MODULE 1N General Education 9 Rizal Life, Works and Writings Chapter 2: Sociopolitical and Economic Condition of the Philippines

1. MODULE 1N General Education 9
Rizal Life, Works and Writings
Chapter 2: Sociopolitical and Economic Condition of the Philippines
The 19th
century was an era of growth and innovation the idea of industrialization
became most popular during this period. It was embraced by numerous countries,
especially in Europe, and the United States. Along with the rapid fame of industrialization,
the essence of democracy and Nationalism inspired numerous revolutionaries to promote
changes in the fields of science, technology, economics, and politics. Such action created
a more prosperous environment to those who succeeded in their battle for change and
freedom. Nevertheless, the Philippines in the 19th
century remained primitive despite the
emerging marks of growth noted in some sectors. The Government, occupied by self-
indulgent people, remained deaf and blind to the people’s cry of injustice and suffering.
The social and economic system of the country remained reliant on the feudalistic patterns,
which fueled racial discrimination and division based on status quo. Request for reforms
were disregarded, and the people were discontented with the social setup of the country.
The existing racial discrimination urged the middle class to broaden their knowledge. The
foreign encounter of some educated middle class contributed a lot to the country’s
development. They imported to the medieval Philippines the idea of liberalism from the
West and promoted innovation in how the Filipino viewed country as a whole. It fueled
patriotism among the Filipinos
Rizal’s master pieces showcased his experiences in the Philippines and in the world, most
especially in Europe during his lifetime. The rough conditions of society and mankind
during his time led him to the idea that all mankind, regardless of status, was born free and
has equal rights with others.
THE PHILIPPINES IN THE NINETEENTH CENTURY
Social Structure. The Product of Spanish colonization which upheld the
landholding system brought about by the arrival of conquistador, made the Philippines
feudalistic in set-up. Dominion toward the land owned was practiced wherein the authority
and power resided in the hands of wealthy few. Hence, there was a huge gap between the
landlords and their tenants. It resulted in a pyramid structure of social division. Spaniards
dominated the peak of the pyramid structure of social system of the Philippines in the 19th
century. Spanish officials, Peninsulares, and friars comprised of the topmost part of the
pyramid. The middle part is composed of the favored natives, mestizos of the half breeds,
the Philippine-born Spaniards and the criollos. This group was called the middle class that
enjoyed second priority in the social strata. The landless Indio’s were degraded and
enslaved by society, allowing them to occupy the lowest part of the pyramid.
Spanish occupation shapes the social structure of the Philippines. It made the
Philippines embrace the “master-slave” relationship allowing the elite to hold the Indio’s
captive. Exploitation was rampant and the Spaniards, tax the mandatory contribution

2. dragged the poor down. Thus, the powerless remained helpless, and the rich increased in
power. The social structure left the Indio’s powerless in their own native land.
POLITICAL SYSTEM.
Philippine government in the 19th
century revolved around the dominion of the
Spanish Colonizers. The Spanish monarch held the executive, legislative, Judicial, and
religious power. Such power was executed in the Philippines through the Ministro De
Ultramar (Ministry of the Colonies established in Madrid in 1863). Through the Ministro
de Ultramar, The Philippine Affairs were governed in accordance with the will of the
Spanish monarch. Also, it was the Ministro de Ultramar’s duty to report to the King of
Spain.
As the commander-in-chief of the armed forces, he held the civil guards, and all
government officials in the Philippines submitted to him. In addition, the governor general
held the supreme authority in the economic financial dealings of the country. In 1784, he
acquired a portion of the Intendant- General’s power. The executive power resided in the
governor-general, with the central government structure highly reliant on his decisions.
The governor-general’s power extended up to the legislative processes. He had the power
to suspend local laws of any decree coming from Spain if he found ineffective in the setup
of the Philippines. The governor-general led the Royal Audiencia, also known as the
Supreme Court, during the Spanish Era, which lasted until 1861. He enjoyed the judicial
power in some point. The superiority of the governor- general was also depicted in the field
of religion. He was giving the privilege to select a priest who would occupy a certain
position in the church and society (Delgado, 1904).
The Philippine centralized system put governance in the hands of one person, the
governor-general, who moved in accordance with the mandate of Spanish government. The
governor-general was responsible for all government and religious activities, which
included administration of justice. He had disciplinary powers, which were often weak
because of biases and decisions made through impulse.
During the Spanish Era, in the Philippine government had already existed, but it
was ruled and its functioned under the control of the King of Spain. The Philippines back
then had its own form of government. The country functioned under a unified government
system, which move in accordance with the demands of Spanish government. The power
within the country revolved around one person, the gobernador- general. He took action
in line with the will of Spain. Having almost all powers in the country, he could discipline
or punish any person based on his Impulsive judgement. The governor- general was
responsible for dealing in the church. His power allowed him to move freely and inflict his
wavering judgement that weakened the government’s administrative system. Thus, people
tended to befriend the governor-general to find favor with him in all that they desired
to do, be it in politics, religion, or financial purposes, like land ownership. It was
advantageous when one was in the government-general’s side, for he would be rewarded,
but being his enemy meant suffering and punishment.

3. The Lieutenant -General or general Segundo- Cabo assisted the governador-
general with regard to the matters of the nation. The board of authorities advised the
governor-general on matters raised to them, and with regard to the administrative agenda,
it was the council of the administration whose voice was heard. In 1874, the Secretariat of
the Central Government was made to further assist the governor-general and his growing
power in nation. Also, the central government was later on introduced to a bigger body of
administrative advisers, Doctorate of the Civil Administration.
The national or central government was then followed by the operating hierarchy
of governance starting at the top, which was the provincial government, also known as
alcaldia run by the alcalde mayor or the civil governors. Next in line was the city
government call cabildo or ayutamiento, which was under the administration of two
alcaldes ordinaries or the mayor and the vice mayor. After the city government was the
gobernadorcillo, fondly called capitan. The capitan served as the chief executive and
judge of the towns he ran. Attaining such position demanded a yearly winning vote coming
from the board composed of the members of the town principalia. The principalia
consisted of old former cabeza de Barangay or people High standing in the community. In
addition, there was the cabeza de barangay, the leader of the smallest unit of government,
the barangay or the barrio. The cabeza de barangay controlled the barangay, and such
title was usually given to Mestizo or Filipino Chinese people who were responsible for
Levying taxes and maintaining peace in barangay.
The courts were ruled by the Royal Audiencia, the acting Judicial body and the
highest court that litigated cases and was composed of Spaniards. In each town, an Alferez
or second lieutenant headed the corps of guardia civil. Peace and order in the country
was upheld by guardia civil or cuardrilleros who serve as the peace forces that did police
duties. The Royal Audiencia also acted as auditor of the finances of the government. The
governor-general of the Royal Audiencia, acting separately together. Occasionally
made laws for the country called autos acordados. These laws covered very broad fields,
ranging from tribute collection to the control of corruption in the provincial
government.
Philippine government had no official body in charge of the enactment of laws.
Laws that were applied in the Philippines during the Spaniard colonization emanated from
various sources. An example of the Philippine law during the Spanish Era was the Laws of
the Indies were royal decrees issued several times by the King of Spain intended for
Spanish colonies. Several laws promulgated in Spain were also adopted in the Philippines.
The Laws were Codigo Comercio. Codigo Penal, Codigo Civil, Las Siete Partidas, and
Las Leyes de toro. Numerous groups of laws were made by the Spanish Rulers intended
only for the Philippines. The laws did not seek equality and fairness, but they were made
to hold the Philippine captive under the mandates of Spain. (Vidal 1904)
For three brief periods, the Philippines was represented in the Spanish Cortes
(Spanish legislature): from 1810, to 1813, 1820 to 1823, and from 1834 to 1837. The

4. Filipinos and their Spanish Sympathizers failed to restore our representation to the Spanish
law-making body after 1837.
SOURCES OF ABUSE IN THE ADMINISTRATIVE SYSTEM
The reason for the Philippine weak administrative system was the inadequacy of
the people seated in the position. People who ran the country lack qualifications, skills, and
leadership traits. The government in the administrative level was occupied by appointed
people who held office in accordance with their selfish motives. The results of such action
were injustices, lack of coordination among officials, and increased financial abuses. Also,
the court rendered poor judgement caused by biases and discrimination. The principal
officials of the administrative system gained their positions by royal appointment while the
rest of the positions were either filled by the governor-general himself or sold to the highest
bidder (Corpuz, 1980).
The King’s appointees in the Philippine had a tenure of office based on the King’s
impulse. Also, he preferred to appoint people who were ignorant of the Philippines and
transferred them casually to prevent attachment to the Indio’s way of life. The distance of
the colony, the inadequate administrative supervision, and the overlapping of powers and
privileges of these officials, contributed to the perpetuation of anomalies in the government
service. After spending much time and money to obtain their royal appointment, many
officials exploited their office and its wide powers to recover their expenses and enrich
themselves. When a conflict of interest arose in the performance of duties, the officials
inevitably favored their personal interests over the welfare of the state. The insecurity of
their term of office made them more dishonest and determined to recover their financial
losses through devious means
Officials who sought to advance their own self-interests did so by collecting higher
taxes than the usual. Abuses in the privilege of tax collection were recorded and historical
records showed that the most corrupt branch of the government back then could be found
in administrative system. The Alcalde who functioned as the administrator, judge, and the
military commandant received a salary of twenty-five pesos and liberal allowances; he was
the most fraudulent official. Discontented of their salaries and allowances, such officials
increased contributions and financially abused the Filipino hacienderos. Rampant abuses
and exploitation prevailed within a monopolized trading setup; trade was one of the highest
sources of financial Those who wished to participate in such an activity needed to pay a
very high price just to get a license; such payment was called indulto para comerciar. Good
produced by the natives were brought for a very low price and sold back to them
expressively. The high cost of their agricultural produce, goods, and crops left many
without adequate food to eat and commodities to consume. Also, parishes had the
opportunity to correct or check such corrupt activities, but most of them chose to tolerate
them in exchange of favor. The Alcalde who was also the provincial judge controlled a
court loaded with biases in favor of the mischievous deeds of Spaniards. This led to the
closure of numerous businesses owned by some natives, increasing the number of the poor
in the country.

5. Complaints increased as the abuses continued; natives who had sought assistance
and help from more responsible officials in Spain led to the promulgation of two decrees
intended to end corruption. The apathetic higher officials doubled the rate of abuses in the
country. With the effort of the government of Spain to address such issue, reformed decrees
were issued in 1844, which provided a fixed salary of 1,500.00 Php or 1,600.00 Php
according to rank for provincial governors. Also, such decree imposed a specific
qualification that only lawyers or persons with two years legal experience in some law-
related offices could become a provincial governor. The decree also abolished the
participation of provincial governors in the trading sector. In addition, the second decree
in 1866 disjointed the judicial executive duties of provincial governors. This led to the
creation of appointed official called civil governors who assume administrative duties (De
Mas, 1904)
Nevertheless, total eradication of corruption was unlikely Natives were limited in
their participation in the government. They were located in the lowest portion of the
administrative hierarchy, known as the gobernadorcillo of the town of the cabeza de
barangay of the barrio. These officials were massively abused. Acquiring numerous
responsibilities but receiving a small amount of honorarium. The harassed officials were
largely responsible for the municipal building; the care of the town prisoners; the purchase
of desk, paper and ink by town officials, and the construction of the town bridges. To pay
for the necessary expenditures, tributes, taxes, and fees were collected from the natives.
Their responsibilities were not compensated adequately, and this often led to the poor
performance of their jobs. Collected money from the other natives was not used to improve
a certain providence they ran, but it was gained for the self-betterment of the officials.
The existence of dishonest gobernadorcillos of prosperous towns made the position
attractive to some men. The negligence of the central government to aid towns increased
the people’s taxes base on the amounts arbitrarily decided by the Spaniards. Injustices
prevailed as homes of the natives were searched without warrants; people were convicted
and exiled for being filibusteros; books, magazines, ad any other written materials could
not be published and introduced into the country without the prior approval of the board of
censors. Organized assemblies and any other political meetings initiated by the Indio’s
were prohibited; thus, the natural constitutional rights and liberties of the Indio’s were
curtailed. Race and status que played an important role in any judicial proceedings in the
Philippines during the Spanish era. Incompetent judges comprised the judicial courts,
which made legal proceedings highly expensive and biased. Thus, the wealthy few often
won the case because they were the only ones who could finance such trials and litigations.
In many instances, decisions were delayed, and the people were burdened by the injustice
of the courts of justice. The poor were often declared guilty without any due process of
law. Merits of cases were simply based on money, race, rank, and link with influential
people (Vidal, 1904)

6. An exemplar of such injustice could be best viewed in the case of Dona Teodora,
the mother of Jose Rizal. Her case was rooted in her brother Jose Alberto’s unfaithful wife
who abandoned their children while her husband was in Europe. The wife eloped with her
lover but was later on forgiven by Jose Alberto in the hope that she would change and took
her back again to Binan. The wife despises Dona Teodora, and a few days later, she
connived with a lieutenant of the guardia civil and accused her husband for trying to
poison her with Dona Teodora as an accomplice.
Dona Teodora was promptly arrested and was intimidated by the prosecutor and
the judge, the Calamba major, into admitting the charges against her. Dona Teodora
complied with what was instructed of her in exchange of a promised freedom and a fast
trial of her case. She the appealed to the Royal Audiencia, and the case was later on
dismissed because of insufficient evidence. But the freedom was temporary; she was
arrested again for a new contempt of court. She was imprisoned for two and a half years
because the Royal Audiencia turned down her appeal and considered it an insult by the
local judges and the high court. She was finally release by acting governor-general Manuel
Blanco Valderama, who was then a guest at a feast in Calamba. He was so captivated by
the graceful dance of Dona Teodora’s four-year-old Soledad that he promised to grants the
child’s favor to release her mother, a request which was immediately complied with. This
showcased the exercise of justice reliant on the impulses of one’s official, a clear example
of Spanish Justice (Jose Rizal national Centennial Commission, 1961.)
During the Spanish Colonization there was a vague set up between the division of
the church and the state. Churches could interact and take part in the proceedings of the
state. They were influential, manipulating and Indio’s to abide by state’s laws as it pleased
God. Christianity was a tool for colonizing countries, a tool that was well exploited by
Spaniards. Political authority was found in the hands of the parish priest. Friars were
instrumental in maintaining power and strengthening colonialism. The archbishop of
Manila, together with the other church officials, shared in the extensive powers of the civil
authorities. Nonetheless, a government official’s term in office was limited while that of
the friars were not; this gave the friar’s power and become abusive in their areas. The
priest’s counterparts were lazy enough to make them a step behind the parishes in terms in
broadening their area of jurisdiction. Government officials did not like accepting
assignments that were not based on cities; meanwhile, friars welcomed such duties, which
later on became their edge in increasing their authority (Romero, Sta. Romana, & Santos,
1978).
Friar’s words became so powerful that people in many generations sought their
advice in their way of life, political dealings, and religious practices. Religious corporations
acquired vast tracts of land and enriched their coffers at the expense of the people’s
ignorance. The friars often played politics to suit their purposes; this made the religious
and the state representative of the town. The growth of the parish sector created conflicts
between the church and state, which often ended in favor of the friars. Envy among friars
and higher government officials prevailed, instances wherein the tenure of higher officials
became reliant on the disposition of the friars. The fuss between the two entities corrupted

7. just servitude to the natives as the government and church were too busy minding their own
self-interests.
The 19th century power- weakening of Spain caused by the loss of her colonies in
Latin America resulted a tighter grip on the Philippines. It also made the ecclesiastical
sector more powerful in maintaining control over the Filipinos. The political instability in
Spain caused a shortened tenure among local civil officials who became insecure of the
friar’s growing influence, wealth, and power. Also, during those times, there was a growing
conflict between the Filipinos and the friars, which involved land ownership. Friars
gradually become unfair to their tenants, collecting unjust contributions and extremely high
lease. Whenever such issue was raised to the court, the decision was always in favor of the
friars.
THE EDUCATIONAL SYSTEM
The Philippine educational system during those times was pitiable and limited to
the wealthy few. Intellectual growth can be seen in the middle class and was always
censored by the friars for fear that knowledge would expose the injustices that has been
going on in the country. Having friars take hold of the educational system resulted in an
overemphasis on religious matters, outdated teaching methods, poor classroom facilities,
limited curriculum, and lack of teaching materials, such as books. There was negligence in
the promotion of primary schools resulting from the absence of academic freedom.
Corruption in the education existed to maintain control over the Philippine territory.
There was inadequate educational system in the country for almost three centuries.
Government intervention in schools was nonexistent; hence, school could freely add or
omit topics in their curricula. Back then, schools were mostly run by friars, embracing their
teachings and manipulations. The fear of God was emphasized and obedience to the friars
was instilled in the minds of the people. Indio’s remained inferior, in the belief that they
were incapable of growth and acquiring a higher status in society because of their race.
Obedience to the friar was preach as the gateway to being close to God; thus, the natives
remained under the control of the friars (de Tavera, 1905).
The Philippine educational system was a mirror of Spain’s outdated educational
system. Students memorized and repeated the contents of the books, which they did not
understand. In most cases, knowledge was measured in terms of the ability of the students
to memorize, largely hampering intellectual progress.
Middle class Filipinos were humiliated in class, not just by their Spaniard
classmates but also by their teachers. Despite the fact that they could level up with Spanish
students, still they will be belittled because of race. Spaniards never considered Filipinos
as educated as they were. Ateneo was not yet open to natives during that era, until the later
decade of Spanish rule. The natives never had the chance to prove themselves worthy of
education, like the Spaniards. At the end of the Spanish period, the College of San Juan De
Letran was the only official secondary school in the Philippines although secondary
education, was also offered at the Ateneo de manila. Initially established solely for

8. Spaniards and mestizos, the University of Santo Tomas opened its doors to Filipino
students four decades before the end of Spanish rule up to the end of Spanish regime. It
was the only institution of the university level in Manila (Reports of the Philippine
Commission, 1900.
Some other schools maintain by Jesuits, Paulists and Augustinians had already been
founded in Manila, Cebu, Jaru, Nueva Caceres, and Nueva Segovia. Such educational
institutions where theological seminaries Filipino seminarians were not admitted to such
school until the later part of the Spanish Regime. Filipinos who desired to study and finish
in such schools were bound to be assistants of Spanish priests. Nevertheless, their status
remained as it was because the Spaniards were not willing to give any Filipino ultimate
freedom. Which could possibly be attained once he became an official member of the
parish. The training of diocesan priest was intended for their future roles as assistants only
to the Spanish priests, an idea of plan embraced by the Spaniards.
Public schools in the Philippines were welcome in the year 1855, when the
government of Spain recognized the need to educate Indio’s in primary education. In that
year Governor Manuel Crispo y Cebrian (1854-1856) organized a commission to study and
recommend remedial measures to improve elementary education in the Philippines. The
commission completed its work after six years and in 1861 the report was forwarded to
Spain. Such measures were put into action when the educational decree of December 20,
1863 was issued. The said Decree obliged all major towns in the Philippines to establish
one primary school for boys and girls. Educators of the primary school’s were trained at a
normal school for men opened in 1865. Spanish was the medium of instruction in the
school which that was placed under the supervision of the Jesuits. The school started as the
Escuela Normal Elemental, and by 893 it was training male teachers for work in the
secondary schools.
The Decree of 1863 was a breakthrough in the educational history of the Philippines
under Spain. Such Decree asked, for government supervision in public schools, as well as
a training schools for teachers. Absurdly, the friars assigned to implement the educational
decree from Spain were among the most vocal and were against the teaching of Spanish to
the Philippines. For them, teaching the Indio’s the native language of the Spaniards would
increase their knowledge and encourage the people to clash with the Spanish rule. An
enlightened people could not be kept long in subjugation.
Keeping the Filipinos under the Spanish control demnded for intellectual isolation
and extreme dogmatic manipulation by the friars. This was to keep the Filipinos away from
the ideas of freedom and independence (Ganzon, 1967). The government’s support was
comprehensible because the interest of Spain and the Spaniards were at stake.
Safeguarding the interest of Spain called for the friar’s opposition to all initiatives
that offered growth for the Philippine educational system. The measure undertaken by the
friars to protect the Spaniards interest was the censorship of books and teaching materials

9. that might defy the church and the Spanish government. Friars blocked the enforcement of
Madrid orders regarding education. A case in point was the Moret Decree in 1870, which
intended to secularized higher education in the colony. The friars strongly opposed the idea
of government control over higher education in the Philippines. This better opposition,
coupled with political developments in Spain, made the implementation of the Moret
Decree impossible (Alzona, 1932.)
Such corrupt condition urged Rizal and some of his fellow illustrados to continue
their studies abroad. Students fought for their right to freedom of education and for equality
in the educational system between the Spaniards and the Filipinos as regards quality of
learning. The biases in the educational system encouraged the students to petition in 1870
led by Felipe Buencamino at the University of Santo Tomas. Inspired by Moret Decree,
the students circulated anonymous letters that criticized the Dominican methods of
instruction, demanded better professors, and government control of the university, and
suggested keeping the university updated on academic developments in Spain. Authorities
considered such petition as an act of rebellion against the King of Spain, and petitioners
were sought, but nobody was hurt during the heat of such issue. When the social, political,
and intellectual dissatisfaction became widespread in the Philippines. Spain could not
initiate the much-needed reforms because she was harassed by her own impassive
resistance to the developing economic and industrial progress of the other European
countries. (Sancianco, 1975).
CHALLENGES OF THE 19TH
CENTURY
The Philippine economic and political setup was greatly affected by the
industrialization in the European continent. The spread of the industrialization marked the
fame of democracy, liberalism and nationalism. Industrialization had an important role in
shaping of the Filipino minds in the 19th
century.
THE CHALLENGE OF INDUUSTRIALIZATION
Mankind’s advancement in the field of science, technology, physics, and chemistry
resulted for the creation of the community embracing a life of ease caused by technology.
The massive usage of new machineries was the trademark of industrialization. Production
of goods and commodities was made easier, less expensive, and faster because of the state-
of-the-art inventions of numerous scientists of European continent. Industrialization
mechanized production, which in turn, increased the demand for raw materials and markets
for finished products. It encouraged free-trade policies that hastened the development of
international commerce. Trading centers and cities flourished and people enjoyed material
and economic prosperity, better standards of living, better education and social
opportunities. The usage of metal-base equipment to reproduce goods; the discovery of oil,
gasoline, electricity as basic sources of power and industrial energy; and the invention of
internal combustion engine heralded the advent of the motorized age. It became
contributing factor for more businessman to engage in their quest for business expansion.
Industrialization was man’s application of science in the practical problems of lighting,

10. transportation, communication, and any other forms of transmission and transactions.
Thus, man was able to conquers time and distance (Burns & Ralph, 1964).
Engineering was at its best, and the construction of bridges, and more factories, and
opening of Sues Canal made trading more convenient. Also, a safer, faster, and more
comfortable means of transportation, such as railways and steamships, was constructed.
Faster means of communication, such as telephone, telegraph, and cable facilities, enabled
people to have a better contact for business and trade. Closer communication between the
Philippines and Spain and between Europe and Asia was now feasible.
In 1834, routes the trade opened doors to Filipinos who got glimpse of the rapid
development in the European continent. Back then, the high demands for more goods also
increased the need for more raw materials; thus, trade opened in the country, allowing
Filipino businessman to interact with some other traders. The struggle for the recognition
of farmers and the worker was now imminent. Contact with the political and
socioeconomic developments in Europe opened the minds of the educated few who sought
changes to bring what they saw and learned abroad to the Philippines.
On the other hand, the development and fast growth brought by industrialization
increased the tension within the community. It widened the gap between the rich and the
poor, creating a division based on the status quo in Europe. The clash between the
bourgeoisie, a rich powerful, and influential class in western society, and the proletariat or
the modern working class that was largely illiterate and landless began. The emerging
conflict was the heated up when numerous philosophers inflicted their views on the
increasing injustice in society. Exploitation of worker was visible, and competition among
capitalists prevailed. Workers organized unions to allow their voices to be heard, and the
essence of freedom resided in the proletariat and people who had been exploited. Before
1848, the idea of socialism started to attract many supporters. Such economic ideology
demanded an equitable distribution of the fruits of production. One of the socialists’
philosophers was Karl Marx (1818-1883), who brilliantly expounded on the philosophy of
socialism, now known as Marxism, which has become the most influential concept among
labor circles.
THE ALTERED POSITION OF THE CATHOLIC CHURCH IN THE 19TH
CENTURY
Europe’s most influential institution was the Church. The Roman Catholic Church
back then was an alley of the monarch and aristocrats. The church uplifted the monarchial
rule so as to destroy the tradition within Europe. Thus, in the battle between the republican
and monarchial forms of government, the Church was in favor of the monarch. The Church
became an opponent of the Republican state, and the Bismarck of Germany considered the
Church as a threat to the new unified German Empire. Pope Leo XIII opposed the
unification of liberals in Italy. Meanwhile, Spain the liberals considered the Church enemy
of the reforms. In addition, , other countries were also determined to break the Church’s tie
in political and state matters. . This movement was called “anticlericalism” (Burns and

11. Ralph, 1964). Anticlericalism became a hot topic in the 19th
century because of the increase
in people’s materialistic views brought about by economic prosperity and the desire for
freedom.
To protect the leadership of the Pope Leo XIII, he accepted the changes in France
and Germany to maintain what was left of the Church’s power and influence, The
democratic State of France and its demands was considered by Pope Leo XIII without
surrendering the doctrine of the church. He came to terms with Bismarck and accepted
Protestant Hegemony in Germany. Five years before he ascended the papal throne, the
Italian Parliament curtailed the papal sovereign authority in the Vatican through a series of
laws in 1871. The former Pope did not protest nor question the decision of the Italian
government, which showcased an act of recognition of the authority of the Italian
government. On the verge of the eradication of the church power from the government,
Pope Leo XIII issued the Rerum Novarum on May 15, 1891, which defined the modern
position of the Church on social questions. The Rerum Novarum called for just treatment
within the labor sector but condemn Marxism and promoted Social Justice, which was in
line with the church’s doctrines. The church in Europe made adjustments to cope with the
fast-changing demands of the people brought about by their request for reforms.
European Churches became flexible in the face of harsh realities and changes
thrown at them during 19th
century. Would this be possible in the Philippines? Would the
friars promote the welfare of labor, and encourage government to initiate economic and
social reforms? Would they follow the principles of social justice?
Rizal, together with his fellow patriots, made an effort to open the minds of the
Filipino people to adapt the changes that were emerging in the Western states. He and his
comrades crafted a framework for reforms in the Philippines. The sight of the strengthening
of the bourgeoisie, the emerging power of the proletariat, the battle for democracy and the
nationalistic ideas of great thinkers, and the flexibility of churches allowed Rizal to
stipulate ideas of reform to attain a more livable Philippines open for changes and enjoying
freedom in the aspect of social, economic, and political matters. His thought encouraged
the new breed of middle class to join his battle for reforms.
Spain abandoned the mercantilism viewpoint and reluctantly opened the
Philippines to world trade. Such action was the result of economic liberalism in Europe.
And the United States. Spain opened Philippine ports to foreign trade starting with Manila
in 1834, followed by Sual, Iloilo, and Zamboanga in 1855, Cebu in 1860, and Legaspi and
Tacloban in 1873. These ports became accessible to European vessels. The Philippine was
drawn once again within the orbit of world trade.
Foreign trade and contact with some other businessman, made agriculture in the
country become more advanced. The introduction of agricultural and machinery and
increased banking facilities that extended crop loans encourage the opening of new farm
areas. Improved methods of cultivation and preparations of crops for the market increased

12. the volume of local exports. Trading and commerce were made easy because of the
construction of better roads, and rail roads and bridges enhanced transportation and
communication. Also, steam navigation and such facilities speedy communication as the
telegraph, the telephone, and the cable gave added impetus to economic progress. These
developments encouraged social mobility and interaction among the people, thus,
facilitating closer understanding and unity. These developments raised the people’s
awareness of what was going on around them, and experiencing a little bit of life at ease,
they continued to seek more freedom than before. The essence of democracy also reached
the minds of the natives, the seed of reforms continued to take root and grow.
III. References
Maghuyop, Rico B. The Life and Works of Jose Rizal. Malabon City, Manila: Mutya
Publishing House Inc.,2018.
Dela Cruz, Virsely M. et al. Rizal Buhay at Mga Kaisipan. Navotas, Manila: National
Book Store Inc., 2015.
Adanza, Estela G. et al. Isang Aklat sa Pandalubhasaang Kurso Jose P. Rizal. Ang
Kanyang Buhay Ginawa at naging bahagi ng Himagsikang Pilipino. Sampaloc,
Manila: Rex book Store Inc. 2002.
Rubin, Ligaya T. et al. Rizal Buhay at Ideolohiya. Quezon City, Manila: Rex Book Store
Inc., 2001.
POEMS JOSE RIZAL. Manila: The National Historical Institute. 2002
Fadul, Jose A. A Workbook for a Course in Rizal Second Edition Expanded. Quezon
City, Manila: C and E Publishing, Inc. 2008.