MODULE 1 - INTRODUCTORY NOTES ON RIZAL

LEARNING OBJECTIVES:

At the end of this module, the students will be able to:

1. explain the importance of studying the life and works of Jose Rizal;
2. enumerate the ways and manners by which Rizal is honored; and
3. examine the significance of Rizal’s death.

MODULE OUTLINE:

Why Study Rizal?

Black Propaganda
Significance of Rizal’s Death
Ways and Manners by which Rizal is Honored

Why Study Rizal?

In the 21st century, the challenge for students is to understand the purpose of studying
Rizal. Scholars and academicians are one in saying that a mandated course on Rizal is as helpful
as any other course that teaches values that a student may carry for the rest of his or her life.

Studying Rizal in the 21st century helps students make sense of the present by looking
back at the past. For instance, Rizal’s illustration of 19th century Philippines in his works may
aid today’s generation in recognizing the ills of present day Philippines.

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

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

And finally, Rizal, then and now, is a worthy role model and a constant inspiration to all
Filipinos. He is considered the father of Filipino nationalism. In every aspect of his being, Rizal
is worthy to emulate especially in the ideals he held as a nationalist. He was not only intelligent,
he was also humane, creative, and innovative. As an inspiration to the Philippine nation, Rizal
will always be a valuable subject inside and outside the classroom in understanding how the
Philippine nation cam to be.

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 In the 1970’s attempts were made to change Rizal with Bonifacio as the national hero by:

 Student activists
 Militant groups
 Labor unions/movements

Black Propaganda:

 American sponsored hero – His writings were not against the Americans.
 He’s an ultimate symbol of cruelty by the Spaniards, if made one, the Filipinos
would eventually admire him.
 He will overshadow the significance of the other heroes especially those who are
revolutionary in nature.
 No participation in the 1896 revolution
 Chauvinist (sexist; excessive blind patriotism) and Sadist (delight in physical or
mental cruelty)
 Father of Adolf Hitler
 Mama’s boy
 Gay/Homosexual
 Small sex organ
 Planned his death – because he had a venereal disease (syphilis)
 Not a nationalist
 Agent of Germany/serving foreign interest
 Atheist

Significance of Rizal’s death – became a catalyst in making the KKK (Kataas-taasang,

Kagalang-galang na Katipunan ng mga Anak ng Bayan) a national revolution.

Ways and Manners by which Rizal is honored:

1. A required subject of any course in college as mandated by the Constitution.

2. His birth (June 19, 1861) and death (December 30, 1896) are commemorated.
3. Places, persons, animal/plant species, products, etc. are named after him for his honor.
Here are some examples:

• Rizal avenue – longest street

• Rizal island – Zamboanga del Norte
• 55 towns have barrios called Rizal
• Schools, hospitals & establishments are named after him (e.g. halls &
museums)
• Products – matches & kerosene
• Seed 1 (a cultured rice variety named Rizal by UPLB)
• Names of children
• Rare specimen he collected and named after him
dragonfly - Draco Rizali (Wandolleck)
bettle - Apogonia Rizali (Heller)
frog/toad - Rachophorous Rizali (Boetger)
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• Stamps, paper bills, coins
• Poems, articles, essays, songs, and books
• Organizations & government agencies

• Monuments - There are at least 118 Rizal monuments in the Philippines.

- Oldest (1898) in Daet, Camarines Norte
- Tallest (1927) 60 ft. high in Mauban, Quezon
- Biggest (2011) in Calamba, Laguna.
- Panay (12 ft. tall) in Numancia, Aklan
- Rizal monument in Luneta is probably the most popular,
most visited, most guarded and most photographed
monument. It is not only built with precious metal and
stone, but it also housed his remains. It became
controversial in 2015. Torre de Manila, a residential
condominium project described by opponents as an eyesore
around the skyline of a heritage site.

• Shrines
- Dapitan
- Fort Santiago, Intramuros
- Ancestral House, Calamba, Laguna
- Luneta Park
- Rizal Park, Ilocos Norte

• Religious Movements
- Aglipayan/Philippine Independent Church (in 1905
canonized Rizal & Gomburza
- Pulajanes ("those wearing red") of Papa Faustino Ablen of
Leyte was part of a revolutionary spiritual movement
known as Dios-Dios.
- Banal - Leyte
- Pantay Pantay - Legaspi (Rizalinas/Rizalinos)
- Rizalina – Tarlac (nunnery for priestess)
- Sambahang Rizal – Nueva Ecija (Gospels – Rizal’s
teachings)
- Rizalista

• Other countries
* There is an exact replica of the Rizal Monument in Madrid,
Spain. There are also monuments of Rizal in Wilhelmsfeld
(Germany), Jinjiang, Fujian (China), Cherry Hill Township (New
Jersey), San Diego (California), and Seattle (Washington),
Reforma Avenue in Mexico City (Mexico), La Molina in Lima
(Peru), Litomerice (Czech Republic), and Singapore.
* Indonesia – newborn babies named after him
* Japan – marker for Fil-Japanese friendship
* Switzerland, England, France - plaque
* USA – Maryland – Rizal Park; Chicago – Statue
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* Mexico – Rizal monument first to be built outside of the
Philippines.
* Russia – read his novels
* Germany – townhouse, park, a scholarship grant for Filipino
students
* Canada – monuments in Montreal, Earl Bales Park in
Toronto and Ontario

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MODULE 2 - RIZAL: THE SELECTION OF THE NATIONAL HERO

LEARNING OBJECTIVES:

At the end of this module, the students will be able to:

1. explain the process in the selection of the national hero;

2. enumerate the criteria for selection and reasons for the selection of Rizal; and
3. elaborate the definition of a hero.

MODULE OUTLINE:

Members of the Commission (1901)

Aspirants for the position of National Hero
Criteria for Selection
What is a hero?
Why Rizal?
Other Honors and Acclamations
Other References to Rizal
Other Reasons for the Selection of Rizal
The Acts Passed by the Commission to support the choice

“To die is a fact of life. But the person’s characteristics, his dreams and works can stand
the test of time; his life can be an example for the generations to come. He is worthy to be
honored.”

In 1901, US President McKinley established a commission that sought to create

Philippine national hero; this commission was headed by William H. Taft. The purpose of the
commission was to unite the Philippines by showing a Filipino model. It must be noted that in
these times the Philippines was divided due to the fresh war that the Philippines had with its new
colonizers, the Americans.

A. Members of the Commission (1901)

1. Civil Governor William Howard Taft

2. W. Morgan Shuster
3. Bernard Moses
4. Dean Warcester
5. Henry Clay Ide
6. Trinidad Pardo de Tavera
7. Gregorio Araneta
8. Jose Luzurriaga
9. Cayetano Arellano
10. Benito Legarda

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B. Aspirants for the position of National Hero

1. Marcelo H. Del Pilar

2. Graciano Lopez Jaena
3. Jose Rizal
4. Antonio Luna
5. Emilio Jacinto

C. Criteria for selection (According to Dr. H. Otley Beyer, an anthropologist and a

technical member of the said commission in the book “Rizal: Ang Bayani” by
Crisanto Rivera there were four criteria used for choosing the national hero:

1. Filipino
2. Dead
3. Ardent love for one’s country
4. A man honored after death by public worship/compassionate and peace loving
Hero:

 A prominent or central personage taking an admirable part in any remarkable action or

event.
 A person of distinguished valor or enterprise in danger, or fortitude in suffering.
 A man honored after death by public worship, because of exceptional service to mankind.

Why Rizal?

 He was a towering figure in the Propaganda Campaign 1882-1896;

 Noli Me Tangere (Berlin, 1887) – contributed tremendously to the formation of
Filipino Nationality:
o His book was praised and attacked by friends and enemies; by Filipinos and
foreigners
o This book made him the most prominent in the Propaganda movement.
 No Filipino has yet been born who could equal or surpass Rizal as “a person of
distinguished valor or enterprise in danger, or fortitude of suffering;
 Even before his execution he was acclaimed by both Filipinos and foreigners as the
foremost leader of his people:

 MH Del Pilar;
 Napoleon M. Kheil;
 Dr. Reinhold Rost;
 Fernando Acevedo – sees in him the model Filipino;
 Dr. Tomas Arejola - “your moral influence over us is indisputable”
 Vicente Barrantes - “the first among the Filipinos”
 Ferdinand Blumentritt - “Rizal was the greatest product of the Philippines and that
his coming to the world was like the appearance of a rare comet, whose rare
brilliance appears only every other century; the most prominent man of his own
people but the greatest man the Malayan race has produced.”

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Other Honors and Acclamations:

 1889, Barcelona, he was unanimously elected as honorary president of La Solidaridad;

 1891, he was unanimously chosen as “RESPONSABLE” (chief) of the Spanish-Filipino
Association;
 July 3, 1892, Manila he founded La Liga Filipina;
 He was made Honorary President, Katipunan; used the name “Rizal” as password;
 December 29, 1897, Emilio Aguinaldo along with other exiles in Hong Kong held a
commemorative program for Rizal;
 December, 20, 1898, Malolos, Bulacan, President Aguinaldo declared Dec. 30 as “Rizal
Day”; flags should be at half-mast from Dec. 29, 12 noon- Dec. 30, 12 noon;
 “La Independencia,” edited by Antonio Luna and “EL Heraldo de la Revolucion”
published articles to honor and commemorate the death of Rizal;
 Rizal himself, his own people, and the foreigners contributed to make him the greatest
hero and martyr.

Other references to Rizal:

 “Pearl of a man” (Dr. Reinhold Rost)

 “Symbol of that race, one of the few representative men of humanity in general”
(Miguel de Unamuno)
 “Universal genius”
 “Intellectual giant”
 “Builder of the nation”
 “Father of Philippine Nationalism” (Romero, 1978, p. 172)

* Marcelo H. Del Pilar won according to the votes, but upon knowing that Rizal’s
life and death was more colorful than Del Pilar, the decision was reversed.

Other Reasons for the Selection of Rizal:

 His being a martyr of Bagumbayan may arouse feelings of nationhood and of love for
country.
 His exile to Dapitan prompted the creation of Katipunan by Andres Bonifacio, which
spread to 8 provinces: Cavite, Bulacan, Bataan, Tarlac, Morong, Batangas, Laguna, and
Nueva Ecija;
 Rizal was peace loving. He wanted reforms but not through bloody revolutions (Filipinos
are peaceful and peace loving).
 Filipinos are sentimental. Reading his real life story would touch the reader's heart.
Filipinos usually sympathize with the hero that is kind and the underdog. Rizal's death
was the perfect plot.

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To support the choice, the commission passed the following acts:

 Act 137 organized the politico-military district of Morong and named it Rizal Province
 Act 243 authorized public subscription for the construction of the Rizal monument in
Luneta
 Act 345 set aside December 30 as a national holiday, Rizal Day
 Republic Act 1425 – the Rizal Law

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RIZAL: THE SELECTION
OF THE NATIONAL
HERO
 Learning Objectives:
At the end of this module, the students will be able to:

1. Explain the process in the selection of the national hero;

2. Enumerate the criteria for selection and reasons for the
selection of Rizal; and
3. Elaborate the definition of a hero.
A. Members of the
Commission (1901)
A. Members of the Commission (1901)

In 1901, US President McKinley established a commission

that sought to create Philippine national hero; this
commission was headed by William H. Taft.
It must be noted that in these times the Philippines was
divided due to the fresh war that the Philippines had with
its new colonizers, the Americans.
 Civil Governor
William Howard Taff

In 1901 he became the first civilian governor of the

Philippines, concentrating in that post on the
economic development of the islands.

W. Morgan Shuster

Shuster entered the Cuban customs service in 1899

but resigned in 1901 to become collector of
customs at Manila, the Philippines.
 Bernard Moses

Moses was a member of the U.S. Philippine

Commission from 1900 to 1902.

Dean Worcester

He was part of the 1887–1888 zoological

expedition to the Philippines organized by Joseph
Beal Steere
 Henry Clay Ide
Ide was one of the Commissioners of the Taft
Commission, appointed in 1900.
Ide was appointed Secretary of Finance and Justice,
and served until 1904, and appointed as Vice
Governor of the Philippines.

Trinidad Pardo de Tavera

He organized the Philippine Pharmaceutical-

Medical School approved in 1905, of which he
was the first president
Gregorio Araneta

He was the first Filipino to hold a sensitive post,

being a commissioner with portfolio.

Jose Luzurriaga

In 1900 Luzuriaga was appointed governor of

the province of Negros Occidental. In 1901 he
was one of the first members of the Philippine
Commission.
 Cayetano Arrelano

Was the first Chief Justice of the Supreme Court

of the Philippines under the American Civil
Government.

Benito Legarda

Was a Filipino legislator who was a member of

the Philippine Commission of the American
Colonial Insular Government
B. Aspirants for the position of
National Hero
 Marcelo H. Del Pilar
Also known by his pen name Plaridel, Del Pilar,
along with José Rizal and Graciano López Jaena,
became known as the leaders of the Reform
Movement in Spain.

Graciano Lopez Jaena

Is well known for his newspaper, La Solidaridad.
Philippine historians regard López Jaena, along with
Marcelo H. del Pilar and José Rizal, as the triumvirate
of Filipino propagandists.
 Jose Rizal
José Protasio Rizal Mercado y Alonso Realonda
was a Filipino nationalist and polymath during the
tail end of the Spanish colonial period of the
Philippines.

Antonio Luna
Was a Filipino army general who fought in the
Spanish–American War, Philippine Revolution, and
Philippine–American War before his assassination in
1899.
 Emilio Jacinto
"Utak ng Himagsikan", he was one of the highest-ranking officers in the Philippine
Revolution and was one of the highest-ranking officers of the revolutionary society Kataas-
taasan, Kagalang-galang na Katipunan ng mga Anak ng Bayan, or simply and more
popularly called Katipunan, being a member of its Supreme Council.
Criteria for Selection of
National Hero

Filipino
Dead
Ardent love for one's
country
A man honored after
death by public
worship/compassionate
and peace loving
 What makes a hero?
A prominent or central personage taking an
admirable part in any remarkable action or
event.
A person of distinguished valor (bravery) or
enterprise in danger, or fortitude in
suffering.
A man honored after death by public worship,
because of exceptional service to mankind.
WHY RIZAL?
 Why RIZAL?
A towering figure in the Propaganda
Campaign
Noli Me Tangere contributed tremendously to
the formation of Filipino Nationality

No Filipino has yet been born who could equal

or surpass Rizal
 Why RIZAL?
Rizal was recognized as leading Filipino even
before his death by:
Marcelo H. Del Pilar
Fernando Acevedo, "Rizal distinguigo amego,
campanero y paisano."
Ferdinand Blumentritt
Napoleon M. Kheil; Dr. Reinhold Rost;
Vicente Barrantes
 Other Honors
and Acclamations
1889, Barcelona, he was
unanimously elected as honorary
president of La Solidaridad;
1891, he was unanimously chosen
as “RESPONSABLE” (chief) of the
Spanish-Filipino Association;
July 3, 1892, Manila he founded La
Liga Filipina;
He was made Honorary President,
Katipunan; used the name “Rizal”
as password;
December 29, 1897, Emilio
Aguinaldo along with other exiles in
Hong Kong held a commemorative
program for Rizal;
December, 20, 1898, Malolos,
Bulacan, President Aguinaldo
declared Dec. 30 as “Rizal Day”;
flags should be at half-mast from
Dec. 29, 12 noon- Dec. 30, 12 noon;
“La Independencia,” edited by
Antonio Luna and “EL Heraldo de la
Revolucion” published articles to
honor and commemorate the death
of Rizal;
Rizal himself, his own people, and
the foreigners contributed to make
him the greatest hero and martyr.
Other References
to Rizal:
“Pearl of a man” (Dr. Reinhold Rost)
“Symbol of that race, one of the few
representative men of humanity in
general” (Miguel de Unamuno)
“Universal genius”
“Intellectual giant”
“Builder of the nation”
“Father of Philippine Nationalism”
(Romero, 1978, p. 172)
Other
Reasons for
the
Selection of
Rizal
His being a martyr of Bagumbayan
may arouse feelings of nationhood
and of love for country
His exile to Dapitan prompted the creation of
Katipunan by Andres Bonifacio, which spread to 8
provinces: Cavite, Bulacan, Bataan, Tarlac, Morong,
Batangas, Laguna and Nueva Ecija
Rizal was peace-loving. He wanted reforms but not
through bloody revolutions (Filipinos are peaceful
and peace-loving.
Filipinos are sentimental. Reading his life story
would touch the reader's heart. Filipinos usually
sympathize with the hero that is kind and the
underdog. Rizal's death was the perfect plot.
 RIZAL'S ROLE IN
NATION-BUILDING

Awakened national consciousness

Insisted on Education as the
instrument for social progress
RIZAL'S VISION OF A
NEW WORLD ORDER

Decry of racial superiority

Viewed that the worth of human
dignity is universal
Had set the ideals of world peace
THE ACTS
PASSED BY
THE
COMMISSION
TO SUPPORT
THE CHOICE
Act 137
- organized the politico-military district of
Morong (Politico Militar Distrito de Morong) and
named it Rizal Province
Act 243
authorized public subscription for the
construction of the Rizal monument in
Luneta
Act 345
-set aside December 30 as a national holiday,
Rizal Day
Republic Act 1425
RIZAL LAW
- 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
 “Selection and Proclamation of National Heroes and
Laws Honoring Filipino Historical Figures” has stated in
the 2002 executive summary report done by the National
Historical Commission of the Philippines (NHCP).

Based on this official document, even Dr. Jose Rizal who is

taught in school as the Philippine National Hero, has
never actually been conferred this title. Nevertheless,
NHCP clarifies that the position Rizal now holds in the
Philippine history is a tribute and honor to a national
hero.
REFERENCE:
Capino, Diosdado et. al. (1977). Rizal's Life, Works and
Writings: Their Impact on our National Identity.
Quezon City, Philippines: JMC Press Inc.
SHORT QUIZ
 DIANNE MATIONG
LESLEY NAGSUBAN

GROUP 1 MA. ALEXANDRIA PACIFICAR

MARIE GRACE PADERNAL
1. He became the first civilian governor of Philippines.
2. He is considered the National hero of the
Philippines.
3. He is the "Brain of the Revolution"
4. Where was Rizal exiled?
5. This is also known as the Rizal Law
 6. Who declared Dec. 30 as Rizal Day?
7. Who called Jose Rizal a “pearl of a man"?
8. He was the first Filipino to hold a sensitive post,
being a commissioner with portfolio
9. The following are the criteria to select a national hero except
A. Being a Filipino
B. Burning love for the country
C. Honored after death by public worship
D. Alive

10. One of Rizal’s unique qualities that makes him our national hero is?
A. Shed blood to fought for our freedom
B. There is a Filipino who can surpass Rizal’s ability
C. His writing fuels and strengthen the nationalism of the Filipinos
D. Insignificant member of any propaganda movements
MODULE 3 - THE RIZAL LAW: REPUBLIC ACT 1425

LEARNING OBJECTIVES:

At the end of this module, the students will be able to:

1. identify the basic facts about Republic Act 1425;

2. explain the history of the Rizal Law and its important provisions; and
3. determine the value of studying Jose Rizal in the 21st century.

MODULE OUTLINE:

The Rizal Bill

The Implementation of the Rizal Law
A Digest of the Important and Pertinent Provisions of Republic Act 1425
Republic Act 1425 (The Rizal Law) Full Text

Republic Act No. 1425, known as the Rizal Law, mandates all educational institutions
in the Philippines to teach the life, works, and writings of Jose Rizal. Its primary aim is to
inculcate in students an increased sense of nationalism at a time when the Filipino identity is
threatened by various factors.

Senators Claro M. Recto and Dr. Jose P Laurel Sr., authored and sponsored respectively
this act commonly called the Rizal Law. The law was signed on June 12, 1956 during the
presidency of the late Hon. Ramon Magsaysay & took effect on August 16, 1956. It is of interest
for our students to know that Dr. Recto, a nationalist is an alumnus of CPU, a donor of the Recto
scholarship in our College of Law (CPU) and the President of the Constitutional Convention that
drafted our Philippine Constitution on Feb. 3, 1936. He died in Rome, October 2, 1962.

Senator Laurel, a nationalist is from Tanawan, Batangas, was also a former Secretary of
the Interior and Justice of the Supreme Court and President of the Japanese sponsored Philippine
Republic. He died in 1963.

The Rizal Bill

 Senate Bill no. 438, was one of Sen. Claro M. Recto’s major fight in the Senate.
Presented by Sen. Jose P. Laurel, Chair of the Senate Committee on Education, on April
17, 1956, but it was generally known that Recto was the author or main proponent. Sen.
Recto believed that studying the life and works of Rizal would be instrumental in
teaching the youth to stand up for their country, therefore embodying the values and
ideals of Rizal. Sen. Laurel firmly believed that the passing of the bill into law will be
integral to achieving the noble intent of bringing to the Filipinos a sense of nationalism
that would help them understand the importance of sovereignty.
 It was bitterly opposed by some senators and by the Catholic Institution – pointing out
that requiring the teaching of Rizal in schools would be a violation of religious freedom.

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 To solve the disunity created by the bill, Laurel sponsored a substitute measure - as a
compromise the word “compulsory” was removed and was stated as … “an act to include in the
curricula of all schools (public or private) courses on the life, works, and writings of Rizal.” –
which was unanimously approved on May 12, 1956.

 President Ramon Magsaysay signed this into law as RA 1425 on June 12, 1956.
 The National Commission on Education on August 16, 1956 enacted this law.

The Implementation of the Rizal Law

 1956, Education Secretary, Jose E. Romero, allowed schools much leeway in their
implementation of the provisions of the law.
 Some schools issued exceptions from the reading of Noli Me Tangere and El
Filibusterismo;
 1960, schools offered Rizal either as a three (3) unit course, one (1) unit or integrated
with other subjects in college;
 1965, then Education Secretary Alejandro Roces ordered the integration of the Rizal
course with appropriate subjects other than Spanish as practiced;
 1969, thirteen (13) years after the passage of Rizal Law, the three (3) unit course was
ordered to be offered as a regular three unit course and a requisite for graduation as
directed by then Education Secretary Carlos P. Romulo.

A digest of the important and pertinent provisions of the Republic Act 1425

1. The teaching of the life, works and writings of Rizal should be included in the
curricula of both public and private schools in the Philippines from Grade 1 to 4th
Year High School.
2. No college or University student should be allowed to graduate or be conferred his degree
without earning units or credits in the course in the study of the life, works and writings
of Rizal.
3. The government should appropriate an amount for the printing and/or publishing of the
Noli and Fili in the dialects of the people and these two books of Rizal will be used in the
classroom teaching.
4. The unexpurgated editions of these two books of Rizal will be used in the classroom
teaching.
5. Encourage every Filipino to have copies of the Noli and Fili as well as other books of
Rizal.

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 REPUBLIC ACT NO. 1425
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 re-
dedication 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 writing 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 novel
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 provisions 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
their publication in the Official Gazette.

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 of 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 or private schools, colleges and universities.

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 The Board of National Education shall determine the adequacy of the number of books,
depending upon the enrollment 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 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

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

4
MODULE 4 - RIZAL IN THE CONTEXT OF SPANISH COLONIALISM

LEARNING OBJECTIVES:

At the end of this module, the students will be able to:

1. analyze the various factors that affected the Philippines in the 19th century;
2. enumerate the world events that happened in the 19th century; and
3. identify the prevailing philosophies during Rizal’s lifetime.

MODULE OUTLINE:

A Panoramic Survey of the 19th Century Philippines

Spain in the 19th Century
World Events
The Prevailing Philosophies

A Panoramic Survey of the 19th Century Philippines

1. Social Structure

Feudalism – social system in which great landowners or hereditary overlords

exact revenue from the land and also exercise the functions of government in their
domain.
- domination of a privileged class
- collected taxes and tributes
- drafted natives for manual labor
- poor became poorer, rich became richer

 Peninsulares – Spanish born citizens; held highest offices and

positions
 Insulares – Philippine born Spaniards. Insulares was the specific term given
to criollos (full-blooded Spaniards born in the colonies) born in the
Philippines.
 Mestizos – Half breed
 Indios – Natives

 An elite class exploited the masses. Classes existed in a master-slave

relationship.
 All forms of taxation were exacted on the natives
 Natives were assigned to force labor
 Social system was pyramidal with the peninsulares and insulares
occupying the top post, the mestizos and the middle class enjoying some
privileges while the natives or indios were looked down upon.

1
2. Political System

 The country was governed through the Consejo de Indias.

 The monarchs managed the affairs of the colonies through this council and
exercised executive, legislative and judicial functions.
 Ministerio de Ultramar (created in1863) replaced the council and
peninsular laws were extended to the Philippines
 The Governor-General (appointed by the monarch) headed the central
administration in Manila. He was the king’s representative in all state and
religious matters and as such, he exercised extensive powers. He issues
executive orders and proclamations and he had supervision and disciplinary
powers over all government officials. The immensity of those disciplinary
powers made some governors-general weak and biased. His prerogative gave
him the opportunity to reward his favorites and penalize those that displease
him. He was Commander-in-Chief of the Armed Forces and had supreme
power over financial matters until he shared this power with the Intendant
General (1784). He exercised cumplase, the power to disregard or suspend
any law or Royal Decree from Spain.

Bodies created to check on the powers of the Governors-general:

 The Royal Audiencia, the highest court. It served as the highest court of
appeal for criminal and civil cases and important government affairs were
referred to it as well. The Court and the governor-general, acting separately or
together occasionally made laws called autos acordados.
 The Residencia. A body composed of the audiencia and the
incoming governor-general that investigated one’s predecessor for acts of
graft and corruption.
 The Visitadores. A body commissioned by the Crown to conduct secret
investigation on graft and corrupt practices of government officials.

The Power Hierarchy

 The Central Government: The Governor-General, the Lt.

Governor (general segundo cabo), and the advisory bodies such as
the Board of Authorities, Council of Administration, Directorate
of Civil Administration and (since 1874) the Secretariat of the
Central Government.
 Alcadias (Provincial Governments) led by the alcalde
mayores/civil governor
 Ayuntamiento (City Governments) led by two alcades en
ordinario and the pueblos (towns) led by the gobernadorcillo
(capitan) elected by the principalia.
 The Barrio or barangay, the smallest unit; led by the cabeza de
barangay, highest possible position a native can hold; sometimes,
Chinese mestizos can also hold this office.

2
  The cuadrilleros or guardia civil helped maintain peace and order
(police duties). This was headed by the alferez (2nd Lt.), a Spaniard
who heads the corp of Guardia Civil.

3. Sources of abuses in the Administration

 Unqualified & undedicated officials

Appointment of officials with inferior qualifications and
lacking the dedication & moral strength to resist corruption.
 Given many duties, privileges, and powers
 Functions of officials overlapped which caused confusion and
friction
 Union of the church and state (Theocracy)
 Ineffective methods of minimizing abuses of officials
 Principal officials obtained their position by royal appointment;
positions were often filled through bidding
 the king’s appointees were often ignorant of the Philippines’
needs
 Lack of continuity; officials were reassigned often to prevent them from
creating a following among the natives thus preventing somebody from
instigating a secessionist move.
 Anomalies due to the distance of the colony; inadequate administrative
supervision
 Exploitation of power to enrich themselves
 Officials favored their personal interests over the welfare of the
state
 The provincial government was the most corrupt in the sense
that the alcalde exercised as administrator, judge, and military commander
rolled into one. He could never be prosecuted.

> Had a salary of 25 pesos with allowances and privileges

> Had certain percentages from taxes; charged more
> Had license to engage in trade; he controlled the prices and
business practices

The indulto para commerciar (license to trade) was abused as alcaldes

monopolized the trade, buying the produce cheap from the natives and selling
them at high prices during times of scarcity.

> Parish priests could have checked anomalies but they did
not in exchange for favors
> One can’t complain against the Alcalde since he also served as
the provincial judge

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 Gobernadorcillo – no salary except for 2 pesos/month allowance

Responsibilities:

> Maintain cuadrilleros (guards of the municipal building)

> Care of town prisoners
> Purchase of office supplies
> Construction of town bridges
> Collects taxes and tributes

The money collected was not used for the improvement of the town
but was made a means or source of income; honest men had to cover for
deficits or they will be punished or imprisoned.

Injustice done to Rizal’s family – imprisonment of DoñaTeodora for

2 ½ years

Power of the friars:

> Acquired vast tracts of lands and enriched themselves

(raising of rentals)
> They played politics to suit their purposes
> Quarrels and intrigues between officials and friars

 higher officials were indifferent to anomalies

 judges were often incompetent and corrupt. Cases were not
decided on merits but often on the bases of such considerations
such as race, money and personal privileges.
 Legal proceedings were costly and decisions often delayed.
 Secession of Spain’s other colonies led her to tighten control of the
Philippines through the friars who were often abusive, materialistic
and who were playing on the ignorance of the natives.

4. Educational System

> No systematic government supervision over the schools; schools administered

their own curricula and qualifications for teachers
> Overemphasis on religious matters (fear of God was emphasized)
> Obsolete teaching methods (rote learning; memorized information from books
they did not understand; inhabited intellectual progress)
> Limited curriculum
> Poor classroom facilities
> Lack of books
If there were any books they had to go through a rigid censorship by
the government and church authorities.
> Primary education was neglected

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 - Educational Decree of Dec. 20, 1863, which marked a milestone in the
history of Education; to establish one primary school for boys and one
for girls in every major town
- 1865 – schools for male teachers were opened under the supervision of
the Jesuits
- Training was for secondary schools - Medium of instruction was to
be in Spanish
> Absence of academic freedom
> Prejudice against Filipinos in the higher education
- They were often told they had inferior intelligence resulting to lack of personal
confidence and inferiority complex
- Some schools were not open to natives until the later decades
of the Spanish period
- Indios were not considered to be educable

> Moret Decree of 1870

Intended to secularize higher education in the Philippines. The friars
vigorously opposed that idea of government control over higher education in the
Philippines. This bitter opposition coupled with the political developments in
Spain made the implementation of the Moret decrees impossible.

Secularization – the role of religion/church in modern societies e.g.

higher education becomes restricted. In other words, higher education is no
longer under the control or influence of religion. In the process, religious
figureheads such as the friars lose their authority and influence over society.

> Friar control over education

- They believed knowledge of the Spanish language would encourage people to
oppose Spanish rule
- They wanted the Filipinos to be in the dark and be intellectually isolated
- The friars feared that Filipinos might be inspired by the new
ideas of freedom and independence.

Spain in the 19th Century

 Changes happening in Europe (and elsewhere) in the 19th Century affected, in the positive
and negative way, the political and social life in Spain.
 Among these changes were the French Revolution, the Napoleonic Wars, the advent of the
Industrial Revolution, and the revolt of Spain’s Latin American Colonies and the flourishing
of modern philosophies.
 In Spain, conservatives and liberals made a compromise to alternate in the control of
government.
 This contract was known as Pacto del Pardo, which later resulted to frequent changes in
leadership in the Philippines.
 While the Pacto denied well-intentioned governors-general the chance to carry out their
programs, opportunists among them found their terms of office too short that they engaged
in amassing wealth while in power.

5
  The effort to establish reform was thwarted by the succession of inefficient monarchs to the
Spanish throne.
 The split created within the royal family finally ended in a civil war in 1936.

The Price of Political Instability

Specific events, which took place in Spain and elsewhere:

 England and France became industrialized and powerful nations while Spain was hesitant to
accept the scientific and technological advancements
 The French government under Napoleon Bonaparte tried to dominate Spain but they were
able to drive them away in 1814.
 The period from 1814-1875 were unstable years for Spain.

Factors Affecting the country:

 Monarchs such as Ferdinand VII and Isabella II, who were unfit to rule ascended the throne.
 Monarch - a hereditary constitutional sovereign, as a king or queen, etc.
 Monarchy - a state or country in which the supreme power either actually or
nominally placed in the hands of a king, queen, or other monarch; the system of
government in which power is vested in a monarch.
 There was a split between the LIBERALS (i.e. they believe that people should enjoy liberty,
equality and opportunity) and CONSERVATIVES (i.e. they believe monarchs should
reign)
 Indifference and political ignorance of people which blocked the way to development
 Ferdinand VII-did not recognize the liberal reforms; he scorned the Constitution and the
Cortes
 There was a conspiracy against the king which ended in civil war in 1936.
 Queen Isabella's reign for 35 years ended in a revolution in 1868 which forced her to leave
the country.

Under Isabella:

 Her government had 5 successive military politicians. The country under

her was in a period of confusion and instability between liberalism and
absolutism (the exercise of unrestricted power in or by government)
 Amadeo de Savoy sat on the throne but was unable to reconcile the two
opposing camps and was forced to give up his position which also gave
birth to the short lived Spanish Republic.

 Monarchy was restored in 1875 with Alfonso XII (Isabella’s son) on the throne.
 1876-1931- Second Republic was established.
- A parliamentary monarchy was set up.
- Legislative power and power to change the constitution were given to the king
and the Cortes.
- Sovereignty of the people was a farce.
- Will of the monarch still prevailed.

6
  1885-death of Alfonso XII who was replaced by Minister Canovas del Castillo
 The political setbacks brought about Spanish masses living in poverty and social misery
 Socialism and Anarchism gradually spread in Spain
 Spain lost most of her colonies except Cuba, Puerto Rico, Guam, and the Philippines.

Socialism – a theory in which the means of production and distribution of goods are owned
and controlled collectively by the government

Anarchism – a doctrine urging the abolition of government as the indispensable condition

for full liberty; political disorder or violence

The Philippines and the Instability of the Spanish Government:

• Frequent changes of governor generals, each serving an average of only one year and three
months
• Political undesirables were put in positions
• Appointment was not through merit that resulted to maladministration and corruption
• No separation of church and state which gave the archbishop the religious, judicial, and
political functions
• Political reforms were done through the representation in the Spanish Cortes
• Racial discrimination was felt
• Violation of human rights such as the right to life, liberty, and security
• Changes in business practices; Manila was open to world trade

World Events

Changes of the Century:

1. Nations Struggle for Nationalism

Nationalism - a feeling of oneness by a group of people who believe that

they possess common traditions, culture and common ideals and goals (Capino);
this develops pride for one’s country.

 That’s why it is important to know and understand the history and culture of one’s
country

Two major struggles for freedom that influenced the thinking of other nations:

a. American Revolution (1775-1783) which led to the independence of

the Americans from Great Britain
b. French Revolution (1779-1789) which abolished absolutism and
feudal privileges for the French

7
Other world events (Other struggles for independence):

 1800-1825 – Spain lost its Latin American colonies: Paraguay, Argentina, Chile,
Colombia, Ecuador, Costa Rica, Honduras, Guatemala, El Salvador, Nicaragua,
Venezuela, Peru, Bolivia, Uruguay
 1830 – the Greeks gained independence from the Turks
 July 8, 1853 – American Commodore, Matthew C. Perry re-opened Japan to the
world after a 214 year seclusion under the Shogunate (1639-1853). It ended Japan’s
isolation.
 1858 – Mexico was conquered but fought for independence and later on elected the
first Mexican of pure Indian blood, Benito Juarez, as President
 1861 – Italy became a free and united nation from the Austrians and French except
for Rome (Capital City) which was under the Pope and Venetia

The gradual spread of democracy and the fight for human rights and
fundamental freedoms.

Major World Events:

 Feb. 9, 1861 (4 months before birth of Rizal) Czar Alexander II of

Russia issued a proclamation emancipating 22,500 serfs (slaves)
 September 22, 1862 – Abraham Lincoln issued his emancipation
proclamation freeing the Negro slaves

 1867 – Canada became a self-governing nation

 1871 – Germany, under Otto Von Bismarck, known as “the Iron Chancellor”,
defeated France in the Franco-Prussian war
 February 17, 1872 – unjust execution of Fathers Mariano Gomez, Jose Burgos, and
Jacinto Zamora
 1904 - Japan’s War against China and Russia
 In 1905, the Norwegians gained independence from Sweden

2. Men fight for Democracy

 With nationalism comes democracy, human rights, and fundamental freedom

 Nationalism and democracy were the political ideals of this century
 Advances for democracy
 Right to vote (suffrage)
 Reforms (political systems such as referendum and initiative)
Referendum – presenting a bill passed by the legislative to the people
for approval
Initiative – one of the modes of amending the Constitution
 Cabinet systems (House of Commons and Lords);
 Abolition of slavery
 Public education was provided in many parts of the world

8
3. The effects of the Industrial Revolution

Changes in the industry:

 Mode of production changed from hand work to machine work

 From domestic system to factory system

* Started in England

Positive Effects

 Machines (such as the spinning jenny, cotton gin, and sewing machine)
hastened the revolution in manufacturing
 Establishment of factories
 The use of steel, discovery of oil, gasoline, and electricity, and invention of
the internal combustion engine heralded the advent of the motorized age
 The revolution in transportation (steam boats, locomotives, airplanes, etc) and
Communication (telephone, telegraph, and cable facilities enabled man to
conquer time and distance
 Increased demands for raw materials and markets for finished products
 Increase in employment and national income
 Improved the standard of living
 Increase in population
 Improvement in medicine and public hygiene
 Nationalism was stimulated, the modern means of communication and
transportation brought the people close to each other; they began to realize
their common problems and aspirations and the need to solve these problems
and attain their goals
 Growth of liberalism was fostered (laissez-faire)
 Clash of the capitalists and the laborers

Negative Effects

 Dispute between labor and capital

 Ruin of the domestic systems of production
 Exploitation of the working class
 The employment of child or woman laborers
 Concentration of wealth in the hands of a few capitalists
Capitalist – a person who invests capital in business
Capitalism – an economic system in which the means of production
and distribution are privately owned.

Responses to the Growing Social Problems Created by the Industrial Revolution

Suggested solutions:

A. The adoption of the laissez-faire policy (Liberals)

9
B. Early socialists responded by proposing gradual and peaceful methods of reforms for they
believed that for as long as capitalists controlled the economic life of the people, there
could be no democracy; the government should own and manage the means of production
for the benefit of all and not only for a few.
C. Marx (Communists) responded by advocating revolutionary communism for he believed
that only a violent revolution could improve the lot of workingmen
- Equal and universal obligation to work
D. The Catholic Church reacted by advocating Christian principles announced by Pope Leo
XIII in Rerum Novarum (The Conditions of Labor):

1. Rights must be religiously respected;

2. It is the duty of public authority to prevent and punish injury;

3. The poor and the helpless have claim to a special consideration whenever there is a
question of protecting the rights of individuals;
4. Since private property is as universal as human nature, the state has the right to
regulate the use of private property and to protect it;

5. The preservation of life is the bounden duty of each and all members of society.
The worker is entitled to a just and decent living wage which will enable him to
live in reasonable comfort as a human being, to develop his faculties, and to attain
his ultimate goal in life;

6. The state has the duty to provide favorable working conditions; and

7. The workers have the right to form unions.

4. Science Becomes the Servant of Man

 Many used systematized experimentation to discover things about the facts of

nature
 Researches were funded
 Chemistry or Physics were greatly enhanced
 Medical science improved dramatically
 Natural sciences brought new understanding of the world and the place of
man in it
 Gave man longer life span
 Louis Pasteur discovered that germs caused diseases
 Robert Koch discovered the cause of anthrax; developed a method of
inoculation for prevention
 Joseph Lister introduced antiseptics to prevent infection; introduced
the use of anesthetics
 Crawford Long introduced anesthetic properties of ether in surgery
 William Morton was the first to use ether in tooth extraction
 James Simpson was the first to use chloroform

10
5. Imperialism and Expansion

Imperialism – the activity of a nation in extending its control and authority beyond its
territorial boundaries through the acquisition of new territories; the desire of civilized
nations to rule over the “weak nations.”

Specific Events:

 The Opening of the Suez Canal

 The Voyages and Subsequent Colonization by the British, French, Russians
etc.
 America’s Territorial Expansion and growth as a world power
 Territorial disputes (such as the Spanish-German Dispute Over the Caroline
Island)

Primary Reasons for colonization:

 Economic - secure raw materials, markets for finished products, additional

food supplies, outlets for surplus population, investment for surplus capital
 Political - national defense; additional territories
 Religious – spread particular religion

Techniques used:

1. Engage in business
2. Political control to protect economic interest

Benefits brought about by colonization:

 sanitation
 education
 transportation
 communication
 improved way of living
 government
 recreation
 enriched culture
 abolished cannibalism, suttee, and slavery

Bad effects of colonization:

 exploitation of natural resources

 progress is held back
 racial discrimination

11
6. Growing Confidence on Progress Inspires Optimism

Individualism – a doctrine that stresses the supreme importance of the individual,

that every human life is sacred

 Reforms made in the government

 Human rights extended to many people
 Money given for education
 Higher education for women
 Public health improved
 Literature centered on the life of the time (Realism)
* Noli Me Tangere and El Filibusterismo pictured life and culture
during Rizal’s time
 Music and songs were on national themes

7. The new current in the movement of thought and the growing confidence on
progress

 Modern philosophy came to a close around the end of the 18th and 19th
centuries and upon its end began contemporary philosophy that is
characterized by political and religious outlooks.
 Many political thinkers emerged brought about by changes then taking place
in Europe.
 Among these thoughts was the deviation from the divine right theory, which
was the basis of absolute monarchies in Europe and in Asia.
 Foremost among the proponents of these new political ideologies were: John
Locke, Rousseau, Hegel, Charles Darwin, Hobbes, Bakunin, Marx, and
Edmund Burke.
 Exposed to their writings and teachings, Rizal (1861-1896) developed his
own philosophy and political thoughts.
 Europe became his social and political laboratory while his countrymen the
Indios, as referred to by the Spanish community became his patients.
 The opening of the Suez Canal in 1869 allowed liberal ideas to flow into the
archipelago.
 Among others were the ideas of the French revolution, anti-clericalism,
secularism and nationalism.
 The socio-economic and political conditions provide a fertile ground in the
country for the seeds of revolution to flourish.
 The Industrial Revolution brought unprecedented economic progress around
the world, and with this, the confidence that things are becoming better.
 The average of the world’s great civilizations before they decline has been
200 years. These nations have progressed in this sequence:
From bondage to spiritual faith; from spiritual faith to great courage;
from courage to liberty; from liberty to abundance; from abundance
to selfishness; from selfishness to complacency; from complacency to
apathy; from apathy to dependency; from dependency back again to
bondage.
- Alexander Tyler 1770, Cycle of Democracy
12
The Prevailing Philosophies

Rizal was born at the advent of the Industrial Revolution. Many changes were happening in
Europe where Spain is located during those times, and these changes somehow had effects on
people’s lives. These are the prevailing philosophies during Rizal’s lifetime:

1. Conservatism is an ideology that seeks to preserve the status quo whèrein, when change
becomes necessary in tested institutions and practices, prefers that it come slowly, and in
moderation (William Safire’s New Political Dictionary).

In his classic treatise Leviathan, Thomas Hobbes argued that man’s natural state
was war. Governments, particularly a monarchy, was necessary to restrain man’s bestial
tendencies because life without government was a “state of nature.” Without written,
enforceable rules, people would live like animals – foraging for food, stealing and killing
when necessary. To escape the horrors of the natural state and to protect their lives, Hobbes
argued men must give up to government certain rights. Without government, life would
basically be “solitary, poor, nasty, brutish and short”—a constant struggle to survive against
the evil of others. For this reason, governments had to intrude on people’s rights and liberties
to control society and provide the necessary safeguards for property.

Edmund Burke (1729-1797) was the first strong exponent of conservatism.

Niccolo Machiavelli contended that to get power and stay in power, a ruler had to
forget his ideals. He learned that by nature, humans are not good, kind, loyal or honest. So
he advised “A wise ruler … cannot and should not observe faith when it is to his
disadvantage and the causes that made him give his promise have vanished. If men were all
good, this advice would not be good, but since men are wicked and do not keep their
promises to you, you likewise do not have to keep yours to them.”

Machiavelli believed that the state should be all-powerful. He said that every
political act had only one means of measure – success. In his book ‘The Prince,” he seemed
to approve the use of any possible means to get and keep power. Lying, cheating and murder
were acceptable if a ruler need them to gain to gain his ends. The rights of citizens were only
those that the ruler allowed for the benefit of the state. People were viewed simply as clay to
be molded by the ruler. Machiavelli felt that the state must be stable at all costs.

Divine Right Theory which was the driving force behind conservative ideology
holds that the state is of divine creation and the ruler is ordained by God to govern the
people. Advocates of this theory have made reference to the laws, which Moses received at
Mount Sinai.

These are the features of conservatism:

 Organicism. The state is viewed as an organ, the product of a healthy society, a

living organism whose parts are subordinate to and contributory to the welfare of the
whole;
 Aristocracy. The word came from the term arête or aristos, meaning excellence or
the best. This refers to a government where power is concentrated in the hands of the
13
 few. This is the rule of the best where members of a community place confidence on
a distinct group and doubt the capacity of the masses to rule;
 Paternalism. A concept where the ruling class is to play parents and the masses as
the children. The government expects to be respected without question and the
governed become overly-dependent on the government.
 Compliance. The practice of submitting oneself to authority and subordination to
basic institutions. This is ascribed to the role assigned to leaders as part of the
organic social whole and are presumed to be just and legitimate;
 Traditionalism. A precept where traditions and institutions are generally considered
the best since they have been tested by time;
 Social Pessimism. This concept claims that man shapes society and society is shaped
by man. Society therefore, is the reflection of man’s nature and collective behavior in
a particular polity. Corollary to this, it claims that social ills can not be blamed on the
defects of a social system along but are imputed also on the nature, weakness and
defects of man himself;
 Clericalism. A principle that promotes the fusion of the church and the state since
religion serves as the basis of society.

2. Liberalism (from the Latin liberalis) is a political ideology or worldview founded on ideas
of liberty and equality. It is based on the premise that man by nature is good.

Liberalism is a political view held by those who “seek to change the political,
economic, or social status quo to foster the development and well-being of the individual.”
(Jack C. Plano & Milton Greenberg, The American Political Dictionary 9th Edition)

Liberals espouse a wide array of views depending on their understanding of these

principles, but generally liberals support ideas such as constitutionalism, liberal democracy,
free and fair elections, human rights, capitalism, and the free exercise of religion.

Liberalism first became a powerful force in the Age of Enlightenment, rejecting

several foundational assumptions that dominated most earlier theories of government, such
as nobility, established religion, absolute monarchy, and the Divine Rights of Kings.

The early liberal thinker John Locke, who is often credited for the creation of
liberalism as a distinct philosophical tradition, employed the concept of natural rights and
the social contract to argue that the rule of law should replace absolutism in government, that
rulers were subject to the consent of the governed, and that private individuals had a
fundamental right to life, liberty, and property.

The revolutionaries in the American Revolution and the French Revolution used
liberal philosophy to justify the armed overthrow of tyrannical rule.

Social Contract Theory is the belief that people are free and equal by God-given
right and that this in turn requires that all people give their consent to be governed.

As basis for liberal thoughts asserts that states may have been formed by deliberate
and voluntary contract among people to form a society and organize a government for their
common good. This theory justifies the right of the people to revolt against a bad ruler.
14
 According to this theory, kings derived their power from the people. While rulers
have an obligation to look after their people’s welfare, the people have the obligation to
support their rulers. When governance is oppressive, it is the right of the people to overthrow
such a government.

John Locke in two of his works (Essay Concerning Human Understanding1690, and
Second Treatise on Civil Government 1689) responded to King James II abuses of power,
which were largely directed at the Anglican Church and Parliament. Locke not only denied
the divine rights of kings to govern, but argued that men were born equal and with rights in
nature that no king had the power to void. Under what Locke termed as Social Contract
Theory, the consent of the people is the only true basis of any sovereign rights to rule.
According to him, men formed governments largely to preserve life, liberty, and property,
and to assure justice. If governments act improperly, they break their “contract” with the
people and therefore no longer enjoy the consent of the governed.

Jean Jacques Rousseau claimed that man is inherently good but the false values of
society corrupt him. He claimed that a people’s consent alone legitimizes government and
the processes of decision-making must be participated by all. He said that it is the right of
the people to stage civil disobedience or to take up arms when a government breaks its
covenant with them. He prescribes eternal vigilance on the part of the governed against their
government.

 Natural Rights Liberalism (John Locke, 1632-1704) claims that man is a

rational being, endowed with natural rights such as life, liberty and property.
Man entered into a covenant with the government. Rousseau claims that the
covenant is in two phases: 1) the social phase where the inhabitants of a
polity decides to form a community of people; 2) the political phase where
the people organize a government. The government and the governed are
bound by a symbiotic relationship where the government has the right to
formulate and implement laws for the general welfare of the people. The
people must support the government and abide by the law. When the
government has become arbitrary and oppressive however, the people have
the right to overthrow the government.
 Utilitarian Liberalism (John Stuart Mill, 1806-1873), justifies inequalities if
such inequalities are necessitated by the common weal and where there is
freedom coupled with maturity. This ideology believes in the relativeness of
truth and in the freedom of expression.

Utilitarianism is a general philosophy that suggests that the action that

provides the greatest happiness for the greatest amount of people is always
the morally right action.

When applied to liberalism, utilitarianism promotes careful attention

to the moral actions of the government. Herbert Spencer was one of the
leaders of the liberal utilitarianism movement in the late 19th century, and
called for human rights that were based on the greatest possible happiness for
all people, and not some code of law. Utilitarianism differs from other kinds
of liberalism in its emphasis on moral action rather than economics.
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  Social Darwinist Liberalism. Social Darwinism is generally understood to
use the concepts of struggle for existence and survival of the fittest to justify
social policies which make no distinction between those able to support
themselves and those unable to support themselves.

Evolution is a political theory based on Darwin’s theory on natural

selection, that is, the process whereby individual variations or peculiarities
that are of advantage in a certain environment tend to become perpetuated in
the race (survival of the fittest). Thus the belief that some people were born to
rule and others were destined to serve others. Darwin believed that betterment
is the outcome of slow and steady processes.
 Modern Liberalism assumes that there shall be transition of negative
freedom (restraints from the state/morality) to positive freedom (absence of
restraint) when man achieves a certain state of mind, the capacity to decide
morally, rationally, and intellectually.
 Ideal Liberalism (T.H. Green, 1836-1882) believes in the necessity of civil
and social institutions to attain perfection of oneself. T.H. Green neither
believes in a dichotomy of state against the individual nor the state as a
necessary evil that expects the achievement of freedom through expansion of
state and expanded democracy.
 Pragmatic Liberalism (John Dewey, 1859-1952) views the truth and the
world as ever changing. Change is claimed as the law of life. He finds society
as a precondition and not a threat to our freedom. Dewey claims that true
progress is not a gift of the universe, rather, it is an achievement that man
must earn.

3. Anarchy. A theory that is anchored on the belief that all forms of government are wrong and
unnecessary. It is characterized by the absence or utter disregard of government, lawless
confusion and disorder.

Anarchism is an ideology that stresses belief in the ability of men and women to
establish functioning communities without the need for the apparatus of state. It advocates
the destruction of the existing society by revolution for the birth of a new and better one.
Mikhail Bakunin (1814-1876) and Peter Kropotkin (1842-1921) claim that the state is a
parasite and an enemy of the people. They encouraged the abolition of private property and
the exposition of fraud in the guise of religion. They glorify revolution as the only way to
effect change.

 Classical Anarchy. This is a kind of anarchy where violence is a necessity to uproot

the old system to counter resistance of the ruling class. It is intensely critical of social
and political roles of religion in deceiving the people.
 Anarcho-syndicalist. This praises the role of trade union, advocates general strikes
and prefers civil disobedience. Its basis is the supreme value and importance of
individual freedom. This freedom is deemed as the superior moral right of man
against any law or policy of the state. An individual bases his civil disobedience on
personal and ethical consideration.
 Anarcho-individualist. One’s protest may be in the form of radical pacifism,
renouncing revolutionary violence against the state.
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 Radical pacifism is an act of dying as acceptance of punishment for crime
purportedly committed. It is a type of non-violent protest to highlight injustice and
corruption to invite strong public reaction.

4. Communism. A theory of government and social order according to which property and the
instruments of production belong to the people and are held as a common trust and the
profits arising from all labor devoted to the general good. Any social theory that calls for the
abolition of private property and control by the community over economic affairs.

Karl Marx (1818-1883), (who, along with Friedrich Engels, 1820-1895 founded
the modern communist ideology) argued that government was simply a manifestation of
underlying economic forces and could be understood according to types of economic
production. In Das Kapital (1867), Marx argued that capitalism would always be replaced by
socialist states in which the working class would own the means of production and
distribution and be able to redistribute the wealth to meet its needs. Marx believed that it was
inevitable for each society to pass through the stages of history: feudalism, capitalism,
socialism, and then communism. He theorized that when society reached communism, all
class differences would be abolished and government would become unnecessary.

Marx along with G. H. W. Hegel (1770-1831, one who has great influence in the
political thoughts of Marx) believes that progress occurs “dialectically” in leaps and through
conflicts not through evolutionary processes. Labor is a source of contentment, happiness
and an expression of man’s physical and mental energy. On the other hand, alienation
transforms labor to an object, existing outside the worker, hampering entrepreneurship, self-
expression and self-actualization. Hegel and Marx advocated the destruction of something
old to create something new with certainty that the new set-up will be better than it was
before. They share the theory that as progress takes place, conflicts are inevitable, and
advancement is in leaps and bounds, surging forward. Engels hated capitalism. Along with
Marx, he predicted tragic economic crises as the result of a revolution and the ultimate
success of the proletariat.

The Greek classical thoughts on materialism postulate that the world is made up of
matter, motion and empty space and the human mind is the by-product of the behavior of
matter. Based on this premise, Marx refutes the existence of God and any other supernatural
spirits. He claims that the guiding principle of production is “From each according to his
ability, to each according to his needs." Flowing from his human nature and his need to
express himself through work and production, man, therefore, should work on his own
volition rather than out of necessity or compulsion. Marx assumes that once there is freedom
to answer one’s calling and freedom of expression in one’s work, man will no longer
denounce work as drudgery.

To change the socio-economic and political structure, Marx points out the necessity
of revolution. While Bakunin and Kropotkin believe that revolution would immediately
destroy the state, Marx on the contrary, argues that the state will not be instantly abolished,
rather, it will just wither away, dying a natural death, giving way to a stable, harmonious,
property-less, classless and stateless society. Mikhail Bakunin one of the chief advocates of

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 anarchism hated all forms of authority, believing that society must be organized from the
bottom upwards by a spontaneous cooperation or association.

5. Deism is often referred to as “the new theology” of the enlightened philosophers, which
constructed the theory of natural revelation as a substitute for the Christian notion of
supernatural revelation. The deists believed that God made the universe set it up to work by
natural laws, and then left it alone. The deists believed that God stayed out of people’s daily
lives and praying was useless. Deism is a movement or system of thought advocating natural
religion, emphasizing morality and denying the interference of the Creator with the laws of
the Universe. Rituals were viewed as unimportant, and religious differences were viewed as
silly. They deny the occurrence of miracles and mysteries and encourage man to see and feel
the message of the Supreme Being through nature.

Francois Arouet (Voltaire) accepted the teachings of deism. Because he attacked

the wrong acts he saw in organized religion, he was called an atheist, one who believes there
is no God. But he saw a need for religious beliefs, he once said, “If there were no God, it
would be necessary to invent one.” Voltaire hated intolerance. He directly entered into
several cases of religious persecution to gain justice. He is thought to have said: “I do not
agree with a word you say, but I will defend to the death your right to say it.”

6. Humanism began in 14th century Italy. The humanist way of looking at life is marked by an
interest in people. The beauties and chances of life on earth are important. Humanists taught
people to live a full life and welcome new experiences. Humanists wanted people to have a
better life in this world, rather than waiting for the next.

The most noted humanists in history were Francesco Petrarca (Petrarch), Giovanni
Boccaccio, Erasmus, who was thought to be the greatest humanist, and Sir Thomas More
who wrote the book Utopia (Nowhere).

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