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LEARNING PACKET 1: THE LIFE AND WORKS OF RIZAL

UNIT 1: UNDERSTANDING JOSE RIZAL

1.0 Learning Outcomes

a. Explain the history, rationale, and importance of the Rizal Law in the context
of the Philippine Education
b. Demonstrate critical assessment on the effectiveness of RA 1425
c. Analyze the various social, political, economic and cultural changes that
occurred in the nineteenth century
d. Understand Jose Rizal in the context of his times
e. Explain the contentions on Rizal being the national hero of the Philippines
f. Evaluate the evidences presented by the author as to why Rizal does not
deserve to become a national hero

1.1 Introduction

Jose Rizal, an epitome of greatness especially for the Filipinos, being the
National Hero of the Philippines, is not without contentions. There are several texts
which highlights his massive contribution to the Philippine society while there are
those that refuse to put him in a pedestal. However, undeniably, Rizal’s influence
can still be evidently felt over a hundred years after his unfortunate demise. While
that is
Additionally, as there had been a legislation instituted to embed in the
curriculum and make the study of Rizal’s life mandatory, critics maintain their
position about Rizal and would go as far as questioning the effectiveness of the Rizal
Law. Such will be discussed in the middle part of this material.
This learning packet includes the following topics: introduction to the course
on Republic Act 1425, 19th century Philippines as Rizal’s context, demythologizing
Rizal as a national hero, and towards a radical Rizal. These topics will unfold
understanding of Rizal and his context and spark interest comparing and contrasting
the different texts and where the authors are coming from.
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1.2 Discussion and Assessment

1.2.1 Introduction to the Course: Republic Act 1425

1.2.1.1 Story of Rizal Law

To recall, Jose Rizal was accused of political conspiracy and sedition against
the Spanish government in the Philippines and was sentenced to death by firing
squad. He was publicly summarily executed on December 30, 1986 at Bagumbayan
(present day Luneta or Rizal Park). He firmly believed, along with the other
Filipinos, that Rizal was wrongly accused and that he died an unfortunate death but
with a tranquil conscience. From the day he was killed on, the tide of support was on
him.
In reference to his martyrdom and recognition of his contribution to
nationalism, in 1956, Senator Claro M. Recto filed a measure which became the
original Rizal Bill for the following reasons: (1) the country was in the middle of a
social turmoil and the bill was seen as a way of instilling heroism among the youth;
(2) the country was at the time ravaged by the HUKBALAHAP insurgency, and; (3)
the country’s economic and political policies draws heavy influence from the
imperialist presence of the Americans.
In connection to this, the country has become part of the global network to
contain the spread of communism and it formally ended with the signing of the
Mutual Defense Agreement with the United States in 1951 and the Southeast Asia
Treaty Organization (SEATO). The mutual defense agreement was forged in the
desire to secure, preserve, and strengthen the peace in the Pacific. This was also
aimed at maintaining their unity through collective defense against external armed
attack. Similarly, SEATO is an international organization that the country has joined
into with the same of purpose of ensuring collective defense in Southeast Asia.
Whereas, the Americans also exhibited much influence to the country’s
economic policies. Foremost to this is the granting of the “United parity rights” as
explicitly stated in the Philippine Constitution which accords the Americans the
right to access and exploit the country’s resources for free. Consequently, in 1956, the
Laurel-Langley Agreement came into force which ensured free entry of the
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American goods and products to the Philippines, thus influencing the preference of
the locals for these imported products rather than patronizing our own.
Indeed, the 1950s were but a confusing period for the Filipinos as these have
been shrouded with massive corruption and dilemmas in party politics. This was the
very reason why Recto himself felt the necessity to re-instill among the Filipinos the
spirit of nationalism and this, he believes, is possible through the Rizal Bill.
With Recto’s proposed bill, it shall be made obligatory for the college and
university students to study the life and works of Jose Rizal. However, the Rizal Bill
did not come unopposed. The major force of contradiction was from the Catholic
Church. Among others, they are afraid that such may cause harm to the students
especially that they are still in their formative years. Its leaders expressed and
accentuated that forcing students to read Rizal’s works which have religious
overtones would entail violation of the constitutional freedom of religion and
conscience. It also pointed out that Rizal’s works have anti-Church passages and in
particular, they were against: the Catholic religion in general, possibility of miracles,
doctrine of purgatory, sacrament of baptism, confession, communion, Holy Mass,
doctrine of indulgences, Church prayers, catechism of Christian doctrine, sermons,
sacramentals, omnipotence of God, idea of existence of hell, mystery of the Most
Blessed Trinity, and the two natures of Christ, among others.
In the efforts to sell the idea of opposing the passage of the Rizal Bill, the
Catholic Church sought alliance with lobbyists as well as priests. Among those tied
to them was the Catholic organization Accion Catolico formerly headed by Senator
Francisco “Soc” Rodrigo. The priests exhibited an active participation and
persistence in the senate hearings and blocking the passing of the bill to law. This
was seen as an interference of the Church on the affairs of the State especially in the
making of policies.
In consonance to this, there were also seminars conducted in the countryside.
One of the opposers of the bill was Fr. Jesus Cavanna whose comment was about the
works of Rizal presenting a false picture of the situation during the Spanish era. To
him, the conditions were in stark contrast to what Rizal mentioned in his works
which is rather harmful to the readers. He also furthered that Rizal’s novel Noli Me
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Tangere had 333 pages but it only contained 25 patriotic statements as opposed to 120
remarks against Catholicism. Jesus Paredes, a commentator, said that the novels
contained offensive matters which provide basis for the Catholics to show resistance
in reading them as it may imperil their faith. Another commentator, Narciso
Pimentel, speculated that the bill was just Recto’s way of retaliating as the Catholic
voters were responsible for his poor showing, together with President Magsaysay, in
the 1955 elections. Lawmakers such as Representative Miguel Cuenco and Senator
Francisco “Soc” Rodrigo became the voice of the Catholic Church inside the
parliament. He uttered he would not let his son read Rizal’s novels for the fear of
endangering his Catholic faith. He instead suggested an alternative saying he would
let it slide only if the footnoted or the annotated versions are used, not the
unexpurgated ones as in the Recto Bill.
Desperate at winning in blocking the passage of the Rizal Bill, the Catholic
Church continued its opposition by calling on all the Catholic voters to reject
lawmakers who expressed support to it. Masses were also used as platform in
voicing opposition where pastoral letters are read. Bishops even went as far as
issuing a threat of Catholic schools closure if the bill get approved. But Recto did not
buy it saying it was an empty threat for he knew they would not do they are the
friars’ major source of income. He also shunned Senator Rodrigo’s proposition of
using the annotated or edited versions instead of the original works.
After the month-long debate on the matter, a compromise bill was filed
authored by Senator Jose Laurel based on the proposals of Senators Roseller Lim and
Emmanuel Pelaez.
On June 12, 1956, Republic Act No. 1425, better known as the Rizal Law, came
into effect. The law accommodated the objections of the Catholic Church as can been
in Section 1 of the said law, seeking exemption from reading Rizal’s works for
religious reasons. The authors of the original bill considered it a victory but the
Catholic Church felt satisfied that at the very least, they have done something. The
law, nevertheless, requires reading of the unexpurgated version of Rizal’s novels. It
also provided the funding of publication of Rizal’s works and their distribution to
the countryside although it was only one-time. The Rizal Law is in effect for more
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than 50 years now and it may need revisions more than ever to make it more
relevant.

REPUBLIC ACT NO. 1425

House Bill No. 5561
Senate Bill No. 438

An act to include in the curricula of all public and private schools, colleges,
and universities courses on the life, works, and writings of Jose Rizal, particularly
his novels Noli Me Tangere and El Filibusterismo, authorizing the printing and
distribution thereof, and for other purposes.

Whereas, today, more than any other period of our history, there is a need for
a rededication to the ideals of freedom and nationalism for which our heroes lived
and died;
Whereas, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives and
works that have shaped the national character;
Whereas, the life, works, and 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,

Section 1. Courses on the life, works, and writings of Jose Rizal, particularly
his novels Noli Me Tangere and El Filibusterismo, shall be included in the curricula
of all schools, colleges, and universities, public or private: Provided, that in the
collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and
El Filibusterismo or their English translation shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt

forthwith measures to implement and carry out the provisions of this Section,
including the writing and printing of appropriate primers, readers, and textbooks.
The Board shall, within sixty (60) days from the effectivity of this Act, promulgate
rules and regulations, including those of a disciplinary nature, to carry out and
enforce the regulations of this Act. The Board shall promulgate rules and regulations
providing for the exemption of students for reasons of religious belief stated in a
sworn written statement, from the requirement of the provision contained in the
second part of the first paragraph of this section; but not from taking the course
provided for in the first part of said paragraph. Said rules and regulations shall take
effect thirty (30) days after the publication in the Official Gazette.
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Section 2. It shall be obligatory on all schools, colleges, and universities to

keep in their libraries an adequate number of copies of the original and
unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as
Rizal’s other works and biography. The said unexpurgated editions of the Noli Me
Tangere and El Filibusterismo or their translations in English as well as other
writings of Rizal shall be included in the list of approved books for required reading
in all public and private schools, colleges, and universities.

The Board of National Education shall determine the adequacy of the number
of books, depending upon the enrolment of the school, college, or university.

Section 3. The Board of National Education shall cause the translation of the
Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into
English, Tagalog, and the principal Philippine dialects; cause them to be printed in
cheap, popular editions; and cause them to be distributed, free of charge, to persons
desiring to read them, through the Purok organizations and the Barrio Councils
throughout the country.

Section 4. Nothing in this Act shall be construed as amendment or repealing

section nine hundred twenty-seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers and other person engaged
in any public school.

Section 5. The sum of three hundred thousand pesos is hereby authorized to

be appropriated out of any fund not otherwise appropriated in the National
Treasury to carry out the purposes of this Act.

Section 6. This Act shall take effect upon its approval.

Approved: June 12, 1956

1.2.1.2 19th Century Philippines as Rizal’s Context

In the aim to better appreciate and understand the life of Dr. Jose Rizal, it is
imperative that we look at his historical background vis-à-vis the condition of the
Philippines during his time. There have been surges of events that have significantly
affected people’s lives across continents and these are noteworthy of consideration.

The World of Rizal’s Times

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 Exactly four months before Rizal’s birth in Calamba, on February 19, 1861, the
liberal Czar Alexander II (1855-1881), to conciliate the rising discontent of the
Russian masses, issued a proclamation emancipating 22,500,000 serfs.
 On the day of Rizal’s birth, June 19, 1861, the American Civil War (1861-65)
was raging furiously in the United States over the issue of Negro slavery. This
titanic conflict, which erupted on April 12, 1861, compelled President Lincoln
to issue his famous Emancipation Proclamation on September 22, 1863.
 June 1, 1861 – Benito Juarez, a full-blooded Zapotec Indian, was elected
President of Mexico
 April 1862 – Emperor Napoleon III of the Second French Empire sent French
troops to invade and conquer Mexico
 With the aid of his Mexican and Indian freedom fighters, Juarez was able to
protect his territory despite the fact that he could not obtain military support
from the US due to the raging American Civil War.
 Napoleon III installed Archduke Maximilian of Austria as puppet emperor of
Mexico at Mexico City on June 12, 1864 in his objective to consolidate his
occupation of Mexico.
 When the American Civil War finally ended, US sent support to Juarez and
eventually, they defeated Maximilian’s French forces in the Battle of
Queretaro (May 15, 1867) and executed Emperor Maximilian on June 19, 1867.
 Two European nations were, at the time of Rizal, able to unify their own
countries - Italy and Germany.
 The Italians under the leadership of Count Cavour and of Garibaldi and his
Army of “Red Shirts” drove out the Austrians and French armies from Italy
and proclaimed the Kingdom of Italy under King Victor Emmanuel, with
Rome as capital city.
 The Prussians led by Otto von Bismarck, the “Iron Chancellor”, defeated
France at the Franco-Prussian War and established the German Empire on
January 18, 1871, with King Wilhelm of Prussia at first Kaiser of the German
Empire.
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 With the defeat in the Franco-Prussian War, Emperor Napoleon III’s Second
French Empire collapsed, and over its runs the Third French Republic arose,
with Adolf Thiers as first President.
 The time of Rizal was also a witness to the flowering of Western imperialism.
England rose as the world’s top imperialist power. With its unbeatable navy
and magnificent army, it was able to colonize a lot of countries in the world
which made it establish its global position. Thus, the British people during the
glorious reign of Queen Victoria (1837-1901) proudly claimed: “Britannia
rules the waves.” By winning the First Opium War (1840-1842) against the
tottering Chinese Empire under the Manchu dynasty, she acquired the island
of Hong Kong (Fragrant Harbor). In the Second Opium War (1856-1860), she
won again and forced the helpless Manchu dynasty to cede the Kowloon
Peninsula opposite Hong Kong. In 1859, after suppressing the Indian
Rebellion and dismantling the Mogul Empire, she imposed her raj (rule) over
the subcontinent of India. Right after she won the Three Anglo-Burmese Wars
(1824-26, 1852 and 1885), she acquired Burma. Among the countries that also
became British colonies are Ceylon (Sri Lanka), Maldives, Singapore, Egypt,
Australia and New Zealand, among others.
 Other imperialists following Britain’s example which preyed on weak
countries in Southeast Asia:
o France conquered Vietnam with the aid of Filipino troops under
Spanish officers, annexed Cambodia (1863) and Laos (1865) and
formed them into a federated colony under the name of French
Indochina
o The Dutch pursued the East Indies in the 17th century and named it the
Netherlands East Indies (now Indonesia)
o Czarist Russia turned eastward to Asia, conquering Siberia and later
occupied Kamchatka, Kuriles, and Alaska. She would later join
England, France, and Germany in the despoliation of the crumbling
Chinese Empire acquiring Manchuria as a “sphere of influence,”
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enabling her to build the 5,800-mile Trans-Siberain Railway, reputed to

be “the world’s longest railroad” linking Vladivostok and Moscow.
 July 8, 1853 – an American squadron under the command of Commodore
Matthew C. Perry re-opened Japan to the world which ended 214 years of its
isolation (1639-1853). Following this, Emperor Meiji (Mutsuhito) modernized
the country by freely accepting Western influences, including imperialism.
Japan joined then the Western imperialist powers and began her imperialistic
career by fighting weak China in the Sino-Japanese War (1894-95) and
grabbed Formosa (Taiwan) and Pescadores. And later in 1910 she annexed
Korea.
 Germany became a sovereign state in January 1871 and was late in the
scramble for colonies in Asia and Africa but later seized Carolines and Palaus
archipelagoes. The Spanish governor of Carolines (Don Enrique Capriles) was
present in the island but, du offered no resistance to the German aggression.
 Spain was enraged by the seizure of Yap island by Germany. It shall be
acknowledged that Yap was discovered by the Manila galleon pilot, Francisco
Lezcano, who named it “Carolina” in honor of King Charles II (1665-1700) of
Spain. But in order to prevent the actual riot supposed to happen as
manifested in the violent reactions of the Spanish populace with the capture
of the Yap island, Spain and Germany submitted the Carolina Question to
Pope Leo XIII for arbitration. The decision came in favor of Spain recognizing
her sovereignty over Carolines and Palaus, but granting two concessions to
Germany – (1) the right to trade in the disputed archipelagoes and (2) the
right to establish a coaling station in Yap for the German navy.
 At the time of the flourishing of other imperialist countries, Spain once upon a
time the “mistress of the world,” was stagnating as a world power. Gone with
the winds of time was the dalliance of the imperial glory of her vanished Siglo
de Oro (Golden Age). Former Spanish colonies had risen in arms against the
Spanish tyranny which gave them back their independence.
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The Philippines of Rizal’s Times

The Spanish occupation of the Philippines had been characterized by Filipinos

as the darkest period in the country’s history. The Filipino people agonized benesath
the yoke of Spanish misrule, for they were unfortunate victims of the evils of an
unjust, bigoted, and deteriorating colonial power. Among these evils were as
follows: (1) instability of colonial administration, (2) corrupt officialdom, (3) no
Philippine representation in the Spanish Cortes, (4) human rights denied to Filipinos,
(5) no equality before the law, (6) maladministration of justice, (7) racial
discrimination, (8) frailocracy, (9) forced labor, (10) haciendas owned by the friars,
and (11) the Guardia Civil.

Instability of Colonial Administration

- Started with the turbulent reign of King Ferdinand VII (1808-1833)
- The period was characterized by party strifes, revolutions, and other
political upheavals.
- From 1834 to 1862, Spain had adopted four constitutions, elected 28
parliaments, and installed no less than 529 ministers.
- There was a frequent periodic rigodon of colonial officials and
consequently, periodic shifts in colonial policies.
- From 1835 to 1897, the Philippines was ruled by 50 governors-general,
each serving an average term of only one year and three months. At one
time, from December 1853 to November 1854, a period of less than a
year, there were four governors-general.
- The instability led to hampered political and economic development in
the Philippines.

Corrupt Colonial Officials

- The officials sent to the Philippines in the 19th century were far from
their predecessors. Generally, they were deemed to be highly corrupt,
incompetent, cruel or venal.
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- These corrupt officials represented the decadent Spain and not Spain of
the Siglo de Oro which produced Miguel Cervantes, Lope de Vega,
Calderon de la Banca and St. Theresa de Avila, among others.
- Among them were the following:
 General Rafael Izquierdo (1871-73) – a boastful ad ruthless
governor general; he was responsible for the execution of the
“Martyrs of 1872” – GOMBURZA.
 Admiral Jose Malcampo (1874-77) – a good Moro fighter but
was an inept and weak administrator.
 General Primo de Rivera (1880-83; 1897-98) – ruled for two
terms and enriched himself by accepting bribes from
gambling casinos in Manila which he scandalously
permitted to operate.
 General Valeriano Weyler (1888-91) – cruel and corrupt;
arrived in Manila a poor man and returned to Spain a
millionaire; received huge bribes and gifts of diamonds for
his wife from wealthy Chinese who evaded the anti-Chinese
law; scornfully called “tyrant” because of brutal persecution
of the Calamba peasants, particularly the family of Dr. Rizal;
Cubans cursed him as “The Butcher” because of his
merciless reconcentration policy which killed thousands.
 General Camilo de Polavieja (1896-97) – able militarist but
heartless governor-general; widely detested by the Filipinos
for executing Dr. Rizal.
- After the rule of the abovementioned leaders, they were succeeded by
equally evil and the same breed of degenerate and corrupt governors-
general. Following the collapse of Spanish colonies in Latin America,
there were numerous job-seekers and penniless Spanish sycophants who
travelled to the Philippines and were assigned as judges, provincial
executives, army officers, and empleados (government employees).
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- As early as in 1810, Tomas de Comyn, Spanish writer and government

official, bewailed the obnoxious fact that ignorant barbers and lackeys
were appointed provincial governors, and rough sailors and soldiers
were named district magistrates and garrison commanders.

Philippine Representation in Spanish Cortes

- The Spanish Cortes is the legislature counterpart in the Philippines.
- The Philippines experienced her first period of representation in the
Cortes from 1810 to 1813.
- Ventura de los Reyes was the first Philippine delegate to the Spanish
Cortes and took an active part in the framing of the Constitution of 1812,
Spain’s first democratic constitution, and he was also one of its 184
signers.
- One foremost achievement of Delos Reyes was the abolition of the
galleon trade.
- The first period of Cortes representation was fruitful and with beneficent
results for the welfare of the economy while the succeeding periods were
not as much since they were not as energetic and devoted as Ventura.
- In 1837, representation of the overseas colonies in the Spanish Cortes
was abolished. Filipinos were enraged because the condition of the
country worsened and there was no channel for them to expose these
anomalies.
- Graciano Lopez Jaena lamented during the 391st anniversary of the
discovery of America by Columbus in Madrid on October 12, 1883: “We
want representation in the legislative chamber so that our aspirations
may be known to the mother country and its government.”
- The Spanish government never heard their plea until the very end of the
Spanish rule in 1898. This paved the way for the Propaganda Movement
to flourish which consequently led to the Philippine Revolution of 1896.

Human Rights Denied to Filipinos

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- The Spanish Constitution made the people of Spain enjoy freedom of

speech, freedom of the press, freedom of association, and other human
rights but freedom of religion.
- Ironically, the Spanish leaders who cherished these human rights or
constitutional liberties in Spain denied them to the Filipinos.
- This inconsistency was bemoaned by Simbaldo de Mas, a Spanish
economist and diplomat, who wrote in 1843: “Why do we fall into an
anomaly, such as combining our claim for liberty for ourselves, and our
wish to impose our law on remote peoples? Why do we deny to others
the benefit which we desire for our fatherland?”

No Equality Before the Law

- The Spanish missionaries, who introduced Christianity into the
Philippines as early as in the 16th century, taught that all men,
irrespective of color and race, are children of God and as such they are
brothers, equal before God. Because of this, most Filipinos, except those
in the hinterlands of Luzon, Visayas, and Mindanao, became Christians.
- During the last decades of Hispanic rule, brown-skinned Filipinos were
regarded as inferior beings, not their Christian brothers to be protected
but as their majesty’s subjects to be exploited.
- To their imperialist view, brown Filipinos and white Spaniards may be
equal before God but not before the law and certainly not in practice.
- Leyes de Indias (Laws of the Indies) were promulgated by the Christian
monarchs of Spain to protect the rights of the natives in its colonies but
the opposite happened – Filipinos were abused, brutalized, persecuted,
and slandered by their Spanish masters.
- The Spanish Penal Code, enforced in the Philippines, particularly
imposed heavier penalties on native Filipinos or mestizos and lighter
penalties on white-complexioned Spaniards.
- Professor Ferdinand Blumentritt wrote to Dr. Rizal in 1887: “The
provision of the Penal Code that a heavier penalty will be imposed on
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the Indio or mestizo irritates me exceedingly, because it signifies that

every person not born white is in fact a latent criminal. This is a very
great injustice that seems enormous and unjust for being embodied in
law.”

Maladministration of Justice
- The courts of justice in the Philippines during Rizal’s time were
notoriously corrupt and they were verily regarded as courts of
“injustice”.
- The Spanish judges, fiscals and other court officials were inept, venal,
and oftentimes ignorant of law.
- Poor Filipinos had no access to the courts since justice was costly, partial,
and slow. They could not afford the high price of litigation.
- Wealth, social prestige, and color of skin were preponderant factors in
winning a case and the weight of the evidence is utterly disregarded.
- To the Filipino masses, a litigation in court was a calamity. The expenses
incurred even in a simple lawsuit often exceeded the value of the
property at issue, so that in many instances the litigants found
themselves impoverished at the end of the long tussle.
- The judicial procedure was so slow and clumsy that it was easy to have
justice delayed. As the famous maxim says: “justice delayed is justice
denied.”
- A specific instance of Spanish maladministration of justice was the
infamous case of Juan de la Cruz in 1886-1898. On the night of June 7,
1886, two men were brutally killed in their sleep at the waterfront of
Cavite. The next day a coxswain of a motor launch named Juan de la
Cruz was arrested on mere suspicion of having perpetrated the murder.
Without preliminary investigation anad proper trial, he was jailed in
Cavite, where he languished for twelve years. When the Americans
landed in Cavite after the Battle of Manila Bay (May 1, 1898), they found
him in jail still awaiting trial.
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- Rizal and his family were not spared from this injustice. Dona Teodora,
for example, was arrested and jailed on flimsy grounds. Rizal was
deported in July, 1892 to Dapitan without benefit of a trial.

Racial Discrimination
- The Spaniards widely propagated the tenet brotherhood of all men
under the fatherhood of God but rarely practiced it.
- They regarded the converted Filipinos not as brother Christians, but as
inferior beings who were infinitely undeserving of the rights and
privileges that the white Spaniards enjoyed.
- Many Spaniards and the mestizos derisively called the brown-skinned
and flat-nosed Filipinos “Indios” (Indians). In retaliation, the pale-
complexioned detractors were given with the disparaging term
“bangus” (milkfish).
- Racial prejudice was prevalent everywhere and one of the shining stars
of the Filipino clergy, Father Jose Burgos (1837-1872) bewailed the
Spanish misconception that a man’s merit depended on the pigment of
his skin, the height of his nose, the color of his hair, and the shape of his
skull; and complained of the lack of opportunities for educated young
Filipinos to rise in the service of God and country.
- “Why for instance shall a young man strive to rise in the profession of
law or of theology, when he can vision no future for himself save that of
obscurity and jaunty unconcern? What Filipino will aspire to the seats of
the wise and will devote sleepless nights to such an ideal, when he
clearly sees that his noblest feelings are crush down in the unwelcome
atmosphere of contumely and oblivion, and when he knows that among
the privileged few only are dispensed the sinecures of honor and
profit?”

Frailocracy
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- Frailocracy or frailocracia is a government by friars.

- Since the outset of Spanish occupation in the Philippines, the friars
controlled the religious and educational life of the people. Their power,
riches, and influence tremendously grew towards the late part of the 19th
century.
- The civil government worked only as a façade and that the governors-
general down to the alcaldes mayors were under the strict control of the
friars.
- Aside from priestly duties, a friar also functions as supervisor of local
elections, inspector of schools and taxes, arbiter of morals, censor of
books and comedias (stage plays), superintendent of public works, and
guardian of peace and order. His power is so immense that he could
send a patriotic Filipino to jail or denounce him as a filibuster (traitor) to
be exiled to a distant place or to be executed as an enemy of God and
Spain.
- Like the Roman god Janus, frailocracy had two faces – (1) its bad face
was darkly portrayed by Rizal and his contemporaries by way of
retaliation against certain evil-hearted friars who persecuted them and
(2) its good face was pertaining to the beneficent influences of the
Spaniards on the lives of the Filipinos (at least for the felicitous opinion
of Dr. Jose P. Laurel).

Forced Labor
- Polo is the compulsory labor imposed by the Spanish colonial authorities
on adult Filipino males in the construction of churches, schools,
hospitals; building ad repair of roads and bridges; the building of ships
in the shipyards; and other public works.
- Originally, Filipino males from 16 to 60 years old were obliged to reder
forced labor for 40 days a year. Later, the Royal Decree of July 12, 1883
increased the minimum age of the polistas (those who performed the
forced labor) from 16 to 18 and reduced days of labor from 40 to 15. The
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same royal decree provided that not only native Filipinos, but also all
mae Spanish residents from 18 years old to 60 must render forced labor,
but this particular provision was never implemented in the Philippines
for obvious reasons.
- The brown Filipinos did the dirty job building or repairing the public
works. The well-to-do among them were able to escape this manual
labor by paying the falla, which was a sum of money paid to the
government to be exempted from the polo.
- The Filipinos came to hate the forced labor for the following reasons: the
white Spanish residents, contrary to law, were not recruited by the
colonial authorities to perform the obligatory labor; the Filipino polistas,
according to law, were to receive a daily stipend of two pesetas (50
centavos) but actually received only a part of this amount and worse,
they got nothing; the annual forced labor caused so much inconvenience
and suffering to the common people because it disturbed their work in
farms and shops and also because they were sometimes compelled to
work in construction projects far from their homes and towns.

Haciendas Owned by Friars

- Spanish friars, were at the time, the richest landlords as they owned the
best haciendas. Consequently, the rural folks who have cultivated these
lands for generations became just tenants. The natives resented but
legally, however, the friars were recognized as legal owners of said
lands because they obtained royal titles of ownership from the Spanish
crown.
- There were several peasant upheavals during this time.
- In 1768, Governor Anda, realizing the danger of the friar-owned
haciendas to Filipino-Spanish relations strongly recommended to the
Madrid government the sale of friar estates. Unfortunately, he was
ignored.
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- Rizal tried to initiative agrarian reforms in 1887 but in vain. This move
ignited the wrath of the Dominican friars, who retaliated by raising the
rentals of the lands leased by his family and other Calamba tenants.
- For Rizal, the friar ownership of the productive lands contributed to the
economic stagnation of the Philippines during the Spanish period.

The Guardia Civil

- This was the last hated symbol of Spanish tyranny which was created by
the Royal Decree of February 12, 1852, as amended by the Royal Decree
of March 24, 1888, for the purpose of maintaining internal peace and
order in the Philippines. It was patterned after the famous and well-
disciplined Guardia Civil in Spain.
- The Guardia Civil in the Philippines later became infamous for their
rampant abuses, such as maltreating innocent people, looting their
carabaos, chickens, and valuable belongings, and raping helpless
women. Composed of Spanish officers and native men, the Guardia
Civil is ill-trained and undisciplined.
- Rizal himself experienced the brutality of the Guardia Civil. Through
Elias in Noli Me Tangere, he exposed the Guardia Civil as a bunch of
ruthless ruffians good only “for disturbing peace” and “persecuting
honest men”.
- Rizal proposed to improve the military organization by having it be
composed of good men who possessed education and good principles
and who were conscious of the limitations and responsibilities of
authority and power. “So much power in the hands of men, ignorant
men filled passions, without moral training, of untried principles,” he
said through Elias, “is a weapon in the hands of a madman in a
defenceless multitude.
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1.2.1.3. Veneration Without Understanding

This article was written by Renato Constantino, a renowned Filipino historian

and scholar who emphasized the need to re-examine our colonial history, correct it
and learn from the past.
Here, he explored on the question whether or not Rizal deserves to be a
national hero. The article was evidently biased but Constantino comprehensively
provided argumentations to his claims. He pointed out how in other countries,
revolutions are highly regarded as it is the time where people stand most united and
involved in the fight for freedom. And in relation to that, the leader of the revolution
is considered to be the principal hero of the people. However, in the case of the
Philippines, the one we acknowledge as national hero is not a part of the revolution
and worse, he even repudiated it.
Filipinos look up to Rizal as the zenith of greatness, of patriotism. But here,
Constantino deconstructed the divine notion of him. (See Annex A for full article)

1.2.1.4. Towards A Radical Rizal

The article aims to radicalize Rizal and sheds light on the three crucial issues
and events that defined Rizal’s politics in the anti-colonial struggle: the question of
strategy and tactics (reform or revolution?), the Calamba Hacienda case; and Rizal’s
break with Del Pilar’s La Solidaridad. There were also crucial issues that were raised
and answered: (1) what are the “historical facts”? and (2) how did the people of the
19th century perceive events.
The discussion was built by mentioning the dominant influence of Teodoro
Agoncillo and Renato Constantino. The former dichotomized between reform and
revolution while the latter focused on the dichotomy between Rizal and Bonifacio.
Moreover, it presented various analytical approaches to the nationalist movement of
the 19th century from different scholars. It offered fresh perspectives from younger
historians – “history from below”. There were ideological conflicts but the article
ended with much inclination to the creation of a radical Rizal, contrary to what
Constantino, in his article, popularized. (See Annex B for full article)
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LEARNING ASSESSMENT

General Instructions: Do the activities enlisted below. Encode or write your answers in a
sheet (or more) of bond paper or yellow paper.

ACTIVITY 1: TO BE OR NOT TO BE? THAT IS THE QUESTION.

If Jose Rizal did not aspire for Philippine independence, why then is he
considered as the national hero of the Philippines? Does Jose Rizal deserve to
be considered our national hero? Write a 1000-word essay stating your
answer. Use the materials Veneration Without Understanding and Towards A
Radical Rizal as references.

ACTIVITY 2: RIZAL LAW VS. RH LAW

In 1956, the Catholic Church opposed the passage of Rizal Law that
will make the study and reading of Rizal’s novel mandatory. In the
contemporary times, the Catholic Church also showed resistance to the
legalization of divorce, restoration of death penalty, and the controversial RH
Law which was passed in 2012.
Write a two-page reflection by comparing and contrasting the Catholic
Church’s objection to the Rizal Law and the RH Law by recalling the events
that took place during the legislative debates.

ACTIVITY 3: THE SIGNIFICANCE OF THE RIZAL COURSE IN YOUR

CHOSEN CAREER
Considering that the Rizal course is a mandatory component in any
tertiary curriculum, try to relate the importance of studying Jose Rizal’s life,
works, and writings to your chosen program or career.
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1.3 References

Constantino, Renato. (1972). Veneration without understanding, Journal of

Contemporary Asia, 1:4, 3-18, DOI:10.1080/00472337185390141
Cruz, G. R. C. & B. Ofalia. (2015). A workbook for the Rizal course. Mandaluyong
City: Anvil Publishing, Inc., 2015.
De Viana, Augusto V., Helena Ma. F. Cabrera, Emelita P. Samala, Myrna M. De Vera,
and Janet C. Catutubo. (2018). “Jose Rizal: Socal reformer and patriot; a study
of his life and times.” Rex Book Store, Inc.: Quezon City, 2018.
Palafox, Quennie Ann J. (2012). Historical context and legal basis of Rizal day and
other memorials in honor of Jose Rizal. National Historical Commission of the
Philippines.
Quibuyen, F. (1998). Towards a radical Rizal. Philippine Studies, 46(2), 151-183.
http://www.jstor.org/stable/42634256
Wani-Obias, Rhodalyn, Aaron Abel Mallari, and Janet Reguindin-Estella. (2018).
“The life and works of Jose Rizal.” C&E Publishing: Quezon City, 2018.
Zaide, Gregorio and Sonia Zaide. (1999). Jose Rizal: Life, Works and Writings.
Manila: All Nations Publishing Co., Inc.

1.4 Acknowledgment

The figures and information contained in this learning packet were taken
from the references cited above.