RIZAL LAW - Senate Bill No. 438 or Rizal Bill - Senator Claro M. Recto filed on April 3, 1956 PROPONENTS: Jose P. Laurel Claro M. Recto OPPOSITION: Mariano Cuenco Decoroso Rosales Francisco Rodrigo (one of the most controversial legislative measures) RIZAL BILL (OPPOSITION) Anti-Catholic Might affect Religious beliefs Violate their constitutional freedom of religion and conscience The church continued it's opposition to the bill by: 1. conducting seminars 2. reading pastoral letters to masses 3. urging the Catholic voters to vote out the lawmakers who supported the Rizal Bill 4. threatened to close the Catholic schools if the bill was approved Salient Features of Rizal Bill - it shall be obligatory for college and university students to study the original versions of Rizal's Noli and Fili SCHOOLS WILL BE NATIONALIZED - Denied Sen. Rodrigo's proposal to annotated or altered copies The Catholic Church asked some priests to submit drafts for the pastoral letter. FIVE DRAFTS in dela Costa's pastoral letter. all contained passages of the original draft but with some notable alterationsto submit drafts for the pastoral letter. SCHUMACHER, 2013 - there is a significant difference between Fr. dela Costa's and Fr. Cavana's drat Original Draft - no hint of hatred towards Rizal or his works; Rizal's criticism was directed to the abuses of the church representatives and not the Catholic Church itself - Fr. de la Costa Fr. Cavana's Draft - viewed Rizal's novels as an explicit attack against the Catholic Church SCHUMACHER, 2013 ANALYSIS ON THE DRAFTS 1. DRAFT A: the original draft that contained 20 typewritten pages. In this draft, Rizal was granted a moral role. 2. DRAFT B: another copy of A but with few handwritten changes 3. DRAFT C: contains changes in Copy B but the original texts ofthe passages were deletedsimple reference notes were used in place of endnotes 4. DRAFT D: a shortened version of C that contains only 5 pages with additional paragraph 5. DRAFT E: identical copy of C; revisions by de la costa are present in both copies Fr. Cavana, the author of the bishops final letter used Draft C and copied the first five pages of it as an introduction before making his attack on the novels. His moral role was denied. The official bishop's letter came out on April 21, 1956 which was entirely written by Fr. Cavana. JOSE P. LAUREL - drafted and proposed an amended version of the Rizal Bill on May 9, 1956. - he deleted the word compulsory reading of Rizal's novels. - he deleted the word compulsory reading of Rizal's novels. - he remained his stand on the unexpurgated versions of the novels. June 12, 1956 - The compromise bill was signed into law by President Ramon Magsaysay and became RA No. 1425 RIZAL LAW GOALS: re-dedication to the ideals of freedom and nationalism for which our heroes lived and died we remember with special fondness and devotion their lives and works that have shaped the national character constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused develop moral character, personal discipline, civic conscience and to teach the duties of citizenship SECTION 1: the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private SECTION 2: It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. SECTION 3: The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge. SECTION 4: Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school. SECTION 5: The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act. SECTION 6: This Act shall take effect upon its approval. IMPLIMENTATION OF RA 1425 professors of the Eastern Visayas conducted a research entitled "The Implementation of RA 1425 in the LGU. to find out the implementation of Rizal Law to the 13 barangays within the downtown area of Tacloban City OBJECTIVES: To assess whether Section 3 of RA1425 is observed. To look into the Barangay Council's response to the law. To evaluate the programs of the barangay and the SK programs /projects/activities' alignment to the objectives of RA 1425. RESULTS: majority of the council members were not aware of RA 1425 each barangay has its own programs both the Barangay Sanggunian and SK, however the programs being implemented at the barangay level are based on identified priority programs by the local government 11 out of 13 barangays have no library. Most of the council members were also not aware that Section 3 of RA 1425 mandates that every barangay or unit in the municipality or city must have in their library a copy of the two books of Dr. Jose Rizal. RECCOMENDATIONS: There is a need for re-orientation of RA 1425 at the barangay level. Each barangay should have a library with the two novels of Rizal. The objectives of the RA 1425 specifically on (1) develop moral character (2) personal discipline (3) civic conscience (4) to teach duties of citizenship should be emphasize programs of the city There is a need to review and revisit the Rizal course content and pedagogy and its relevance and applicability to the community Design. An extension program and activities addressing the gap between the application of the RA1425 in school and in the community such as: team building, technical writing skills training, community service activities, and promote activities that would highlight moral development THE 19th CENTURY (Birth of Modernity) Before: Monarchy, Feudalism 19th Century: Democracy, Capitalis Emphasizes break from tradition of life Industrial Revolution: Manual to Machine Reform Minded American Revolution French Revolution (naging corrupt yung royals kaya naghirap yung mga tao) Enlightenment - a philosophical movement All ports of Manila closed for trading except for Mexico because it is also a colony of Spain like the Philippines Manila - Acapulco Trade or the Galleon Trade - this trade monopoly made Manila the center commerce of the East. Galleon trade ended after 100 years Products (Philippines) Mango Rice Tuba Sugar Tamarind Products (Acapulo) : Pineapple Avocado Corn Papaya Guava Spain became a mercantilist superpower. But not forever. other nations became self-sufficient and preferred direct trade. demand for Asian goods eventually declined. The Value of silver declined Revolts - War for Independence in Mexico took place in New World, thus shifting the focus and priority of consumers away from trade. Philippines needed a commercial purpose due to end of Galleon trade through world commerce, supplier of raw materials and natural resources Cash crop agriculture - type of farming where crops are grown primarily for sale rather than for personal or local consumption Foreign investors are British, Dutch, and American for large-scale production of tobacco and sugar etc. and passed the transactions and retail trading in the Philippines to Chines, mestizos and rich locals Inquilinos - rich natives that became tenants SUEZ CANAL Artificial see level waterway trading ships travel the distance between Europe and Philippines travel time became 3 months to 40 days Positive effects took place as the industrial revolution contributed many things to the people: Philippines opened for world commerce Foreigners were engaged in manufacturing and agriculture Became dynamic and balanced Rise of new influential and wealthy Filipino middle class People were encouraged to trade Migration and increase in population were encouraged During 1825 total trade of PH was 2.8 million Family Mercado became one of the most affluent family in Calamba which enabled them to live a prosperous and comfortable life, thus giving the children more time and focus toward education. - Rizal’s Chinese ancestor Domingo Lam-co had come to the Binan hacienda in mid-eighteenth century, the average holding of an Inquilino was 2.9 hectares. Education is considered as a status symbol, mostly people with Spanish blood and money have the opportunity In the Mariana Islands, Spanish racial hierarchy are as follows: 1. Peninsulares - highest class and pure blooded Spaniards who were born in the Iberian Peninsula 2. Insulares or Creoles - second highest racial-class full-blooded Spaniards born in the colonies like PH or Marianas 3. Mestizos or Tisoy - people of mixed native Filipino and any foreign ancestry 4. Native Filipinos and Indio - poor people of the country who were viewed as inferior and treated as second class citizens The friars' discrimination and oppression resulted in the term indio becoming negatively associated with social and economic oppression. Ilustrados - group of educated natives who sought freedom and independence from the Spanish rule - Aims to be in the same level as the Spaniards - Means erudite, learned, or enlightened ones Jesuits - missionary who took education to EDUCATIONAL REFORM Necessitiated Changes in the education system of the Philippines - Focus on skilled teaching - Indaquete, suppressive, controlled (mga school ng prayle) The Educational Decree of 1863 - Mandate the establishment of schools for boys & girls (free) - Lack of resources & lack of qualified teachers - Heavily influenced by spanish/Catholic (nagkaroon ng lack of identity) Return of Jesuits - 1865, ateneo Transfored into secondary school - Natural Science, Philosophy, Literature (Mga subject na tinuturo) "Sa Aking Mga Kabata" Poem - According to Ambeth Ocampo in an episode of The Howie Severino Podcast, Rizal did not write the poem since it got published after he died. - the letter K was not widely used in 1869 when Rizal was a child since it was spelled with c than k. - The term "kalayaan," as we know it today, was not widely used in the 19th century. There was a legend that he invented champorado accidentally. Another lie about young Rizal is the tsinelas story. Jose Protacio Rizal Mercado y Alonso Realonda was born on June 19, 1861, in the lakeshore town of Calamba, Laguna. The birthing process was not easy, as Rizal's mother struggled due to the size of his head. 3 days after, he was baptized by Father Rufino Collantes Jose Protacio - the names were taken from two different saints. Saint Joseph Protacio was inspired by Saint Gervacio Protacio, whose feast is celebrated every June 19th Mercado - comes from his Chinese ancestor Domingo Lam-co. means market (reflected their merchant roots) Rizal - surname adapted by the Mercados during 1940 Claveria decree . Y - in Spanish names it means and Alonso - mother's old family name Realonda - mother's claveria decree surname Pepe - According to the book in Exelcis, P.P. stands for pater putativus which means putative father. Since P was pronounced as peh, the nickname pepe originated for Saint Joseph FAMILY MERCADO Rizal was the 7th child of the Mercado family who were well-off and lived on a tenant land owned by Dominican in Calamba Son of Francisco and Teodora 1. Saturnina / Neneng 2. Paciano / Lolo Ciano - older and only brother of Rizal who also served as his confidant and became combat general during PH Revolution. He lived up to 79 3. Narcisa / Sisa 4. Olimpia / Ypia 5. Lucia - married Mariano Herbosa of Calamba and his husband was denied a burial when he died of an epidemic 6. Maria / Biang 7. Jose / Pepe 8. Concepcion / Concha - first heartbreak of Rizal since she died at the age of three 9. Josefa / Panggo 10. Trinidad / Trining - Rizal gave Mi Ultima Adios and she outlived all her siblings 11. Soledad / Choleng Francisco Mercado Rizal / Don Kiko - father of Jose Rizal - born on May 11, 1818 in Binan, Laguna. - He lost his father early and he transferred to Calamba. His father, Juan Mercado was Binan's gobernadorcillo in 1808, 1813, 1823. - His paternal grandfather named Francisco Mercado held the largest carabao livestock. He specialized in Latin and philosophy - he was elected as cabeza de barangay. Teodora Alonso Realonda y Quintos - mother of Jose Rizal - came from a long line of prinicipalia (ruling and educated upper class in town during Spanish occupation and lineages of ex-datus) - Her father and grandfather served as gobernadorcillos. Her education and fine culture who was interested in literature and women. - Described by Rizal as a Spartan woman - Shortly before her death, the American government offered her life pension since Jose Rizal was declared as national hero but she rejected it and told them to reduce the Filipino's taxes RIZAL’S CHILDHOOD Uncle Jose Alberto - nurtured Rizal for appreciation of art and nature's beauty Uncle Gregorio - a learned scholar who instilled love for education and curiosity in knowledge in Rizal Uncle Manuel - helped Rizal developed proficiency in sports and physique like fencing despite his previous weakness and undersized frame As Rizal grew older, his parents acquired private tutors to prepare him for his formal education. Leon Monroy - Rizal's father's former classmate who taught Rizal Spanish and Latin and lived with the family but he died five months after. Maestro Justiniano Aquino - taught him languages while in Binan The teacher's son Pedro, made fun of him and they fought and Pedro had the advantage because of his height but since Rizal defeated him using martial arts taught by Uncle Manuel. After Andres Salandanan challenged him to a fist fight and Rizal almost broke his head. Rizal's studies in Binan had a great influence on his views on education. - Exposure to Injustice Teodora Formosa - Wife of Don Jose Alberto (has an affair with a guardia civil) First Injustice that Rizal experienced during the Spanish government: - His mother’s arrest. was forced to walk 50 km from Calamba to Santa Cruz as punishment, and forbidden from using any kind of vehicle.
