MODULAR APPROACH TO
L I F E, W O R K S
OF
RIZAL
The Philippines in the 19th
MODULE
21
Century as Rizal’s Context
This module explores the social,
political, and economic landscape of MODULE CONTENTS
the Philippines during the 19th century,
the era in which Dr. Jose Rizal lived
and wrote. Understanding the Lesson I: The world and the
conditions of colonial rule under Spain,
the struggles of the Filipino people, and
the rise of revolutionary sentiments
Philippines of Rizal’s time
provides crucial context to Rizal’s
works and ideals. Rizal’s writings, Lesson II: Understanding Rizal
particularly Noli Me Tangere and El
Filibusterismo, were deeply influenced in the context of the 19th
by these societal challenges and aimed
to awaken the Filipino consciousness. Century
By studying this historical backdrop,
students will gain a deeper
appreciation for how Rizal’s thoughts
and actions were shaped by the time
and environment in which he lived.
Intended Learning Outcome
At the end of Module 2, you should be able to:
a. appraise the link between the individual and society;
b. analyze the various social, political, and economic challenges that
occurred in the nineteenth century; and
c. explicate understanding of Jose Rizal in the context of his time.
LESSON 1 The world and the
Philippines of
Rizal’s time
TAKE THE CHALLENGE!
In this lesson, challenge yourself to:
a. appraise the link between the individual and society;
b. analyze the various social, political, and economic challenges that occurred in the
nineteenth century
ACTIVITY
Instructions:
• In small groups, research key global events in the 19th century, such as the Industrial
Revolution, the rise of colonial empires, and major conflicts like the Napoleonic Wars.
• Also, investigate the political and social situation in the Philippines during Rizal’s time,
including Spanish colonization, the Galleon Trade, and the Filipino revolt against Spanish
rule.
• After your research, each group will summarize their findings in a short presentation,
highlighting how these global and local events impacted Rizal’s perspectives and writings.
• Write a brief reflection on how the political and social conditions in the Philippines
influenced Rizal’s decision to become a reformist and advocate for change.
A N A LYSI S
Right now, let us try to wrap up your experiences with the activity . Let us try to answer
the following questions.
1. How did the global political landscape, such as the rise of European colonial powers, affect
the Philippines during Rizal’s time, and how did this impact his desire for reform?
2. In what ways did the social conditions in the Philippines, such as the oppression under
Spanish rule, shape the themes and messages of Rizal’s works like Noli Me Tangere and El
Filibusterismo?
ABSTRACTION
The facts of contemporary history are also facts about the
success and the failure of individual men and women (Wright Mills,
1959). In understanding history, one must consider the background and
context of the time to understand why people act. Suppose historians
in the future will write about our history today. In that case, they will
be sharing the same success and failure of individual men and women
who faced the challenges brought about by the COVID-19 pandemic.
They will share how people responded to the context of the time, how
students and teachers alike adapted to online learning, how people
worked from home, and how using face masks became the new
normal. Thus, the pandemic shall be remembered [Link] by how
many people died but how men and women banded together to fight
the surge of the pandemic.
Just like what we have today, Rizal was also a product of his
time. He did not wake up one day and realized that he wanted to
become a hero. His life's choices were a response to the successes and
failures he experienced. The 19th century Philippines was not just
about people struggling against colonial rule; it was about Filipinos,
men and women alike, fighting against political oppression. It was a
period of massive changes in Europe and the world. The Philippines, as
a colony of Spain, suffered from the instability of the Spanish colonial
government. In return, the Philippines also suffered from social
injustice and judicial inequality.
Therefore, the world of Rizal's time and the Philippines of
Rizal's time shall be examined in this Chapter for us to assess why
Filipinos acted as they did. We will understand why a corrupt
government was overthrown, why social injustice was heavily opposed
and why judicial inequality was massively condemned. Rizal, together
with the Filipinos, fought bravely to change the Philippines' political,
economic, and socio-cultural conditions in the nineteenth century. His
response made him the center of the nationalist movement of his day
and the principal inspiration of the Revolution (Schumacher, 1991).
The World and the Philippines of Rizal's Time
In the 19th century, there were massive changes in the world,
particularly in Europe, Spain, and the Philippines. In this century, Rizal
was born and exposed to varying political, economic, and socio-cultural
realities. Rizal witnessed the effects brought by the Industrial
Revolution, benefited from the opening of the Suez Canal, gained
education in Europe, became an ilustrado, and took part in the
Propaganda Movement.
Political Context
The 19th century was marked for its tremendous social
change. Europe prospered like never before and England led the way as
the growing imperialist power. In 1858-1863, France conquered
Vietnam, Cambodia and Laos. Later, the Dutch colonized Netherland
East Indies (Indonesia). Other countries soon followed Britain's
imperialists' examples. However, while the nineteenth century was
hailed for its massive social changes, it was not for all imperialists.
While England, France and the Dutch enjoyed the fruits of their colonial
activities, Spain stagnated. Spain never learned a lesson from the loss
of her colonies (Zaide, 1999). From being considered the "mistress of
the world", Spain continued despotic colonial rule in its remaining
colonies - Cuba, Puerto Rico and the Philippines. During this time, Rizal
witnessed the flowering of Western imperialism and the downfall of
the Spanish colonial rule.
In the context of the Philippines, the country suffered from
different social issues as a result of the Spanish despotic colonial rule.
The Filipino people were exposed to the evils of colonial rule such as
maladministration of justice, no equality before the law, racial
prejudice, forced labor, frailocracy and lack of representation in the
Spanish Cortes. Internally, Spain was suffering from frequent
constitutional and governmental changes that led to colonial instability.
In a short span of 28 years (1834-1862), it adopted four constitutions,
elected 28 parliaments, and installed 529 ministers. It also suffered
from internal party strife, revolutions and other political upheavals
(Zaide, 1999).
Due to the instability of Spain as a government, it directly
affected the Philippines as one of its colonies. One example is given by
Zaide (1999) in his book "Jose Rizal Life, Works, and Writings":
There was this Spanish Judge who was appointed to the Royale
Audencia of Manila (the Supreme Court). He left Madrid with his
whole family and went cruising at sea along the long route via
Cape of Good Hope. After a leisurely voyage of about six months,
they arrived in Manila. To his dismay, he found out that he was
out of a job. Another judge had arrived earlier to fill up his
position. During the six months when he was cruising at the sea,
the Spanish Government fell in Madrid and the new Government
sent his successor. The second judge took the shorter route via the
Suez Canal and reached Manila ahead of him.
The constant shift of these political policies also disrupted the
way Spain governed the Philippines. First, there was maladministration
in the delivery of justice. In usual disputes that involved a Spanish or a
Filipino, the court would often favor a Spaniard. Usually, an influential
Spaniard got the most favorable court decision. Most Filipinos have to
suffer from the costly, unfair and partial trial. This condition could be
attributed to their skin color, political affluence and economic affluence
in society. Second, there was no equality before the law. In the
Philippine context in the 19th century, the native nobles and pure-bred
Spaniards enjoyed legal preference (Zaide, 1999) both in law and social
duties. In law, the Spanish Penal Code imposed heavier penalties on
Filipinos. In social responsibilities, the Filipinos were tasked to render
forced labor and paid tributo or taxes to the colonial Government.
However, most Spaniards were exempted either from rendering forced
labor or paying tribute. This unequal social divide became the root of
resentment to most Filipinos. Third, racial prejudice against native
Filipinos became prevalent. As evident by the words of Father Burgos,
who is known for taking an active part in the Secularization Movement,
he provided unequivocal evidence of how racial discrimination was
prevalent even among the native clergies (Schumacher, 1999).
The Filipino by his nature, by his character, by the influence of the
climate or the race, is not good for undertaking lofty offices. It is a
common saying that the Tagalog is an excellent soldier, an
ordinary corporal, a bad sergeant, cannot discharge the post of an
officer at all, because he is unfit for it. In the same way, the
Filipino who is consecrated to the service of the altar ordinarily
carries out well the discharge of the routine offices in the church,
but he never succeeds in excelling when he is found possessing the
priesthood ...
From the wordings of Fr. Burgos himself, no matter how a
native Filipino would exert his best efforts, he would never succeed.
Not because he was unfit or unable to carry out the role but because
preference was given to Spaniards. The said racial prejudice was
happening everywhere-in school, in the church hierarchy, in public
offices and, as previously mentioned, even in the legal system.
Fourth, the mandatory exercise of forced labor oppressed the
Filipinos further. Also known as polo y servicio, all Filipino males with
ages ranging from 16-60 were required to render forced labor by the
Spanish Government. The workers were called polistas, while
mandatory labor itself was called polo. They were tasked to perform
general public and building works by constructing churches, schools,
roads, bridges and even ships. Some people in the community were
exempted from rendering forced labor such as the aristocracy or
principalia, well-off Filipinos, government officials like the
gobernadorcillos or cabeza de barangay and school teachers. The well-
off Filipinos and principalia shall be exempted by paying the falla,
amounting to seven pesos. Moreover, the government officials and
teachers were considered legally exempt due to their services to the
community. Therefore, poor and uninfluential Filipinos had no choice
but to render forced labor.
Fifth, the existence of frailocracy or the "government rule of
the friars." In the 19th century, there was no separation between the
Church and the state. The friars became so powerful that it resulted to
the abuse of Filipinos. These friars contributed to the rise of agrarian
unrest, the secularization movement and Filipino abuses in many
forms. Since these friars are Spaniards and can communicate pretty
well with the Spanish Government through their native language, they
were tasked to report whatever is happening in their parishes and friar-
estates. In short, they were supposed to act as a mediators between
the Spanish Government and the Filipino people. However, instead of
reporting the deplorable conditions of the Filipinos, they chose to close
their eyes, cover their ears, and open their purse. Such was the sad
reality of the Spanish colonial policy in the Philippines.
Lastly, the Philippines suffered from a lack of representation
in the Spanish Cortes. Ideally, the colonial government should open its
parliament to colonial representation. This is one way of hearing and
improving the conditions of its colonies. It was on year 1811 that the
Philippines was represented by a 71-year old Filipino-Spanish merchant
named Ventura de los Reyes. However, his diligent representation was
one reason why the galleon trade was abolished for its reported
abuses. These examples are proof of how representation would benefit
the country by communicating the needs of the colony. Despite its
emerging advantages, it was only short-lived. Thus, social injustices
continually oppressed and marginalized the Filipinos during the 19th
century Philippines.
Economic Context
The second half of the 19th century was a period of rapid
economic growth. In Europe, the use of increasingly expensive,
powerful and productive steam engines resulted in the use of
machinery in the manufacturing sector in the cities of Europe (Odense,
2006). The benefits arising from these technological innovations paved
the way for efficient production. With more products in place, the
countries are looking for more places to trade. The invention of tools,
ships, and other types of machinery brought trade, governments, and
people closer to each other. To remove these external barriers, the
Suez Canal was constructed. The Suez Canal is a waterway that
connects Europe to Asia by creating a direct shipping route without
having to circumnavigate the African continent. This new infrastructure
brought about by the economic developments in Europe brought Spain
closer to the Philippines.
The opening of the Suez Canal also brought several
advantages to the Philippines. First, the distance of travel between
Europe and the Philippines was significantly shortened. Second, and it
brought the country closer to Spain. Before the canal's opening, the
travel from Spain to the Philippines would take more than two months.
However, upon the opening of the Suez Canal, it was significantly
reduced to 30 days. What is then the implication of the Suez Canal to
the Filipinos during that time?
It is a fact that the outstanding economic developments
brought by industrialization then enabled the construction of the Suez
Canal. With travel significantly shortened, the Filipino ilustrados were
able to send their children to universities in Europe. The education
gained by these ilustrados opened their minds to the opposing
conditions that are happening in the colony (Philippines) and the
mother country (Spain). Being enrolled in prestigious universities in
Europe, these Filipino ilustrados witnessed how the mother country
enjoyed freedom, free from biases, injustices and racial discrimination.
On the other hand, while Spain enjoyed freedom and rights, the colony
suffered from the maladministration of justice committed by its
incompetent and corrupt government officials.
On this notion, the call for reforms had been constantly
waged by the ilustrados abroad like Rizal. They organized the
Propaganda Movement that aimed to expose the deplorable conditions
of the Filipinos in the Philippines so that Spain may remedy them.
Socio-Cultural Context
The 19th century also brought socio-cultural changes in Spain
and the Philippines. First, there came the rise of the enlightenment
period, where people began to rely on human reason rather than faith
and religion. In the Philippines, information through books and print
media began to spread across the seas. The opening of the Suez Canal
made these pieces of information readily available to the Filipinos by
mail or hand-carried by travelers. The political and social developments
of other countries also reached the Philippines. Knowing how the
French took part in their political revolution and how the Americans
engaged in the civil war became an inspring lesson to the Filipinos,
especially the ilustrados. The desire for freedom and independence
continued to grow among them.
Next, the 19th century Philippines saw the rise of middle-
class, the principalias. With the increasing demand for abaca and other
crops in Europe, there was a need for more Filipino people to cultivate
lands. Manila became a free port in 1834 primarily to European traders.
After several months, provincial ports in the Philippines were also
opened to world trade. The increasing trade resulted to its gradual
increase that can be attested to by these numbers (Majul, 1978):
"In 1831, hemp exports amounted to only about 346 tons. In 1837,
it rose to 2,585 tons and in 1858, it rose up to 27,500 tons-two-
thirds going to the United States. Also, in 1782, about 30,000
piculs of sugar were exported. This increased to 146,661 in 1840. It
became 566,371 in 1854 and, in 1857, the amount rose to
714,059. 18 With an increase of exports (including tobacco, copra,
coffee, and rice), many Spaniards and affluent natives began to
invest in many of the foreign commercial firms."
To further the economic gain of Spain, the Spanish officials
recommended the exploitation and cultivation of the Philippine
resources to expand its trade relationship with Asia and Europe. To
enhance their trading capacities, Spain implemented the following
measures (Majul, 1978):
1. Reformation of the Galleon Trade:
2. Settlement of the Spaniards in the provinces for agricultural
and trade purposes; and
3. Government expropriation of the landed estates of the friar
corporations.
With these measures, the Spanish Government was now
duty-bound to allow Filipinos to rent and cultivate agricultural lands. To
achieve this, more families had to engage in farming. Among those
principalia families who benefited from leasing the land owned by the
Dominican estate was the family of Rizal. The primary source of income
of the family came from leasing and cultivating this wealthy friar estate.
They planted crops like abaca, corn, sugarcane and others. They also
domesticated animals like turkeys. Out of the Rizal family's income
from the land, they could afford to send Rizal for western education.
However, despite these social developments, agricultural
unrest continued to grow. Friars who owned the land exploited the
tenants through flimsily increasing land rentals and taxes. This resulted
in several agrarian unrest and dissatisfaction with the living conditions
of the Filipinos under the friar-owned estates. Most of the lands rented
by the Filipinos from these friar estates were reduced due to several
factors such as: land reform, church donations, inheritance, revolt, or
misfortune (Zaide, 1999). Rizal fought heavily alongside the farmers.
They contended that the corrupt motives of the friars heavily
oppressed the social conditions of the Filipinos.
APPLICATION
Direction: Answer the following questions.
1. How did the global events and political changes during the 19th century, such as the rise of European imperialism
and the Industrial Revolution, influence the social and political conditions in the Philippines during Rizal’s time?
Discuss the impact these global factors had on Rizal’s writings and his advocacy for reform.
2. Analyze how the political, social, and economic climate of the Philippines under Spanish colonial rule shaped Dr.
Jose Rizal’s views on freedom, nationalism, and reform. How did Rizal’s personal experiences and observations
of Filipino society during this period reflect the larger struggles of the Filipino people?
Understanding
LESSON 2 Rizal in the
context of the 19th
Century
TAKE THE CHALLENGE!
In this lesson, challenge yourself to:
a. explicate understanding of Jose Rizal in the context of his time.
ACTIVITY
Instructions:
• Create a timeline that highlights key events in the 19th century, both globally and in the
Philippines, that directly impacted Dr. Jose Rizal’s life.
• Include major events like the rise of European colonialism, the Industrial Revolution, key
developments in the Philippines under Spanish rule, and Rizal’s travels and publications.
• After creating the timeline, write a brief explanation of how two specific events (one global
and one local) influenced Rizal’s views on reform and nationalism.
• In small groups, discuss how the 19th-century political and social climate shaped Rizal's
perspective on education, social justice, and freedom. Share examples from his works,
such as Noli Me Tangere and El Filibusterismo, that reflect these issues.
A N A LYSI S
Right now, let us try to wrap up your experiences with the activity . Let us try to answer
the following questions.
1. How did using art help you express your feelings about that moment?(Did it make the
emotion stronger, clearer, or easier to understand?)
2. What specific elements (colors, words, sounds, etc.) did you use to show your emotion, and
why? (Explain how your choices reflect your feelings.)
3. How can expressing emotions through art help improve your everyday life (in school, with
friends, or at home)? (Think about confidence, communication, or self-awareness.)
ABSTRACTION
Understanding Rizal in the Context of the 19th Century
Philippines
The political, economic, and social conditions of the 19th
century shaped the kind of Rizal that we know today in history.
Without an understanding of that milieu, one can scarcely understand
Rizal's enduring importance to the Filipino people nor the relevance of
his ideas and ideals today (Schumacher, 1991). To know why Rizal
fought for reforms, one must look into the political conditions of the
19th century to understand the political struggles of the Filipinos. To
know why Rizal fought against the Spaniards, one must assess how the
Spanish Government exploited the Filipinos through their economic
policies. To determine why Rizal attacked the friars in his novels, one
must understand the social realities of the Filipinos during his time.
For this reason, this Chapter seeks to answer how the
political, economic and socio-cultural events of the 19th century shaped
Rizal's ideals for nationalism and Filipino identity.
First, Rizal is a product of the 19th century. Would Rizal be
who he is today if the Philippine context in the 19th century were
different? Definitely, yes. The kind of Rizal that we know today is a
product of his own time. He was at the right time, with the right
people, and with the right context to campaign for nationalism. We
cannot seemingly imagine a 19th century Philippines without someone
like Rizal on it. His life, works, and writings helped shaped our history.
He used his knowledge for the betterment of the Filipino people and
the Philippines. Next, Rizal responded to the needs of the time. The
Filipinos' deplorable political and social conditions paved the way for
Rizal to rise against the Spaniards and call out inefficiency, injustice and
racial discrimination. He took an active role through the Propaganda
Movement so that Spain may remedy them. From his study abroad and
observance of the European laws, ways and cultures, he realized that
the Philippines could be a better place if only Spain would take
proactive steps in protecting its colony. He did not hesitate to write the
Noli Me Tangere and the El Filibusterismo to showcase the political
conditions of the Philippines under the hands of the corrupt friars and
inefficient Spanish officials. Therefore, Rizal came out at a time when
he was most needed. He took an active role in achieving true Filipino
identity.
Lastly, Rizal's idea of a Filipino nation would not be possible
without the events of the 19th century. In the overview of this Chapter,
we discussed that the facts of contemporary history were also facts
about the success and the failure of individual men and women (Wright
Mills, 1959). Therefore, the success of Rizal and other Filipino people to
achieve independence was a response to fulfill their growing desire for
justice, equality and freedom. The world and the Philippine context of
the 19th century molded the environment that Rizal lived. He
responded to what the people needed and used his capabilities to
achieve Filipino identity.
The independence that we have today is the result of how
Rizal, together with other Filipino heroes in history, fought hard to
achieve the blessings of independence and democracy.
APPLICATION
Direction: Answer the following questions.
1. How did the social, political, and economic conditions of the Philippines during the 19th century shape Dr. Jose
Rizal’s worldview and inspire his advocacy for reform? Discuss specific events or circumstances in the
Philippines that influenced his writings and actions.
2. In the context of the 19th century, how did global intellectual movements such as the Enlightenment and the rise
of nationalism influence Rizal’s ideas on education, freedom, and the role of the Filipino people in achieving
independence? Examine how these influences are reflected in his works and his vision for the Philippines.
