Rizal Law, Context & Spanish Colonial Period

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Rizal Law and its Context

• RA 1425 mandates that all public educational institutions are subject to state regulation and supervision.
• Schools are advised to cultivate moral character, civic consciousness, personal discipline, and understanding of citizenship duties.
• Catholic school representatives threatened to close their institutions if the Rizal Bill was passed.
• Senator Jose P. Laurel, a co-author, identified Rizal as the founder of Filipino nationalism.
• William Howard Taft suggested Rizal as a national hero.

Spanish Colonial Period Context

• The Governor General had "cumplase" power to decide whether to implement or veto royal decrees/laws.
• The cabeza de barangay was held prisoner to ensure revenue collection.
• Religion was a core subject in the Spanish educational system.
• Narciso Claveria issued the Royal Decree of 1849 requiring natives to adopt Spanish surnames from a catalog.

Rizal's Early Life and Education

• Teodora Alonzo taught Rizal how to read and pray.
• Reinhold Rost described Rizal as 'una perla de hombre' (a pearl of a man).
• Rizal's chosen specialization was ophthalmology.
• Trade between Manila and Mexico occurred from 1565 to 1815.
• Natives were required to provide community service for forty days.
• Sanctorum was a church tax.
• Bandala involved natives being forced to sell products to the Spanish.
• Tribute was payments in recognition of vassalage to Spain.
• Pablo Ramon advised Rizal to pursue medicine.
• Leon Ma. Guerrero called Jose Rizal the First Filipino.
• Rufino Collantes baptized Jose Rizal.
• Francisco de Paula Sanchez was Rizal's best professor in Ateneo.
• Leon Monroy taught Rizal Latin and Spanish.

Rizal Law

• Senator Jose P. Laurel co-authored Senate Bill 438.
• The Rizal Bill faced opposition during its passage.
• The Rizal Bill was intended to rededicate the ideals of freedom and nationalism.
• Rizal as a course in college is a legislated and mandated course.
• The Rizal course is founded on RA 1245.
• The creation of Rizal Province affirmed the promotion of Rizal's heroism.
• The declaration of December 30 as Rizal Day promoted Rizal's heroism.
• The inclusion of the Rizal Course in the curriculum promoted Rizal's heroism.
• The construction of the Rizal Monument promoted Rizal's heroism.
• Rizal's works are an inspiring source of patriotism.
• A re-dedication to freedom/nationalism ideals is needed.
• RA 1425 aims to develop moral character, discipline, civic sense, and citizenship duties.
• Senate Bill No. 438 faced legislative/Catholic Church opposition due to concerns of impairing freedom of conscience/religion.
• Rizal Bill amendment provides exemptions from compulsory readings if novels violate personal beliefs.
• The Rizal Law aimed to promote civic conscience and duties.
• Students believing faith is offended are exempted from reading novels
• The Catholic Church opposed Rizal Law due to anti-Catholic passages in Rizal's novels.
• The bill was an attempt to discredit the Catholic religion.
• Compulsory reading against one's faith was an argument against the Rizal Bill.
• Claro M. Recto wrote Senate Bill 438, also known as the Rizal Bill of 1956, to retain the memory of our national hero in every Filipino through education.

19th Century Philippines

• Pure-blooded Filipinos (Indios) were the lowest class and became slaves.
• Memory was highly valued in the 19th-century educational system.
• The Governor-General leads the central administration.
• The Governor-General helped the monarch manage colonial affairs.
• The Governor-General was the king's representative overseeing religious matters (Vice Royal Patron).
• The Governor-General issued executive orders and proclamations.
• The Governor-General implemented royal decrees and laws.
• Properties of cabezas de barangay were mortgaged to ensure revenue submission.
• The government paid salaries to Spanish missionaries/clergy making them officials.
• Native children attended classes in convents, stables, or the town hall.
• The Spanish regime used education to pacify Filipinos, train them in Catholicism, and enforce laws.
• During Spanish rule, natives were taught in Spanish but couldn't speak native languages.
• Spanish missionaries held most positions in schools.

Rizal's Legacy and Views

• Rizal's most significant legacy is his ideas on nationalism and patriotism.
• Education for Rizal gives light to the nation.
• Education empowers the oppressed.
• Education is revolutionary non-violently.
• Education nurtures the minds of Filipino natives.
• Nationalism is centered upon the homeland.
• Nationalism is proud of Filipino achievements.
• Nationalism is awareness/vigilance about issues.
• Nationalism speaks in his or her language.

Sources of Disenchantment and Rizal's Inspiration

• Immoral friars impregnated women.
• Spaniards mockingly called Filipinos "Indios."
• Spaniards seized land and established plantations.
• Rizal considered his Calamba home as the frontrunner of his academic ability.
• Rizal's mother, Donya Teodora, sparked his academic interest.
• Rizal finished Bachelor of Arts at Ateneo Municipal.
• Ateneo Municipal gave equal treatment to Filipino and Spanish students.
• The execution of GomBurZa inspired Rizal to fight Spanish tyranny.
• The Educational Decree of 1863 mandated primary schools in major towns and Spanish as the medium of instruction.
• Rizal went to Europe to learn independence ideals and work with Ilustrados.
• Rizal wasn't awarded a Doctor's diploma due to unpaid fees and thesis.
• Family income fluctuated caused dwindling money.
• Maximo Viola accompanied Rizal during his Europe tour.
• Noli Me Tangere encourages teaching as a primary empowerment tool.

Propaganda Movement and Rizal's Arrest

• Dominican friars pressured the Governor General to exile Rizal.
• The Propaganda Movement advocated for recognition of the Philippines as a Spanish province.
• Regularization of Philippine parishes and clergy was also advocated.
• Establishment of government-funded schools not run by friars was advocated.
• Recognition of human rights and freedom was advocated.
• Assimilation in Rizal's time means treating Philippines as a Spanish province.
• Assimilation involves absorbing differing ethnic heritage into the dominant culture.
• Assimilation involves absorbing Filipino culture into Spanish culture diminishing Filipino identity.
• Assimilation involves adopting dominant culture traits.
• Governor General Despujol arrested Rizal in 1892, for suspected anti-friar leaflets.
• Rizal's friends and family didn't want him to return to the Philippines fearing Spanish authorities.
• Leonor Rivera was Rizal's romance when he left to study abroad.

Rizal's Life in Madrid and Summon by Governor-General

• Rizal enrolled in Universidad Central de Madrid in Medicine and Philosophy and Letters.
• Rizal joined Circulo Hispano-Filipino, a society of Spaniards and Filipinos.
• Rizal was summoned to discuss Noli Me Tangere's contents.

Rizal's Exposure to European Philosophies and Financial Stability

• Rizal's exposure to European philosophies deepened the understanding of colonial issues.
• Rizal's financial struggles shaped his political stance.

Propaganda Movement and Rizal's Nationalist Ideals

• The Propaganda Movement was established by Ilustrados exposing Philippine conditions.
• Rizal's stay in Germany in 1886 had a profound influence on his nationalist ideals.
• Exposure to European liberalism reinforced Rizal's commitment to peaceful reform.

Rizal's Escort and Second Travel

• The governor-general assigned Rizal a personal escort to spy on Rizal.
• Rizal's second trip abroad strengthened nationalist beliefs.

Rizal's Stay in Spanish Legation and Conditions in Dapitan

• Rizal accepted the Spanish Legation invitation due to lower living expenses and having nothing to hide.
• Fr. Antonio Obach's preconditions before Rizal could live in the priest's quarters: regular church attendance and behaving as a good Spanish subject.

Katipunan and Rizal's Trial

• Pio Valenzuela sought Rizal's advice for the upcoming revolution.
• Rizal was found guilty and sentenced to death.