: https://usingmyhistorydegree.wordpress.com/2016/01/09/in-what-ways-did-british-imperialism-change-
over-the-course-of-the-19th-century/

The photo above depicts the 500 years of European colonialism, in one map. As
European countries established empires in Asia and Africa in the nineteenth century, they
marked their presence in a number of ways. One of the most lasting was their attempt to
imprint their culture onto their colonial subjects, or their cultural imperialism. As a result
of their conquest of much of the world, Europeans believed that they were not merely
militarily superior but culturally superior as well (Beauchamp, 2015).
F. New Ideas and Confidence for Growth
• Democracy made significant gains by several reforms in government and social
relations
• Human rights were extended to people.
• Large sums of money were spent for public education; education for nationalism
was stressed to teach the people of a nation on its own glories and achievements
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• Science received a great boost from businessmen who spent money for research,
invention and discoveries.
• Literature centered on the life of the time as writers wrote about they saw and
experienced.
• Painters and artists painted life as it was all around them ; Musicians and
composers showed their feeling of nationalism in using folk songs and national
themes.

1.2.2 Philippines in the 19th Century

Social Structure
The Filipinos in the 19th century had suffered from feudalistic and master slave
relationship by the Spaniards. Their social structure is ranked into three groups:
A. Highest class – the people that belong in this class include the Spaniards, peninsulares
and the friars. They have the power and authority to rule over the Filipinos. They enjoyed
their positions and do what they want.
• The Spanish officials
• The Peninsulares (Spaniards who
were born in Spain). They held the
most important government jobs, and
made up the smallest number of the
population.
• The Friars are members of any of
certain religious orders of men,
especially the four mendicant orders
(Augustinians, Carmelites,
Dominicans, and Franciscans).
https://scribblingblues.wordpress.com/2011/
B. Middle Class – the people that belongs into 02/01/the-philippines-under-the-frailocracy/
this class includes the natives, mestizos and the
criollos.
• Natives – the pure Filipinos
• The Mestizos are the Filipinos of mixed indigenous Filipino or European or
Chinese ancestry.
C. Lowest Class - this class includes the Filipinos only.
• The Indios are the poor people having pure blood Filipino which ruled by the
Spaniards.

Political System and the Sources of Abuses in the Administrative System

The Spaniards ruled the Filipinos in the 19th century. The Filipinos became the
Spaniard’s slave. The Spaniards claimed their taxes and they worked under the power of
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the Spaniards. Sources of Abuses in the Administrative System (Philippines in the 19th
Century, n.d.):
1. There was an appointment of officials with inferior qualifications, without
dedication of duty and moral strength to resist corruption for material
advancement. Through the power and authority the Spaniards possess, they
collected and wasted the money of the Filipinos.
2. There were too complicated functions to the unions of the church and the state.
3. Manner of obtaining the position.
4. Through the power that the Spaniards possess, they had the right to appoint the
different positions. The appointment of positions is obtained by the highest bidder
which is the Governor-general of the country.
5. Term of office. Term of office or term in office is the length of time a person (usually
a politician) serves in a particular office is dependent on the desire of the King of
the country.
6. Distance of the colony. The Spanish officials traveled to various places and the needs
of the Philippines were ignored. They did not put too much attention to the needs
of the other people. There were inadequate administrative supervisions, they were
unable to face and solve the problems regarding to the Philippines. There were
also overlapping of powers and privileges of officials which made them
competitive.
7. Personal interest over the welfare of the State
8. They were corrupt during the 19th century and the Alcaldias/Alcalde is considered
as the most corrupt over the other corrupts. The Alcaldias/Alcalde includes the
administrators, judges and military commandants. They usually have P25/mo
liberal allowances and privileges to take a certain percentage of money from the
total amount of taxes. There were also monopoly trades or business practices
known as indulto para comerciar.

Economic Development and the Rise of Filipino Nationalism

The country was opened to foreign trade at the end of the 18th century which
resulted in the rapid rise of foreign firms in Manila. This stimulated agricultural
production and export of sugar, rice hemp and tobacco. The number of families which
prospered from foreign commerce and trade were able to send their sons for an education
in Europe. Filipinos who were educated abroad were able to absorb the intellectual
development in Europe.
Factors Contributed to the Development of Filipino Nationalism:
A. Opening of the Philippines to International Trade and the Rise of the Middle Class. Manila
was opened to foreign trade which brought prosperity to the Filipinos and Chinese
mestizo resulting to the existence of middle class.
B. Influx of European Liberalism. Ideas of the enlightened philosophers like John Locke
and Jean Jacques Rosseau, masonry and the French Revolution reached the
Philippines. It also includes liberty, religious freedom, democracy, human rights
such as suffrage, freedom of speech, press and form associations and assemblies.
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C. Opening of the Suez Canal on November 17, 1869. Resulted to: (a) Philippines became
closer to Europe and Spain (b) encouraged European travelers to come to our
country (c) exodus of literal ideas from Europe to the Philippines (d) more educated
and young Filipinos were able to study abroad.
D. Spanish Revolution of 1868 and the Liberal Regime of Carlos Maria Dela Torre(1869-1871).
Glorious September Revolution of 1868: Queen Isabela II was overthrown resulting
to the rise of liberalism in Spain. Generals Juan Prim and Francisco Serrano
appointed dela Torre as the governor-general in the Philippines (true
democrat). Most liberal governor-general walked the streets in civilian clothes and
dismissed his alabaderos (halberdiers) – the governor’s security guards – and went
unescorted.
E. Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and the Execution of
GomBurZa (February 17, 1872). Monarchy was restored in Spain (Prince Amadeo of
Savoy, son of Victor Emmanuel I) ascended the throne in 1870.
April 4, 1871: Isquierdo became the governor-general; “with crucifix in one
hand and a sword in the other” restored press censorship (b) prohibited all talk on
political matters and secularization of the parishes (c) disapproved the
establishment of arts and trades in Manila (d) dismissed natives and mestizos in
the civil and military service.

Cavite Mutiny (January 20, 1872): About 200 Filipino

soldiers and workers in Fort San Felipe mutinied, under the
leadership of Sgt La Madrid; caused by Izquierdo’s
abolition of the exemption of the Filipino workers from
polo and paying tributes; mutineers were able to kill the
fort commander and some soldiers; mutiny leaders and
participants were arrested and shot to death.
GomBurZa (fought for the Filipinization of parishes
and champions of liberalism and humanitarianism). They
were charged of sedition and rebellion due to the false
testimony of Francisco Zaldua (former Bicolano soldier and
was bribed by the Spanish prosecutors to implicate them as
the masterminds of the mutiny). Military Court: three
priests guilty and sentenced them to die by garrote.
https://dimasalanglaonglaan.wordpress.com
/philippines-in-the-19th-century/

1.2.3 The Rizal Law

In 1956, Senator Claro M. Recto filed a measure, which became the original Rizal
Bill, recognizing the need to instill heroism among the youth at the time when the country
was experiencing social turmoil. It was a time when the country was being ravaged by the
Hukbalahap insurgency. The imperialist presence in the form of American influence was
strong in the country's economy and political policies. The communist insurgency was
fought through American guidance and material aid. The 1950s was indeed confusing
times (De Viana, A., et al, 2018).
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This was the period when Recto submitted his bill, calling for a return to patriotic
values enunciated by Filipino heroes like Jose Rizal Under the bill, it shall be obligatory
for college and university students to study the life and works of Jose Rizal. The issuance
of the bill was not welcomed by various quarters The Catholic Church assailed the Rizal
Bill as ant Church because it forces the students to read Rizal's works like the Noli Me
Tangere and El Filibusterismo which contain passages that were anti-Church.
They presented fears that the religious beliefs of the young students would be
harmed by reading Rizal’s works while they were at their formative years. Forcing the
students to read Rizal’s works which have religious overtones would be a violation of the
constitutional freedom of religion and of conscience. The Church made use of lobbyists as
well as priests in opposing the Rizal Bill Among them were Catholic organizations such
as the Accion Catolico which was formerly headed by Senator Francisco "Soc" Rodrigo.
Priests attended and actively participated in the hearings of the Senate.
Many of these priests were foreigners who sought audience with senators to
convince them to oppose the bill. This was a clear interference of the Church on the making
of policies by the State.
Seminars were held across the countryside to oppose the bill. In one seminar, one
of the oppositors,
• Fr. Jesus Cavanna, commented that Rizal's novels belonged to the past and it
would be harmful to read them because they presented a false picture of the
conditions of the country at that time. He also said that out of the 333 pages of the
Noli Me Tangere, there were only 25 patriotic statements compared to 120 anti-
Catholic statements.
• One commentator, Jesus Paredes, said that the novels contain objectionable
matters and Catholics had the right to refuse to read them, so as not to endanger
their faith.
• Another commentator, Narciso Pimentel, offered the speculation that Recto
introduced his Rizal Bill to get back at the Catholic voters, who, together with
President Magsaysay, were responsible for his poor showing in the 1955 elections.
• Lawmakers such as Representative Miguel Cuento and Senator Francisco "Soc"
Rodrigo voiced the opposition of the Church in Congress. Senator Rodrigo
commented that he would not let his teenage son read the Noli Me Tangere and
El Filibusterismo lest he endangers his Catholic faith. He proposed that the
footnoted or annotated versions of the novels be used instead of the
unexpurgated versions required in the Recto Bill.
The Church continued its opposition of the bill by calling all Catholic voters to reject
lawmakers who supported Recto's Rizal Bill. Pastoral letters were read in masses voicing
opposition Bishops threatened to close down Catholic schools if the bill was approved.
Recto, however, stood his ground and dared the Catholic Church to shut down their
schools, knowing that this was only an idle threat since the Catholic learning institutions
were its major source of income. He also rejected Senator Rodrigo's suggestion that the
annotated or edited versions of the Noli Me Tangere and El Filibusterismo should be used
After a month-long standoff, a compromise bill was filed. It was authored by
Senator Jose Laurel and it was based on the proposals of Senators Roseller Lim and
Emmanuel Pelaez. On June 12, 1956, Republic Act No. 1425, better known as the Rizal
Law, came into effect. The law accommodated the objections of the Catholic Church. This
could be seen in the second paragraph of Section 1, allowing students to seek exemption
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1 The Life and Works of Jose Rizal

from reading Rizal's works for religious reasons. To the authors of the original bill, it was
a complete victory but its oppositors felt satisfied that at least they achieved something.
The law, however, still requires the reading of the unexpurgated versions of Rizal's novels.
It also provided the funding of publication of Rizal's works and their distribution to the
countryside (De Viana, A., et al, 2018).

TASK: Read the provisions of RA 1425. It’s accessible at:

https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/

Activity #2: List down the changes that occurred in the Philippines into three
columns/boxes labeled as: “Political Aspect,” “Economic Aspect”, and “Sociocultural
Aspect.” Use a graphic organizer that would best present your concept (20 points).
Criteria: Organization - 5
Summarization - 5
Content – 5

Term Requirement #1: The Rizal Law is more than 50 years old now, and it may need
revisions to make it more relevant. If you are going to revise it, what self-made
provision/s would you add to the said law? Make a presentation to showcase your
answers using PowerPoint Presentation/Prezi/or other software for your slides.

Adopted from:https://www.cville.k12.ky.us/userfiles/1114/classes/10787/powerpoint-rubric.pdf
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1.3 References

Beauchamp, Z. (2015). 500 years of European colonialism, in one animated map. Retrieved from:
https://www.vox.com/2014/5/8/5691954/colonialism-collapse-gif-imperialism
De Viana, A., et al (2018). Jose Rizal: Social Reformer and Patriot. REX Book Store.
Pangilinan, M.C. (2016). Dr. Jose P. Rizal: Life, Works, and Writings. Mindshapers Co., Inc.
Philippines in the 19th Century (n.d.). Retrieved from:
https://dimasalanglaonglaan.wordpress.com/philippines-in-the-19th-century/
Rizal in 19th Century - World Events (2014). Retrieved from
https://www.slideshare.net/hsaloria/rizal-in-19th-century-world-events

1.4 Acknowledgment

The images, tables, figures and information contained in this module were
taken from the references cited above.