This slide can be used in the discussion of the lesson 2 of the Life and Works of Dr. Jose Rizal subject.

2. “Heroes are not made, not born.
They are the products of their
social milieu.”

3. To help us understand and to be able to appreciate
the importance of the life and works of Jose Rizal,
it is important to have an understanding about the
historical conditions of the world and of the
Philippines during his time.
The essence of the life of Jose Rizal is marked by
the conditions that existed during his lifetime in
the Philippines and around the world, particularly
in Europe.

6. As a century of rapid progress and radical changes,
concepts such as industrialism, democracy,
nationalism, socialism, and human rights gained
ascendancy and triggered revolutionary changes in
science, technology, economics and politics,
significantly affecting the lives and fortunes of
mankind.

10. HISTORICAL EVENTS
IN THE 19TH CENTURY
Russian Czar Alexander
II proclaimed the
emancipation of
22,500,000 serfs to
appease the rising
discontent of the Russian
masses.

12. Emperor Napoleon
III’s (France)
ambition to colonize
Latin America was
subverted by
Mexican President
Benito Juarez who
liberated his
country from
foreign
intervention.

13. On the formation of national communities, Italy
and Germany succeeded in their unification
movements.
•The German Empire was established on 1871
when Iron Chancellor Otto Von Bismarck defeated
the French in the Franco-Prussian War. With his
defeat in the Franco-Prussian War, Emperor
Napoleon III’s Second French Empire collapsed.

15. Western imperialism
gained momentum with
Great Britain, under
the glorious reign of
Queen Victoria,
emerging as the leading
colonial power.

16. Not to be outdone, France also gained several
colonies in Southeast Asia such as Vietnam,
Cambodia, and Laos to form the French Indo-
China.

17. On the 1853, the United States opened Japan to
the world, ending Japan’s 214-year self-imposed
isolation.
Emperor Mutsuhito (Meiji Japan) modernized the
country by accepting Western influences. No sooner
had Japan strengthened its army that it began its
imperialistic career by grabbing Formosa and
Pescadores and annexing Korea.

19. Modernization of living was
made possible thought
industrialization and
Scientific progress.

20. The inventions of labor-saving
machines happened because of the
needs to meet the growing demands of
the expanding world market.
There was a shift from manual work
to machine work, and from the
domestic system to the factory system
due to the use of machines in the work.

21. This change was made possible through the
Industrial Revolution, which was started in
England and spread to other European
counties.
It rapidly gained momentum towards the
second half of the 19th century.
The industrialization was accelerated by the
discovery of oil, gasoline, and electricity as
sources of power and industrial energy.

22. The motorized age was herald by the
invention of the internal combustion
engine and the construction of railways
and steamships.
Engineering feats like the construction
of steel bridges and the Suez Canal
opened shorter routes for commerce.

23. Telephone, telegraph and cable facilities
enabled the people to better communicate.
The invention of steam engines paved the way
for better and faster transportation.
These faster means of transportation and
communications enabled the people to have
better contacts for business and trade. Hence
free trade was encouraged and the development
of international commerce was hastend.

24. With industrialization came scientific progress.
•The need for new techniques in processing materials led
to scientific inventions and discoveries.
•Several new branches of science emerged and the fields
of chemistry, geology, psychology, sociology and medicine
made great progress.
•With these developments, some groups of people enjoyed
material and economic prosperity, better standards of
living, better education and social opportunities.

25. The factory system employed
thousands of workers or
proletariats—the property-less
class—and a new group of
producers—called capitalists or
bourgeoisie class—also emerged.

26. The economic progress created by Industrial
Revolution made the bourgeoisie a rich, powerful
and influential class in Western society.
On the other hand, because of continuous
improvement of machinery and the competition
among capitalists, as well as low wage output, the
workers became subject of exploitation.
Eventually, the workers increased in number and
strengthen in unity. They organized trade unions
to solidify their pleas for better wages and working
conditions.

27. As Western countries became industrialized,
competition for markets became stiff and hence,
they began acquiring colonies for:
1.Sources of raw materials such as precious metals
for industrial production;
2.Sources of cheap labor for factories;
3.Markets of their surplus products; and
4.Military bases for further colonial expansion.

28. This economic and scientific
development encouraged free
trade policies that hastened
the development of
international commerce.
The Philippines, as a source of
raw materials and as a market
for finished products was
eventually drawn into the orbit
of international trade
especially after 1834 when it
was opened to world trade.

30. The teachings of the French Revolution:
fraternity, liberty and equality.
The ideas behind the American revolution:
independence and democracy.
The principles of the inalienable rights of
man, universal suffrage and popular
sovereignty

31. The foremost advocate of
socialist ideas was Karl Marx,
who declared that only a
violent revolution could
improve the conditions of the
workers.
Marx espoused to abolish
private ownership and the
centralization of all the means
of production into state
control.

32. Socialists proposed to remedy the evils of capitalism.
They rallied for a common cause: the equitable
distribution of the fruits of production.
How to distribute equally the fruits of production?
–The government should own and control the means
of production for the benefit of the majority and plan
the economy to avoid surplus production.

33. The workers who were influenced by Marxist
principles began to make more demands from their
capitalist employers.
Their insistent agitation resulted in the enactment
of labor laws on fixed working hours, universal
education, better pay, old age pension and better
working conditions.
Hence, the struggle for nationalism, especially in
Asia, was always complemented by proletarian
demands.

34. Although, socialism was gaining
popularity, Filipino middle class
members (illustrado) were more
attracted to manifestations of democratic
and nationalist ideals, especially those
that guaranteed natural and civil rights.

35. Of all the achievements of the 19th Century,
the most significant was the growing
appreciation for the worth and dignity of the
individual and his right to participate in the
government.
The ideals of democracy—the government in
which the supreme authority emanates from
the people—gained popularity.

36. Democracy implies popular and free elections, free
speech, free press, freedom of assembly and
freedom of religion.
Abraham Lincoln: “Democracy is a government of
the people, by the people and for the people.”
The democratic movements forced governments to
be more concerned with the economic security,
living standards and education of the masses.

37. The struggle for nationhood became the
most imminent concern of colonies in the
19th century.
Militant nationalism emerged among
young nations like Germany and Italy,
and among oppressed colonies like the
Balkan states.

38. Nationalism is a condition of the mind,
feeling or sentiment of a group of people
living in a well-defined geographical
area, speaking a common language, with
literature that expresses the aspirations
of the nation being attached to common
traditions.

39. Nationalism is love of country
with all its inhabitants, finding
commonality in aspiration
towards a goal that transcends
local borders.

40. It springs from the
consciousness of national
identity of being one
people—a sense of
belonging expressed in the
recognition and
appreciation of a common
historical past and
cultural tradition.

41. It is a strong feeling among the
people that they belong to the
same race or ancestry, sharing the
same history, culture and
traditions, and speaking the same
language.

42. Rizal, as a product of his era, sets
forth his message a human
declaration that all human beings
without distinction of any kind
are born free and equal in dignity
and rights.