Program: Topic: Foundations of Social Regeneration

Course: Mabini’s Life, Works and Writings Instructor Remedios R. Azul

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Code TCCR01 Module #: 3 Week #: 5-6 # of Page: 10

I. Preliminaries
Introduction to This module aims to understand the foundations of social regeneration.
the Module
Objective Appreciate the works of Mabini during revolution through reflecting the documents written by
Mabini.

Section Topics Learning Outcomes Assessment/ Modality

Evaluation

1. Analyze the historical 3. Create a

Section 1: Foundations of Social Using module
background of a particular flow chart
Regeneration
writings of Mabini. in
Social media
2. Understand the significance of discussing
1. The "Verdadero platform
each writings for the Filipino and the works
Decalogo" its connection to present times. of Mabini
2. The "Ordenanzas de la Research
4. Quiz
Revolucion"
3. The "Programa 5. Written
constitucional de la exercises
republica Filipina"

II. Instructions
Mabini was a type of person who believe that fighting against war can also be achieved
through a peaceful one like our national hero’s principle. In lieu with this he wrote three documents
that will help Filipinos to develop their personalities as citizens and serve as a fundamental
integrating force.

Content Lecture/ Discussion

Mabini conceived the Revolution as having a twofold aspect: the internal and the
external. The internal revolution signified that the people had to change radically their attitudes,
their ways of thinking and their behavior towards each other and their social institutions.
Mabini was convinced that his "True Decalogue" if studied carefully and cherished by
Filipinos, would not only give them a new oral personality but also serve as a fundamental
integrating force. As one of the foundations of social regeneration, the "True Decalogue" if
TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
followed properly, constituted the internal revolution.
As conceived by Mabini, the external revolution was the technique and process to
smash Spanish rule, a domination which had ingrained in the people those habits which were to
be dispelled by the internal revolution.
Mabini believed that his "Ordenanzas de la Revolucion" could make the external
revolucion possible. But not only did the "Ordenanzas" explain how the Revolution was to be
organized and directed, it also made clear why the Revolution was justified. The people were to
know vividly the how and the why of a struggle that was going to make great demands upon them.
But it is of great importance to note that Mabini clearly realized that these programs would
not be effective unless the people were, first of all willing to submit to the submit to the discipline
and the implementation of the program required. It was therefore necessary for him to argue that
the mere process of revolution would not constitute or even make freedom possible unless the
people knew before hand what this concept meant.
What Mabini is suggesting here is that liberty is a social situation where a man obeys a
law of which is ultimately an author. Should he obey an authority in such a situation, such an
authority was one his reason demanded him to obey, since he had chosen it himself. All these
assumed that such an authority was acting, too, within the canons of reason and justice.

I. The "Verdadero Decalogo"

 Mabini conceived of his decalogue as consisting of truths communicated by God to
men through the proper use of their reason. If the Filipinos would "reflect deeply on
them, their minds would become enlightened instead of being confused. He believed
that once the rules of the decalogue were reflected upon and understood, the people
would discover something which had been hidden from them by the Spaniards – that
they could constitute themselves into a nation.

 The "True Decalogue" can be briefly summarized as follows: It exhorted the love of
God and one’s honor; the first as the fountain of truth and justice and the second as
a force causing men to become truthful, just and industrious. God was to be
worshipped in a manner dependent on the conscience of the individual, a faculty
which singled out what was good or evil. It was a duty to develop one’s talents, but
always within the path of what was judged as good and just. The nation was to be
loved as the patrimony of the race, something inherited from ancestors to become
the future of the descendants. The happiness of the nation was to take precedence
over that of the individual. Independence was to be a major aspiration. The people
were not to recognize any person as an authority unless he had been properly
elected by them. They were to work for the formation of a republic and reject a
monarchy. While the latter implied a dynasty and the ennobling of a single family or
group of families, the former "makes a noble people, dignified by the use of their
reason, great on account of their liberty, and prosperous and resplendent by their
labor. " One’s neighbor was to be loved, but he was to be regarded not merely as a
neighbor but as a fellow member of a community with whom the patriot was "tied by
the same fortunes, the same joys and sorrows, and identical aspirations and
interests. "

 It is clear, then, that Mabini at the time he framed his decalogue believed that
patriotism would enable the Filipinos to thrust to the background their individual
interests and other divisive elements. Love of country or the national community was
to him the antithesis of self-love. The formation of national community would enable
the Filipinos to acquire a new system of moral relations as to endow them with a new
moral personality.

 Mabini’s decalogue is a veritable civic code that was, in effect, propounding a civil

TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
 religion in the spirit of Rousseau. God was viewed primarily in a deistic fashion and
probably mentioned simply as a concession to the general religiosity of the Filipino
people. Actually the emphasis is on the reason and conscience of the individual and
these two faculties could, without any contradiction in the decalogue, remain logically
independent of the notion of God. It is no wonder then that there were many persons
not sympathetic to Mabini’s formulation of his civic code. Ambrosio Rianzares
Bautista, one-time adviser to Aguinaldo and at times a political adversary of Mabini,
remarked in an article that although he considered Mabini’s decalogue as superior to
the Mosaic code "the ignorant public understood it to be a great blasphemy against
God himself. "

 The typical and expected criticism against Mabini’s decalogue was nowhere better
expressed than in a memorial by Mariano Sevilla, a well-known priest. At the time
the Revolutionary Congress was discussing various constitutional programs with an
eye to adopting one of them, Sevilla presented a lengthy memorial to the Congress.
The memorial dealt mainly with the religious question, for Sevilla feared that the
Congress might adopt the principle providing for the separation of church and state
and further allowing freedom for the exercise of any religion in the country.

II. The "Ordenanzas de la Revolucion"

 The "Ordenanzas" is a complex document, for, besides a definition of and

justification for the Revolution, it presents a general outline for the political,
administrative, economic, military and judicial organization of a proposed
revolutionary government. It even contains details as to the national language to be
adopted, the kind of flag for the revolution, etc. It contains 89 rules of varying
lengths.

 First of all, the "Ordenanzas" defines a revolution as "the violent means resorted to
by a people in the exercise of its sovereignty which by nature belongs to them, in
order to destroy a duly constituted government, substituting for it another one more
in consonance with reason and justice. " This definition clearly assumes that the
Filipino’s were already a "people". If so, then the question might be raised as to what
the decalogue was attempting to accomplish.

 The ordenanzas then justified the revolution against Spain by asserting that a
revolution is "just as long as it tries to destroy a government that was foreign and
unsurper. However, it is added that a ‘revolution against a non-alien government
was also justified should such a government abuse the powers given to it by the
people; These two justifications are in consonance with one of the precept of the
decalogue which implied that political obedience was due only to a government that
represented deliberate choice and consent; on the part of the people.

 The "Ordenanzas" then charged Spain with having violated a defensive and
offensive alliance entered into between her and the ancestors of the Filipinos. From
such a pact which had been sealed with blood, the Filipinos found themselves later
on under the domination of Spaniards. Not only was such a domination a usurpation
of powers but it was also oppression since the Spanish government, besides having
been tyrannical and arbitrary, had identified itself with the friar corporations whose
interests had always been opposed to those of the Filipino people. Furthermore,
under the Spanish regime it was difficult to demand or even petition for justice for
such attempts resulted in exile or death. Consequently, the aims of the Philippine
TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
 Revolution were:

1. To forcibly expel the Spanish government and the religious corporations from the
Philippine Islands and expropriate all properties usurped by them.
2. To make accessible to the masses of the people the truths contained in the True
Decalogue, to serve as a solid base and the fundamental principles for the moral
education of the Filipino as man and citizen.
3. After the triumph of the Revolution, to implant in the country as constitutional regime
based on the Constitutional Program of the Philippine Republic.

 A revolutionist was then defined as any person who "cherished Philippine Independence
and who was formally committed to contribute with his life and fortune its establishment,
esteeming and obeying the authorities and laws established by the Revolution.

III. The "Programa constitucional de la republica Filipina"

 Mabini’s constitutional program was never put into effect, in whole or in part. But of all the
different constitutional proposals, it is the one that contains relatively more provisions
relevant to local conditions. However, this does not eliminate the fact that it draws heavily
from two Spanish Constitution of 1812 was greatly inspired by the French Constitution of
1791.

 The importance of a study of Mabini’s constitutional program is that it evinces all the liberal
gains in Europe which he desired to flourish in the Philippines, the elimination of a great
deal of those elements he considered reprehensible in the past, the deliberate avoidance of
those conditions that make possible the popular discontent that generates revolutions, and
the resolve to produce the atmosphere which would enable Filipinos to exploit their native
energies fully for their own benefit in particular and for that of humanity in general.

 The constitutional program consists of 130 articles of varying lengths grouped into ten titles
arranged in the following order: citizenship and individual rights, the territory and general
structure of the Republic, Congress, the Senate, Provincial and Local Governments, the
Executive (President and Cabinet), the Judiciary, Taxation, the Military, and Public
Instruction.

 The provision for citizenship (Title I, Article I) takes over the formulation o Article I of the
Spanish Constitution of 1876 and elaborates it to suit Philippine conditions. Resident
foreigners are given opportunities to gain Philippine citizenship by virtue of marriage to
Filipinos, for having offered their services to the defense or well-being of the Republic, or
simply on account of their worth in the economic life of the country.

 Practically all the provisions on the rights of the individual in the "Programa
cnstitucional"(Title I, Article 2-16 and 19) are taken almost verbatim from the Spanish
Constitution of 1876 (Articles 2-17) with an important exception: while the Spanish
constitution declares in its Article 11 that the

 Catholic religion was the state religion. Mabini explicitly provides in his Article 12 that the
Philippine Republic was to have no state religion, leaving religion to individual choice.

 The most important provisions of the Bill of Rights in Mabini’s proposed constitution were
TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
 the following: No person was to be arbitrarily arrested. Any arrested person was to be
referred immediately to judicial authorities who were charged with finding out whether or not
the detained person had been subjected to any form of maltreatment and with punishing
those responsible should such a thing occur (Article 4). No person was to be arrested
except by virtue of a court order. Provisions were made for a writ of habeas corpus (Article
5). The inviolability of the home, the protection against unwarranted searches of personal
papers and possessions (Article 6), and the freedom of communication (Article 7) were all
guaranteed. The withholding of correspondence was to be explained (Article 8). No Filipino
was compelled to change his residence except under an order issued by a competent
authority and in accordance with law (Article 9), No property was to be expropriated except
by law and for purposes of public utility and with due compensation to the owners ( Article
10). Except in cases of military insubordination, capital punishment was to abolished under
the principle that punishment ought to be remedial in nature (Article 11). A state religion
was prohibited, and the individual was to free to choose the religion he desired as the most
worthy and reasonable. No one was to be disturbed on account of his religious principles or
in the exercise of his cult unless they violated universal morality (Article 12). There was
freedom to choose one’s trade or profession and to found educational institutions in
accordance with law (Article 13).

 The rights of Filipinos were enumerated as follows: freedom of speech and publication,
freedom of peaceable assembly, freedom of association (excepting religious corporations),
and freedom to appeal the highest authorities of the State (Article 14). All trials and
passing of sentences were to be done in accordance with law (Article 15). Voting was
extended as a right to all of those who had reached the age 21 and who had not been guilty
of vagrancy or any crime (Article 16). The right of voting to occupy certain public offices,
and to study in public institutions of learning were extended to women (Article 17).

 The writ of habeas corpus, the freedom of speech, peaceable assembly and association
could not be suspended except under extraordinary circumstances when the security of the
state demanded it. This suspension could be declared by the government (cabinet) under
its own responsibility when Congress was not in session but with the knowledge of the
Senate. In any case, such suspension was to be temporary (Article 19).

 Title II of the constitutional program declared that the government of the Philippines was
republic one (Article 22). Its territory was to be composed of the islands of Luzon, Visayas,
Mindanao and the Sulu Archipelago. Provided that they made common cause with
Philippine independence, the Marianas, Caroline’s and nearby islands under Spanish
sovereignty were to compose of the Republic (Article 20). The territorial structure of the
Republic was to consist of barrios (nayon), towns (bayan), and provinces (kabayanan)
(Article 21). All the offices in the government that were not elective were to be filled by
competitive examinations, and no holder of an office could be removed except for cause
(Article 22).

 Congress, composed of one chamber, was the lawmaking body. It was intended to become
quite representative. The electorate was to consist of all qualified taxpayers who were at
least twenty-one years of age and was to include women. Each member of Congress was
to represent about 25,000 voters, with each province entitled to t least one representative.
They were elected directly.

 Candidate for Congress were not to solicit votes; neither was any government official to
show favor to any candidate on the risk of suspension from the office (Article 26). This
meant that campaigning was out of the question! Representatives could not serve for two
consecutive times in Congress (Article 39) and they were charged with the protection of
TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
 individual rights, the well-being of their particular province and the Republic (Article 40).
Any person elected to office could not excuse himself from the obligation of serving
because he had to render "services which he owed his country for his own honor and well-
being"(Article 42). In Congress, the representatives were not held accountable for their
views (Article 46).

 Congress was empowered to "protect and uphold the rights of the individual as proclaimed
in the constitution and watch over the exact compliance of the constitution". It also had had
the power to approve treaties before ratification, discuss the necessity of a declaration of
war, pass on budgetary matters, coin money, encourage industry, lay down the general
plan of education, grant amnesties and honors, etc. (Article 47).

 The Senate is dealt with in Title IV. This was intended to remain an advisory body to
Congress, the President, and the Cabinet (Articles 52 and 63).

 Title V dealt with local and provincial governments. Of interest is the provision requiring
provincial councils to see to it that each province had at least a high school and published a
newspaper for the purpose of diffusing knowledge in culture and industry (Article 70).

 Title VI referred to the President and the Cabinet. The President and Vice-President of the
Republic were to be elected by provincial electors, who in turn were to be elected by the
qualified voters in the provinces. Their terms were for five years.

 For him it was a duty of honor and conscience to lead a life truly irreproachable, I order to
honor his country before the civilized world and to serve as a model of honor and industry
to his compatriots (Article 76). He executed the laws (Article 76) and was a leader in
legislation for he could propose needed laws to Congress (Article 79). He was
commander-in-chief of the Army and Navy (Article 80). He appointed the members of the
Cabinet from former members of Congress and the Senate (Article 83). The Cabinet
always acted in the name of the President (Article 84).

 All of these provided for a strong executive and for these ideas Mabini borrowed heavily
from the Spanish Constitution of 1812 (Article 170-172) which enumerated powers for the
King and were transferred by Mabini to the President in his constitution. However, other
powers granted to the King were transferred by Mabini to the legislature.

 Regarding the administration of Justice (Title VII), a Supreme Court and a Court of Appeals
were provided for (Article 98). In case of the trial of the President, members of the Cabinet
and other high-ranking officials, the Supreme Court en banc became the trial court (Article
102). It was provided, too, the criminal cases were not to last more than six months, and
judges who could not justify the extension of such cases were to be disciplined by the
Supreme Court. Court procedures were to be made clear and concise and were to avoid all
unnecessary formalities and practices which caused a great deal of waste paper and
interminable litigations (Article 94).

 The title on Taxation provided for the presentation of a budget by one of the members of
the Cabinet to Congress for approval (Article 107). The State was to encourage industrial
friars, etc., for the cultural and industrial education of the people and the elimination of bad
habits (Article 109).

 Title IX dealt with the military forces. When volunteers were not sufficient, conscription
would be resorted to, to enable the State to maintain a standing army ( Article 117). All
citizens 20 years of age had to undergo military training in the towns unless excused for
valid reasons like studying in college or university in other town (Article 120).
TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
  The last title on Public Instruction contains seven articles (Article 124-130) and appears to
be wholly Mabini’s ideas on how education was to be instituted and supervised by the
State. That a whole title is dedicated to education only reflects how seriously Mabini
considered education to be "one of the most powerful factors in social progress. "

 The schools were to deal with the different. Sciences, arts and industry. The school of
philosophy and letters was to include the teaching of Latin and Greek (Article 124).

 Each town had to provide for a system of free elementary education for both sexes and
their supervisions was given to the legal councils. Each province had to attempt the
establishment of colleges and secondary education, and when possible, each city was to
have a university. In the capital of the Republic, the Central University was to be
established. If possible, too, academies and conservatories were to be established in all
cities (Article 125.

IV. Viable and vibrant Activities

Learning Task 1
Answer the following questions based on what you have learned.
1. Differentiate the three writings of Mabini and cite each significance for the country and for
the Filipino people.
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2. How does each writing help the Filipino in improving the form of government and other
social issues?
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3. Upon analyzing the constitution made by Mabini would you agree for it or you will revise it?
If revision is possible what would it be and why. Explain your answers.
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4. If you were Mabini would you do the same or not? Explain your answer.
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V. Opportunity to reflect and articulate students’ acquired knowledge.

TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
Purpose of the activity

This module will help you to understand the writings of Mabini and its purpose for the Filipino
people and for the country. It will help to reflect on how you can help to have a better nation like
what Mabini dreaming of. This is a guide for you to understand that during the time of Mabini,
independence is not easy to achieve but they fight and do their best in order to have it. Different
point of view come out but it leads to achieving the Philippine independence.

Assessment

In your own words formulate your own laws that you will present to the senate and to all the
Filipino people. Be sure that the laws are well explain and provide all the necessary information in
order to encourage the nation that it is for them.
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Summary
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TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
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Reflection
1. I already knew
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2. I learned
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3. I still want to know
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TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS
 VI. Textbooks and other References

Majul, Cesar A. (2004). Apolinario Mabini Revolutionary. National Historical Institue, Philippines

TANAUAN CITY COLLEGE TCCR01 – MODULE 3 MABINI’S LIFE, WORKS AND WRITINGS