RIZAL Law PDF

THE RIZAL LAW Rizal bill was enacted on June 12, 1956 The Rizal bill became the R.A. 1425 known as the Rizal Law “An act to Include in the Curricula of All Public and Private Schools, Colleges and Universities Courses on the Life and Works and Writings of Jose Rizal, Particularly His Novels Noli M...

THE RIZAL LAW Rizal bill was enacted on June 12, 1956 The Rizal bill became the R.A. 1425 known as the Rizal Law “An act to Include in the Curricula of All Public and Private Schools, Colleges and Universities Courses on the Life and Works and Writings of Jose Rizal, Particularly His Novels Noli Me Tangere and El Filibusterismo, Authorizing the Printing and Distribution Thereof, and for Other Purposes.” Senate Bill 438 - "An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Material in All Public and Private Colleges and Universities, and for Other Purposes." Senate Bill No. 438 was submitted to the Senate Committee on Education on April 3, 1956. The bill was sponsored and presented to the members of the Senate by the late Senator Jose P. Laurel. According to the late Senator Jose P. Laurel the Senator Claro M. Recto, dissemination of ideas and ideals of Jose Rizal through the reading of his works, notably the NOLI ME TANGERE AND EL FILIBUSTERISMO is the main purpose of the bill. Meanwhile, Congressman Jacobo Z. Gonzales also filed a similar bill called House Bill No. 5561 to the House of Representatives. Unfortunately, akin to Senate Bill No. 438, House Bill No. 5561 had also been opposed contending its constitutionality and religiosity. Fidel V. Ramos – directed CHED and DECS to fully implement the law through CMO No. 247 in 1994 and CMO No. 3 was issued to enforce strictly the law in 1995. Rizal Law’s Objectives To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived and died; To play tribute to our national hero for devoting his life and works for shaping the Filipino character; To gain an inspiring source of patriotism thru the study of Rizal’s life, works and writings. 19TH CENTURY PHILIPPINES AS RIZAL’S CONTEXT The Philippines, allegedly a Spanish colony, was then governed from Mexico and in 1565, the Spaniards closed the ports of Manila to all countries except Mexico. Hence, the birth of the Manila-Acapulco Trade, more known as the “Galleon Trade.” The tobacco industry was under the government control during General Basco’s time. From this, positive effects took place as the industrial revolution contributed many things to the people: The Philippines was opened for world commerce. Foreigners were engaged in manufacturing and agriculture.  The Philippine economy became dynamic and balanced. There was rise of new influential and wealthy Filipino middle class. People were encouraged to participate in the trade. Migration and increase in population were encouraged. The opening of the Suez Canal provided a shorter route for trades. ving lands at that time. Consequently, more provinces shifted to growing cash crops so ownership and management of lands became major concerns. Farmers were pressured to produce more harvest. Built by Ferdinand de Lesseps, a French man, the opening of the Suez Canal for world shipping took place on November 17, 1860. It intensified European colonial competition and expansion in Southeast Asia. Then they would engage in a pacto de retroventa – an agreement of sale guaranteeing that the landowner could buy the land back at the same price at which it was sold. The Chinese mestizos play a major part in the Spanish colonial period, buying land, accumulating wealth and influencing the majority. The increasing population of the mestizos prompted the emergence of the following social status in the society: Peninsulares (pure-blooded Spaniard born in the Iberian Peninsula such as Spain) Insulares (pure-blooded Spaniard born in the Philippines) Spanish Mestizo (one parent is Spanish, the other is a native or Chinese Mestizo; or one parent is Chinese, the other is a native) Principalia (wealthy pure-blooded native supposedly descended from the kadatoan class) Indio (pure-blooded native of the Philippines or the Filipinos) Chino Infiel (non-Catholic pure blooded Chinese) An inquilinato system was introduced during the mid-eighteenth century because of the increasing economy through the export of agricultural crops for trade. Inquilinos system enhanced economic independence on Filipino agricultural communities. The first among the revolutions was the Industrial Revolution, which was about the inventions of steam engines and machines that were used in the manufacturing sector in different cities of Europe. This revolution was considered as one of the most significant developments in the 19th century. A global event that led to world commerce. French Revolution allowed for the changing of political views among the people. American revolution was somehow about the political disturbance during the mid-18th century. Education was under the control of the friars during the 19th to mid-19th century. Fear of God and obedience to the friars were the main lessons taught to students. By the end of 19th century, the only school that offered different courses was the University of Santo Tomas, an existing higher education in the Philippines. Rizal was able to read the bible at age 5 and they prayed daily at home, particularly the Angelus at sunset. Educational decree of 1863 - Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls Fear of God and obedience to friars were the primary lessons taught in Spanish colonial schools. There were ilustrados, who belonged to the landed upper class, were much-respected in their own towns or pueblos but were regarded as filibusteros or rebels by the friars. UST – established in 1611 and among the oldest educational institution in the country Polo y Servicio – compelled to perform unpaid labor for public works Cedula – During the Spanish era, it is an identification card and residence tax certificate that had to be carried at all times. Form of taxation imposed on the natives during the Spanish colonial period Cedula Sanctorum Donativo de Zamboanga Gobernadorcillo - In a traditional barangay system, the head of the community Cabeza de Barangay - Leader or chief of a barangay in the Spanish Philippines during the Spanish colonial period and is responsible for local administration. General Camilo de Polavieja - he was responsible for the execution of Jose Rizal, as he was the chief executive of the colony when Rizal's trial and execution took place.