Lesson 1 Rizal Law PDF

THE LIFE AND WORK OF RIZAL Learning Objectives At the end o f the le sso n, the st ude nts sho uld be able to: 1. Recognize the hist or ical ba ckgro und a nd co nte xt of the Rizal Law and its important provisions ; 2. Critica lly a ssess the effe ctive ne ss a nd signi...

THE LIFE AND WORK OF RIZAL Learning Objectives At the end o f the le sso n, the st ude nts sho uld be able to: 1. Recognize the hist or ical ba ckgro und a nd co nte xt of the Rizal Law and its important provisions ; 2. Critica lly a ssess the effe ctive ne ss a nd significance of the Rizal Course ; 3. Reflect upo n themse lves the idea and pr inci ple s of Rizal in their life. Republic Act. No. 1425: Rizal Law Author: Claro M. Recto Sponsor: Jose P. Laurel Signed: June 12, 1956 Rizal Law i s a manda te to in clude in the co ur se curri cula o f all public and priv ate school s, college s a nd univer sitie s the life, works and writ in gs of Jose Rizal, par ti cularly his novels Noli Me Tangere and El Filibusterismo.  Motivations behind Republic Act 1425 T o r e d e d i c a t e t h e l i v e s o f y out h t o t he be l i e fs o f op p ortuni t y a nd p a tr i o t i s m , f o r whi c h o u r he r oe s lived; T o pa y t r i bu t e t o o u r n a t i ona l l e g e nd f o r gi v i ng hi s l i fe a nd w or k s i n m o l d i n g t he F i l i p i n o c ha r a c t e r ; a nd T o i nc r e a s e a r o u s i n g w e l l s pr i ng o f n a t i o n a l i sm t hr oug h a n i nc r e d i b l e i n v e s t i g at i on, w o r ks , a nd c om p os i t i ons. Importance of Rizal Law T h e Ri z a l l a w is v e r y i m p or ta n t in o u r l i ve s as F i l i p i nos b ec au se D r. J os e P. R i zal p l a y s a s i gn ifi c a nt r ol e i n t h e h e r i t a ge a n d h i st or y o f th e P h i l i pp i n e s. R i za l ’ s l i t e ra r y n ov e ls i m m orta l i ze l i f e i n t h e P h i l i p p i n es d u r i ng the S p a n i sh e r a a n d t h e st r on g d es i r e f or f r ee d om a n d independence.  Rizal Law 1425 Section 1: Courses on 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. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities. 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, to persons desiring to read them. 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. (June 12, 1956) Historical Timeline of Republic Act 1425 ❖ 1950’s - Jose Lansang proposed to make a "common patriot program for building the country." (Schumacher, 2011) ❖ April 3, 1956 – Senate Bill No. 438 was submitted to the Senate Committee on Education. ❖ April 17, 1956 – Senator Jose Laurel (Chairman of the Senate Committee on Education) sponsored and presented the Bill No. 438 that aimed to study the life and works of Jose Rizal to the Upper House. ❖ April 19, 1956 - Congressman Jacobo Z. Gonzales proposed House Bill No. 5561. ❖ May 12, 1956 and May 14, 1956 – Senate Bill 438 and House Bill No. 5561 were both approved on the second reading and in the Lower House. ❖ June 12, 1956 – Senate Bill No. 438 was signed into the law by President Ramon Magsaysay. ❖ August 16, 1956 – The Rizal Law took effect. ❖ December 26, 1994 – President Fidel Ramos directed the DECS and CHED to immediately and fully implement RA 1425 (Presidential Memorandum Order 247). ❖ February 15, 1996 – CHED ordered all colleges and universities to offer Rizal course as a separate three-unit course fully and immediately (CHED Memorandum Order No. 6)  The Supporters Organization 1. Senator Lorenso Tanada 1. Knights of Rizal 2. Senator Quintin Paredes 2. Women Writers of the 3. Senator Domocao Alonto Vernacular 4. Congressman Jacobo Gonzales 3. Philippine Veterans Legion 5. Congressman Emilio Cortez 6. Congressman Mario Bengson 4. Colleger Editor’s Guild 7. Congressman Joaquin Roxas 5. Philippine School Teachers’ 8. Congressman Lancap Lagumbay Association 9. Congressman Pedro Lopez  The Opposition 1. Senator Francisco A. 7. Congressman Manuel Soza Rodrigo (Former Catholic 8. Congressman Godofredo Action President) Ramos 2. Senator Mariano Jesus 9. Congressman Miguel Cuenco Cuenco 3. Senator Decoroso Rosales 10. Congressman Lucas (Brother of Julio Rosales) Paredes 4. Congressman Ramon 11. Congresswoman Carmen 5. Congressman Marciano Consing 6. Congressman Jose Nuguid 12. Congresswoman Tecia San Andres Ziga The Catholic Church 1. Holy Name Society of the Philippines 2. Catholic Action of the Philippines 3. Legion of Mary 4. Knights of Columbus 5. Daughters of Isabela ❖ Aside from the aforementioned Senators and house of representatives, the Catholic Action of Manila (CAM) was one of the primary organizations that launched campaigns against the proposal: 1. Their official newspaper, Sentinel, was published daily instead of just once a week; and 2. They encouraged Catholics to write to Senators and Congressmen to reject the Rizal Law. Reason of Opposition ❖ Rizal Violated the Canon 1399 of the 1917 Code of the Canon Law ❖ Noli Me Tangere 120 pages are anti-Catholic ❖ El Filibusterismo - 50 pages are anti-Catholic “Compulsion to read something against one’s religious convictions was no different from a requirement to salute the flag, which according to the latest decision on the matter by the US Supreme Court, was an impairment both of freedom of speech and freedom of religion.” - Principal argument of Senators Rodrigo, Rosales and Cuenco “A vast majority of our people are at the same time Catholics and Filipino citizens. As such, they have two great loves: their country and their faith. These two loves are not conflicting loves. They are harmonious affections, like the love of a child for his father and for his mother. “ T h i s i s t h e ba s i s o f m y s t a n d. L e t u s n o t c r e a t e a conflict between nationalism and religion; between the government and the church.” - Senator Francisco Rodrigo Rizal’s novels “belong to the past” and it would be “harmful” to read them because they presented a “false picture” of conditions in the country at that time. Noli Me Tangere is an “attack on the clergy” and its object was to “put to ridicule the Catholic faith.” The novel was not really patriotic because out of 333 pages, only 25 contained patriotic passages while 120 were devoted to anti-Catholic attack. - Fr. Jesus Cavanna(Speaker on the symposium organized by CAM) “Since some parts of the novels had been declared “objectionable matter” by the hierarchy, Catholics had the right to refuse to read them so as not to “endanger their salvation.” - Jesus Paredes (Radio Commentator) “The bill was Recto’s revenge against the Catholic voters who, together with Magsaysay, were responsible for his poor showing in the 1955 senatorial elections.” - Narciso Pimentel Jr. (Radio Commentator) The controversy brought about by the bill was no longer confined to the Senate. The Catholic Church also intervened in the issue. The Church threatened Recto that they would close all Catholic schools once the bill was passed  In the Defense of the Bill A c c or d in g t o S e n at or J os e L a u r e l , N ol i Me T a n g e re a n d E l F i l i bus te r i sm o m u st b e r e a d b y a l l F i l i p i n o s. T h e y m u st b e t ak en t o h e a rt , fo r i n th e i r p a g e s w e s ee ou rs e lv es a s a m i r r or , ou r d e f ect s as w e l l a s o u r s t r e n g th , ou r v i r tu es a s w e ll a s our v i c es. O n l y th e n w ou l d w e b e com e c o n s c i o us a s a p e op l e , a n d s o l e a r n t o p r e p a r e ou r s e lv es for p a i n f ul s a c ri f ic es th a t u l ti m ate l y l e ad t o se l f - r e lia n c e , se l f - r es pe ct a n d f r e e d om. S i nc e th e i n t en s e deb a te h a s a l r ea d y l a st e d m or e t h a n t wo w e e ks a n d the r e s e em s t o b e n o p r og r e ss in t h e di sc uss i o n a b o u t t h e p r op os a l , S e n ator L a u r e l r e v i s e d t he p r o p o s a l. Or i g i n a l A n a c t t o m ake N o l i M e T a ng e r e a nd E l F i li b ust e r is m o co m p ul s o r y re a d i n g m a tt e r i n a l l p u b l ic a n d p r i v a t e c o l l e g e s a n d u n i v e r s i t i e s a n d f or ot h e r p u r p os e s. Revised A n A c t t o i n cl u de i n t h e c u r r i cu la o f a l l p u b l ic a n d p r i v a t e s ch ool s , c ol l eg e s a nd u n i ve r s it ie s c ou rs es on t h e l if e, w or k s a n d w r i t i n gs o f J os e R i za l , p a r t i cul a r l y h i s n ov e ls Nol i M e T a n g er e a n d E l F il i b ust e ri sm o , a u th or izi n g t he p r i n t i n g a n d d i st r ibu t i on , th e r e of , a n d for other purposes. S e n at e : T h e b i l l w a s p a s se d w i t h 2 3 s e n a tor s i n f a v or (Bill No. 438). H ou s e o f R e p r e s e n t a t i v e s : 7 1 i n f a v o r ; 9 a g a i nst ; 2 abstained (Bill No. 5561). T h e com b i n e d B i l l s N o. 4 3 8 a n d N o. 5 5 6 1 b e c am e National Law No. 1425. T h e b i ll w a s s i g ne d i n t o l a w b y f o r me r P r e s i de n t R a mon M a gs a y s ay a n d b e c am e R e p u b l i c A c t 1 4 2 5 o n J u ne 1 2 , 1 9 56 , w h i ch i s m or e com m onl y k n own a s the Rizal Law.  Importance of Studying the Life and Works of Rizal Historical Significance National Hero - Jose Rizal is the Philippines' national hero, known for inspiring Filipino pride and the desire for independence. Influence on Revolution - His novels, "Noli Me Tangere" and "El Filibusterismo," exposed Spanish abuses and inspired Filipinos to seek freedom. Martyrdom - Rizal's execution made him a martyr, strengthening the resolve of Filipinos to fight for independence.  Importance of Studying the Life and Works of Rizal Cultural Impact Reflection of Filipino Society - Rizal’s stories show the daily life and struggles of Filipinos under Spanish rule. Promotion of Filipino Identity - He encouraged Filipinos to be proud of their heritage and culture. Critique of Colonial Rule - His works criticized the unfair treatment by Spanish authorities, pushing Filipinos to stand up for their rights. Moral and Ethical Values - Rizal’s writings emphasize values like honesty, integrity, and patriotism.  Importance of Studying the Life and Works of Rizal Relevance Today Education and Reform - Rizal believed education could drive progress, a belief that is still relevant as the Philippines works to improve its education system. Nationalism and Patriotism - His call for nationalism reminds Filipinos to take pride in their country and contribute to its growth. Social Issue - Rizal’s fight against corruption and inequality is still important today, inspiring efforts for justice and reform.  Importance of Studying the Life and Works of Rizal Relevance Today Cultural Preservation - His emphasis on understanding and preserving Filipino culture is crucial in today’s globalized world.  Importance of Studying the Life and Works of Rizal THOUGHT TO PONDER! “The most predominantly Catholic country in Asia and it chooses a mason and anti-cleric to be its national hero. Either the Filipino is a split personality or the greatest practioner in the art of uniting opposites. What a nation!” - Voltaire de Leon (2008) Selection of a National Hero  Selection of a National Hero T h e person mu st be a Fil ipino. Th e person mu st be d e ad. T h e person mu st h ave a sol id sense o f patriotism. T h e person mu st be a c al m - th inking person. H e ro e s are th o se wh o h ave a c onc ept o f nation, a nd asp ire and stru ggl e for th e nation’s freed om. H e ro e s d efine and c ontribute to a s yste m o r l ife o f fre e d o m and ord er for a n ation. Heroes c ontribute to th e qual ity o f l ife and destiny o f a nation.  Candidates for the Philippine National Hero Grac ian o Lopez Jaena M arc e l o H. De l Pil ar Jo se Rizal Emil io Jac into A n to n io Luna  G r a ci an o Lo p e z - J a e n a (1856-1896) Born on December 28, 1856 F r om J a r o , I l oi l o F i l i p i n o j ou r n a l i s t O r a t or R e v ol u t i on a r y f r om I l oi l o F ou n der a n d E d i t or o f L a S ol i d a r i d a d D i e d o f t ub e r c ul o s i s o n J a n u a ry 20, 1 8 96 , in B a r c e l on a , S p a i n  M a rc e l o H. del Pilar (1850-1896) B o r n on Au g u s t 3 0 , 1 8 5 0 , i n Cupang, Bulacan, Philippines F i l i p i n o wr i t e r , j o u r n a l i s t , and satirist R e v ol u t i on a r y l e a d e r D i e d of t u b e r c u l osi s i n B a r c e l on a , S p a i n , o n J u l y 4 , 1896  E mi l io J a cin t o (1 8 7 5 - 1899) B o r n o n D e c em b e r 15 , 1 8 7 5 , i n T r ozo , T on d o, M a n i l a F i l i p i n o r e v ol u t i on a r y K n own a s " Th e B r a i n o f th e Katipunan" S tu d ie d a t S a n J u a n de L e t r an C ol l e g e a n d t h e n a t U S T C o n t r a ct e d mal a r i a a n d d i ed i n M a g d a l en a, L a g u n a , o n April 16, 1899  A n to nio L un a ( 1 8 66 - 1899) B o r n o n O c t ob e r 2 9 , 1 8 6 6 , i n U r b i zt on d o , B i n o n d o , M a n i l a Filipino pharmacist W r ot e f or L a S o l i d a r i d a d R e v ol u t i on a r y B r i g a d ie r Ge ne r a l w ho f o u gh t i n t h e P h i l ip p i n e - A m e r i ca n War K i l l ed b y fe l low F i l i p i n os o n June 5, 1899  Jose P. Rizal (1861- 1896) Born on June 19, 1861, in Calamba, Laguna, Philippines F i l i p i n o p ol y m a t h F o r e m os t F i l i p i n o p a t r i o t W r ot e N ol i Me T a n ge r e a n d E l F i l i b u s t er i sm o F ou n d e r o f L a L i g a F i l i p i n a E x e c ut ed b y t h e S p an i s h on D e c em be r 30, 1896, in Bagumbayan, Manila  Jose Rizal was chosen as the Philippine national hero because: 1. Advocacy for Reform: He championed peaceful reform rather than violent revolution. 2. Literary Impact: His works, Noli Me Tangere and El Filibusterismo, highlighted social injustices and inspired national pride. 3. Moral Integrity: Rizal was known for his intellect and commitment to his country's betterment.  Jose Rizal was chosen as the Philippine national hero because: 4. Martyrdom: His execution by the Spanish became a symbol of the fight for freedom. 5. Non-Violent Principles: He represented a non- violent approach to reform, contrasting with more militant methods Thank You