UM Panabo College

Department of Teacher Education

P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

UM Panabo College

Department of Teachers Education

Program BEED/BSED-

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 6 – Rizal’s Life and Works

Name of Teacher: GERALDINE J. MISOLES, MTSW

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437

Course Outline : GE 6 - THE LIFE AND WORKS OF JOSE RIZAL

Course Coordinator: Geraldine J. Misoles, MTSW

Email : geraldinemisoles03@gmail.com
Students Consultation : By appointment
Mobile No.: (084) 09369854006 (Globe)
Phone No.: (084) 09323812420 (Sun)
Effectivity Date : January 2021
Mode of Delivery : Blended (On-line with face to face or virtual
sessions
Time Frame : 54 hours
Student Workload : Expected Self-Directed Learning
Requisites : None
Credit : 3
Attendance Requirements : A minimum of 95% of attendance is required at
all scheduled Virtual or face to face sessions.

Course Outline Policy

Areas of Concern Details

Contact and Non-Contact This 3-unit course self-instructional manual is

Hours designed for blended and distant education mode
of instructional delivery with scheduled traditional
contact and social media flatforms combined with
on-campus/onsite learning (face-to-face). The
expected number of hours will be 54 including on-
campus/onsite (face-to-face) include summative
assessment tasks exams.
Assessment Task Submission Submission of assessment task shall be 2 nd, 4th and
6th week of the term. The assessment paper shall
be attached with a cover page indicating the title of
the assessment task (if the task is performance),
name of the course coordinator, date of
submission, and name of the students. The
documents should be emailed or drop in school to
the course coordinator. It is also expected that you
already paid your tution and other fees before the
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
submission of the assessment task.
Turnitin Submission To ensure honesty and authenticity, all
(if necessary) assessment tasks are required to be submitted
through Turnitin with a maximum similarity index
of 30% allowed. This means that if your paper
goes beyond 30%, the students will either opt to
redo her/his paper or explain in writing addressed
to the course coordinator the reasons for the
similarity. In addition, if the paper has reached
more than 30% similarity index, the student may be
called for a disciplinary action in accordance with
the University’s OPM on intellectual and Academic
Honesty.

Please note that academic dishonesty such as

cheating and commissioning other students or
people to complete the task for you have severe
punishments (reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after
Assignments/Assessments the designated time on the due date, without an
approved extension of time, will be reduced by 5%
of the possible maximum score for that
assessment item for each day or part day that the
assessment item is late.

However, if the late submission of assessment

paper has a valid reason, a letter of explanation
should be submitted and approved by the course
coordinator. If necessary, you will also be required
to present/attach evidences.
Return of Assignments/ Assessment tasks will be returned to you one (1)
Assessments weeks after the submission. This will be returned
by email or pick up in school.

For group assessment tasks, the course

coordinator will require some of few of the students
for online or virtual sessions to ask clarificatory
questions to validate the originality of the
assessment task submitted and to ensure that all
the group members are involved.
Assignment Re-submission You should request in writing addressed to the
course coordinator his/her intention to resubmit an
assessment task. The resubmission is premised on
the student’s failure to comply with the similarity
index and other reasonable grounds such as
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
academic literacy standards or other reasonable
circumstances e.g. illness, accidents, financial
constraints.
Re-marking of Assessment You should request in writing addressed to the
Papers and Appeal program coordinator your intention to appeal or
contest the score given to an assessment task.
The letter should explicitly explain the
reasons/points to contest the grade. The program
coordinator shall communicate with the students
on the approval and disapproval of the request.

If disapproved by the course coordinator, you can

elevate your case to the program head or the dean
with the original letter of request. The final decision
will come from the dean of the college.
Grading System All culled from blended sessions and traditional
contact
Course discussions/exercises – 40%
1st formative assessment - 10%
2nd formative assessment - 10%
3rd formative assessment - 10%
All culled from on-campus/onsite sessions (TBA):
Final exam – 30%

Submission of the final grades shall follow the

Preferred Referencing Style
Student Communication
usual University system and procedures.
Depends on the discipline; if uncertain or
inadequate, use the general practice of the APA 6 th
Edition.
You are required to create a Facebook/ Messenger
and email account. Then the course coordinator
shall create a class Group Chat account to add the
students to have access to the materials and
resources of the course. All communication
formats: chat, submission of assessment tasks,
requests etc. shall be through email, Facebok
Messenger and other university recognized
platforms.

You can also meet the course coordinator in

person through the scheduled face to face
sessions to raise your issues and concerns.

For students who have not created their student

email, please contact the course coordinator or

Contact Details of the Dean
Contact Details of the Program Name: Dickey O. Mosqueda
Head
Students with Special Needs
Help Desk Contact
Library Contact
UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
program head.
Name: Dr. Liezel V. Chan
Email : deanpanabo@umindanao.edu.ph
Phone Number/Landline: 084-6286437
Email: dasepanabo@umindanao.edu.ph
Phone Number/Landline: 084-6286437
Students with special needs shall communicate
with the course coordinator about the nature of his
or her special needs. Depending on the nature of
the need, the course coordinator with the approval
of the program coordinator may provide alternative
assessment tasks or extension of the deadline of
submission of achieving the desired course
learning outcomes.
Name: Engr. Christopher C. Chatto
Email: osapanabo@umindanao.edu.ph
Phone Number/Landline: 084-6286437
Name: Maria Pacifica Dignos
Email: licpanabo@umindanao.edu.ph
Phone Number/Landline: 084-6286437

Course Information – See attached Course Syllabus

CC’s Voice: Hello students! Welcome to this course GE 6: Life and Works of Jose
Rizal. As mandated by Republic Act 1425, this course will cover the life
and works of Rizal particularly his novels Noli Me Tangere and El
Filibusterismo. From the primary and secondary level you already heard
about Rizal as our national hero and have read his two novels. In this
course we will get to know Rizal more deeper than merely being the man
who wears the title as the country’s national hero. And gain values as we
study his life and works in this course.
CO Before we understand and appreciate Rizal’s life and works and gain
values from it we have to discuss his life in the context of his time in the
19th century and analyze his works and writings.
Let us begin!
Week 1-2: Unit Learning Outcomes (ULO): At the end of the unit you are
expected to:
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
a. Explain the history of the Republic Act 1425 or the Rizal Law and its important
provisions
b. Explain Jose Rizal’s life within the the context of the 19 th century Philippines.

a. Big Picture in Focus : ULOa. Explain the history of

the Republic Act 1425 or the Rizal Law and its important
provisions.

Metalanguage:
Below are the essential terms that you are going to encouter in the pursuit of
ULOa.: Explain Jose Rizal’s life withing the context of the 19 th century
Philippines. Frequently refer to these definitions to help you understand the
succeeding topics.
R.A. 1425 - or the Rizal Law is mandated by law that refers to the Act obliged all
public and private schools, colleges, and universities nationawide to educate
students about Rizal’s views which were greatly depicted in his famous writings
like the Noli Me Tangere and El Filibusterismo.
Jose Rizal – honored as the national hero of the Philippines and the author of
the novels Noli Me Tangere and El Filibusterismo.
Noli Me Tangere – the first novel of Dr. Jose Rizal.
El Filibusterismo – the second novel of Dr. Jose Rizal and the sequel of the
Noli Me Tangere
19th Century Philippines – refering to the Spanish period of Spanish occupation
in the Philippines

Essential Knowledge :
1. History of Rizal Law – Educational institutions in the Philippines are mandated to
include Rizal’s life and writings in their curriculum. Such mandated action is in
accordance with Republic Act no. 1425 or Rizal Law. The Act obliged all public and
private schools, colleges and universities nationwide to educate students about
Rizal’s views which were greatly depicted in his famous writings like the Noli Me
Tangere and El Filibusterismo. Rizal’s firmness towards the abuses of the Spaniards
and the role played by the Catholic church to promote such misconduct during those
days were condemned by numerous Catholic church. Thus, Rizal Law was viewed
as an act of degradation to the Catholic beliefs. The Roman Catholic Church in the
Philippines strongly opposed the printing and distribution of Rizal’s works because
they would corrupt the Catholic faith of the new generation.
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
The Catholic churches in the country continued to advance their strong
opposition to Rizal Law. This opposition persisted until the 1955 Senate election,
making then Senator Claro M. Recto, the main proponent of the Rizal Bill and the
one who sought its sponsorship to accuse the oppositions as communist action.
Catholic churches argued that such Bill denied the freedom of religion, encouraging
as many supporters as they could get to stop the reproduction and reading of Rizal’s
novel Noli Me Tangere and El Filibusterismo. Believers of Catholic faith were
advised to produce and send written documentaries to their representatives and
senators stating unfavorable views about the Rizal Bill. Crusades took place, and
tension between the supporters of Rizal and the Catholic church emerged.
Symposiums promoting the eradication of the bill were organized. One symposium
with Fr. Jesus Cavanna as guest rendered a message that Rizal’s works in view of
the past injustices would corrupt the present setup of Catholic churches in the
country. Nevertheless, Jesus Paredes, a radio commentator, argued that Catholics
were not deprived of their right to decline reading Rizal’s novels if they felt like they
could threaten their salvation (Arbinales & Amoroso, 2005).
As a response, Archbishop Rufino Santos of Manila asserted that Catholic
students would be affected if the mandatory reading of uncensored writings of Rizal
would prevail. In his pastoral letter, he added that many versions of Rizal’s writings
would be read. The reading of the circular containing the clear opposition of the
Archbishop led to Manila Mayor Arsenio Lacson’s to walking out of the mass. The
mayor had always been a supporter of the Rizal Bill. During theose days, support
groups of the Catholic churches, like the Catholic Action of the Philippines, the
Congregation of the Mission, the Knight of Columbus, and the Catholic Teachers
Guild, collaborated to block such bill. However, a countermovement was also
organized by Veteranos de la Revolucion (Spirit of 1896), Alagad ni Rizal, the
Freemasons, and the Knighs of Rizal. Inaddition, a bill co-written by both Jose P.
Laurel and Recto was sponsored by the Senate Committee on Education, which was
opposed by Francisco Soc Rodrigo, Mariano Jesus Cuenco, and Decoro Rosales
(Araneta, 2010).
Furthermore, Cuenco argued that Rizal directly attacked the practices, beliefs,
and creeds of the Church. Rizal’s views were not limited to the abuses of the friars
during his days but it was a total disbelief of the Bible and the Catholic faith. Rizal
did not believe in the existence of the purgatory, and that Moses and Jesus Christ
were not mentioned in the Bible. The argument that Rizal refrained from doubting
the dogmas of the Catholic church was fallacious and misleading. His denial of a
purgatoryhas opposed the beliefs of the majority of the members of the Chambers of
the Senate Committee, including that of Domocao Alonto, senator of Sulu; thus , the
senator bluntly exposed his opposition to Filipinos who viewed Rizal as their national
hero, and he despised his writings. He viewed Rizal as a saint worshipped by many
so that his writings became a Bible of Indonesia in quest for their independence.
However, such views of Alonto were countered by a supporter of the Rizal Bill,
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
namely Pedro Lopez, a Cebuano like Cuenco, saying that the essence of the
independence movement began in their province when Lapu-lapu fought Ferdinand
Magellan (Pangalangan, 2010).
The tension brought by the Rizal Bill, led to the threatening of various Catholic
schools to close down if the bill was passed. This threat created a counterattack
from Recto, saying that if such dilemma in the educational sector happened, schools
would be nationalized. The words of Recto made an impact that led Catholic schools
to punish legislators who supported the Rizal bill by not supporting them in the next
election. Furthermore, Recto argued that the people who eliminate Rizal’s writings
from schools buried his memories as nationa hero. He added that this was not a
fight against Recto but a fight against Rizal (Abinales & Amoroso, 2005).
The Chairman of the Committee of Education catered to the views of the Catholic
church and made adjustments to compromise the opposition and the approbation of
the supporters of the Rizal Bill. On May 12, 1956, the inserted compromise
(contents) on the bill, which specified that only college (university) students would
have the option of reading unexpurgated versions of clerically contested reading
materials, such as Noli Me Tangere and El Filibusterismo, was approved
unanimously. The bill was enacted on June 12, 1956 (Araneta, 2010).

1.1. Republic Act No. 1425 or Rizal Law – The Act obliged all public and private
schools, colleges and universities nationawide to educate students about Rizal’s
views which were greatly depicted in his famous writings like the Noli Me
Tangere and El Filibusterismo.
1.2. Rizal Law is Viewed as an Act of Degradation to the Catholic Belief -
Rizal’s firmness towards the abuses of the Spaniards and the role played by the
Catholic church to promote such misconduct during those days were
condemned by numerous Catholic church. The Roman Catholic Church in the
Philippines strongly opposed the printing and distribution of Rizal’s works
because they would corrupt the Catholic faith of the new generation. They
argued that such Bill defied the freedom of religion, encouraging as many
supporters as many as they could get to stop the reproduction and reading of
Rizal’s novels Noli Me Tanger and El Filibusterismo.
1.3. Senator Claro M. Recto’s Argument – that the people who eliminated Rizal’s
writings from the schools buried his memories as national hero. It was not a fight
against him but a fight against Rizal.
1.4. The Compromise that was approved unanimously – the inserted
compromise (contents) on the bill, which specified that only college (university)
students would have the option of reading unexpurgated versions of clerically
contested reading materials, such as Noli Me Tangere and El Filibusterismo.
1.5. Below are the different arguments of the supporters and attackers of the
Rizal Bill:
Supporter of the Argument Opposition of the Argument
 UM Panabo College
Department of Teacher Education
P.N. Arguelles St., San Francisco, Panabo City
Telefax # (084) 628-6437
Bill Bill
Jesus Paredes – Catholics were not Fr. Jesus Cavanna Rizal’s works in
Radio deprived of their view of the past
commentator right to decline injustices would
reading Rizal’s corrupt the
novels. present setup of
Catholic churches
in the country.
Mayor Arsenio Opposes Archbishop Rufino Catholic students
Lacson Archbishop Rufino Santos would be affected
Santos’ arguments. if the mandatory
reading of
uncensored
writings of Rizal
would prevail.
Francisco Soc Opposes the
Rodrigo, Mariano Senate Committee
Jesus Cuenco and on Education.
Decoroso Rosales Rizal directly
attacked the
practices, belief
and creeds of the
Church.
Rizal do not
believe in the
existence of
purgatory, and
that Moses and
Jesus Christ were
not mentioned in
the Bible.
Rizal refrained
from doubting the
dogmas of the
Catholic Church
was fallacious and
misleading.
Pedro Lopez Opposed Alonto’s Domocao Alonto Opposed to
argument regarding Filipinos who
independence, he viewed Rizal as
believed that the their national hero
essence of the and despised
independence Rizal’s writings.
movement began in Rizal is
their province when worshipped as a
 UM Panabo College
Department of Teacher Education
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Telefax # (084) 628-6437
Lapu-lapu fought saint by many and
Ferdinand Magellan. his writings
became a Bible of
Indonesian in
quest for
independence.
Veteranos de la (support groups of Catholic Action of (support groups of
Revolucion the Bill) the Philippines the Catholic
Alagad ni Rizal The Congregation Churches)
The of the Mission
Freemasons Knights of
Knight of Rizal Columbus
Catholic Teachers
Guild

2. Honoring Filipino National Heroes – The Philippines recognized the significant

contribution of certain personalities to the growth of Filipino minds, the acquisition of
independence, and their participation in the molding of Philippine history.
Nonetheless, there was no law nor, executive order nor proclamation issued officially
to proclaim a Filipino historical icon as a national hero. Even Jose Rizal, despise his
enormous contribution to Philippine history, was not clearly proclaimed as a National
Hero. There were laws enacted honoring significant historical persons and their
heroic acts that molded history. Jose Rizal’s position in Philippine History is a tribute
to the continued respect or acclamation of the people in recognition of his
contribution to the significant social transformation that took place in our country.
Jose Rizal was not the only one who was recognized as a hero; Bonifacio also
acquired a spotlight in heroism. He remained an inspiring icon who did his best to
acquire knowledge and fight against the Spanish colonizers. He received an indirect
acknowledgment of his heroic deeds, by being recognized as a national hero and his
day of birth was made a national holiday. Rizal and Bonifacio were great men who
contributed to the acquisition of the Philippine independence from the Spanish
regime and abuses. Despite the absence of a formal declaration proclaiming them
as national heroes, Philippine history applauded these men and had kept their
contributions passed on to generations. As historian argues, that heroes must not be
legislated, the acclamation for heroes would be recognition enough. Also, their
recognition is better executed in the academe, where the stories about their
contributions to our country’s history would be relived.
To recognized important personalities in our history, the Government
promulgated programs and committees that would keep an eye on remarkable icons
from the past. Thus, on March 28, 1983, then President Fidel V. Ramos issued
Executive Order No. 75 titled “Creating the National Heroes Committee under the
office of the President” The said committee was created to learn, assess, and
 UM Panabo College
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Telefax # (084) 628-6437
suggest national personalities in recognition of the impact that such people made on
Philippine history. It was the Committee’s duty to make sure that recognition be
given to heroes for their authentic character and extraordinary triumphs for the
country. In compliance, the National Committee submitted criteria for national
heroes. The technical committee of the National Heroes Committee held series of
meetings on June 3, 1993, August 19, 1993, September 12, 1994, and November
15, 1995, defining, discoursing, and deliberating upon the merits of the various
definitions and criteria of a hero. The committee adopted the following criteria as
basis for historical researchers in determining who among the great Filipinos would
be officially proclaimed as national heroes: (a) heroes are those who have a concept
of nation and thereafter aspire and struggle for the nations’ freedom, heroes are
those who define and contribute to s system or life of freedom; (b) and order for a
nation; and (c) heroes are those who contribute to the quality of life and destiny of a
nation (National Commission for Culture and Arts, 2015).
3. The Philippine National Literature – Rizal’s written masterpieces, the Noli Me
Tangere and El Filibusterismo, are considered constant and inspiring sources of
patriotism and nationalism for the youth during their formative years. The Rizal Bill
showed the existence of a corrective space, an ensemble of discourse and practices
creating the field of literary education in the Philippines. It is a written work, which
shows the life of Filipinos from the past and is a good source of learning the value of
education. The novels portrayed the Filipino people whose national character had
been shaped by literary works and the reading of these works; the Bill gave Rizal
and his novels not only a central place in the state’s nationalist projects, but also a
recognition of their vital role in enabling Filipinos to grasp the ideals of freedom and
nationalism (Hau, 2000, p.l).
Rizal was equipped with extraordinary literary skills. Such was seen in his
masterpiece the Noli Me Tangere (1887) and El Filibustirismo (1891). The Noli
dealt with the country’s present, and the El Fili pointed out to its future .
Meanwhile Rizal’s remarks of Morga (Sucesos de las Islas Filipinas) traced the
lineaments of the country’s past. Writing had become his tool for reforms to
awaken Filipinos from the abuses that the colonizer’s had been going for
centuries in the country. Literature gives importance to nationalism; thus , Rizal
viewed it as something essential. Literature has always been reliant on history,
bringing people back to the past where social, psychological, and linguistic
resources portray old events that impact the present time (Mojares, 2013).
Literature can be a good basis of history and taking a glance of the past
attributes of Filipinos. Nevertheless, literature has its intervening functions,
taking a look at Rizal’s novels; it was artefactual: a mixture of reality best
portrayed by fiction characters, which represents certain people back then. It’s a
result of all observations and experiences of Jose Rizal in Philippine society.
Literature was his way of showcasing society’s creative hard work and ambitions.
Hence, Filipinos back then were able to acquire, preserve, and reshape their
 UM Panabo College
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Telefax # (084) 628-6437
culture through literature, which was rooted in their ancestors’ days. This shows
the intertwined relationship of literature and Philippine nationalism, strengthened
by the idea that literature embodied and 0creates culture (Hau, 2000).
Rizal has written a Tagalog novel after the appearance of Fili. In 1891-
1892, he wrote his third novel, “”Makamisa.” This novel was written for the
Tagalog readers and not for the European readers. At the time he had written
such novel he was on his way back to the Philippines, and the propaganda
movement was starting to shift. At home when Rizal embarked on his third novel,
he was also assisting his brother Paciano in translating the Noli Me Tangere.
Making Tagalos novels was Rizal’s way of speaking to his fellow Filipinos. Rizal
was also motivated to write a novel with a modern sense of the world, an artistic
and literary novel. Rizal’s third motive was to write a novel that would deal
exclusively with the usages, virtues, and defects of the Tagalogs. To achieve his
motives Rizal wrote Makamisa, which he admitted to have given him hard time in
Tagalog. Though it was aborted, Rizal’s “turn to the native” was not in vain, if
taken as a sign of the desire for a literature more deeply anchored in the realities
of home (Mojares, 2013).

Self-Help: You can also refer to the sources below to help you
further
*Maghuyop, R.B., Gallardo, T.E., et. al.(2018). The Life and Works of Jose Rizal.
Mutya Publishing House, Inc.
*Obias, R.W., Mallani, A.A., et. al.(2018). The Life and Works of Jose Rizal.
Quezon City. C & E Publishing House, Inc.
*Reynaldo De Mesa Galica, Ernesto Thaddeus M. Solmerano, Marjiene M.
Palencia., (2018). The Life and Works of Jose Rizal. Fastbooks.

Big Picture in Focus : ULOb. Explain Jose Rizal’s life within

the context of the 19th century Philippines.

The 19th century was an era of growth and innovation, the idea of industrialization
became most popular during this period. It was embraced by numerous countries,
especially in Europe and the United States. Along with the rapid fame of
industrialization, the essence of democracy and nationalism inspired numerous
revolutionaries to promote changes in the fields of science, technology, economics,
and politics. Such action created a more prosperous environment to those who
 UM Panabo College
Department of Teacher Education
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Telefax # (084) 628-6437
succeeded in their battle for change and freedom. Nevertheless, the Philippines in
the 19th century remain primitive despite the emerging marks of growth noted in
some sectors. The Government occupied by self-indulgent people, remained deaf
and blind to the people’s cry of injustices and suffering. The social and economic
systems of the country remained reliant on the feudalistic patterns, which fueled
racial discrimination and division based on status quo. Requests for reforms were
disregarded, and the people were discontented with the social setup of the country.
The existing racial discrimination urged the middle class contributed a lot to the
country’s development. They imported to the medieval Philippines the idea of
liberalism from the West and promoted innovation in how the Filipino viewed the
country as a whole. It fueled patriotism among the Filipinos.
Rizal’s masterpiece showcased his experiences in the Philippines and in the
world, most especially in Europe during his lifetime. The rough conditions of society
was born free and had equal rights with others (Delgado, 1904).
4. Socio-political and Economic Condition of the Philippines – The relationship
between the individual and society is interlinked. Society cannot exist without the
individual; at the same time, the individual is molded by the social structures in which
he or she is a part. The 19th century was a period of social change.
4.1. Social Structure – the socio-economic systems of the country remained reliant
on the feudalistic patterns, which fueled racial discrimination and division based
on status quo.

The Pyramid of Structure of Social Division

Spanis
h
Officia
ls,
Penin
sulare
s&
Favored Natives,
Friars
Mestizos/Half-Breeds, Phil-
born Spaniards & Criollos

Indios

4.2. Political System – The Spanish monarch held the executive, legislative,
judicial, and religious power. Such power was executed in the Philippines
through the Ministro De Ultramar established in Madrid in 1863. Through the
Ministro De Ultramar, the Philippine affairs were governed in accordance with
the will of the Spanish monarch.
4.2.1. Governor General –he held the executive power and in legislative
processes. He is the commander-in-chief of the armed forces, had the
supreme authority in the economic and financial dealings of the country and
led the Royal Audencia.
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4.2.2. Lietenant-General or general Segundo Cabo – assisted the governor-
general with regards to the matters of the nation.
4.2.3. Alcalde Mayor – the civil governor of the provincial government.
4.2.4. Alcaldes Ordinarios or the Mayor and Vice Mayor – the city mayor of
the city government.
4.2.5. Gobernadorcillos or Capitan – served as the chief executive and judge
of the town.
4.2.6. Cabesa de Barangay – the leader of the smallest unit of government in
the barangay or barrio.
4.2.7. Royal Audencia – the acting judicial body and the highest court that
litigates cases and was composed of Spaniards.
4.3. Sources of Abuse in the Administrative System – the reason for the
Philippines’ weak administrative system was the inadequacy of the people
seated in the position. People who run the country lacked qualifications, skills,
and leadership traits. The government in the administrative level was occupied
by appointed people who held office in accordance with their selfish motives.
The result of such actions were injustices, lack of coordination among officials,
and increased financial abuses. The court also rendered poor judgement caused
by biases and discrimination.
4.4. Educational System – The Philippine educational system during Spanish
period was pitiable and limited to the wealthy few. Intellectual growth can be
seen in the middle class and was always censored by the friars for fear that the
knowledge would exposed the injustices that had been going on in the country.
Having friars take hold of the educational system resulted in an overemphasis
on religious matters, outdated teaching methods, poor classroom facilities,
limited curriculum, and lack of teaching materials, such as books. There was
negligence in the promotion of primary schools resulting from the absence of
academic freedom.
4.4.1. Educational Decree of 1863 – the decree obliged all major towns in the
Philippines to establish one primary school for boys and girls.
4.4.2. Moret Decree of 1870 – the secularization of the higher education in the
colony. The government control over higher education in the Philippines.
4.5. The Challenge of Industrialization – Mankind’s advancement in the field of
science, technology, physics and chemistry resulted in the creation of
community embracing a life of ease caused by technology. The spread of
industrialization marked the fame of democracy, liberalism, and nationalism.
Industrialization had an important role in the shaping of the Filipino minds in the
19th century.
5. Rizal and the Theory of Nationalism – it is viewed as a basic building block in the
attainment of national unity and progress. Ideally, it is understood as the feeling of
belongingness, which uplifts the spirit of oneness to fellow countrymen and, at the
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same time, looking up to a common goal for the nation’s development (Funtecha,
2009)
5.1. Common Traits of Filipinos – it is difficult to depict the existence of numerous
races, practices, and beliefs have been developed and preserved with the
passing of time.
Here are some common traits to the average Filipinos and to separate those that
are obviously Spanish and Americans:
5.1.1. Hospitality – Even a poor Filipinos offer what he has, such as food,
shelter, and accomodation to the extent that the owner would sleep on the
floor just to make their visitor or stranger feel at home.
5.1.2. Close Family Ties – Filipinos are family-centered; they have always
viewed blood to be thicker than water. The family comes first, creating close
relationship among the members.
5.1.3. Respect for Elders – the practice of the young address the words “po”
and “opo” to older persons and it is considered good parenting. Another one
is showing parents power over their children, such as consulting them on
important matters and not talking back.
5.1.4. Fatalistic – in Filipinos is best symbolized in the phrase “Bahala na”. This
is a belief that all things are subject to fate.
5.1.5. Loyalty – refers to the faithfulness and trustworthiness to a close
companion or friend. The value of fidelity either to a superior or duty, to love
or to anybody.
5.1.6. Jealousy – A man, strongly dislikes a woman who flirts with several men.
For him what is “his is his” and what is “yours is yours”.
5.1.7. Sense of Pakikisama – Filipinos are able to fit in with other people and
set aside their selfish wants. It is an inherent sense of camaraderie and a
trait of honest acceptance of the individual differences.
6. Rizal’s Social Origin and Historical Context – The Filipino-Chinese mestizos were
an important element of 19th century Philippines. They were the Filipino middle class
in those times, and they played a significant role in the agitation for reforms, in the
fromation of Filipino nationality.
6.1. Rizal’s Chinese Ancestry – The Filipino-Chinese background of the ancestors
of Rizal from China to the Philippines. Domingo Lam-co and his wife Inez de la
Rosa were from Chinchew district of China. There son was Francisco Mercado
who was married to Bernarda Monicha and their son was Juan Mercado. Juan
Mercado and his wife Cirila Alejandra are the parents of Rizal’s father Francisco
Mercado who was married to Teodora Alonso Realonda de Quintos a native of
Manila who’s parents were Regina Ochoa and Manuel de Quintos with Spanish,
Chinese and Tagalog ancestry.
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https://allaboutjoserizal.weebly.com/

6.2. Chinese Mestizos – Jose Rizal’s Chinese descent came from his maternal
grandfather, Manuel de Quintos, a Chinese mestizos who had been a well-
known lawyer in Manila. On the other hand, Jose descended from an industrious
and intelligent Chinese merchant, Domingo Lam-co, who married a Chinese
mestiza, Ines dela Rosa. Early in the 15 th century, Chinese mestizos were
already established in the region, particulary in Luzon. The Chinese had been
significantly involved in the economics and social affairs in the Philippines. Direct
contact between China and the Philippines existed from at least the Sung Period
(960-1279). Through the junk trade several points in the Philippines enjoyed
regular commercial and cultural contacts with the Chinese. Purely in terms of
Rizal’s ancestry, Rizal might be considered a fifth generation Chinese mestizos
(Wickerberg, 1964).
Binondo was founded as a Chinese town in 1594. It was the chinese mestizos
who made Cebu wealthy.
6.3. Agrarian Relation and the Friar Lands – It was until the 20th century that
monastic haciendas were the dominant form of land tenure in the region
surrounding Manila.Throughout most of the 333 years of Spanish colonization in
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the Philippines, ecclesiastical estates occupied nearly 40% of the surface area in
the four Tagalog-speaking provinces, namely Bulacan, Tondo, Cavite and
Laguna de Bay. An understanding of the history of the friar lands within the
Tagalog region would help us understand the many revolts and eventually the
Philippine Revolution of 1896 that happened in history. Some American officials
noted that the estates somehow served as an overriding source of the revolt.
According to documents, on the eve of the Philippine Revolution of 1896, four
religious orders owned at least 21 haciendas in the provinces surrounding
Manila. Seven years later, 1903, the American colonial government, fearful of
further outbreaks of agrarian unrest if friar land-ownership continued, bought 17
of these estates for division and sale to the Filipinos while four (4) of them
remained. Three decades later they were to sold the last remaining estates
largely to the Philippine government. Among the four religious orders, the
Dominicans owned ten estates, thus, calling them the largest landlords in the
region (Roth, 1982).
6.4. The Cavite Mutiny and the GOMBURZA Execution - The terrible reprisals
and the articulated tyranny, terrorism, and espionage of the Spanish government
that ruled in the 16th and 19th century had led to the inevitable revolt and then
savage vengeance. In 1872, a bloody mutiny in Cavite took place, which led to
the eventual execution of three secular Filipino priests. The death of the
GOMBURZA marked a turning point in the history of Filipino nationalism. Their
death witnessed the long struggle of the Filipino priests in the aspects of religion.
Although the struggle for the rights of the Filipino clergy suffered an eclipse with
the death of the three priests, the concern of Burgos for the equality of Filipinos
with Spaniards and for justice to all remained at the core of the nationalist
aspiration and representations (Schumacher, 1972).

Self-Help: You can also refer to the sources below to help you
further
*Maghuyop, R.B., Gallardo, T.E., et. al.(2018). The Life and Works of Jose Rizal.
Mutya Publishing House, Inc.
*Obias, R.W., Mallani, A.A., et. al.(2018). The Life and Works of Jose Rizal. Quezon
City. C & E Publishing House, Inc.
*Reynaldo De Mesa Galica, Ernesto Thaddeus M. Solmerano, Marjiene M.
Palencia., (2018). The Life and Works of Jose Rizal. Fastbooks.