Author: Francis Ross M. Padrelanan

 

Nationalism is a sense of national consciousness exalting one nation above all others and placing primary emphasis on the promotion of its culture and interests as opposed to those other nations or supranational groups (Merriam-Webster Dictionary). It is a strong belief of loyalty and devotion to one’s nation that you will do everything just to make sure your country is free from any foreign dictatorship. The father of the Philippine Revolution, Andres Bonifacio, said that Nationalism is the highest and purest kind of love that we can give to our country. It is the love that a certain person or group of people can give to his country. 

The Rise of Philippine Nationalism covers the events that led Filipinos to fight for their rights and equal opportunities. These events led to the turning point that Filipinos are now aware of the concepts of freedom, independence, and equality. Although the true manifestation of Philippine Nationalism happened many years after these events, it made the Filipinos realize and feel that we should gain our independence no matter what it takes. The desire for Filipino reform was what led them to revolt against colonial Spain.

This self-learning module will help you understand the meaning of Nationalism in the context of Filipinos during the colonial period. These events led to the rise of Filipino Nationalism and how these affects intensified the feeling of Nationalism among Filipino people. This will also guide the learners to explain how the propagandists and the events caused them to strengthen and heighten their love for our country.

 

| Most Essential Learning Competencies 

  • Analyze the factors that led to the rise of Filipino nationalism; 
  • Examine how liberalism affected the emergence of nationalist sentiment.

 

| Content Standards

By the end of this module, learners are expected to demonstrate an understanding of:

  • the factors that led to the rise of Filipino Nationalism;
  • people that contributed to the rise of Filipino Nationalism; and 
  • getting acquainted with the events that led to Filipino Nationalism.

 

| Performance Standards

By the end of this module, learners are expected to:

  • demonstrate their knowledge of the relevance of the contribution of the Philippines in responding to global issues, challenges, and problems.

 

| Self-Evaluation Form (Part I)

Answer the following question.

  1. What are the historical events that led to the emergence of Filipino Nationalism?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lesson 1: Factors that led to the Rise of Filipino Nationalism

| Lesson Objectives

At the end of the lesson, the student is able to:

  • identify and discuss the events that led to Filipino Nationalism;
  • assess the effects of the factors that led to the rise of Filipino Nationalism or Nationalist
    Consciousness; and
  • explain the effects of the propaganda movement in the formation of Filipino
    Nationalism.

 

| Lesson Overview

The emergence of Filipino Nationalism could be traced through various historical events in
the country and Europe, as well as its contributing factors. It occurred when Filipinos had been
conscious of the oppression they experienced through the socio-economic policies
implemented by Spain that only affected them. This shared consciousness paved the way for
the idea of a community that has its own aspirations. Thus, Filipinos, led by Filipino
propagandists, demanded reforms. When these demands were not met, Filipinos realized the
necessity of independence from the colonizers.

 

| Key Concepts

  • Nation – a stable community of people formed on the basis of common language, culture, territory, history, and ethnicity.
  • Nationalism – an ideology that is premised upon an individual’s loyalty and devotion to the nation-state, surpassing any individual or group interests (Kohn, 2020).
  • Liberalism – derived from the political belief that gives importance to individualautonomy, equal opportunities, and individual’s basic rights (right to life, property, and liberty).
  • Propaganda – dissemination or sharing of ideas that contribute to a certain cause.
  • Movement – a series of engagements or activities that lead toward a certain goal.
  • Ilustrados – “enlightened ones”, the term refers to the middle-class Filipinos who were educated or who had studied in Europe, and have brought Western ideologies of liberalism to the Philippines.

The Events that led to the Rise of Filipino Nationalism

 

  1. Rise of Liberalism

Liberalism came to the Philippines because of the continuous contact with Western Countries. Their ideas were brought to us by wealthy Filipinos who had the opportunity to study in Europe and were known as the Ilustrados. There, they experienced freedom, independence, and liberty. These brought to their mind that if they had these in the Philippines, they would enjoy their rights and be treated equally by the colonizers. The French Revolution (May 5, 1789 – Nov 9, 1799) became an inspiration to the Filipino Ilustrados (Aguilar 2005: Majul 1977). They brought the concept that they could question the government and even the faith (the church) that if the government exceeded its limit in abusing the rights of the people they would revolt against the government and establish a new government like in France during the French Revolution. 

  1. The Political Instability in Spain

The Spanish government like the other monarchy that has absolute power has also been threatened by liberalism. The continuous changes in the government and the Napoleonic Wars brought excessive expenses to the government which led them to impose additional taxes on their citizens which eventually caused the bankruptcy of businesses and the destruction of infrastructure. The Spanish government transformed, and the Cadiz Constitution of 1812 was implemented. The colonies of Spain had been affected and misgoverned, and the cases of corruption increased These events intensified the hostility between Filipinos and Spaniards.

  1. The Administration of Carlos Maria de la Torre

Filipinos had experienced a liberal leadership through a Spanish Governor-General Carlos Maria de la Torre in 1869. He involved Filipino natives in his administration of the government and solicited suggestions for implementing government policies. He abolished espionage (gathering or acquiring information in secret) and imposed freedom of speech. Because of his actions, liberal ideas, and policies, it made him the champion of Filipinos which angered the Spaniards and the friars. After 2 years, he was replaced by Governor General Rafael de Izquierdo who turned back the previous policies of the past governor generals. Since the Filipino people had experienced liberal leadership and believed that it could be beneficial, they did not want to return to the former kind of government.

  1. The Issues of Secularization

The liberal administration in Spain ordered the closure of churches so the friars traveled to the Philippines to secure positions, the Filipino priest must be removed, and this could not be done easily because of the increasing number of regular priests in the Philippines. To solve this problem, they replaced secular priests with regular priests, and this pushed Filipinos to create a secular movement led by two Filipino priests Father Pedro Pelaez in Manila who died and was later replaced by Father Jose Burgos and Father Mariano Gomez in Cavite. 

  1. Opening of the Philippines to International Trade

When the Suez Canal opened, it made travel from Europe to Asia easier and shorter. This made trading between continents faster, not only the swapping of goods but also of ideas and intercultural exchange. The opening of the Port of Manila in 1834 to international trade caused enormous growth in the Philippine Economy and gave a chance to decide whether to capitalize or not on hacienderos and inquilinos to participate in trading. This made them exposed to different nationalities having different ideals and aspirations, thus they were able to realize the inequality that they were experiencing in the hands of the Spanish colonizers.

  1. The Execution of GomBurZa

Archbishop Gregorio Meliton Martinez issued a decree in 1861 that removed secular priests from parishes and shifted them under the control of Jesuit and Recollect priests. Secular priests fought for their rights and sought the assistance of Marshall Francisco Serrano, regent of Spain in 1870. But Archbishop Martinez exposed that parishes administered by secular priests were transforming into religious corporations and that is because of growing numbers of secular controlled parishes and this may drive a pitiful result to their beloved Spain. 

In 1872, the Cavite Mutiny happened when the workers of Cavite Arsenal had a rebellion against the additional deduction of their salary and the loss of exemption in Polo y Servicios. Father Mariano Gomez from Cavite, Father Jose Burgos from Manila, and Father Jacinto Zamora were unjustly accused that they agitated the rebellion for the anti-Spanish Movement due to the testimony of Francisco Zaltua, the only witness they had. Governor General Rafael Izquerdo ordered the execution of the triumvirate by the garrote. The death of GomBurZa had a great effect on many late 19th century Filipinos such as Jose P. Rizal.

  1. The Rise of the Middle Class

Economic Development in the Philippines during the 19th century brought the rise of the Creoles or the middle class who are considered third-class citizens. They are the Chinese and Spanish Mestizos who eventually become leaders in their community. The education they had gave them ideas on good government, equality, and the right of people to overthrow the government, thus making their position in the bureaucracy more secure and influential. Although, they were looked down upon by the First Class Citizen, the Peninsulares, Spanish born in Spain, and by the Insulares the second-class Citizen, Spanish born in the Philippines. They had a great influence on the native Filipinos of that time called Indios. Because of the influence they had, they ignited the flame in the heart of the Filipinos to seek reform and ask for independence although their goals were (1) political reforms, (2) equality between Filipinos and Spaniards, and (3) assimilation of the Philippines from Spain where the Philippines will become a province of Spain which will eventually be beneficial to them. These goals brought them to demand representation in the Spanish Cortez and experience, these aimed to open the eyes of the Spaniards to the needs of the country and bind both countries closer.

Propaganda Movement

The Propagandists were the Filipinos who had a chance to study in Europe where they experienced liberal leadership and aspired to bring these ideas to the Philippines. They created the Propaganda Movement which aimed to create reforms in the Philippines; that is why they were also called Reformists. These reforms were informed by constitutionalism, enlightenment ideals, and anti-clericalism. They aimed to assimilate the Philippines with Spain by making the colony into a province. This would grant Filipino citizens rights that were enjoyed by the Spaniards. Other reforms that they demanded were the expulsion of the friars and more involvement of the native clergy in church affairs. In calling for reforms, the propagandists resorted to scholarly, artistic, and journalistic pursuits.

The most influential Propagandists were Jose P. Rizal, Graciano Lopez-Jaena, and Marcelo H. Del Pilar. They worked through writings that influenced the Filipino people to fight for their independence.

Jose P. Rizal

He is considered the greatest reformist in the Philippines. He considered the Philippines as a nation and believed that the Filipinos should be united and enlightened in order to implement reform in the country. His two famous novels, Noli Me Tangere, which he dedicated to Fatherland, and El Filibusterismo, which he dedicated to GomBurZa, tackle the cancer of the society, the racism, the maltreatment, and the injustice Filipinos have experienced by the Spaniards. These two novels and essays contributed to intensifying the patriotic feeling of Filipinos during that time. One of his works was Sa aking mga Kabata, a poem that teaches the love of one’s language. He started his formal education in Ateneo Municipal until he continued in Europe there he joined other propagandists and joined La Solidaridad that writing expositions and discontentment of Filipinos in Philippine society. He used pen names such as Dimas Alang and Laong Laan to hide his identity, until the time that he went back to the Philippines where he founded La Liga Filipina. On July 6,1892, Rizal was secretly arrested because he was considered dangerous by the Spanish authorities and deported to Dapitan. The Liga continued through the support of its members until the time that they got tired of paying their dues. His four years staying in Dapitan were dedicated to helping the less fortunate and teaching young boys until he asked permission from the governor-general to be a volunteer doctor in Cuba. The request was permitted but before the ship docked in Barcelona, he was arrested for the charge of treason and returned to the Philippines. He was executed by firing squad on December 30, 1896.

Graciano Lopez-Jaena

He was born in Jaro, Iloilo, on December 17, 1856. The first Editor-in-Chief of the La Solidaridad which he founded in 1889, a newspaper published to expose the true condition of the Philippines. It is also a credit to him for the initiative to create a reform movement. He wrote the Fray Botod or Fat Friars, a novel about friars which he described as a big-bellied man, abusive, immoral, and selfish. He enrolled in the University of Valencia and took up medicine and transferred to Madrid. He is one of the greatest Filipino orators, one of his greatest triumphs in this field happened in Madrid in 1882 during the International Congress of Commercial Geography. He suffered from tuberculosis and died on January 20, 1895, in Barcelona, Spain.

He founded The La Solidaridad on January 1, 1889, but its first publication was on February 15, 1889. It was a newspaper that was published to expose the sentiments of the Philippines against the Spanish colonial government. The Propagandists used pen names to hide their identities, Rizal hid under the names Dimas Alang and Laong Laan, Mariano Ponce used Tikbalang, Naning, and Kalipulako, Antonio Luna was Taga-Ilog, Plaridel was the pen name of Marcelo H. del Pilar and Jose Ma. Panganiban wrote under the name Jomapa. This became successful in its goal to expose the evils in Philippine society but ended its existence because of the lack of funds and disunity among its members.

Marcelo H. Del Pilar

He was born in Bulakan, Bulacan on August 30, 1850, of Julian H. Del Pilar, a Filipino poet with whom he inherited his love for arts and Elasa Gatmaitan. The political analyst became the second editor-in-chief of La Solidaridad, whose pen name was Plaridel. The founder of Diariong Tagalog, a nationalistic newspaper that publishes the sentiments of Filipinos. It became influential since it could easily be understood by the natives. One of his works was Caiingat Cayo, a manuscript that defended Rizal from the friars. He also wrote Dasalan at Tocsohan which criticizes the prayer of Our Lady and Hail Mary. He died on July 4, 1896, because of Tuberculosis.

Filipino propagandists founded organizations to collaborate and help each other achieve their goals which was to open the eyes of the Spaniards in the true situation of the Philippines. At first, they worked individually until they realized that it was more advantageous if they gathered together and combined all their resources and efforts to have a bigger voice and influence.

The Circulo-Hispano Filipino Association

The reformist movement consisting of Spanish and Filipinos in Madrid was founded in 1882 and aimed for social reform from the Spanish government in the Philippines. Prominent members were Miguel Morayta, a professor of History in Madrid, and Felipe de la Corte an author. Morayta became the president. For the propaganda to become successful the movement was divided into three sections. The political section was under Marcelo H. Del Pilar, the literary was headed by Mariano Ponce and the sports was under the leadership of Tomas Arejola. The joint campaign of the organization resulted in passing laws and petitions in the Spanish Cortez that were good for the interests of Filipinos and made a representation through Emilio Junoy on February 21, 1895.  The existence of the movement ended when it was discouraged by the Minister to fight for its aim.

The La Liga Filipina

A civic society founded by Dr. Jose P. Rizal on the night of July 3, 1892, at the house of Doroteo Ongjunco in Tondo Manila. The group aimed to directly involve the people to seek reform, also to unify the archipelago for mutual protection of law, defense against violence and injustice, and reforms needed for the society. After days of its foundation, Rizal was exiled to Dapitan and because of the conflicts of its members, it split up into two groups. At first, it was active until the members got tired of paying their dues.       

List of Activities

Synchronous Activities

Activity 1: Create and Write

Instructions: Create a graphic organizer.

Instructions: 

  1. Choose one topic below as a subject for the graphic.
  2. Factors that led to the emergence of Filipino Nationalism
  3. Propaganda Movement
  4. Find a partner to discuss your work with each other.
  5. Synthesize your work by making another graphic organizer.

 

Activity 2: Reporting

Description: Divide the class into two groups. One group will research the aspirations of the Propaganda Movement, while the other group will research on that of the Katipunan in the formation of Philippine Nationalism. They should analyze what inspired these groups and their perspectives in achieving Filipino Nationalism.

The two groups will report their findings, and compare the approach of the Propaganda Movement and the Katipunan. They should also answer the question: if they were alive during the time of the Spanish Occupation, which approach would they adhere to?

 

Asynchronous Activities

Activity 1: Reflection

Description: The student will write a 300-500 word essay that discusses how liberalism affected the rise of Philippine nationalism. The essay should also include the student’s reflection on whether and how these kinds of ideas affect our way of thinking today.

 

Self-Paced Learning (Optional Activities)

Activity 1: Desk Research

Instructions.

  1. What event in Philippine history do you think was the greatest catalyst or factor in the rise of Filipino Nationalism? Why?
  2. Aside from what we had discussed, research the life and writings of other Filipino Propagandists.

Note to teacher: This can support students’ development of research skills. Preferably done asynchronously to give students enough time to conduct desk research.

 

Self-Evaluation Form (Part 2)

List 3 propagandists. Explain in one sentence their contribution to the country.  

    1. ________________________________________
    2. ________________________________________
    3. ________________________________________

 

Download this module to view the Answer Keys ⇒


 

 

| Rubric for Discussions
Criteria           (100 pts.) Excellent Above Average Developing Needs Improvement
Engagement and Participation

(60 pts.)

Proactively and consistently participates in class discussion; spearheads the discussion on the topic at hand and elicits exchange of views. (60 pts.) Proactively and consistently participates in class discussion; asks questions and answers when asked questions. (45 pts.) Seldomly participates in class discussions; and rarely volunteers to answer but answers when asked questions. (30 pts.) Does not participate in class discussion; does not answer when asked questions. (15 pts.)
Listening skills (20 pts.) Listens very well, has an outstanding comprehension of the topic discussed and initiates relevant comments to the class.      (20 pts.) Listens well and has a good comprehension of the topic. Shares relevant comments with the class.  (15 pts.) Listens to the discussion but is sometimes distracted; Needs to be called to make comments which sometimes are not relevant to the discussion.(10 pts.) Does not listen to the discussion; makes improper comments that interrupts the class discussion. (5 pts.)
Relevance of contribution to the subject   (20 pts.) Constantly contributes significant comments/ ideas that aids in the understanding of the subject. (20 pts.) Contributes significant comments/ ideas on the subject. (15 pts.) Contributes comments/ ideas that are sometimes not relevant to the subject. (10 pts.) Contributes comments/ ideas that are not relevant to the subject. (5 pts.)

 

| Rubric for Written Outputs
Criteria 

(100 pts.)

Excellent Above Average Developing Needs Improvement
Content completeness 

(60 pts.)

Written output reveals a high level of comprehension of the question. The answer addresses all the details of the question. (60 pts.) Written output shows a general understanding of the question. Answers the question well but has room to improve in adding more details. (45 pts.) Written output shows limited comprehension of the question. Answer to the question lacks details. (30 pts.) Written is way off mark of the question.(15 pts.)
Evidence    (20 pts.) Detailed facts and evidences from the class discussion are included in the output. (20 pts.) Cites relevant facts and examples but lacks in details. (15 pts.) Includes relevant facts, examples, but missed important aspects of the topic.(10 pts.) No relevant facts and examples from the class discussion. (5 pts.)
Writing       (20 pts.) Written work is well organized and composed.  There are no or very few grammatical errors. (20 pts.) Written work is organized and composed.  It has a few grammatical errors. (15 pts.) Written work is not organized but understandable. It has several grammatical errors. (10 pts.) Written work is not organized and it prevents comprehension. It has several grammatical errors.(5 pts.)

 

| Rubric for Creative Outputs
Criteria (100%) Excellent Above Average Developing Needs Improvement
Content (60 pts.) The content of the artwork is planned carefully; understanding of most details of the topic of discussion and instructions is clearly shown. (60 pts.) The content of the artwork is planned carefully; understanding of details of the topic of discussion and instructions is evident. (45 pts) The artwork content shows little understanding of details of the topic and instructions are not carefully followed. (30 pts.) The artwork content shows no understanding of details of the topic and instructions. (15 pts.)
Craftsmanship (40 pts.) Outstanding craftsmanship and meticulous with the details. (40 pts.) Good craftsmanship with attention to detail. (30 pts.) Below-average craftsmanship and little attention to detail. (20 pts.) Poor craftsmanship and no attention to detail. (10 pts.)

 

 

| Learning Resources

Abueva, Jose V. “Tracking the Nation.” UP-Center for Integrative and Development Studies II,
no. 2 (1998): 83–104.

Marvin Cabañero, “THE RISE OF PHILIPPINE NATIONALISM,” January 12, 2021,
https://www.youtube.com/watch?v=Ha7a7MfR0WM.

One News PH, “Filipinos Lack Sense of Nationalism – Pol Analyst,” August 5, 2019,
https://www.youtube.com/watch?v=bPIcw9knatY.

Synergy: The Journal of Contemporary Asian Studies. “Ilustrado, Revolutionaries or
Accomplices of the Spanish Empire: The ContestedInfluence of Filipino Ilustrados on
Philippine National Independence (1872-1898),” February 7, 2022.

https://utsynergyjournal.org/2022/02/06/ilustrado-revolutionaries-or-accomplices-of-the-
spanish-empire-the-contestedinfluence-of-filipino-ilustrados-on-philippine-national-independence-1872-1898/.

 

| References

Agoncillo, Teodoro A., and Oscar M. Alfonso. History of the Filipino people. Malaya Books,
1969.

Aguilar, Filomeno V. “Tracing Origins: Ilustrado Nationalism and the Racial Science of Migration
Waves.” The Journal of Asian Studies 64, no. 3 (August 2005): 605–37.

Girvetz, H. K., Minogue, K., Ball, T., & Dagger, R. (2024, May 7). Liberalism | Definition, History,
& Facts. Encyclopedia Britannica. https://www.britannica.com/topic/liberalism

Girvetz, Harry K., Kenneth Minogue, Terence Ball, and Richard Dagger. “Liberalism | Definition,
History, & Facts.” Encyclopedia Britannica, May 7, 2024.
https://www.britannica.com/topic/liberalism.

Gabuat, M.A., M. Mercado, and M.D. Jose. Pilipinas Bilang Isang Bansa. Vibal Group, 2016.

Jandoc, Karl Robert. “La Liga Filipina: Rizal and institutional change.” Philippine Review of
Economics 48(2) (December 2011): 151–82.

“iRubric: Rubric for All Creative Art Assignments – Q3X9A4,” n.d.
https://www.rcampus.com/rubricshowc.cfm?code=Q3X9A4&sp=yes.

Julian, A., and N. Lontoc. Bagong Lakbay ng Lahing Pilipino. Phoenix Publishing House, Inc.,
2018.

Kohn, Hans. Nationalism | Definition, History, Examples, Principles, & Facts.

Encyclopedia Britannica, 2020. https://www.britannica.com/topic/nationalism.

Majul, C.A. “Principales, Ilustrados, Intellectuals, and the Original Concept of Filipino National
Community.” Asian Studies, 1977, 15.

“movement.” In Merriam-Webster Dictionary. Accessed July 26, 2023.
https://www.merriam-webster.com/dictionary/movement.

“nationalism.” In Merriam-Webster Dictionary. Accessed July 26, 2023.
https://www.merriam-webster.com/dictionary/nationalism.

Palu-ay, Alvenia P. Makabayan Kasaysayang Pilipino. LG&M, 2006.

USC Center for Excellence in Teaching. “Discussion Rubrics – USC Center for Excellence in
Teaching,” June 27, 2022. https://cet.usc.edu/teaching-resources/discussion-rubrics/.

USC Center for Excellence in Teaching. “Short Essay Question Rubric – USC Center for
Excellence in Teaching,” August 9, 2021.
https://cet.usc.edu/teaching-resources/short-essay-question-rubric/.