RIZAL MODULE 1

3. REPUBLIC ACT 1425

The Rizal was as controversial as Jose Rizal himself.

The mandatory Rizal subject in the Philippines was the upshot of this bill, which later became a law in 1956.
The bill involves mandating educational institutions in the country to offer a course on the hero’s life, works
and writings, especially the Noli Me Tangere and El Filibusterismo. The transition from a bill to becoming a
republic act was, however, not easy as the proposal was met with intense opposition, particularly from the
Catholic Church.

            Largely because the issue, then senator Claro M. Rector- the main proponent of the Rizal Bill – was
even dubbed as the communist and an anti-Catholic. Catholic schools threatened to stop operation if the bill
was passed though Recto calmly countered the threat, stating that if that happened, the schools would be
nationalized. Afterward threatened to be punished in future elections, Recto remained undeterred.
Concerning the suggestion to use instead the expurgated (edited) version of Rizal’s novel as mandatory
readings, Recto explained his firm support for the expurgated version exclaiming:” The people who would
eliminate the books of Rizal from the schools would blot out from our minds and memory of the national
hero. This is not a fight against Recto but a fight against Rizal”. (Ocampo 2012, p.23).

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

RA 1425 and Other Rizal Laws

            The Rizal Bill became the Republic Act no. 1425, known as the “Rizal Law”. The fullname of the law is
“An Act to Include in the Curricula of All Public and Private Achools, 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 honouring 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 writings 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,

            The first section of the law concerns mandating the students to read Rizal’s novels. The last two
sections involve making Rizal’s writings accessible to the general public--- they require the schools to have
sufficient number of copies in their libraries and mandate the publication of the works in major Philippine
languages.(For the full text of RA 1425, read appendix A: The Republic Act no. 1425).

 (https://www.scribd.com/document/364562417/02-Laurel-the-Trials-of-the-Rizal-Bill)

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

1. To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our
heroes lived and died.
2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino
character; and
3. To gain and inspiring source of patriotism through the study of Rizal’s lifer, works, and writings.

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

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

Life and works of Rizal Biography, Writings, and Legacies of our Bayani, Manebog et.al 2018 p.1-2

4. Why Study Rizal?

 Why Study Rizal?

In our present day, the challenge for students is to understand the purpose of studying Rizal. Scholars and
academicians are one in saying that a mandated course on Rizal is as helpful as any other course that teaches
value that a student may carry for the rest of his or her life.
Studying Rizal in the 21st century helps students make sense of the present by looking back at the past. For
instance, Rizal’s illustration of 19th century Philippines in his works and may aid today’s generation in
recognizing the ills of present say Philippines.

With students exposed to many foreign influences, studying Rizal may remind and urge them to understand
the real essence of being a Filipino. Significant historical figure lie Rizal help the younger generation navigate
Philippine history and understand why being aware of social issues are important in the formation of one’s
national identity.

The practicality of studying Rizal in this day and age is seen in how’s Rizal’s experience s and ideologies are
instrumental in grasping the current context of Philippine Society. The mandated course on Rizal aids in
developing the critical thinking skills of students. The different challenge and dilemma’s that Rizal faced in his
life teaches them to be aware of and not apathetic to the issues happening around them.

 And finally, Rizal, then and now, is a worthy role model and constant inspiration to all Filipinos. In every
aspect of his being, Rizal is worthy emulate especially in the ideals he held as a nationalist. He was not only
intelligent, he was also humane, creative, and innovative. As an inspiration to the Philippine nation. Rizal  will
always be valuable subject inside and outside the classroom in understanding how the Philippine nation
came to be. (by Clemente and Cruz, The life and Works of Jose Rizal,2019

RIZAL MODULE 2

3. Module 2: RIZAL AND THEORY OF NATIONALISM

Content:

 Nationalism is best understood by first looking into the term nation. Benedict Anderson, a prominent
historian and political scientist who explored the origins of nationalism, defined the nation as a fabrication, a
bond between people who did actually exist prior to its own recognition. For him, the nation “is an imagined
community- and imagined as both inherently limited and sovereign” (2006). Anderson argues that the nation
is imagined as a community because regardless of the actual inequalities that prevail, the nation is always
conceived as deep, horizontal comradeship. It is imagined because it exists in the figment of the people’s
collective imagination. According to Anderson, nation-ness is a cultural artefact that is felt as having existed
since time immemorial but is objectively modern as it first emerged toward the end of 18 th century.

Following this conceptualization by Anderson, the Philippine nation is an imagined community because one
who identifies himself or herself as a Filipino will never meet all the other Filipino will never meet all the
other Filipinos around the world, yet he or she is convinced that they exist and he or she is related to them.
Anderson also present the concept of homogenous empty time, borrowed from the ideas of Walter
Benjamin, Which replaced the idea of simultaneity-along-time which referred to the medieval conception  of
time as situating events in the past, present, and future simultaneously. Homogenous empty time suggest
that a nation can be imagined as a unit, moving through time.
Rizal’s works and Nationalism-

Anderson points out that Rizal Noli Me Tangere conjured an imagined community as if the readers and the
author were familiar to and intimate with each other, with the characters and readers being situated in the
same context of time and space. The novel provided the means of representing the nation as an imagined
community that operated on empty time enabling the reader to be omniscient to see a delimited society and
the actuations of key people in it.

Noli Me Tangere and El Filibusterismo emerged as the founding texts of Philippine Nationalism. These
novels exposed the ills of Spanish colonial government and the evils prevailing in the Philippine society by
presenting a narrative that contextualizes the country in terms of politics, economy, and culture.

Rizal was able to go against the colonizers and show how literature can be used to arouse people to be
catalysts of social change. In both his novels, Rizal was able to portray the Filipino in different dimensions,
from those who had colonial mentality, to those who willingly fought for the country at all costs. (The Life
and Works of Rizal, Clemente and Cruz 2019, P.19-20)

The Novel’s Legacy -For fearlessly depicting the corruptions and abuses by the Spaniards clergy and the
colonial government during the Spanish in the Philippines, the two novels are historically very significant.
Basically a social sketch of the country then, the Noli and Fili reveal the true setting and condition of the
Filipino society in the era.

As essential sources of sociological and anthropological studies, the books provide rich insights into the
culture of the 19th and 20th century Philippines. Their realistic depictions expose a conflicted colonial
society seriously split between the oppressors and the suffering local slaves. The novel’s characters mimic
the various elements and types of individuals in the society. Furthermore, they show favourable positive
traits of the natives then, like the sense of gratitude, the fidelity of women to their loved ones, and the
yearning for freedom and equality.

For their explicit portrayal of what the locals really wished for their country, the books were instrumental in
forming the Filipinos (Indios) sense of national identity but significantly, the novels influenced the revolution
led by the Katipunan as they inspired Andres Bonifacio and the other revolutionaries in their cause.

Rizal was arrested, exiled to Dapitan, and ultimately executed in 1896 based principally on his writings. In
1956, the Spanish Congress passed the Rizal Law (Republic Act 1425) requiring all levels of the Philippine
schools to teach as part of the curriculum the hero’s two novels.

Originally written in Spanish, the Noli and the Fili had been translated into various languages like Filipino,
English, German, French, Chinese, and some other Philippine languages. In 2007, an English version of the
Noli Me Tangere was released to major Australian bookstores. It was published by Penguin Books Classics as
part of the publication’s commitment to publish the major literary classic of the world.( Life and works of
Rizal Biography, Writings, and Legacies of our Bayani, Manebog et.al 2018 p.126)
 Module 3
Rizal in the 19th Century
The nineteenth century is commonly depicted as the birth of the modern life, as well as the birth of many
nation-states around the globe. There were massive changes, in Europe, Spain and consequently, in the
Philippines.

 ECONOMIC CONTEXT
 4 historical elements basically compose the economic context of the era Rizal was born:
o End of Galleon Trade
 (1565-1815) 250 YEARS
 September 14, 1815 – GT ended with Mexico’s war of independence
 What is it? A ship trade going back and forth Manila and Acapulco, Mexico
 Allowed Modern liberal ideas to enter the Philippines, inspiring the movement for
independence from Spain
 Our local trade partners:
China, Japan, Siam (Thailand), India, Cambodia, Borneo, Moluccas (Spice Islands)
 1565- Spanish govt. closed the ports of Manila to all countries EXCEPT Mexico, thus
the birth of ‘Manila-Acapulco’ Trade AKA Galleon Trade
 This trade served as central income-generating business for Spanish colonists in the
PH
  Manila→ Mexico
 Mango de Manila, Tamarind, Rice, Carabao, Cockfighting, Chinese tea,
Textiles, Fireworks display, Tuba (coconut wine)
 Mexico→ Manila
 Guava, Avocado, Papaya, Pineapple, Horses, Cattle
 Because of this trade, manila became a trading hub for China, India, japan and other
SEA countries
 The hub was run by primarily Chinese.
 With huge migration of Chinese, Spanish feared, taxed, sent them out and when
tension rose, massacred some of them “…out of suspicion, unease, and fear”
o Opening of the Suez Canal
 artificial sea-level waterway in Egypt, connects the Mediterranean Sea to the Red
Sea through the Isthmus of Suez
 officially opened on November 17, 1869.
 With this, distance of travel between Europe and the Philippines is shortened and
brought the country closer to Spain.
 3 months+ lessened to 32-40 days
 Served as a significant factor that enabled the growth of nationalistic desires of Rizal
and other Filipino ilustrados
 Import of commercial products along with books, magazines and newspapers with
liberal ideas from America and Europe.
 Availability of this canal encouraged ilustrados, esp Rizal, to pursue education
abroad.
 *Their social dealings with the liberals in the West have influenced their thoughts on
nationhood, politics, and government*
o Rise of export of crops economy
 Exploitation of PH’s natural resources and its progress of an export crop economy
were phenomena of the 19th century.
 Sugar, Manila hemp, and coffee exported while importing goods of EU factory
industry
 Various economic activities provided many opportunities for the expanding Chinese
population.
 Development was motivated by the commercial undertakings of North European
and North American merchants. They had the Chinese distribute imports in the
interior and buy up goods for the export.
o Established monopolies in the Philippines
 1950 – Government monopoly contracts for the collection of diff. revenues were
opened to foreigners FTFT. Chinese took the advantage of this and enjoyed the pre-
eminent position in monopoly contracting in the PH
 Opium monopoly in the 1840s.
 SP government legalized opium (limited to the Chinese)
  Majority of contracts in the monopoly were held by the Chinese.
 There were different monopolies before 1850
 Spirituous liquors (1712-1864)
 Betel nut (1764)
 Explosives (1805-1864)
 Tobacco (1782-1882)
o Most controversial and oppressive to locals
o March 1, 1972- GovGen Jose Basco placed this industry on government
control, thus it being a monopoly
o Aimed to increase government control
o Order for widespread cultivation of tobacco in the provinces of:
 Cagayan Valley
 Ilocos Norte
 Ilocos Sur
 La Union
 Isabela
 Abra
 Nueva Ecija
 Marinduque
o Had to sell their produce at a pre-designated price, leaving little to no
profit for local farmers.
o It did positively raised revenues for the government
o It negatively brought about food shortages since planting of basic crops
like rice was neglected and abandoned.
o Abolished in 1882 and lasted 100 years
o 100 years of hardship and social injustice caused by this monopoly
prompted Filipinos in in particular, Novo Ecijanos to seek freedom from
Colonial bondage.

 SOCIAL BACKGROUND
 3 topics:
o Education
 Schools were established and run by Catholic missionaries.
 Aim: to convert natives to Catholic faith, to make them obedient
 King Philip II’s Leyes de Indios (Laws of the Indies)
 Teach locals how to read and write Spanish although they didn’t seriously
teach them the language, fearing Indios would become knowledgeable and
actually be their co-equal (yikes)
 Less than 1/5 of who went could read and write but far fewer spoke it
  Arithmetic, Vocational and Practical arts subjects.
 Latin was actually taught
 Spanish Friars believed that the natives would not be able to match them
 Strict discipline and Corporal punishment
 No Co-Ed during the Spanish regime
 College was history, Latin, geography, math and philosophy.
 17th century - University Education.
o Initially, colleges and uni’s were open to Spaniards and those of Spanish
blood (mestizos)
 1863- Establishment of a public school system administered by the government with
the Spanish controlling the curriculum.
o Rise of Chinese Mestizo
 19th century – accepted native Filipinos but still emphasized on religion and
limited their accommodations to the sons of wealthy Indio families.
 Growing number of educated natives, a new social class emerged –
ILUSTRADOS
 Despite being all rich and educated, they are deemed inferior by the Spanish
 Aims of the Ilustrados: to be on the same level with proud Spaniards
 Opening of Suez Canal → Faster, Easier, More Affordable Europe Travel
o Locals took advantage to pursue higher and better education, typically in
Madrid and Barcelona.
 Nationalism and thirst for the reformed bloomed.
 This enlightened class would later lead the PH Independence movement, using
Spanish language as their key means of communication.
 PROPAGANDA MOVEMENT and one of the most prominent ilustrados was Rizal

o Rise of Inquilinos
 Inquilinos = tenant
 Land lords are Spanish. Family of Rizal were rich and rented also but they also faced
discriminatory actions by their tenants.
  POLITICAL LANDSCAPE
 3 topics:
o Liberalism
 Worldview founded on the ideas of freedom and equality
 Individual liberty is the most significant political goal
 Individual rights and equality of opportunity
 Liberalists believe that the government is necessary but are aware that government
can pose as a threat to liberty. Dual edged sword.
 French Revolution (1789-1799)
 Started pol. Revolutions in Europe and other parts of the globe.
 “Liberty, Equality, and Fraternity” – battle cry of the people and this period
changed the history of France and its government structure from Monarchy
to a more liberal government system founded on principle of citizenship and
inalienable rights
 Repercussions of the French Revolution, Spain had a stormy century of political
disturbances:
 Changes of parliament and constitutions
 Peninsular war
 Loss of Spanish America
 Struggle between liberals and conservatives
 Liberals (called Anti-Clericalism) in Spain had gained some strength.
 19th century, PH was opened to the World Trade and a wave of liberal ideas from
America arrived by ships and people and sways the illustrados.
 Political views of liberal thinkers entered the Philippines:
 Social Contract of Jean Jacques Rousseau
 Two Treatises of Government of John Locke
 Common Sense of Thomas Paine
 Thomas Jefferson, Montesquieu, Voltaire, etc.
 Philippine’s actual experience of Liberalism
 Governor-General Carlos Maria De la Torre – (1869-1871)
“first liberal governor-general in the Philippines”
- one of the most beloved spanish govgen’s ever assigned
o His liberal democratic governance provided Rizal and
others a preview of a DEMOCRATIC RULE and WAY OF
LIFE.
o His rule was essential in the dawn of national
consciousness of the locals in the 19th century.
o He encouraged freedom and abolished censorship
o Recognized freedom of speech and the press.
o Peaceful solution to the land problem in Cavite
o Impact of Bourbon Reforms
 Policy changes in order to reform and modify the Spanish empire.
 Endeavoured to curtail contraband commerce, reclaim control over
translantic trade, restrict the church’s power, reform estate finances, tighter
administrative and political control
 Advantageous to the Philippines to an extent as it was hard to check if
policies were implemented in the colony.
 Questionable maters to the effectiveness of the bourbon reform project
o Lacked ideological coherence between the diverse and diff. aims
o Complex that it promoted different policies
 The impact gave people of the Philippines the idea that “colonization could
be done without much intervention from the Catholic Church”
o Cadiz Constitution
 During Napoleonic occupation of Spain
 Liberal institution was promulgated in Cadiz of March 1812
 Cadiz Constitution was in practice in almost all areas of Hispanic Monarchy still
under the control of Spanish crown.
 First in Europe to deal with national sovereignty
 Had a universal character as it included everyone from overseas
 First Delegates from the PH were
 Pedro Perez de Tagle
 Jose Manuel Coretto
 Implemented here in the Manila, Philippines and was very influential
 Established principles of:
 Male suffrage
 National Sovereignty
 Constitutional Monarchy (was called invalid by the king)
 Freedom of the Press
 Advocated land reform
 Free enterprises
 One crucial creed embodied in the constitution was the exemption of the natives
from paying tributes and rendering public services based on its equality clause.

 Rizal’s Life in His Society

 Rizal did not only know the valuable information about his society but also had a quality of mind that
helped him use the information in a way that he could think about what was going on in the world
and of what might be happening within himself.

SOCIOLOGICAL IMAGINATION

 can view their inner life and career in terms of larger historical forces
 Can understand their own experiences by locating themselves in history
 Can recognize the response available to them by becoming aware of all the individuals who share
the same situation as them.
 Can grasp history in the context of realities they face and the connections between the two.

Rizal knew his place in the greater scheme of things, he understood the societal forces
shaping his life, and thus able to respond in ways that benefited others.

Module 4
the Ascendance of the Chinese Mestizo
THE RISE OF CHINESE MESTIZO

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

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

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

These middle class included:

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

 Illustrados
 Middle-upper class are Spanish and Chinese mestizos that eventually had a position in Philippine
society

The Chinese Mestizo in Philippine History*

Readings: E. Wickberg DOI: https://doi.org/10.1017/S0217781100002222

Published online by Cambridge University Press: 24 August 2009

Our knowledge is still insufficient to allow us to assess the overall significance of the mestizo in Philippine
history. But on the basis of what we now know we can make some generalizations and some hypotheses for
future study. It is clear, in the first place, that the activities I have described are those of Chinese mestizos –
not Spanish mestizos. While the

 Chinese mestizo population in the Philippines exceeded 200,000 by the late nineteenth century,

 The Spanish mestizo population was probably never more than 35,000.

Furthermore, those who commented at all on the Spanish mestizo noted that he was interested in
military matters or the “practical arts” – never in commerce. The aptitudes and attitudes of the
Chinese mestizo were in sharp contrast to this.

 Secondly, the Chinese mestizo rose to prominence between 1741 and 1898

 Primarily as a landholder and a middleman wholesaler of local produce and foreign imports,
although there were also mestizos in the professions.

The rise of the mestizos implies the existence of social change during the Spanish period, a condition
that has been ignored or implicitly denied by many who have written about the Philippines. It needs to
be emphasized that the mestizo impact was greatest in Central Luzon, Cebu, and Iloilo. We cannot as yet
generalize about other areas.

Third, the renewal of Chinese immigration to the Philippines resulted in diversion of mestizo energies away
from commerce, so that the mestizos lost their change to become a native middle class, a position then
taken over by the Chinese.

Fourth, the Chinese mestizos in the Philippines possessed a unique combination of cultural characteristics.
  Lovers of ostentation (showing off, being pretentious, loves to show off wealth and luxury)
 Ardent devotees of Spanish Catholicism – they seemed almost more Spanish than the Spanish, more
Catholic than the Catholics. Yet with those characteristics
 They combined a financial acumen (quick good judgment) that seemed out of place.
 Rejecters of their Chinese heritage, they were not completely at home with their indio heritage. The
nearest approximation to them was the urbanized, heavily-hispanized indio.

Only when hispanization had reached a high level in the nineteenth century urban areas could
the mestizo find a basis of rapport with the Indio. Thus,
 During the late nineteenth century , because of cultural, economic, and social changes,
the mestizos increasingly identified themselves with the indios. In a new kind of “Filipino” cultural
and national consensus.

Those are my conclusions. Here are some hypotheses, which I hope will stimulate further study:

1. That today's Filipino elite is made up mostly of the descendants of indios and mestizos who rose to
prominence on the basis of commercial agriculture in the latter part of the Spanish period. That in some
respects the latter part of the Spanish period was a time of greater social change, in terms of the formation
of contemporary Philippine society, than the period since 1898 has been.

2. That in the process of social change late in the Spanish period it was the mestizo, as a marginal element,
not closely tied to a village or town, who acted as a kind of catalytic agent. In this would be included the
penetration of money economy into parts of the Philippines. There were areas where the only persons with
money were the provincial governors and the mestizos.

3. That the Chinese mestizo was an active agent of hispanization and the leading force in creating a Filipino
culture characteristic now of Manila and the larger towns.

4. That much of the background explanation of the Philippine Revolution may be found by investigating the
relationships between landowning, religious orders, mestizo inquilinos, and indio kasamahan laborers.

It is my hope that these hypotheses may stimulate investigation into this important topic which can tell us so
much about economic, social, and cultural change during- the Spanish period of Philippine history

Readings
Wickberg, Edgar, 1964. The Chinese mestizo in the Philippine history, Journal of Southeast Asian history
5(1):62-100

  Wickberg, Edgar, 200. The Philippine Chinese before 1850. In The Chinese in Philippine life, 1850-1898, 25-
36, Quezon City: Ateneo de Manila University Press.

4. Significance of the Chinese Mestizo

             The expulsion of Chinese immigrants in the Philippines enabled the Chinese mestizo to take over the
markets that the former previously controlled.
  Chinese mestizos became prominent and influential figure in the area of industry, commerce, and
business during Spanish colonization.
o They owned most profitable business by collecting goods from the northern part of the
Philippines and used to sell them in Manila and nearby provinces.
 Chinese mestizos monopolized the internal trading while the Spanish mestizos gave way to the
emergence of the Philippine middle class described as “more active and enterprising, more prudent
and pioneering, more oriented to trade commerce than the Indios” (Bowring 1963).
o They shared economic power in terms of exports. They became landholders, wholesalers,
retailers, and owners of the majority of the artisan shops.
 Chinese mestizos in the Philippine society were the formation of the Filipino identity.
o Evident during the latter part of the 19 th century = they became clearly influential in the
economy of the Philippines as a Spanish colony.
o This caused the Spaniards to be concerned with the ability of the Chinese mestizos to cause
discord in the society.
o 1800s - Chinese mestizos in the provinces began to form opinions regarding the Spanish
colonial rule. It was not easy to separate Indios from the Chinese mestizos since they
identified themselves with each other socially and culturally.
o Chinese mestizos shared grievances with the Indios.
 The Chinese mestizos, revive and increase the growing national opposition to colonial abuses and
demanded sweeping social reform.
 The most realistic manifestation of the budding sense of Filipino nationalism appeared in the late
1870’s in the writings of Pedro Paterno and Gregorio Sanciano who were both Chinese mestizos,
 Paterno and Sanciano wrote about the essence of being a Filipino, defended the dignity of
the Filipinos, and explained the supposed indolence of the Indios. Their writings were
nurtured by Jose Rizal, a known pride of the Malay race but also a Chinese mestizo. Rizal
descended from a pure Chinese ancestor and a long line of Chinese mestizos and mestizas.

            The significant role of the Chinese mestizos in the making of the nation was highly evident of the turn
of the century. Their involvement in the armed revolt against colonizers showed that they recognized Spain
as the enemy – the oppressor. The Philippine Revolution of 1896 to 1898 was the act of determination on
the part of Filipinos – Indios and Chinese mestizos alike – to claim for themselves and for future generations
the incomparable birth right of nationhood.

Module 5
Family, Childhood, and Early Education of Rizal
 Module 6
Agrarian Relations and Friar Lands
History of the Friars Lands

The existence of friar (prayle) lands in the Philippines can be traced back to the early Spanish colonial period
when Spanish conquistadors (knights, soldiers, explorers of the Spanish and the Portuguese empire) were
awarded lands in the form of haciendas for their loyalty to the Spanish crown.

 Approximately 120 Spaniards were granted either large traits of land called sitio de Ganado mayor and
smaller tracts called caballerias. 
 However, the hacienderos, those who owned the hacienda, failed to develop their lands.
o One reason is that Spaniards were not expected to permanently stay in the Philippines.
Many of them returned to Spain once they were done serving in the country. Also, the
livestock market during this time was still small. Thus the Galleon Trade based in Manila,
appealed more to the Spaniards because it offered better economic opportunities.
 The Spanish friars were able to acquire land through whatever means available to them. According
to source, lands were donated to the friars in exchange for spiritual favors. Many Filipinos believed
that the friars had no titles to the lands they owned because they acquired them through usurpation
(wrongful or illegal encroachment, infringement, or seizure) and other dubious means. (oh that’s
actually wow… the catholic church man..)

           

 When the export of agricultural crops started to blossom in the 18 th century, the
inquillinato system was put into place
o The inquillinato system functional as a three-layered system with the landlords on top, the
inquillinos (Spanish tenants) in the middle, and the kasama at the bottom.
o In the system, one who rented land for fixed annual amount, an inquillinos could also lease
the land they were renting from the landlord to a kasama or sharecropper who would then
be responsible for cultivating the land.

Hacienda de Calamba Dispute

           The Hacienda de Calamba was originally owned by a Spaniards who donated the land to Jesuit friars to
allow him to permanently stay in the Jesuit monastery. However, since the Jesuit were expelled from the
Philippines, the hacienda went to the possession of the Spanish colonial government. In 1803, the land was
sold to Don Clemente de Azansa. After his death, it was eventually sold to the Dominicans who claimed
ownership of the hacienda until late 19 th century.
            Rizal’s family became one of the principal inquillinos of the hacienda. They rented one of the largest
leased parcel of land measuring approximately 380 hectares. The main crop was sugarcane since it was the
most in demand in the world market then. The Rizal family got their income mainly from the land they
rented. However, when conflicts on land ownership in the hacienda arose in 1883, the family evidently
suffered,

Readings

Aguilar, F. (1998). Elusive peasant, weak state: Sharecropping and the changing meaning of debt. In Clash of
spirits: The history of power and sugar planter hegemony on a Visayan island (pp.63-77). Quezon City,
Philippines: Ateneo de Manila University Press.

Roth, D. (1982). Church lands in the agrarian history of the Tagalog region. In Alfred W. McCoy(Ed),
Philippine social; history: Global trade and local transformation (pp.131-153. Quezon City, Philippines:
Ateneo de Manila University Press.
 Module 7
Intraclergy Conflicts and the Cavite Mutiny

THE TWO FACES OF THE 1872 CAVITE MUTINY

By  Chris Antonette Piedad-Pugay

June 12 of every year since 1898 – Independence Day

1. 1872 Cavite Mutiny

2. Martyrdom of the three martyr priests (Fr. Mariano Gomes, Fr. Jose Burgos, Fr. Jacinto Zamora)

* Spanish Perspective *
 Jose Montero y Vidal – prolific Spanish historian
o Highlighted as an attempt of the Indios to overthrow the Spanish gov’t.
 Gov. Gen Rafael Izquierdo
o Magnified the event and made use of it to implicate the native clergy
o This was a more spiteful report
o Blamed the the unruly Spanish Press for “stockpiling” malicious propagandas grasped
by Filipinos
o He reported to the King that “rebels” wanted to overthrow the gov’t to install a new
“hari” in the likes of Father Burgos and Zamora
o Added that native clergy enticed other participants by charismatic assurance that
God is with them and handsome promises of rewards.
o Said that Indios are gullible and possessed an innate propensity for stealing
 Abolition of priviliges enjoyed by the workers of Cavite arsenal such as non-payment of
tributes and exemption from force labor were the main reasons of the “revolution”
o Other reasons:
o Dirty propagandas proliferated by unrestrained press
o Democratic, liberal and republican books and pamphlets reaching the PH
o Presence of native clergy who out of animosity against the Spanish friars,
“conspired and and supported” the rebels and enemies of Spain
 Both of Montero and Izquierdo:
 o Deemed the event of 1872 was planned earlier
o A big conspiracy among educated leaders, mestizos and abogadillos (native lawyers),
residents of Manila and Cavite and the native clergy.
o Insinuated that the conspirators in Manila and Cavite planned to “liquidate high-
ranking Spanish officers to be followed by the massacre of the friars”
 Alleged pre-concerted signal among conspirators was the firing of rockets
from walls of Intramuros. Unfortunately, there was a feast in the district of
Sampaloc and there were fireworks.
 Those in Cavite, they mistook the fireworks as a sign for the attack and
targeted spanish officers and seized the arsenal
 Izquierdo readily ordered reinforcement to quell the revolt and easily crushed it
 Sergeant La Madrid killed while the GOMBURZA were tried by court-martial and
sentenced to die by strangulation
o February 12 1872 – GOMBURZA were executed, instilling fear among Filipinos
- A tragic event but served as one of the moving forces that shaped Filipino nationalism

* Filipino Perspective *

 Dr. Trinidad Hermenigildo Pardo de Tavera – a Filipino scholar and researcher,

o Wrote the Filipino version of the bloody incident in Cavite. 
o In his point of view, the incident was a mere mutiny by the native Filipino soldiers
and laborers of the Cavite arsenal who turned out to be dissatisfied with the
abolition of their privileges. 
o Tavera blamed Gov. Izquierdo’s cold-blooded policies such as the abolition of
privileges of the workers and native army members of the arsenal and the
prohibition of the founding of school of arts and trades for the Filipinos, which the
general believed as a cover-up for the organization of a political club.
o On 20 January 1872 - about 200 men comprised of soldiers, laborers of the arsenal,
and residents of Cavite headed by Sergeant La Madrid rose in arms and assassinated
the commanding officer and Spanish officers in sight. 
 The news about the mutiny reached authorities in Manila and Gen. Izquierdo
immediately ordered the reinforcement of Spanish troops in Cavite. 
o Tavera believed that the Spanish friars and Izquierdo used the Cavite Mutiny as a
powerful lever by magnifying it as a full-blown conspiracy involving not only the
native army but also included residents of Cavite and Manila, and more importantly
 the native clergy to overthrow the Spanish government in the Philippines.  It is
noteworthy that during the time, the Central Government in Madrid announced its
intention to deprive the friars of all the powers of intervention in matters of civil
government and the direction and management of educational institutions.  This
turnout of events was believed by Tavera, prompted the friars to do something
drastic in their desire to maintain power in the Philippines.
o Meanwhile, in the intention of installing reforms, the Central Government of Spain
welcomed an educational decree authored by Segismundo Moret promoted the
fusion of sectarian schools run by the friars into a school called Philippine Institute. 
The decree proposed to improve the standard of education in the Philippines by
requiring teaching positions in such schools to be filled by competitive examinations.
This improvement was warmly received by most Filipinos in spite of the native
clergy’s zest for secularization.
o The friars, fearing that their influence in the Philippines would be a thing of the past,
took advantage of the incident and presented it to the Spanish Government as a vast
conspiracy organized throughout the archipelago with the object of destroying
Spanish sovereignty.
o Tavera sadly confirmed that the Madrid government came to believe that the
scheme was true without any attempt to investigate the real facts or extent of the
alleged “revolution” reported by Izquierdo and the friars.

       Convicted educated men who participated in the mutiny were sentenced life imprisonment
while members of the native clergy headed by the GOMBURZA were tried and executed by garrote. 
This episode leads to the awakening of nationalism and eventually to the outbreak of Philippine
Revolution of 1896.  The French writer Edmund Plauchut’s account complimented Tavera’s account
by confirming that the event happened due to discontentment of the arsenal workers and soldiers
in Cavite fort.  The Frenchman, however, dwelt more on the execution of the three martyr priests
which he actually witnessed.

Unravelling the Truth

       Considering the four accounts of the 1872 Mutiny, there were some basic facts that remained
to be unvarying:

o First, there was dissatisfaction among the workers of the arsenal as well as the members of
the native army after their privileges were drawn back by Gen. Izquierdo;
o Second, Gen. Izquierdo introduced rigid and strict policies that made the Filipinos move and
turn away from Spanish government out of disgust;
o Third, the Central Government failed to conduct an investigation on what truly transpired
but relied on reports of Izquierdo and the friars and the opinion of the public;
 o Fourth, the happy days of the friars were already numbered in 1872 when the Central
Government in Spain decided to deprive them of the power to intervene in government
affairs as well as in the direction and management of schools prompting them to commit
frantic moves to extend their stay and power;
o Fifth,  the Filipino clergy members actively participated in the secularization movement in
order to  allow Filipino priests to take hold of the parishes in the country making them prey
to the rage of the friars;
o Sixth, Filipinos during the time were active participants, and responded to what they
deemed as injustices; and
o Lastly, the execution of GOMBURZA was a blunder on the part of the Spanish government,
for the action severed the ill-feelings of the Filipinos and the event inspired Filipino patriots
to call for reforms and eventually independence.  There may be different versions of the
event, but one thing is certain, the 1872 Cavite Mutiny paved way for a momentous 1898.

        The road to independence was rough and tough to toddle, many patriots named and unnamed
shed their bloods to attain reforms and achieve independence.  12 June 1898 may be a glorious
event for us, but we should not forget that before we came across to victory, our forefathers
suffered enough.  As we enjoy our freedom, may we be more historically aware of our past to have
a better future ahead of us.  And just like what Elias said in Noli me Tangere, may we “not forget
those who fell during the night.”

https://nhcp.gov.ph/the-two-faces-of-the-1872-cavite-mutiny/   

The Cavite Mutiny was failed uprising against the Spaniards resulting in disarmed, imprisoned, and
dead Filipino soldiers. Those who were suspected to be involved in the mutiny were also arrested
and executed, The Spanish authorities and the friars used the mutiny to implicate the three secular
priests- Mariano Gomez, Jose Burgos, and Jacinto Zamora, collectively known as GOMBURZA – and
proclaimed that they were the instigators of the said mutiny. The priests were executed by garrote
at Bagumbayan on February 15, 1872. This event had a personal impact on Rizal and his family since
Burgos was a personal friend of his brother, Paciano. The martyrdom of the three priests awakened
the desire for independence among many Filipino. In fact, Rizal dedicated his El Fibusterismo to the
three priests.
 Module 8
The Propaganda Movement and La Solidaridad
 these émigrés--liberals exiled in 1872 and students attending European universities--formed the

Propaganda Movement
o Dec 13 , 1888 1880 to 1898
o Based in Spain
o Members were Filipino students, curators, spokesman, intellectuals
o Organized for literary and cultural purposes more than for political ends
o Propagandistas (upper-class Filipinos )
 strove to "awaken the sleeping intellect of the Spaniard to the needs of our country"
 to create a closer, more equal association of the islands and the motherland.
 To speak about the socio-economic-cultural-politcal conditions in the philippines
 Specific goals were:
 representation of the Philippines in the Cortes
 secularization of the clergy
 legalization of Spanish and Filipino equality
 creation of a public school system independent of the friars
 abolition of the polo (labor service) and vandala (forced sale of local
products to the government)
 guarantee of basic freedoms of speech and association
 equal opportunity for Filipinos and Spanish to enter government service.
 Notable propgandistas were:
 Jose Rizal – physician, scholar, scientist, and writer
– contributed greatly as a leader and spokesman that fancied anthropology
and was close with German natural and social scientists, aimed to refute the
friar’s stereotypes of Filipino racial inferority with scientific arguments
 Graciano Lopez Jaena – noted orator and pamphleeter, also had a short
novel Fray Botod (brother fatso)
 Antonio Luna
o La Solidaridad - official paper of the propaganda movement, editors were Jaena and del pilar
 Barcelona, Madrid
 Contributors were:
 Rizal
o The Filipino farmers – showed the backwardness of the country in
terms of agriculture
o Tula Defensa – a response to ala defensa,
 o Truth for All – counter to spanish charges that the natives were
ignorant and lowlives
o Aprofination –
o Cruelty –
o The indolence of the Filipino people
o The Philippines within 100 years – estimated the future of the PH
included the catastrophic end of SPAIN in the colonies in asia,
prophecied the revolution against spain, said that the US would
become a colonizer after spain MF HE REALLY PREDICTED SHIT,
exposed the causes of suffering, threatened spain that if spain harms
the natives, spain will fall. History does not record any lastin
domination by countries that colonized
o The new ortography of the old language – he teaches spelling of
tagalog and spelling system, gave credit to dr. Tavera
 Dr. Ferdinand Blumentritt – austrian geographer ethologist
 Marcelo Del Pilar – reform-minded lawyer
o 1887 – Rizal went to the PH but was advised to leave to he turned to Europe by the way of
Japan and North America to complete his 2nd novel and Morga’s Sucesos de las islas
Filipinas
 Curious siya about sa closely related political objective of encouraging national pride.
 To inform about early history of the PH pre-spanish colonisation
o June 1892 – after a stay in europe and HK, umuwi siya ng Pinas bc of the calamba thing also
bc reform could not be conducted anymore from overseas
o The newspaper went out of business in 1895 after rizal’s arrest and collapse of la liga
o There was an attempt to re-establish but it had split into 2
 Cuerpo de Compromisarios
 Kataastaasan Kagalanggalangang Katipunan

Module 9
Noli Me Tangere 1
 63 chapters and an epilogue
 Touch me not and social cancer
 Influenced by harriet beecher stowe’s uncle tom’s cabin
 Dr. Maximo viola paid him 300 pesos
 Exposes the abuses and inequities of many Spanish Catholic Friars and government officials during
his time
 Rizal was a student of medicine at the Universidad Central de Madrid when he started writing it and
was 26 years old at its publication.
 He dedicated the novel to the country
 It was written in Spanish
 Published early 1887 in Eurpe
 1884 – Rizal suggested the creation of the book (with the goal of revealing the ills in spanish-
colonized PH)
o Unanimously approved by those present at the reunion
 the Paternos (Pedro, Maximino, and Antonio)
 Graciano Lopez Jaena
 Valentin Ventura
 Eduardo de Lete
 Evaristo Aguirre
 Julio Llorente
o in a letter dated JANUARY 2 1884, the idea was met with difficulties and rizal noticed that
the compatriots were more interested in writing about woman instead and in spending time
gambling or flirting with Spanish women.
 Started writing in Madrid year 1884 -------- completed in Berlin, Germany year 1886
 ----------------- Ready for publishing yearh 1887
 Actual content discussion:
o depicts the real condition of the various aspects of Filipino society under Spanish regime.
o Filipino way of life had been backward, anti-intellectual, and anti-progressive, and the
country was not in any way catching up on developments and the so-called Age of
Enlightenment. the novel’s character represent the various kinds of people inhabiting the
country at the time
 Crisostomo Ibarra - represents the small group of Filipinos who had a chance to
study abroad and dreamt of improving the country
 Damaso - corresponds to wicked but ironically respected priests.
- rampant covert fathering of illegitimate children by friars.
- he raped Tiago’s wife Pia Alba but was okay with it
 Maria Clara – image of powerless Filipina, ideal Filipina-loving and unwavering in
their loyalty to their respective spouses.
- also symbolized the Philippines
- patterned after leonor Rivera
 Capitan Tiago – represents rich Filipinos who opted to be allies of spanish officials
and friars just to preserve their wealth and political position
 Pilosopo Tasio - symbolizes those whose ideas were so advanced that many other
people could not understand him. – patterned after Paciano
 Elias – Ibarra’s mysterious friend and supporter
- signifies the Filipinos who wished to revolutionize the country by liberating it
from Spanish tyranny.
 Sisa and her two sons Crispin and Basilio - epitomize a Filipino family oppressed by
the Spanish authorities.
 Doña Victorina - represents some ambitious Filipinas who wanted to be classified
 - described to always have heavy make up on
 Don Tiburcio – the husband of the latter - stands for incompetent and unqualified
Spaniards who illegally practiced their supposed profession in the Philippines.
 Padre Salvi – the curate that secretly lusted for Maria Clara
- represents the seemingly kind but in fact wicked Spanish friars.
 Don Rafael Ibarra – Ibarra’s father
- epitomizes the rich and at the same time virtuous and generous
Filipino during Spanish era.
 Reaction
o Supporters were filipinos ofc and also non filipinos
 Ferdinand Blumentritt – austrian friend
 Dr. Miguel Morayta – statesman and history professor at Central Uni of madrid
 Federico Faura = Rizal’s Jesuit professor
o 1887 - Governor-General Emilio Terreo summoned him to Malacañan Palace and told rizal
that Bernardino Nozaleda, the Archbishop of Manila, petitioned to ban the Noli. The GG
asked rizal for a copy and he said that there was nothing criminal in the book, it was aight
 Assigned Lt. Jose Taviel de Andrade of the Guardia Civil to be Rizal’s Bodyguard,
fearing that the Noli attackers would harm the author.
 UST faculty formed an ad hoc committee in the name of the archbishop found and
denounced Noli as ecclesiastically heretical, impious, and scandalous and politically
unpatriotic, subversive of public order, and harmful to the Spanish government and
its administration in the Philippines.
 News paper writer Vicente Barrantes resentfully attacked the Noli labelling it as
“anti-Catholic, Protestant, socialistic.”
 A hater named: Jose Rodriguez, an Augustinian priest
 Wrote 8 anti-Noli pamphlets
 A priest named Vicente garcia (penname Justo Desiderio magalang)
countered the claim that the noli author was an ignorant man BY SAYING
RIZAL WAS A GRADUATE OF UNIVERSITIES IN SPAIN, even got honors. Bro
get
 Lmao he also countered the claim that those who read noli committed
“mortal sin” by concluding that father Rodriguez therefore committed a
mortal sin too.
o Through his book, he was called many things.