Module 1

Introduction: The Rizal Law

Heroes are the source of inspiration for many people. Having

heroes plays historical and cultural significance in every society. They
represent the ideals of people making them people worthy of emulation.
The criteria to be considered as a hero is relative and is diverse,
however, most will agree that a true hero is someone who showed
humility and selflessness in fighting for his convictions that are aimed for
the common good. He is willing to sacrifice anything, even if it means
losing one‟s life, to give what his country deserves. True heroes do not
work to be proclaimed as one and ask for honor and respect. It is the
people who willingly seek to proclaim them heroes.
The Philippines is not as free as we are right now. We were once
held in shackles by colonizers. While we truly owe our cultural heritage
and faith to the Spaniards, we cannot deny the abuses and inequalities
that our ancestors experienced under their 333-year rule. Gratefully, our
heroes made the initiative to fight for our freedom.
One hero made significant impact not just to the Philippines but
also to other parts of the world. His intellectual warfare against the
abuses awakened the patriotic spirit of those who are chained. He is no
other than, the subject of this course, Dr. Jose Protacio Rizal Mercado y
Course Outcome No.1: Alonso Realonda. By studying the life and works of Jose Rizal, we hope
Evaluate the implementation of to find meaning in being a Filipino and take pride in being one. We will be
Republic Act 1425 examining the conditions in the 19th century that stirred the Filipinos to
take steps towards freedom. Further, we will come to realize what it
Learning Objectives: means to become a hero and find what heroic contributions we can do to
answer the needs of the present society.
 Explain the history of
In our first lesson, we shall examine the foundation of this course,
the Rizal Law and its
the Republic Act 1425. After this lesson, the learners are expected to
important provisions
excellently:
 Critically assess the
effectiveness of the  Explain the history of the Rizal Law and its important provisions
Rizal Course  Critically assess the effectiveness of the Rizal Course

The Historical Background of the Rizal Law

Republic Act 1425 famously known as the “Rizal Law” is the
fundamental law mandating educational institutions to include courses on
Guide Questions: the Life Works and Writings of Jose Rizal. The drafting and passing of
1. What is the aim of the Rizal law is definitely a remarkable event in our history. Why was this
Republic Act 1425? law passed? We should consider the circumstances during that time.
2. Why is it mandated
Confusion and uncertainty prevailed during the 1950s because of the
following conditions:
in all educational
institutions? 1. Hukbalahap insurgency is scourging the country.
3. What were the
2. Intense American influence in the Philippines’ economic and political
conditions of the policies.
country that motivated
the passing of the
A. Parity rights enforced in the Philippine constitution by the Bell
Trade Act of 1947 gave Americans equal rights to Filipinos in exploiting
Rizal bill?
the country‟s natural resources.
4. What are the
B. In 1956, the Laurel-Langley Agreement guaranteed the free
arguments of the
entry of American goods in the Philippines, thus, increasing inclination of
opposition? Filipinos to imported products.
3. To hold the spread of communism, the Philippines became part of the
global network which led to the mutual defense agreement with the
United States and participation to the Southeast Asia Treaty
Organization (SEATO).
4. The Philippines was internally struggling with corrupt party politics and rampant political
corruption.
Senator Claro M. Recto saw the need to return to the patriotic values exemplified by Filipino
heroes like Jose Rizal, hence, urging him to pass he Rizal bill as its original author. Recto‟s original
bill made the study of life and works of Jose Rizal compulsory for college and university students.
However, this was not supported by all sectors. The Catholic Church was one of the strongest
opposition. It considered the Rizal Bill as anti-church for it forced the students to read Rizal‟s
writings like the Noli Me Tangere and El Filibusterismo which contain anti-church passages. The
enforced study of these works would then be a violation of the constitutional freedom of religion and
of conscience. They argued that this may harm the religious beliefs of the young Filipinos while they
were at their formative years.
The opposition was persistent seen through the clear interference of the church on the
decision making of the state. Lobbyists and priests were the instruments of the Catholic Church in
expressing its defiance of the bill. Catholic organizations like the Accion Catolico, formerly headed
by Senator Francisco “Soc” Rodrigo, attended Senate hearings. Foreign interference in the
Philippines‟ internal affairs also prevailed since several foreign priests attended the hearings.
Various seminars were held around the country to spread the arguments of the opposition.
Radio commentator and former Cong. Jesus Paredes (Abra) said that Rizal‟s novels contained
objectionable matter. He further stated “that Catholics had the right to refuse to read them as it
would endanger their salvation.” Fr. Jesus Cavanna argued that Rizal‟s novels are products of the
past which might present a false picture of the country‟s situation at the time, thus, presenting a
potential threat to one‟s faith. He added that out of the 333 pages of the Noli Me Tangere, there
were only 25 patriotic statements compared to the 120 anti-Catholic statements. Politics was
suspected by Narciso Pimentel as a driving force in Recto‟s drafting of the Rizal bill. Pimentel
believed that the Catholic Churh is responsible for Recto‟s poor showing in the 1955 elections,so,
the bill was passed as a punishment.
The Church persistently opposed the bill by urging all Catholic to reject lawmakers who
supported the Rizal Bill. Pastoral letters were in masses expressing disapproval. If the bill would be
approved, bishops threatened to close all Catholic schools. Recto thought it was an idle threat since
these learning institutions were its major source of income. As a result, he stood his ground and
dared the Catholic Church to do its threat.
There are also lawmakers who opposed the bill. Senator Francisco “Soc” Rodrigo said that
he would not let his teenage son read the Noli Me Tangere and El Filibusterismo lest he endangers
his Catholic faith. Moreso, he proposes that footnoted or annotated versions of the novel be used
instead of the unexpurgated version mandated by the bill. However, this was rejected by Recto.
After a month of standoff, a compromise bill was filed by Senator Jose Laurel which was
based on the proposals of Senator Roseller Lim and Emmanuel Pelaez. Finally, Republic Act No.
1425 known as the “Rizal Law” came into effect on June 12, 1956. The law accommodated the
suggestions of the opposition which can be seen in the second paragraph of Section 1 allowing the
students to to seek exemption from reading Rizal‟s works for religious reasons. To the opposition, it
was a complete victory but its proponents felt satisfied at least they achieved something. However,
the law still requires the reading of the unexpurgated versions of Rizal‟s novels. It also provided
funding of the publication of Rizal‟s works and their distribution in the countryside. It was, however,
a one-time appropriation and provision for future publication was not given. Presently, the Rizal Law
is more than 50 years old now and it may need revision to make it more relevant.
Source: Constantino, R. and Constantino,L. (1978). The Philippine a Continuing Past. Quezon City:
Foundation for Nationalist Studies

Additional Readings:
Read the article by Quennie Anne J. Palaflox posted in the National Historical Commission of the
Philippines website through the link https://nhcp.gov.ph/historical-context-and-legal-basis-of-rizal-
day-and-other-memorials-in-honor-of-jose-rizal/
 REPUBLIC ACT NO. 1425
House Bill No. 5561
Senate Bill No. 438

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

Source: Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956 retrieved from
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/

Reflection:

1. Do you agree with the goals of Republic Act 1425? Why or why not?

2. Has the Rizal law achieved its aims over the years since its implementation?

Learning Activities:

Activity No. 1

Enumerate and discuss the stances of the opposition and proponents of the Rizal Law
through a table. Then, answer this question: If you were a lawmwaker at the time, which stand will
you take? Write a speech expressing your position.

Rubrics for Written Speech:

SKILLS 4 3 2 1
Clear and convincing Clear use of facts and Partially clear use of facts and Confusing or incomplete facts
Research command of facts and information with partially information with limited or with little and/or confusing
Analysis information with insightful developed explanations in incomplete explanations to explanations as to how the facts
(x3) explanations that help to support of the speaker’s ideas support the speaker’s ideas or support the speaker’s ideas or
illustrate the speaker’s ideas or arguments. At least six arguments. At least five arguments. At least four sources
and arguments. At least six sources are incorporated into sources are incorporated into are incorporated into the speech.
sources are incorporated into the speech. the speech.
the speech. All six sources are
used to strengthen the
persuasive argument.
Clearly and logically organized Clear attempt at organization Some inconsistencies in A lack of organization makes it
speech with an engaging with a beginning, middle, and organization and/or a lack of difficult to follow the speaker’s
Organization introduction, a logically end and an attempt to use sustained focus throughout the ideas; speech may be too
(x3) sequenced body with transitions speech with inconsistently conversational and may ramble
appropriate transitions, and a used transitions without a clear beginning, middle,
clear and convincing or end
conclusion.
Uses sophisticated and varied Uses appropriate language Use words that may be Inappropriate use of language
language that is suited to the and word choice, but with less unsuited to the topic, audience distracts the audience because it
Language topic and audience; word sophistication, expressiveness or purpose of the speech; word is too informal or too imprecise
(x2) choice is concise, original, and and/or originality choice lacks originality and given the topic and purpose of
effectively conveys the fails to convey an appropriate the speech
appropriate tone given the tone for the speech
purpose of the speech
Artfully incorporates at least six Incorporates at least six Incorporates at least five Incorporates four or fewer tropes
different tropes or schemes to different tropes or schemes to different tropes or schemes to or schemes to persuade the
Tropes and persuade the target audience. persuade the target audience persuade the target audience. target audience.
Schemes Tropes and schemes are fluidly
(x2) and naturally scattered
throughout the speech and aid
in the persuasive argument.
Usage does not feel forced.
Grammar and No spelling, punctuation, Some minor spelling, Multiple spelling, punctuation, Numerous spelling, punctuation,
Conventions capitalization, grammar or punctuation, capitalization, capitalization, grammar or capitalization, grammar or usage
(x2) usage errors. grammar or usage errors; usage errors; mechanical errors which distract reader.
Written in an artful style with some sentence variety; a few errors do not disrupt flow of Numerous errors in MLA
sentence variety. No MLA errors in MLA formatting. ideas. Some errors in MLA formatting.
 formatting errors. formatting.
Activity No. 2

Write a critique of the approved Rizal Law. Identify parts which you believe need
improvement and give your proposed clause for it to effectively answer the needs of the present
society.

Rubrics:

Criteria Description Percentage

It should demonstrate clarity,
complexity, perceptiveness,
Overall Quality of Analysis originality and depth of thought
about the topic. Further, it shall 25%
provide excellent evaluation of
the law‟s strengths and
weaknesses.
Exhibits command of focus,
coherent organization and
Support of Analysis interesting development of the 25%
topic with carefully chosen
details, examples and arguments
Critique shall be very well
organized containing an
introduction, body paragraphs
Organization and Content and conclusion which are 25%
coherent and organized
according to an obvious pattern of
argument.
Clear, concise sentences which
avoids grammatical errors.
Grammar and Mechanics
Citations and references shall be 25%
included, if there are any.
Total 100%
 Module 2
The 19 Century: Rizal’s Context
th

“Man is partly the product of his time. His life and his message
are affected by his environment and the event that take place in the
world he lives in.”
The conditions and culture of man‟s environment contributes
significantly to the development of his character and principles. Indeed,
no man is an island for an individual co-exist with the society he/she
lives in. A society shapes an individual and, in turn, man contributes to
the society.
In his work „Politics,‟ Aristotle (384 – 322 BCE) explained how
virtuous lives of individual citizens are supported by the political
community itself. He believed that achieving virtue and acquiring a
sense of self-identity require social interaction and working with others.
Being a member of society (using his term,”the city”) is the natural state
of man. Humans are, by nature, social creatures who live in groups, and
life in a community (the city) is necessary for a complete human life.
Note that for Aristotle, “the city” represents the pinnacle of societal
structure; it starts with families, families form villages, and villages grow
to become cities, the centers of culture. A community then precedes an
Course Outcome No.2: individual is plain, for if an individual is not in himself sufficient to
Discuss Jose Rizal’s compose a perfect government, he is to a community as other parts are
Life within the context to a whole.
of the 19th Century
Philippines It is prerogative to know and analyze the historical background
Learning Objectives: of the world and the Philippines during Dr. Jose Rizal‟s time in order to
understand and appreciate his life. The 19th century when he lived was
 Appraise the link
a century of ferment caused by the changes in history. In Asia, Europe
between individual
and the society and the Americas, events surged inevitably like sea tides significantly
 Analyze the various affecting the lives and fortunes of mankind.
social, political,
economic, and Reference:: https://courses.lumenlearning.com/atd-pima-
cultural changes philosophy/chapter/6-1-the-individual-and-society/
that occurred in the
19th century

Additional Readings:
Guide Questions:
1. What were the To supplement comprehension on the link between individual
events in Europe and the society read the following article:
that significantly
Hosain, F. and Ali, M. (2014). Relation between Individual and
affected the Society. Open Journal of Social Scences,2, 130-137
Philippines?
2. How can we Retrieved through https://file.scirp.org/Html/8-
describe the world 1760197_49227.htm
and the Philippines
during the 19th
century? THE WORLD DURING RIZAL’S TIME

In this section, we will be exploring the important events that

took place during Rizal‟s time. This will give us a comprehensive picture
of his context which will facilitate our understanding of his life and works.

Two European countries succeeded in unifying their countries during Rizal‟s time namely
Italy and Greece. The Italians under the leadership of Camillo Benso, count di Cavour and
Giuseppe Garibaldi and his army of “Red Shirts” drove out the Austrians and French Armies from
Italy and proclaimed the Kingdom of Italy under King Victor Emmanuel, with Rome as capital city.
Otto von Bismarck, the „Iron Chancellor‟, led the Prussians in beating France in the Franco-Prussian
War and established the German Empire on January 18, 1871, with King Wilhelm of Prussia as first
Kaiser of German Empire. With his defeat in the Franco-Prussian War, Emperor Napoleon III‟s
Second French Empire collapsed, and over its ruins, the Third French Republic arose, with Adolph
Thiers as the first president.

The time of Rizal saw the bloom of Western Imperialism. England became the world‟s
leading imperialist power. On account of her invincible navy and magnificent army, she was able to
conquer many countries throughout the world. During the glorious reign of Queen Victoria (1837-
1860), the British people proudly proclaimed: “Britannia rules the waves.” England acquired the
island of Hong Kong (Fragrant Harbor) through its victory in the First Opium War (1840-18420)
against the tottering Chinese Empire under the Manchu dynasty. In the Second Opium War (1856-
1860), she won again and forced the helpless Manchu dynasty to yield the Kowloon Peninsula. The
successful suppression of the Indian Rebellion and fall of the Mogul Empire led to her proclamation
of her raj (rule) over the subcontinent of India (now consisting of India, Pakistan and Bangladesh).
England also conquered Burma through winning the Three Anglo-Burmese Wars (1824-1826, 1852
and 1885). Further, many lands in Asia became its colony specifically Ceylon, Maldives, Aden,
Malaya, Singapore and Egypt. Australia and New Zealand in the South Pacific also became British
colonies.

Inspired by the British example, other imperialists colonize the weak countries in Southeast
Asia. In 1858-1863, France, aided by Filipino troops under Spanish officers, conquered Vietnam;
annexed Cambodia (1863); and Laos (1893); and merged all these countries into a federated
colony named French Indochina. After driving away the Portuguese and Spaniards from the East
Indies in the 17th century, colonized this vast and rich archipelago and named it the Netherlands
East Indies (now Indonesia).

An American troop commanded by Commodore Matthew C. Perry re-opened Japan to the

world on July 8, 1853. This event ended Japan‟s 214-year old isolation from 1639 to 1853.
Subsequently, Emperor Meiji (Mutsuhito) modernized the country by opening its doors to Western
influences, including imperialism. No sooner had Japan strengthened her navy and army along
Western lines, when she, joining the Western imperialist powers, started her imperialist career by
fighting weak China in the Sino-Japanese War (1894-1895) and conquered Formosa and
Pescadores. Later, she annexed Korea in 1910.

At the time of Rizal‟s birth, Philippines is still a colony of Spain. However, during that time,
most of Spain‟s colony in Central and South America like Mexico, Chile, Argentina, Venezuela,
Colombia, Ecuador, Peru, Nicaragua, El Salvador, Honduras and others have already gained their
independence from Spain through revolution. The Philippines was one of Spain‟s remaining
Spanish colonies alongside Cuba, Puerto Rico, and the Spanish Sahara. With the exception of the
last colony, the Philippines was the largest. In terms of natural resources and trade potential, the
Philippines was the richest.

The 19th century was also a time of radical transformations. The Age of Enlightenment
reached its zenith in France culminating the Revolution of 1789. In this age, ideas and freedom,
liberty and equality and the belief in the sovereignty of people in determining government spread all
across Europe. The monarchy of King Louis XVI was toppled by the French Revolution which led to
the creation of the French Republic. Though France was to slide back to monarchy following the
establishment of Napoleon Bonaparte‟s French Empire in 1804 and the restoration of Bourbon
dynasty in 1814, the ideas of French Philosophes such as Jean Jacques Rosseau, Baron de
Montesquieu, Jean Marie Arouet (Voltaire), as well as, the Englishman John Locke would spread
around the world like a conflagration. After this, the world will never be the same again.
 THE PHILIPPINES OF RIZAL’S TIME

During the times of Rizal, the sinister shadows of Spain‟s decadence darkened Philippine
skies. The Filipino people agonized beneath the yoke of Spanish misrule, for they were unfortunate
victims of the evils of an unjust, bigoted and deteriorating colonial power.

Instability of colonial administration

During Napoleon‟s time (1804-1814), Spain was part of France‟s alliance against Britain in
the Continental System. Nations in alliance with France tried to starve out Great Britain through a
trade embargo. When this alliance weakened, Napoleon invaded Spain in 1808 and forced King
Charles VI to abdicate in favor of his son who became Ferdinand VII. When Ferdinand proved to be
unsatisfactory to his demand, Napoleon replaced him with his own brother Joseph. The Spanish
people refused to accept Joseph and rallied around Ferdinand VII as their legitimate king. The
Spaniards resisted the French forces which triggered the first guerilla war. This event is the origin of
the word “guerilla” which means “little war.”

The Spanish patriots retreated and formed a government in southern Spain in the city of
Cadiz. Many of these patriots were liberals who believed in the sharing of political power. In order to
gain support from the liberals, King Ferdinand VII, who was a believer in the divine right of the king,
agreed to share political power by establishing a parliament called Cortes. The Cortes originated
from the Junta Central established by the Spanish liberals. They believed in the concepts of Natural
Rights of Man, Constitutionalism and Rights to Personal Property. A constitution was drafted to
define powers of the government called the Constitution of Cadiz.

After the withdrawal of the French from Spain, Ferdinand VII reassumed absolute political
power and abolished the Cortes. He believed that the body encroached on the powers that solely
belong to him. The decision was an unpopular one as Spanish American colonies, which already
started their fight for freedom, now wanted independence. By 1824, Latin America was freed from
Spanish rule with the battle of Ayacucho which means the loss of all its colonies from Mexico to
Argentina.

Instead of leaving for America to fight the rebels, a small group of soldiers revolted against
the monarchy in January 1820. This forced Ferdinand to restore the Cadiz Constitution of 1812 on
March 9, 1820. The Cortes was reconvened but the brief period of the liberals was short-lived as
the King appealed to his Bourbon cousins in France to invade Spain and defeat the liberals. A
French army invaded Spain and restored King Ferdinand‟s power in 1823 after executing Rafael de
Riego and other leader of the liberals.

Ferdinand ruled with an iron fist until he died in 1833. His wife Maria Cristina rules as regent
for her daughter who would become Isabella II. The rule of Queen Isabella II was characterized by
decadence and mismanagement.

These events resulted to instability of Spanish politics. The turbulent reign of Ferdinand VII
marked the beginning of political chaos in Spain. Due to the opposing forces of despotism and
liberalism and explosion of Carlist Wars, the Spanish government underwent frequent changes.
From 1834 to 1862, Spain had adopted four constitutions, elected 28 parliaments and installed no
less than 529 ministers with portfolios; followed in subsequent years by party strifes, revolutions,
and other political upheavals.

This political instability in Spain adversely affected Philippines affairs because it brought
about frequent periodic shifts in colonial policies and a periodic rigodon of colonial officials. For
instance, from 1835 to 1897, the Philippines was ruled by 50 governors general, each serving an
average term of only one year and three months. At one time- from December 1853 to November
1854- a period of less than a year, there were four governors-general.

To illustrate the confusing instability of Spanish politics and its inimical effect, an anecdote
was told as follows: In the year 1850, a Spanish jurist, who was appointed oidor (magistrate) of the
Royal Audiencia of Manila, left Madrid with his whole family and took the longer route via Cape
Good Hope, arriving in Manila after a leisurely trip of about six months. Much to his surprise and
discomfiture, he found out that another jurist was already occupying his position. During the six
months that he was leisurely cruising the sea, the ministry which appointed him fell in Madrid, and
the succeeding ministry named his successor. And this new jurist travelled faster, taking the shorter
route via the Isthmus of Suez Canal and reached Manila earlier.

The frequent change of colonial officials, hampered the political and economic development
of the Philippines. Hardly had one governor-general begun his administration when he was soon
replaced by his successor. Naturally, no chief executive, no matter how able and energetic he was,
could accomplish much for the colony.

Philippine Representation in the Spanish Cortes

To win the support of her overseas colonies during the Napoleonic invasion, Spain granted
them representation in the parliament called Cortes. The Cadiz Constitution of 1812 had a novel
feature of allowing Spanish colonies to be represented in the Cortes. By doing this, Filipinos as well
as other people of the colonies were considered as „citizens‟ of Spain who has the same rights with
those people from the Peninsula. The Philippines experienced her first period of representation in
the Cortes from 1810 to 1813. Ventura de los Reyes, a rich merchant from Manila, was chosen to
represent the Philippines. History reveals that upon his arrival in Cadiz, Ventura de los Reyes took
an active part in drafting the Cadiz Constitution, Spain‟s first democratic constitution, and became
one of its 184 signers. The reforms include in the said constitutions were the abolition of forced
labor, equality of all citizens, abolition of all monopolies including the galleon trade and the
establishment of free trade. It also guaranteed freedom of expression, press and religion.

The first period of Philippine representation in the Cortes (1810-1813) was indeed fruitful
which brought beneficial results for the welfare of the colony. However, the second period (1820-
1823) and third period (1834-1837) of representation were less fruitful because the Philippine
delegates were not as energetic and devoted in parliament as De los Reyes.

The Cortes was dissolved when Ferdinand VII reclaimed absolute power. He died in 1833
and his wife Maria Cristina ruled as regent for her daughter Isabella II. Maria Cristina was forced to
come to terms with liberal elements by agreeing to reconvene the Cortes. During this time, the body
held a secret session in which it was decided that the Philippines should not be accorded
representation Instead, it was placed under the Overseas Ministry. The representation of overseas
colonies was unfortunately abolished in 1837. Since then, the condition in the Philippines worsened
because there was no means by which Filipinos could expose the anomalies perpetuated by the
colonial officials. Many Filipino patriots valiantly pleaded for the restoration of Philippine
representation in the Cortes. One of them, the silver-tongued Graciano Lopez Jaena, implored in
sonorous Castillan on October 12, 1883, during the 391st anniversary of the discovery of America by
Columbus in Madrid: “We want representation in the legislative chamber so that our aspirations may
be known to the mother country and its government.” Unfortunately, Spain ignored the fervent plea
of Lopez Jaena and his compatriots. Their grievance was embittered by the fact that Cuba and
Puerto Rico were granted representation in the Cortes by the Spanish Constitution of 1876.

Corrupt Colonial Officials

With few exceptions, the colonial officials (governors-general, judges, provincial executives,
etc.) were a far cry from their predecessors of the 16th, 17th and 18th centuries. They were either
highly corrupt, incompetent, cruel or venal. Apparently, they symbolized the decadent Spain of the
19th century- not the Spain of Siglo de Oro which produced Miguel de Cervantes, Lope de Vega,
Calderon de la Barca, El Greco (Domenico Theotocopuli), Velasquez, St. Theresa de Avila and
other glories of the Hispanic nation.
 To name some we have the following officials:

A. General Rafael de Izquierdo (1871-1873)- executed the innocent Fathers Mariano Gomez, Jose
Burgos, and Jacinto Zamora, the “Martyrs of 1872.”

B. Admiral Jose Malcampo (1874-1877)- Izquierdo‟s successor who was a Moro fighter but wan
inept and weak administrator

C. General Fernando Primo de Rivera (1880-1883 and 1897-1898)- enriched himself by accepting
bribes from gambling Casinos in Manila which he scandalously permitted to operate

D. General Valeriano Weyler (1888-1891)- received huge bribes and gifts of diamonds for his wife
from wealthy Chinese who evaded the anti-Chinese law

-brutally persecuted the tenants of Calamba, particularly the family of Dr. Jose Rizal

After the loss of Latin American colonies, numerous job-seekers and penniless Spanish
sycophants came to the Philippines where they became judges, provincial executives, army officers
and empleados (government employees). They were either relatives or proteges of civil officials and
friars. They became rich by illegal means or by marrying heiress of rich Filipino families. Believing in
the superiority of their alien white skin and tall noses, they conducted themselves with arrogance
and superciliousness.

Human Rights Denied to the Filipinos

The Spaniards enjoyed freedom of speech, press, association and other human rights
(except freedom of religion) since the adoption of the Spanish Constitution of 1812. They diligently
guarded these rights so that no monarch tried to eradicate them.

However, the Spanish authorities who cherished these human rights denied such to the
Filipinos. This clear inequality and inconsistency was lamented by Sinibaldo de Mas, a Spanish
economist and diplomat, in his writings in 1843: “Why do we fall into an anomaly, such as
combining our claim for liberty for ourselves, and our wish to impose our law on remote peoples?
Why do we deny to others the benefit which we desire for our Fatherland?”

No Equality Before the Law

As early as 16th century, the Spanish missionaries introduced Christianity in the Philippines
as well as its teachings on the equality among all men irrespective of race and skin color-that we
are all brothers as children of God. Captivated by these noble teachings of good human relations,
Filipinos converted to Christianity (except from the people of the hinterlands in Luzon and the
Visayas and Mindanao).

However, the Spanish colonial authorities did not practice Christ‟s teachings of brotherhood
among people especially during the last decades of Hispanic rule. They arrogantly considered their
white race as superiors and the brown-skinned Filipinos as inferiors. For them, as imperialists,
Filipinos and Spaniards may be equal in the eyes of God but certainly not before the law.

The legal inequality expressed in the Spanish Penal Code, which imposed heavier
punishment on native Filipinos or mestizos than the white-complexioned Spaniards, was naturally
hated by the Filipinos. Ferdinand Blumentritt once wrote to Rizal in 1887: “The provision of the
Penal Code that a heavier penalty will be imposed on the Indio or mestizo irritates me exceedingly,
because it signifies that every person not born white is in fact a latent criminal. This is a very great
injustice that seems enormous and unjust for being embodied in law.”

Maladministration of Justice

During the time of Rizal, the courts of justice in the Philippines were „courts of injustice‟ since
they are notoriously corrupt. The Spanish judges, fiscals and other court officials were incompetent,
venal and often ignorant of law.
 The process of gaining justice is definitely costly and slow. Most of the time, the amount
spent in a simple lawsuit exceeds the value of the property at issue, thus, litigants found themselves
impoverished in the end of a long tussle. Determinants of achieving victory in cases include wealth,
social prestige and skin color. A rich man or Spaniard can easily win a case even if the heavy
evidences are presented.

John Foreman, a British eyewitness of the last years of Spanish reign in the Philippines,
related:

It was hard to get the judgment executed as it was to win a case. Even when the
question at issue was supposed to be settled, a defect in the sentence could always be
concocted to reopen the whole affair. If the case had been tried and judgment given,
under the Civil Code, a way was found to convert it into a Criminal Code, a flaw could
be discovered under the Laws of the Indies, or the Siete Partidas, or the Roman Law, or
the Novisima Recopilacion, or the Antigo Fueros, Decrees, Royal Orders, Ordenanzas
del Buen Gobierno, and so forth, by which the case could be reopened.

The infamous case of Juan de la Cruz (1886-1898) is one of the occurrences of

maladministration of justice. Two men were brutally killed in their sleep at the waterfront of Cavite
on the night of June 7, 1886. The next day, Juan de la Cruz, a coxswain of motor launch, was
arrested on the mere suspicion of executing the murder. He suffered for twelve years as a prisoner
in Cavite without proper trial and investigation. When the Americans landed in Cavite after the
Battle of Manila Bay on May 1, 1898, they found him still in jail anticipating for a trial.

Racial Discrimination

As we have discussed earlier, the Spaniards did not practice the Christian doctrine of
equality among all men. Spaniards and their mestizos mockingly called the brown-skinned and flat-
nosed Filipinos “indios.” As a response, Filipinos resentfully dubbed their pale-complexioned
detractors with the disparaging term “bangus.” During this time, a white skin and high nose is a
symbol of superiority in the society. Therefore, no matter how imprudent these people are, they still
enjoyed political and social prestige. Racial prejudice was rampant everywhere- in government
offices, in the courts of justice, in the social circles, and even in the educational institutions and
ecclesiastical hierarchy.

Father Jose Burgos, one of the shining stars of Filipino clergy, grieved the Spanish
misconception that a man‟s worth is dependent on the color of his skin, height of his nose, the color
of his hair and shape of his skull. He complained on the lack of opportunities for educated young
Filipinos to serve God and the country. He lamented: “Why for instance shall a young man strive to
rise in the profession of law or theology, when he can vision no future for himself save that of
obscurity and jaunty unconcern? What Filipino will aspire to the seat of the wise and will devote
sleepless nights to such an ideal, when he clearly sees that his noblest feelings are crushed down
in the unwelcome atmosphere of contumely and oblivion, and when he knows that among the
privileged few only are dispensed the sinecures of honor and profit.”

Frailocracy

Due to the Spanish political philosophy of the union of Church and State, a unique
government was conceived in the Hispanic Philippines called “frailocracy” (frailocracia), so named
because it was a “government by friars.” From the days of Spanish conquest, the friars
(Augustinians, Dominicans and Franciscans) took over the religious and educational life in the
Philippines, and eventually, in the 19th century they gained massive political power, influence and
riches.

The friars ruled the Philippines through its heavy influence in the civil government. Friars
controlled the colonial authorities, from the governor-general down to the alcaldes mayor. Almost
every town in the Philippines, except in the unpacified Islamic Mindanao and in the pagan
hinterlands, was ruled by a friar curate. Aside from his priestly duties, the friar was the supervisor of
local elections, the inspector of schools and taxes, the arbiter of morals, the censor of books and
comedias, the superintendent of public works and the guardian of peace and order. His political
influence is so great that he could send a patriotic Filipino to jail or condemn him as a filibustero
(traitor) to be exiled to a distant place or worse be executed as an enemy of God and Spain.

Frailocracy was both a boon and a bane. Its negative side was darkly portrayed by Rizal and
his contemporaries by way of retaliation against certain evil-hearted friars who persecuted them.
Nevertheless, frailocracy is no just about the bad face. Its positive contributions should also be
known. Dr. Jose P. Laurel gave his felicitous opinion on this: “It would be a gross ingratitude on the
part of the Filipinos to be conscious only of the abuses of the friars, and close their eyes to the
beneficent influences of the ecclesiastical element on the life of the Filipinos.”

Haciendas owned by the friars

The wealthiest landlords during Rizal‟s time were the Spanish friars belonging to different
religious orders since they owned the best haciendas. The rural folks resented the loss of the lands
owned by their ancestors since the pre-Spanish period. Sadly, they became tenants who cultivated
these lands generation after generation. These friar lands became the centers of agrarian
insurgencies, in as much as the Filipino tenants regarded the friar owners as usurpers of ancestral
lands. Nonetheless, the friars were the legal owners in the eyes of the law for they acquired royal
titles of ownership from the Spanish monarch.

As early as 1768, realizing the harm that friar-owned haciendas may cause to Filipino-
Spanish relations, Governor Anda suggested to the Madrid government the sale of the friar lands.
Unfortunately, this excellent solution was not heeded.

Rizal believed that one of the causes of economic stagnation in the Hispanic Philippines is
the friar ownership of the productive lands. In his famous essay “Sobre la Indolencia de los
Filipinos” (Indolence of the Filipinos), he wrote:

The fact that the best plantations, the best tracts of lands in some provinces… are in the land of
religious corporations… is one of the reasons why many towns do not progress inspite of the
efforts of their inhabitants. We will be met with the objection, as an argument on the other side,
that those which do not belong to them. They surely are! Just as their brethren in Europe, in
founding their convents, knew how to select the best valley, the best uplands for the cultivation of
the vine or the production of beer, so also the Philippine monks have known how to select the
best towns, the beautiful plains, the well-watered fields, to make of them rich plantations. For
some time the friars have deceived many by making them believe that if these plantations were
prospering, it was because they were under their care, and the indolence of the natives was thus
emphasized; but they forgot that in some provinces where they have not been able to get
possession of the best tracts of land, their plantations, like Bauan and Liang, are inferior to Taal,
Balayan and Lipa, regions cultivated entirely by the natives without any monkish interference
whatsoever.

Forced Labor

Polo y servicio or polo was the compulsory labor imposed by the Spaniards on adult Filipino
males in the construction of public works like churches, hospitals, building and repair of roads and
bridges, building of ships in the shipyard and others.

Initially, Filipino males aged 16 to 60 years old were required to render forced labor for 40
days a year. Later, the Royal Decree of July 12, 1883, implemented by the New Regulations
promulgated by the Council of State of February 3, 1885, increased the minimum age of the
polistas from 16 to 18 years old and reduced the days of labor from 40 to 15 days. The Royal
Decree also mandated all male Spanish residents from 18 to 60 years old to render the polo, but
this certain provision was never executed in the Philippines for obvious reasons. Thus, only the
brown-skinned Filipinos did the dirty job. The well-to-do, however, were able to escape by paying
the falla, the money paid to the government for exemption from the polo.

The abuses connected with this system made the Filipinos come to hate it. First, the white
Spanish residents, contrary to law, were not recruited by the authorities to do the polo. Second,
according to law, the Filipino polistas should receive a daily stipend of two pesetas (50 centavos)
but actually received only a part of the said amount and worse, they got nothing. Third, the annual
forced labor caused inconvenience and discomfort to the Filipinos since their works in farms and
shops are oftentimes disturbed and they were sometimes obliged to work in construction projects
far from their homes.

Dr. Jose Rizal narrated a true incident suffered from the forced labor:

In the town of Los Baňos a hospital was built by laborers snatched from all the
towns of the province. Each laborer forced by authorities was paid eight cuartos
(five centavos) daily, the ordinary wage being two pesetas or four peales fuertes.
In addition, sales and charity bazaars were held to defray the cost of the
buildings. The architect was a Franciscan brother. The hospital was erected, a
palace of the captain general was constructed, agriculture and the towns suffered
for their construction. Why are the people who pay their taxes compelled to work
gratis? Why do they pay taxes if they are not going to be allowed to live with their
families? Do they pay taxes so that they will be enslaved? Will the money of the
taxpayer be used to hire petty tyrants and not to attend the demands of society?
What? Is the Spanish flag perchance the flag of the slave trade?

The Guardia Civil

Royal Decree of February 12, 1852, as amended by the Royal decree of March 24, 1888,
formed the Guardia Civil (Constabulary). The purpose of the Guardia Civil is the preservation of
internal peace and order in the Philippines. This was patterned after the well-known and well-
disciplined Guardia Civil of Spain.

Guardia Civil in the Philippines had executed commendable services in suppressing bandits
in the provinces. However, this authority later became a symbol of abuse. They have maltreated
innocent people, robbing their carabaos, chickens and valuable belongings, and raped helpless
women. Unlike the respected and admired Guardia Civil of Spain, both officers (Spaniards) and
men (natives) in the Philippines were ill-trained and undisciplined.

Rizal is a witness of the hideous acts committed by the Guardia Civil on the people of
Calamba. He himself and his mother experienced the cruelties of the lieutenant of the Guardia Civil.
It was natural for him to direct his stinging satire against the hated Guardia Civil. Through Elias in
his novel Noli Me Tangere, Rizal exposed the Guardia Civil as a bunch of ruthless ruffians good
only “for disturbing the peace” and “persecuting honest men.”

References:

De Viana, A. (2012). Jose Rizal in Our Time: A Guide for the Better Understanding of the Philippines’
Foremost National Hero. Revised Edition. Books Atbp. Publishing Corp. p.25-26

Zaide, G. and Zaide, S. (1994). Jose Rizal: Life, Works, and Writings of Genius, Writer, Scientist and
National Hero. All-Nations Publishing Co.,Inc.

Reflection:

1. What do you think is the foremost reason of the drastic changes in the 19th Century?

2. Why did Aristole say that self-identity is acquired through social interaction?

3. Why did Spain deny Philippine representation in the Spanish Cortes when, in fact, it has granted
that right to other colonies namely Cuba and Puerto Rico in the Spanish Constitution of 1876?

Learning Activities:

Activity No. 1
 In long bondpaper, create a poster showing the relationship between an individual and the
society. Then, give a comprehensive explanation of your work delineating the different patterns by
which individual and society affect each other.

Rubrics:

Content-Accuracy -30 %

Content-Originality -30 %

Relevance of Graphics -20 %

Attractiveness -20 %

Activity No. 2 100 %

Analyze the political, economic, social and cultural changes that occurred in the world and
the Philppines during the 19th century. Using a tabular presentation, describe the condition of life
prior to the 19th century and the changes that happened in the 19th century, then, identify the causes
of these changes.

Prior to the 19th During the 19th

Causes
Century Century

POLITICAL

SOCIAL

CULTURAL

ECONOMIC