Don Mariano Marcos Memorial State University OPEN UNIVERSITY SYSTEM La Union Philippines THE LIFE AND WORKS OF RIZAL (GEMC 101A)COURSE OUTLINE In THE LIFE AND WORKS OF RIZAL (GEMC 101A) C] COURSE DESCRIPTION ‘As mandated by Republic Act 1425, this course covers thee life and works of the country’s national hero, Jose Rizal. Amonsg the topics covered are Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays, and various correspondences. GENERAL OBJECTIVES At the end of the course, the student should be able to: Knowledge a. 2 Aw 6. Discuss Jose Rizal’s life within the context of 19" century Philippines Analyze Rizal's various works, particularly the novels Noli Me Tangere and El Filibusterismo . Organize Rizal’s ideas into various themes . Demonstrate a critical reading of primary sources . Interpret the values that can be derived from studying Rizal’s life and works Display an appreciation for education and love of country Skills aeawna - Work effectively in a group . Apply computing tools to process information effectively » Use current technology to assist and facilitate learning & research |. Negotiate the world of technology responsibly - Create solutions to problems in various fields - Manage one’s knowledge, skills and values for responsible and productive living + Organize one’s self for lifelong learning GEMC 101 - The Life and Works of Rizal ~ Preliminaries -iff Values « Appreciate the complexity of the human condition . Interpret the human experience from various perspectives - Examine the contemporary world from both Philippine and gelobal perspective . Take responsibility for knowing and being Filipino . Reflect critically on shared concerns . Generate innovative practices and solutions guided by ethical stansdards ‘Make decisions based on moral norms and imperatives . Advocate respect for human rights . Contribute personally and meaningfully to the country’s development 0. Inculcate patriotism and nationalism wen Noyes = 0 oe LY DIRECTIONS/ MODULE ORGANIZER Read and understand well the module. Answer questions within the lessons including the summative test. These will serve as your assignments. If there are questions and other concerns regarding the subject, contact your tutor or ask them during the face-to-face meeting. v7] COURSE REQUIREMENTS Module Assignments (individual), other learning activities - Outputs in Class Activities (group/individual), Debate, Roleplay, etc. Class participation (recitation and attendance) . Passing the Midterm and Final Examinations . Educational Tour GRADING SYSTEM Midterm Grade = CS + Midterm Exam Final Term Grade = CS + Final Exam Final Grade = 40% of Midterm Grade + 60% of Final Term Grade yo Paw GEMC 101 - The Life and Works of Rizal ~ Preliminaries -MODULE | Lesson 1 Lesson 2 MODULE II Lesson 1 Lesson 2 MODULE III Lesson 1 Lesson 2 Lesson 3 ‘MODULE IV Lesson 1 Lesson 2 MODULE V Lesson 1 Lesson 2 Lesson 3 MODULE VI Lesson 1 Lesson 2 GEMC 101 - The Life and Works of Rizal ~ Preliminaries COURSE CONTENT INTRODUCTION TO THE COURSE: RA 1425 RA No 1425 and other Rizal Laws 19" Century Philippines as Rizal's Context RIZAL’S LIFE: FAMILY, CHILDHOOD, AND EARLY EDUCATION Rizal’s Family and Childhood Rizal’s Early Education HIGHER EDUCATION AND LIFE ABROAD Education in Manila and Europe and Early Travels Education in Europe Second Travel Abroad RIZAL’S LIFE: EXILE,TRIAL AND DEATH Rizal’s Life as an Exile in Dapitan Trial & Death of Rizal ‘THE WRITINGS AND LITERARY WORKS OF RIZAL Annotation of Antonio Morga’s Sucesos de las Islas Filipinas Noli Me Tangere and El Filibusterismo The Philippines: A Century Hence Letter to the Women of Malolos The Indolence of the Filipinos JOSE RIZAL AND PHILIPPINE NATIONALISM Jose Rizal and Philippine Nationalism: Bayani and Kabayanihan Jose Rizal and Philippine Nationalism: National Symbol reliminar7 REFERENCES Coates, Austin, Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford Uniwersity Press, Quezon City: Malaya Books, 1969. Rizal, Jose. El Filibusterismo (translation by Virgilio Almario or Soledad Lacson- Locsin). Rizal, Jose. Noli Me Tangere. (Translation by Virgilio Almario or Soledad Lacson - Locsin Rizal, Jose. Historical events of the Philippines Island by Antonio de Morga, published in Mexico in 1609, recently brought to light and annotated by Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose Rizal National Centennial Commission, 1962. Rizal, Jose. “The Philippines a Century hence” in La Solidaridad Almario, Virgilio, Sin Rizal: Nobelista. Quezon City: UP Press, 2008 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. National Heroes Commission, 1963. Schumacher, John. The Propaganda Movement, 1880-1885: The Creation of a Filipino Consciousness, The making of a revolution. Quezon City: ADMU Press, 1997, Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat ng ‘sang henyo, Manunulat, Siyentipiko at Pambansang Bayani . Quezon City: All Nations CO. Inc., 1997. GEMC 101 - The Life and Works of Rizal ~ Preliminaries > = Preliminaries -MODULE | INTRODUCTION TO THE COURSE: REPUBLIC ACT 1425 Lesson 1 RA No 1425 and other Rizal Laws Lesson 2 19th Century Philippines as Rizal’s ContextMODULE I INTRODUCTION TO THE COURSE: REPUBLIC ACT 11425 C] INTRODUCTION Dr. Jose Rizal, our national hero, was as controversial as the Rizal Bill/Law. The Rizal subject in the Philippines was the upshot of this bill, vvhich became a law in 1956. The bill orders educational institutions to of-fer a Course on the hero’s life, works and writings, especially the Noli Me Tarigere and El Filibusterismo. The proposal was met with severe opposiition, especially from the Catholic Church. However, Senator Claro M. Recto - the main proponent of the Rizal Bill - was even hailed as a communist and an anti-catholic, Catholic schools were not in favor of the bill, but Recto resiliently countered the threat stating that if that happened, the schools would be nationalized. Concerning the suggestion to use instead the expurgated (edited) version of Rizal’s novels as mandatory readings, Recto elucidated his firm support for the unexpurgated version, exclaiming: “The people who would eliminate the books of Rizal from the schools would blot out from our minds the mernory of the national hero. This is not a fight against Recto but a fight against Rizal” (Ocampo, 2012, p. 23) ©) OBJECTIVES 1. To know and understand the Rizal Law, RA 1425 and its salient features and provisions 2. To explore and gain insights on the 19%" Century Philippines as Rizal’s Context RIZAL -Module |-DIRECTIONS/ MODULE ORGANIZER + There are two (2) lessons of Module 1. It is imperative and impcortant for you to read and understand the lessons thoroughly in ordter to hasten your knowledge about the topics. + In case you need further elucidations on some topics/lessons, you cane have supplemental readings using any references listed at the end of ‘the lessons. For erroneous/vague concepts/ideas encountered, just take note of them and bring them out in the next face to face meeting for further explanation 4. Learning activities are found at the end of the lesson which maybe i n the form of a test, research work or an assignment. RIZAL -Module |-Lesson 1 RA NO. 1425 AND OTHER RIZAL LAWS The Rizal Bill became the Republic Act No. 1425 known as the ‘Rizal Law”. The full name of the Law is “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, amid for other purposes.” The first section of the Law concerns mandating the students to» read Rizal’s novels. The last two sections involves making Rizal’s wr-itings accessible to the general public - they require the schools to have a sufficient number of copies in their libraries and mandate the publication of the works in major Philippine languages. (For the full text of RA 1425, read Appendix A: The Republic Act No. 1425.) [Link] P. Laurel, who co-wrote the law, elucidated that since Dr. Jose Rizal was the founder of the country’s nationalism and had signific antly contributed to the current condition of the nation, it is only proper and right that Filipinos, especially the youth, know about and learn to absorb the great ideals for which the hero died. The Goals of the Rizal Law are the following: 1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died. 2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino character; and 3. To gain an inspiring source of patriotism through the study of Rizal's life, works and writings. Former President Fidel V. Ramos in 1994, through Memorandum Order No. 247, directed the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education to fully implement the RA 1425 as there had been reports that the law had still not been total Rizal day in every municipality and chartered city, and for any other purposes. THE IMPORTANCE OF STUDYING RIZAL The academic subject on the life, works and writings of Jose Rizal was not mandated by law for nothing. Far from being impractical, the course interestingly offers many benefits that some contemporary academicians declare that the subject, especially when taught properly, is more beneficial than many other subject in various curricula. Significance in the study of the Rizal subject: RIZAL -Module |-. The subject provides insights into how to deal with current problems. A dictum which stressed: “He who controls the past controlls the future.” Our view of history forms the manner we perceivse the Present, and therefore influences the kind of solutions we proviade for existing problems. The Jose Rizal subject, as a history subject ~is full of historical information from which one could base his decisions in life. In various ways, the subject, for instance, teaches that being educated is a vital ingredient for a person or country to be really free and successful. It helps us understand better ourselves as Filipinos. Our past, the events that happened helps us to comprehend whao we are. We extensively identify and define ourselves not only in terns of where we are going, but also where we come from. Our heredity” past behaviors, cultural identity and old habits as a nation are all Noteworthy clues and determinants to our present situation. The life of a very important national historical figure like Dr. Jose Rizal Contributes much to the enlightenment on our collective expertence and identify as Filipino. The good knowledge and understanding of the past would help us in dealing pragmatically at present. ._ It teaches nationalism and patriotism. Nationalism involves the desire to attain freedom and political independence especially by a country under foreign power, while Patriotism denotes proud devotion and loyalty to one’s nation. Jose Rizal’s life, works, and writing---especially his novel---essentially if not perfectly, radiate these traits. The subject helps us to understand and love our country better. 1. It provides various essential life and lesson. We can reflect and learn much from the way Rizal faced various Challenges in life. As a controversial person in his time, he encountered sober dilemmas and predicaments but responded decently and high-mindedly. Through the crucial decisions he made in his life, we can sense his priorities and convictions, which manifest how noble, selfless, and great our national hero was. For example, his many resolutions exemplified the maxim-aphorism that in this life there are things more significant than personal feelings and happiness. - It helps in developing logical and critical thinking. Critical thinking refers as discerning, evaluative, and analytical thinking. A philosophy major, Jose Rizal unsurprisingly demonstrated RIZAL -Module |-= N his logical and critical thinking skills in his argumentative e~ssays, satires, novels, speeches, and written debates. In deciding what to believe or do, Rizal also proved his being reasonably refleective thinker, never submitting to illogical and irrational whims and baseless opinions of anyone. Actually, he indiscriminately evaltuated and criticized even the doctrines of the dominant religion of his time. A course on Rizal’s life, works, and writings, therefore, is aalso a lesson in critical thinking. . Rizal can serve as a worthwhile model and inspiration to severy Filipino. Rizal is very viable choice if you are looking for someone to imitate and emulate. Rizal’s philosophies, life principles, convictions, thoughts, ideals, aspirations, and dreams are good influence to anyone. Throughout his life, he valued nationalism and patriotism, respect for parents, love for siblings, and loyalty to friends, and maintained a sense of chivalry. As a man in education, he huighly regarded academic excellence, logical and critical thinking and Philosophical and scientific inquiry, linguistic study, and cul tural esearch. As a person, he manifested versatility and flexibility while sustaining a strong sense of moral uprightness. The subject is a rich source of entertaining narratives. Dr. Jose Rizal’s life is full of adorable and fascinating non-fictional accounts. It is rarely known that: ~ Rizal was involved in a love triangle with Antonio Luna as also part of the romantic equation; 2. Rizal was a model in some of Juan Luna’s paintings; 3. Rizal’s common-law wife Josephine Bracken was “remarried” to a man from Cebu and had tutored former President Sergio Osmefia; 4. Leonor Rivera (“Maria Clara”), Rizal’s “true love”, had a son who married the sister of the former President of the United Nations General Assembly Carlos P. Romulo; 5. The Filipina beauty queen Gemma Cruz Araneta is a descendant of Rizal’s sister, Maria; 6. The sportscaster Chino Trinidad is a descendant of Rizal’s “first love” (Segunda Katigbak); and ~ The original manuscripts of Rizal’s novel (Noli and Fili) were once stolen for ransom, but Alejandro Roces had retrieved them without paying even a single centavo. N RIZAL -Module |-FBS LEARNING ACTIVITY |. Multiple Choices: Write the letter of the best answer before each numtber, ——1. This refers as the discerning, evaluative, and analytical thinkin: g. a. Psychology c. Schizophrenia b. Critical Thinking d. Logic 2. The Filipina beauty queen who was a descendant of Rizal’s sister, Maria. a. Margie Moran . Gloria Diaz b. Janine Togonon d. Gemma Cruz Araneta 3. The Rizal bill was enacted on: a. June 12, 1956 ¢. December 30, 1956 b. June 1, 1956 d. December 19, 1956 4. He was the former Philippine president who directed the Secretary of Education, Culture and Sports and the Chairman of the Commission on higher Education to fully implement the RA 1425. a. Elpidio Quirino c. Fidel V. Ramos b. Gloria Macapagal Arroyo d. Joseph Estrada 5. CHED Memorandum No.3 was issued enforcing strict compliance to Memorandum Order No. 247. a. 2006 c. 1978 b. 1979 d. 1995 6. The main proponent of the Rizal Bill who was dubbed as a communist and anti-Catholic a. Senator Ralph Recto c. Senator Claro Recto b. Senator Chiz Escudero d. Senator Antonio Trillanes 7. The bill mandates educational institution in the country to offer a course on —_ the hero’s life, works, and writings, especially the Noli Me Tangere and El Filibusterismo. a. Post no Bill c. One-hundred-peso Bill b. Rizal Bill d. Laurel Bill 8. The common-law wife of Dr. Jose Rizal a. Josephine Bracken c, Segunda Katigbak b. Suzanne Jacoby d. Leonor Rivera 9. This person retrieved the original manuscript of Rizal’s novel without paying even a single. centavo. a. Ferdinand Blumentritt c. Jose Pardo de Tavera b. Antonio Luna d. Alejandro Roces RIZAL -Module I-10. An act prohibiting cockfighting, horse racing, and jai-alai oon the 30! day of December of each year and to create a committee toe take charge of the proper celebration of Rizal day in every municipality and chartered city, and for any other purposes. a. Republic Act No. 9163 c. Republic Act No. 7394 b. Republic Act No. 229 d. Republic Act No. 9147 Il. True or False: Write T if the statement is true; F if false. 1. The Republic Act 2299 is another republic act that concerms the national hero, [Link] Rizal. ——2. Dr. Jose Rizal was a model in some of Juan Luna’s paintings. 3. Chino Trinidad, a sportscaster, is a descendant of Rizal’s “true love” (Leonor Rivera). 4. The Reproductive Health bill mandates educational institutions in the Philippines to offer a course on the hero’s life, works, and writings, especially the “Noli Me Tangere” and “El Filibusterismo”. 5. [Link] Rizal, a philosophy major, unsurprisingly demonstrate d his ical thinking skills in his argumentative essays, satires, novels, speeches, and written debates. 6. Josephine Bracken tutored former President Joseph Estrada. 7. Dr Jose Rizal serves as a worthwhile model and inspiration to every Filipino. [Link] involves the desire to attain freedom and political independence, especially by a country under foreign power, while Patriotism denotes proud devotion and loyalty to one’s nation. 9. The Rizal Law aims to gain an inspiring source of patriotism through the study of Rizal’s life, works and writings. 10. The Rizal Bill became the Republic Act No. 1425, known as the “Rizal Law”. RIZAL -Module |-Lesson 2 ] 19% CENTURY PHILIPPINES AS RIZAL’S CONTEXT Contextualization is imperative in order to have better understanding of any events and history in the truest sense. To contextualize is to place it within proper and larger setting in which it presents its true and comaplete meaning. As Jose Rizal was born and grew up in the 19 century, to place in Context him - so as to rigidly and properly understand his life, thoughtss, and works - is to comprehend the economic, social and political context oF that era. Nineteenth century is commonly depicted as the birth of moderne life, as well as the birth of many nation-states around the globe. The cemtury was also a period of massive changes in Europe, Spain and consequently in the Philippines’ colonizer, had waned both in its colonies and in the world, Discussions on the 19th century Philippines as Rizal’s context: are divided into three (3) aspects: the economic, social, and political. Under these main headings are major historical events or issues, which characterized the country during that era. THE ECONOMIC CONTEXT There are four historical elements that composed the economic Context of the era in which Jose Rizal was born: 1. The end of the Galleon Trade, 2. The opening of the Suez Canal, 3. The rise of the export of the crop economy, and 4. The established monopolies in the Philippines. THE END OF GALLEON TRADE Generally, Filipinos were already trading with China, Japan, Siam {now Thailand), India, Cambodia, Borneo, and the Moluccas (Spice Islands) when the Spanish colonizers came to the Philippines. In 1565, the Spanish government closed the ports of Manila to all countries except Mexico, thereby giving birth to the Manila-Acapulo Trade, popularly known as the “Galleon Trade”. The Galleon Trade (1565 to 1815) was a ship (“galleon”) trade going back and forth between Manila (which actually landed first in Cebu) and Acapulo, Mexico. It started when Andres de Urdaneta, in convoy under Miguel Lopez de Legaspi, discovered a return route from Cebu to Mexico in 1365. The trade served as the central income-generating business for Spanish colonists in the Philippines. RIZAL -Module |-10 ‘Through this trans-Pacific trade, the mango de Manila, tamarimd and rice, the carabao (known in Mexico by 1737), cockfighting, Chinese texa and textiles, fireworks displays, tuba (coconut wine) making went to Muexico. The return voyage, on the other hand, brought numerous and valuables flora and fauna into the Philippines, including guava, avocado, peapaya, Pineapple, horses, and cattle (“Galleon Trade,” n.d.). Other consequences of this 250-year trade were the intercultural exchanges betweem Asia (especially Philippines), Spanish America, and onward to Europe and Africa, Because of the galleon trade, Manila became a trading hub where China, India, Japan, and Southeast Asian countries sent their goods to be Consolidated for shipping. Those who ran the hub and did most of the: work pere Primarily Chinese. They arrived in the Philippines in junks yearly, bringing goods and workforce. With the huge migration of Chinese because of the galleon trade, the Spaniards feared them, taxed them, sent thenn out to the Parian and eventually, when tensions rose, massacred some of them. “Such massacres were at their height in the 17% century from suspicion, unease, and fear, until the Spaniards and the Chinese learned to live with each other in the next few centuries” (Ongpin, n.d.).. The Manila Galleon trade allowed modern, liberal ideas to enter the Philippines, eventually and gradually inspiring the movement. for independence from Spain. On September 14, 1815, the Galleon Trade ended with Mexico’s war of independence. Previously, the Philippines were governed by Spain from Mexico. The Spanish Crown took direct control of the Philippines and administered it directly from Madrid. The opening of the Suez Canal and the invention of steam ships, which lessened the travel time from Spain to the country to 40 days, made this more convenient. THE OPENING OF THE SUEZ CANAL The ‘Suez Canal, as an artificial sea-level waterway in Egypt, Connects the Mediterranean Sea to the Red Sea through the Isthmus of Swez” Constructed by the Suez Canal Company between 1859 and 1869 under the leadership of French diplomat Ferdinand de Lesseps, it was officially opened on November 17, 1869. The distance of travel between Europe and the Philippines was eventually became closer to Spain with the opening of the canal. The streamer from Barcelona had to sail around the Cape of Good Hope to reach Manila after a menacing journey of more than three months, with the Suez Canal, the journey was lessened to only 32 to 40 days. The opening of the Suez Canal became a big advantage in commercial enterprises especially between Europe and East Asia. More importantly, it served as a significant factor that enabled the growth of nationalistic desires of Jose Rizal and other Filipino ilustrados, RIZAL -Module |-1 The Suez Canal expedited the importation not only of commercial Products but also books, magazines, and newspapers with liberal ideass from America and Europe, which ultimately affected the minds of Rizal and other Filipino reformists. The political views of Western liberal thinkers emtered the Philippines. Furthermore, the reduced route stimulated more and more Spaniards and Europeans with liberal ideas to come to the country and interact with local reformists. The availability of the Suez Canal has also encouraged the ilustr-ados, especially Jose Rizal, to pursue education abroad and learn scientifiec and liberal in European academic institutions. Their social dealings with liberals in the West have influenced their thoughts on nationhood; politics. and government. THE RISE OF THE EXPORT OF CROP ECONOMY Some years after the end of the Galleon Trade, between 1820 and 1870, the Philippines was well on its way of developing an export crop foonomy. Products, such as sugar, Manila hemp, and coffee were produced @bportunities for the expanding Chinese population. Formerly concentrated in Manila, many Chinese moved to provinces that produced export crops: the hemp-producing areas of southeastern Luzon and the eastern Visayas, the northeastern Luzon. The ‘export crop industry's development in the Philippines was proenated by the commercial undertakings of North European and Noveh American merchants, who provided capital, organization, and access to foreign markets and sources of imports. But’ since they based their Sperations in port cities, especially Manila, they needed agents who ceatt distribute imports in the interior and buy up goods for export. This role was assumed primarily by the Chinese. MONOPOLIES Monopoly contracting was another prime source of wealth during the por Salleon period. After 1850, government monopoly contracts fee the collection of different revenues were opened to foreigners for the first RIZAL, -Module |-12 and thus, for the rest of the 19" century, enjoyed a pre-eminent position in monopoly contracting in the Philippines. The opium monopoly was a profitable one. During the 1840’ss, the Spanish government had legalized the use of opium (provided it was li mited to Chinese) and a government monopoly of opium importation and sales was Created. Most of the contracts in the monopoly were held by the Chinese. But even before 1850, monopolies on some products had been established, which were basically controlled by the colonial government. There were monopolies of special crops and items, such as spirituous litquors (1712-1864), betel nut (1764), tobacco (1782-1882), and explosives ( 1805- 1864). Among these monopoly systems, and explosives (1805-1864). Among these monopoly systems, the most controversial and oppressive to Wocals was perhaps the tobacco monopoly. On March1, 1782, Governor General Jose Basco placed the Philippine tobacco industry under government control, thereby establishing the tobacco monopoly. It aimed to increase government revenue since the annual subsidy coming from Mexico was no longer sufficient to maintain the colony. An order was thus issued for the widespread cultivation of tobacco in the provinces of Cagayan Valley, locos Norte, llocos Sur, La Union, Isabela, Abra, Nueva Ecija, and Marinduque. These provinces planted nothing but tobacco and sold their produce only to the government at a pre-designated price, leaving little or no profit for the local farmers. The system set the required number of tobacco plants that must be sold to them by each family. Nobody was allowed to keep even a few tobacco leaves for personal use, thereby forcing the local farmers to buy the tobacco they themselves planted from the government. Fines and/or physical punishments were sanctioned to anyone who would transgress any of the decrees under the system. The colonial government exported the tobacco to other countries and to the cigarette factories in Manila. The tobacco monopoly positively raised revenues for the government and made Philippine tobacco prominent. all over ‘Asia and some parts in Europe. Negatively though, the monopoly brought about food shortages since the planting of basic crops like rice wae somewhat neglected and abandoned. The tobacco monopoly was finally abolished in 1882. (Some references state that the tobacco monopoly in the Philippines was from 1781 to 1881, not 1782 to 1882, although most authors agree that it lasted for exactly 100 years). A century of hardship and social injustice caused by the tobacco monopoly prompted Filipinos in general and Novo Ecijanos in Particular, to seek freedom from colonial bondage. RIZAL -Module |-13 There are three events-factors of the Social Context of thee 19% century Philippines : 1. Education 2. The rise of Chinese Mestizo 3. The rise of the inquitinos. EDUCATION IN THE 19™ CENTURY The European System of Education was introduced to the Philipopines with the coming of Spanish invaders. Schools were established and ran by Catholic missionaries. The Spanish Colonial Government and the Catholic Church amade religion a compulsory subject at all levels which aimed to convert natiwes to the catholic faith and made them obedient. King Philip II's Leyes de Indias (Law of the Indies) mandated [Link] authorities in the Philippines to educate the locals, to teach them how to fead and write and to learn Spanish, The Spanish missionaries thus established schools, somewhat educated the natives, but did not seriqusty teach them the Spanish language, fearing that the Indios would become so knowledgeable and turn out to be their co-equal. Less than one-fifth of those who went to school could read and write Spanish, and far fewer could speak the language properly. ‘The first formal schools in the tand were the parochial schools opened in their parishes by the missionaries, such as the Augustinians, Franciscans, Jesuits, and Dominicians. Aside from religion, the native children wera taught reading, writing, arithmetic, and some vocational and practical arts subjects. Aside from the Christian Doctrines, Latin (the official language of the Catholic Church was also taught to the students instead of Spanish. The Spanish friars believed that the natives would not be able to match their Skills, and so one way for the locals to learn fast was to use strict discipline, such as applying corporal punishment. Later on, colleges (which were the equivalent of our high schools today) were established for boys and girls. There was no co-education during the Spanish regime as boys and girls studied in separate schools, ‘The Subjects taught to college students included history, Latin, geography, mathematics and philosophy. University education was opened in the country during the early part of the 17" century. Initially, the colleges and universities were open only to the ‘Spaniards and those with Spanish blood (mestizos). It was only in the 19” century that these universities started accepting native Filipinos. Still siving emphasis on religion, universities then did not earnestly teach science and mathematics. RIZAL -Module I-14 In 1863, a royal decree called for the establishment of a public eschool system in the Philippines. Formerly run totally by religious authoritie-s, the education in the colony was thus finally administered by the govermment during the last half of the 19% century though even then the Church controlled its curriculum, Previously exclusive for Spaniards and Spanish ‘mestizos, universities became open to natives though they limited their accommodations to the sons of wealthy Indio families. As a result of the growing number of educated filipinos, a new :social class in the country emerged, who wereknown as the Ilustrados. But despite their wealth and education, the ilustrados were still deemed Diy the Spaniards as inferior to be in the same level with the proud Spaniard:s was one of the aims of the ilustrados. With the opening of the Suez Canal, which made the travel to Europe faster, easier, and more affordable, many locals took advantage of the chance to pursue higher and better education in that continent, typically in ‘Madrid and Barcelona. There, nationalism and the thirst for reform bloomed in the liberal atmosphere. The new enlightened class in Philippines society would later lead the Philippine independence movement, using the Spanish language as their key means of communication. Out of this talented group of students from the Philippines arose what came to be known as the Propaganda Movement. The most prominent of the Ilustrados was Jose Rizal, who inspired the craving for freedom and independence with his novels written in Spanish. THE RISE OF CHINESE MESTIZO At the beginning of the 19 century, economic and political changes in Europe were finally starting to affect Spain and, consequently the Philippines. Significant as a motivation to broader trade was the gradual abolition of the monopoly enjoyed by the Manila-Acapulo Galleon. Upon the elimination of the galleon trade, Manila became open to foreign merchants almost without restriction by the mid-1830. The demand for Philippine sugar and abaca (hemp) grew swiftly, and the amount of exports to European countries increased even more after the opening of the Suez Canal in 1869, The development of commercial agriculture in the archipelago resulted in the presence of a new class. Alongside the landholdings of the church and the rice estates of the pre-Spanish nobility, there emerged haciendas of sugar, coffee, and hemp, typically owned by enterprising Chinese-Filipino mestizos. In fact, some of the families which attained Feputation in the 19" century have continued to play a vital role in the country’s economics and politics. In a larger perspective, the fast rhythm of economic progress in the Philippines during the 19% century expedited by some mentioned factors resulted in the rise of a new breed of rich and influential Filipino middle class. Non-existent in earlier centuries, this class, composed of Spanish and Chinese mestizos ascended to a position of power in the Philippines society RIZAL -Module |-15 and in due course became leaders in education and finance. This nmiddle class included as stressed by Vallano, N.D.: “othe Ilustrados who belonged to the landed gentry and who were highly respected in their respective pueblos or towns, though regarded as filibusteros or rebels by the friairs. The reclative Prosperity of the period has enabled them to send their sons to. Spain and Europe for higher studies. Most of them later became mernbers of freemasonry and active in the Propaganda Movement. Sonne of them sensed the failure of reformism and turned to radicalism, and looked up to Rizal as their leader”. THE RISE OF THE INQUILINOS At least in modern Spanish, the term inquilino has the same mening as the English “tenant”. Contextually, the 19" Century inquilino system in the Philippines is better understood as a qualified system of tenancy, or the right to use land in exchange for rent. The elimination of the Galleon Trade and the opening of the Suez Canal gave way for more intensive rice cultivation and production of crops, such as sugar cane and tobacco. As a result, many estates tured progressively to the inquilino system of land tenure. But since the friars and secular Spanish were normally absentee landlords, estate management was granted to an administrator who was typically a lay Spanish mestizo or Filipino lay brother. During harvest time, the administrator would collect the rent of the inquilinos, organize the delivery of the harvests to the local market or to Manila, and remit income from sales and rents to the estate Owners. In some estates though, these farm duties were consigned to trusted inquilines. Acting as overlords, some inquilinos would make innumerable and irrational demands from farm workers. The Inquitinos paid a fixed rent and the amount was determined by the size and quality of the land being worked on. But with the expansion of land owned by missionary congregations (friar estates), the proportions of farmlands leased to inguilinos also increased allowing many of them to sub- lease parcels of their land to sharecroppers or kasamas. This system eventually became very profitable that some inqulinos acquired lands of their own and entered in other gainful commercial ventures. Some inquilinos even ceased becoming farmers and relegated the job completely to their sub-tenants, As friar estates enlarged, outlining the boundaries that separated these estates from communal lands became a common cause of conflict: Chaos and disputes over communal woodcutting and grazing areas rose between villages and estates, with the latter denying to the former their traditional communal privileges. In Bulacan, the villagers once RIZAL -Module |-16 complained that the friars took illegal possession of their land [Link] to Compound this crime, they even denied the use of rivers for fishing ard the forest for collecting fire woods and wild fruits. In Cavite and Laguna, the Dominicians and Tagalogs frequently fought over border lands. Im’ one incident, the former claimed that the pasture lands in a nearby mountain was included in their land grant, while the latter denied this and regularly killed the estate cattle grazing there. Land border conflicts becarme so acute in these provinces that they served as catalysts for agrarian uprisings. (Sobritchea, n.d.) There were also conflicts between estate owners and workers. “These stemmed from collection of excessive taxes and land rent, the decline of sharing agreements, extreme demands for labor services and capriicious fixing of crop prices: “athe hacienda structure consisted of three strata: the e-state owner, the leaseholder or inquilino and the tenant-sharecromper. Between the owner and the inquilino, however, was the administrator who often demanded a share of the produce, over and above the stipulated land rent. Each year at harvest time, the inquilino paid the land rent, separated the seed, and divided the remaining crop equally between the sharecropper and himself. Since the sharecropper was at the bottom rung of the hierarchy, he suffered most abuses and demands of the two non-producing sectors above him”. (Sobritchea, n.d.) There were instances of peasants taking arms to protest the alleged abuses and usurpation of their tands by the Jesuits, Dominicians, Augustians, and the Recollects. The relative freedom, which the inquilinos acquired by sub-leasing their farms provided them a tactical advantage for arranging and leading these peasant protest movement. THE POLITICAL LANDSCAPE The following were the factors or events which catapulted the political influences affecting the 19® century-Philippines, specifically, Dr. Jose Rizal: [Link] 2. The impact of the Bourbon Reform 3. The Cadiz Constitution. LIBERALISM Uberalism is a worldview founded on ideas of freedom and equality. It is a wide range of political philosophies that consider individual liberty to be the most significant political goal, and stresses individual rights and equality of opportunity. Liberals normally believe that government. is RIZAL -Module I-7 necessary to protect individuals from being abused by others thougth they are also aware that government itself can pose a threat to liberty. The French Revolution (1789-1799) started a political revolut-ion in Europe and consequently in some other parts of the globe. “Having ‘Likberty, Equality and Fraternity” as its battle cry, this revolution became a period of fundamental change in the political history of France as the French governmental structure was changed from absolute monarchy (with ffeudal Privileges for the rich and clergy) into a more liberal government srystem founded on the principles of citizenship and inalienable rights. The consequence of the French Revolution, Spain later experienced a stormy century of political disturbances, which included “numerous ch-anges in parliaments and constitutions, the Peninsular War, the loss of Spoanish America, and the struggle between liberals and conservatives” (Vallano 1n.d.). The liberals in Spain considered the Catholic Church as an enerny of reforms. They thus pursued curbing its influence in political life and education. In the 19 century, this movement against the Catholic Church, called anti-clericalism, had gained some strength. Radical alteration and changes in government form were also introduced by liberals in Spain. These political changes had their repercussions in the Philippines, “cracking the fabric of the old cofonial system and introducing through cracks perilous possibilities of reform, of equality and even emancipation” (De ta Costa, as cited in Vallano, n.d). When our nation was opened to world trade in the 19 century, liberal ideas from America carried by ships and people from foreign ports started to penetrate the country and sway the ilustrados. These political thoughts included the ideologies of the American and French Revolutions. The opening of the Suez Canal eased the importation of books, magazines, and newspapers with liberal ideas from the West, which eventually impacted he thoughts of local reformists, such as Jose Rizal. The Political views of liberal thinkers, such as Jean Jacques Rousseau (Social Contract), John Locke (Two Treatises of Government), Thomas Paine (Common Sense), Thomas Jefferson, Montesquieu, Voltaire and some others thus entered the Philippines. The significatn canal also encouraged more and more liberal Spaniards and Europeans to come to the country and intermingle with the natives. The full-length route has also stimulated the ilustrados like Rizal to Pursue higher studies abroad and learn liberal ideas in European universities. For sure, their social interaction with liberal in foreign lands had affected their beliefs on politics and nationhood. Philippines’ actual experience of liberalism came from the role modeling of the “first liberal governor-general in the Philippines”, Governor-General Carlos Maris De la Torre. After the liberals in Spain had deposed Queen Isabela II in the 1868 munity, a provinsional government was RIZAL, -Module |-18 formed, and the new government extended to Spain’s colonies the resforms they implemented in the motherland. The liberal Genral Carlos Maria De la Torre was appointed by the provisional government as Governor-Genesral of the Philippines. He held the position from 1869 to 1871, and is widely Considered to be the most beloved of the Spanish Governors-Generall ever assigned in the country. General De la Torre’s rule was essential in the dawn of nattional consciousness of the locals in the 19%” century. His liberal and democcratic governance had provided Jose Rizal and the others a preview of a democratic rule and way of life: “De la Torre put into practice his liberal and democratic warys by avoiding luxury and living a simple life. During his two-year &erm, Governor De la Torre had many significant achievements. He encouraged freedom and abolished censorship. He recognize) the freedom of speech and of the press, which were guaranteed by the Spanish Constitution. Because of his tolerant policy, Father Jose Burgos and other Filipino priests were encouraged to pursue their dream of replacing the friars with the Filipino clerey as parish Priests in the country. His greatest achievement was the peaceful solution to the land problem in Cavite. This province has been the center of agrarian unrest in the country since the 18 century because the Filipino tenents who lost their land had been oppressed by Spanish landlords. Agrarian uprisings led by the local hero, Eduardo Camerino, erupted several times in Cavite. This agrarian problem was only solved without bloodshed when Governor De la Torre himself went to Cavite and had a conference with the rebel leader. He pardoned the latter and his followers, provided them with decent livelihood and appointed them as members of the police force with Camerino as captain”. (Vallano, n.d.) THE IMPACT OF THE BOURBON REFORMS The Spanish Bourbon King Philip V (b. 1700-1746) ascended to the throne, he and his successors, Ferdinand VI (r. 1746-1759), Charles Ill (r. 1759-1788), and Charles IV (r. 1788-1807), advocated a century-long effort to reform and modify the Spanish empire. These policy changes, known jointly as the Bourbon Reforms, endeavored to curtail contraband commerce, reclaim control over transatlantic trade, restrict the church’s Power, reform state finances to fill dwindling royal coffers, and found tighter administrative and political control within the empire. The Bourbon reform policies were an advantage to the Philippines, which was under Spain from 1565 to 1898, They surely impacted the way the colony was run by Spanish administrators but only to a limited extent. For ‘one thing, the Philippines was practically far from Spain, and so it was hard for Bourbon advocates to check if reform Policies were properly implemented in Spain’s colony in the Far East. RIZAL -Module |-19 Moreover, there were questionable matters as regards the effectiveness of the Bourbon reform project. The policies lacked some ideological coherence, with the diverse and frequently contradictory aitims of Madrid policy makers, who struggled haltingly to balance the crrown’s several commercial, administrative, fiscal and military aims. The reform Process was also seen as so complex, much so that Spanish reforrmers sometimes promoted distinctly different kinds of policies for provinces in its diverse empire. Furthermore, there were instances when European comflicts forced Charles IV to go from one policy to another by the mid-1790's to meet the needs of financing Spain’s wars. There were very different impacts of reform in the diverse Spranish empire, having deep consequences of colonial policy innovations in aareas, such as Mexico, while in some other regions, such as the Philippines, Chile and New Granada, the reforms had a much more limited impact. But while historians are questioning the overall timing, impact, and effectivenesss of the Burbon Reforms, its impact at least is that it gave people, especially the natives in the Philippines, the idea that colonization could be done without much intervention from the Catholic Church. THE CADIZ CONSTITUION The Napoleonic invasion of Spain, a liberal constitution was Promulgated in Cadiz in March 1812. Drafted by elected representatives, the Cadiz Constitution was put in practice in almost all the areas of the Hispanic ‘Monarchy still under control of the Spanish crown. This milestone constitution had an impact on many other European Constitutions, as well as on the American states after independence. The Cadiz Constitution was the first Constitution in Europe to deal with national sovereignty, recognizing sovereignty as coming from the people and not from the king. Unlike the French constitution, which applied to all French- Speaking citizens of France, this Spanish Constitution of 1812 had a universal character as it included everyone from overseas, like the Italian kingdoms and even the Philippines. During the occupation of almost all of the Iberian Peninsula by the French army in that fateful year, a group of around 300 deputies from Spain, Spanish America, and the Philippines promulgated a. liberal constitution in the Mediterranean port of Cadiz. This became possible especially because the city was protected by the British Navy. ‘he first delegates from the Philippines were Pedro Perez de Tagle and Jose Manuel Coretto who took their oath of office in Madrid. The Cadiz Constitution, which was formally implemented in Manila soon after, established the principles of universal male suffrage, national sovereignty, constitutional monarchy, and freedom of the press, and advocated land reform and free enterprise. Dealing with policies on Spain's colonies including the Philippines, the constitution issued a decree “granting all its colonies representation as provinces in the Spanish Cortes through deputies RIZAL Module |-20 chosen by the various capital cities” (Pedrosa, n.d.). Under the Cadiz Constitution: "Governor General Manual Gonzales Aguilar called for an election of Manila officials which resulted in the selection of Don Ventura ede los Reyes, a wealthy merchant and member of the Royal Corps of Artillery of Manila, asthe deputy. The Vigan-born Don Venturaede los Reyes was a son of poor locano parents. He took part in the Ilocos revolt led by Diego Silang in 1762, but later on engaged im the vegetable and indigo business. He was one of the delegates: who signed the Constitution but it was only after a year that those Manila knew about its decrees.” (Pedrosa, n.d.) The constitutional monarchy that the Cadiz Constitution attempted to Put in place did not come to fruition because in May of 1814, King Fernando Mil declared in invalid and restored absolutism. However, Cadiz was a. very significant period in the political history of the Spanish-speaking world at least. On the part of the locals in the Philippines, one crucial creed embodied in the constitution was the exemption of the natives from Paying tributes and rendering public services based on its equality clause. For the freedom-loving people of the Philippines in the 19 century, the constitution was very influential as it was a liberal constitution, which vested sovereignty in the people, recognized the equality of all men and the individual liberty of the citizen, and granted the right of suffrage. ‘SEEING RIZAL’S LIFE IN HIS HISTORY In various social sciences, it is a widely accepted principle that we see the life of an individual in his/her society, and society in the life of an individual. This is precisely the reason that’ 19 century Philippines, as Rizal's society, is discussed here as a preliminary in studying the heros life and works. Nonetheless, one unique feature of Rizal is that, he did not only know the significant information about his society but also had a quality of mind that helped him use the information in a way that he could think about what Was going on in the world and of what might be happening within himselt. Sociologists call this quality of mind the “sociological imagination”. This sociological imagination can visualize their inner life and career in terms of larger historical forces. Those who possess this quality of mind thoy understand their own experiences by locating themselves in history; they can recognize the responses available to them by becoming aware of all of the individuals who share the same situation as themselves, People who cannot locate their lives in history are unlikely to know how to respond effectively to a world in which one society's problems are Part of larger global problems. On the other hand, those who have the RIZAL, Module |-2 sociological imagination can grasp history in the context of realitiess they face and the connections between the two. As will be discussed in this book, Rizal had this quality --- he knew his place in the greater scheme of tlhings, he understood the societal forces shaping his life, and thus able to re:spond in ways that benefitted others. SUGGESTED CLASS ACTIVITIES: 1. Film viewing of “Ganito Kami Noon, Paano kayo Ngayon” 2. Assessment: Pop quiz: Graphic organizer/table mapping the changes im the nineteenth century Philippines, categorizing social, poli-tical, economic, cultural changes. . Reflection paper about the film: Guide Questions: a. Describe the nineteenth century Philippines as represented in the film. b. Based on your reading and class discussion, what can you say about the film’s representation of the nineteenth century? c. What is the main question that the film seeks to answer? What is your own reflection based on the film and your understanding? Learning Outcome 4. Class Discussion: a. Appraise the link between the individual and the society. b. Analyze the various social, political, economic and cultural changes that occurred in the nineteenth century. ¢. Understand Jose Rizal in the context of his times. Make a brief summary of Spanish colonization of the Philippines. d. Prove: The nineteenth century was a century of change. eG E-LEARNING ASSIGNMENT! Taking Exciting E-Learning Fun Quiz Game: 1. Go online to [Link]. Through its search engine (upper right section), look for the entry “The Jose Rizal Family: A Fun Quiz Game”. RIZAL -Module |-22 BS LEARNING ACTIVITY 1. Identification: Identify the term/s being referred to: ——1. The people to whom inquilinos sub-lease some parcels of* land because of the increase in the Proportions of farmlands. 2. This is commonly depicted as the birth of modern life, as weell as the birth of many nation-states around the globe. The ship trade going back and forth between Manila and Acapoulco, Mexico. 4. The Governor General who called for an election of Manila offiscials, which resulted in the selection of Don Ventura de los Reyes, a we-althy merchant and member of the Royal Corps of Artillery of Manila, as the deputy. 5. The son of a poor Ilocano parents who took part in the Ilocos Revolt led by Diego Silang in 1762, but later on engaged in the vegetable and indigo business, 6. The qualified system of tenancy, or the right to use land in exchange for rent. 7. It is the year the Spanish government closed the ports of Manila to all countries except Mexico. 8. The King who declared the Cadiz Constitution as ‘invalid and restored absolutism. 9. The policy changes advocated by the Spanish Bourbon King Philip V, Ferdinand VI, Charles Ill and Charles IV to reform and modify the Spanish empire. 10. The trading hub (place) where China, India, Japan, and Southeast Asian countries sent their goods to be consolidated for shipping. 11. The strict discipline employed by Spanish friars for the locals to learn fast. 12. The most prominent of the Ilustrados who inspired the craving for freedom and independence with his novels written in Spanish. 13. This started a political revolution in Europe and consequently in some other parts of the globe. RIZAL -Module |-23 14. The liberal and democratic governance of this generaal had Provided Jose Rizal and others a preview of a democratic rule and way of life. ‘5. They were highly respected in their respective pueblos or towns, though regarded as filibusteros or rebels by the friars. 16, It is the constitution instituting the principles of universal male suffrage, national sovereignty, constitutional monarchy and freedom cof the Press, and advocating land reform and free enterprise. ——7. A worldview founded on ideas of freedom and equality 18. They played the role of agents who could distribute imports fn the interior and buy up goods for export during the development of the export Crop industry in the Philippines, 19. A monopoly was established in the Philippines by Governor- General Jose Basco in 1782 by placing it under government control. ———20. The mandated Spanish authorities in the Philippines to educate the locals, to teach them how to read and write, and to learn Spanish. =I MODULE SUMMARY The Rizal Bill, at present is known as RA 1425 (Rizal Law) is a mandatory subject in the Philippines. The bill mandates educational institutions in the Philippines to offer a course on the hero’s life, works and writings, especially the Noli Me Tangere and El Filibusterismo. Senator Claro M. Recto - the main proponent of the Rizal Bill - was even considered as a communist and an anti-Catholic. Catholic schools threatened to stop operation if the bill was passed though Recto fought for the passage of the bill. The bill was eventually passed but with a clause that would allow exemptions to students who think that reading the Noli and Fili would ruin their faith. In other words, one can apply to the Department of Education for exemption from reading Rizal’s novel ~ thought not from taking the Rizal subject. The bill was eventually enacted on June 12, 1956. Contextualization helps one to have better grasp towards tomprehension. To contextualize something is to place it within proper and larger setting in which it presents its true and complete meaning. To Properly understand Rizal’s life, thoughts, and works - is to understand the social and political context of that century then. RIZAL -Module |-24 The birth of modern life is commonly depicted during the 19" century as well as the birth of many nation-states around the globe. The century was also the era of massive changes in Europe, Spain and consequemitly in the Philippines’ colonizer, had disappeared both in its colonies and jin the world. Nineteenth (19") century Philippines as Rizal’s context are heereby divided into three (3) aspects: the economic, social, and political. Wnder these main headings are major historical events or issues, which characterized the country during that period. JS suMMATIvE TEST 1. In your own words, explain the significance of Rizal’s Law to the Present time. Discuss values which can be gotten from this subject. 2. What do you think were the reasons the Catholic Church opposed intensely the Rizal bill? Explain. 3. There are other Filipino heroes. Do you think their lives are also worth studying like Rizal’s? Justify your answer. RIZAL -Module I-