Since Rizal was not willing to comply with the said conditions, he stayed in the

house of Captain Ricardo Carcinero, the politico-commander of the island who became
his guardian and friend. In the frequent exchange of views between the two, Rizal
communicated to Carcinero his political beliefs at the time of his exile in Dapitan
(Guerrero, 1998). For Rizal, the Philippines would become the happiest century in the
world should Spain grant him the following reforms:

1. Representation in the Spanish Cortes

 The Congress and the Senate will make up the Cortes Generales, which
will represent the Spanish people. The Cortes Generales wield the state's
legislative power, adopt the budget, supervise the government's actions,
and have additional powers conferred by the Constitution. At the very
least, the Philippines will gain legislative representation in the Spanish
Cortes, legal equality, and freedom of expression.
2. Secularization of the Parishes
 "Secularization" in the Philippines simply meant "nationalizing" the
Catholic Church by replacing friars with native secular priests. This was in
response to the Spanish friars, who were seen as impediments to
education, development, and liberty. The secularization movement
advocated the appointment of native Filipino priests as parish leaders.
Regular Spanish friars opposed the movement because it threatened their
political power and influence in the Philippines.
3. Reformation of the administration in all its branches
 Administrative reform is a political method for enhancing the interactions
between bureaucracies and other aspects of society, as well as within the
bureaucracy itself. Administrative reform seeks to maintain and put into
practice the necessary adjustments for a government's administrative
entities to effectively implement public policies. The administrative
agencies play a crucial role in bringing about the required societal
changes.
4. Encouragement of primary instruction and elimination of friar intervention
 If this reform was granted, a culture of encouragement by instilling in
students the conviction that they all have potential and the ability to
achieve their goals will follow. Furthermore, individuals may have their
desired freedom within schools without the friars telling them what to do.
5. Granting teachers of both sexes better salaries
 Men are physically at the top of the socioeconomic hierarchy at the time.
Because women were thought to be weak while males were thought to be
powerful, women received less recognition than most men. Men are
known to be acknowledged and rewarded better than women in the
workplace. When this reform has been granted, equality within the
community will be given attention.
6. Division Government jobs equally between the Spaniards and Filipinos
 In the Philippines, Spain built a centralized colonial administration
consisting of a national government and local governments that governed
provinces, cities, towns, and municipalities. During the Spanish era, the
highest government position a Filipino could occupy was
‘Gobernadorcillo’. During the Spanish colonial period in the Philippines,
the gobernadorcillo was a municipal judge or governor who oversaw the
combined functions of leadership, economics, and judicial administration
of a town.
7. Making the administration moral
 Administrative ethics can be defined to well-founded morality that
establish what elected authorities should accomplish in associated with
public engagement, principles, characteristics, and societal dividends. The
public and the administration are held accountable by ethics. Following a
code of ethics guarantees that the public gets what it needs in a timely
and equitable manner. It also provides the administration with standards
for operating with integrity. This integrity, in turn, contributes to the
community's trust.
8. Creations of schools’ arts and trades in provincial capitals
 Education was largely religion-based and administered by the Roman
Catholic Church throughout the early years of Spanish colonization.
Spanish friars and missionaries used religion to educate indigenous
peoples in order to convert them to the Catholic faith. If this reform was
granted, the curriculum might have a wider range.
9. Freedom of the Speech and Press
 The right to transmit, seek, and receive information and ideas verbally, in
writing, in print, in the form of art, or through any other medium is known
as freedom of speech. The right to report news and propagate opinions
without government restriction is known as press freedom. The First
Amendment protects press freedom, which is essential to a democracy in
which the government is accountable to the people. A free press serves
as a monitor, investigating and reporting on government misconduct.
10. Freedom of religion
 Everyone has the right to freedom of mind, conscience, and religion,
which includes the freedom to change his religion or belief and the
freedom to exhibit his religion or belief in worship, teaching, practice, and
observance, whether alone or in community with others and in public or
private. Religious liberty prevents the cultural majority from using political
authority to impose its views on others. This defends everyone, religious
and nonreligious alike, from the government becoming so strong that it
can dictate what individuals should think and do.