Republic Act No. 1425 (Philippines) PDF

REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND F...

REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, 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 Page 4 WHEREAS, today, more than any other period of our history, there is a need for a rededication to the ideals of freedom and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; Page 5 WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a 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; WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now, therefore, Page 6 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: Provided, that in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette. 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. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university. 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, through the Purok organizations and Barrio Councils throughout the country. 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 persons 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. Approved: June 12, 1956 Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956. In 1956, Sen. Claro M. Recto filed a measure which became the original Rizal Bill. Under the bill it shall be obligatory for college and university students to study the life and works of Rizal. Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor the bill at Congress. However, this was met with stiff opposition from the Catholic Church. During the 1955 Senate election, the church charged Recto with being a communist and an anti-Catholic. After Recto's election, the Church continued to oppose the bill mandating the reading of Rizal's novels Noli Me Tángere and El Filibusterismo, claiming it would violate freedom of conscience and religion. On May 12, 1956, a compromise was inserted by Committee on Education Chairman Jose P. Laurel that accommodated the objections of the Catholic Church was approved unanimously. The bill specified that only college (university) students would have the option of reading unexpurgated versions of clerically-contested reading material, such as Noli Me Tángere and El Filibusterismo. On June 12, 1956, the bill was approved by the Philippine Legislature as Republic Act 1425; otherwise known as Rizal Law. Incidentally, June 12 was declared as Flag Day. PHILIPPINES BEFORE RIZAL The Philippines was discovered by Spain under the FERDINAND MAGELLAN expedition on March 17, 1521. He was sent by king Charles I. With Spain and Portugal competing on claims over the Moluccas and the Philippine Islands, the Spaniards were only able to return to the Philippines in 1543 under the expedition of Ruy Lopez de Villalobos who named the islands as “Filipinas”. The Villalobos expedition exacted the location of the Philippines. MIGUEL LOPEZ DE LEGAZPI - The Conquest In 1565, Miguel Lopez de Legazpi was sent to the Philippines by Phillip II, the new king of Spain, and also Portugal. Legazpi became the first Governor General of the Philippines. He also established the Encomienda system. Likewise, he founded the city of Manila under Spain in 1571 after taking it from Rajah Sulayman. SYSTEMS AND POLICIES UNDER SPAIN 1. ENCOMIENDA: The first government system adopted by Spain in the islands. This system is based on land occupation entrusted to private persons who contributed to the conquest of the islands, the Catholic Church and the royal government. 2. PATRONATO REAL (royal patronage) the unity of Spain and the Catholic Church. This system puts the Church under the authority of the government as agreed by both the king and the Pope. This gave the clergy national and local political authority referred to as“frailocracy”. 3. TRIBUTE: tax imposed by Spain to every family annually. It came in the form of produce or money. 4. FRAILOCRACY: the rule of the friars (Spanish missionaries/ regular priests) which resulted in grave abuses among civilians. Most abusers were the“cura paroco” (parish priests) 5. ISOLATION POLICY: As a result of Spain’s insecurity with the other Southeast Asian colonizers like the British in Malaya and the Dutch in Indonesia), the Philippines was secluded from the rest of Asia and trade was confined to the GALLEON TRADE (the Mexico-Philippines exchange) 6. POLO: The compulsory service to the government rendered by all males, 16 to 60 years old annually without payment. FALLA refers to the payment exacted by anyone to be exempted from work 7. Divide and Rule: the principle of disuniting the people (making them go against each other) in order to govern them more effectively. Some of the Filipino Revolts Against Spanish Rule 16th century Lakandula and Sulayman Revolt (1574) or the Tagalog revolt against the Legazpi and Lavezares administrations. Pampanga Revolt (1585) of Datus against Encomenderos Conspiracy of the Maharlikas in Tondo (1587-1588) The Cagayan and Dingras Revolts Against Tribute (1589) Magalat Revolt (1596) led by Magalat, a Cagayano rebel 17th century Igorot Revolt (1601) against conversion to Christianity Bancao Revolt (1621-1622) for religious freedom in Leyte Sumuroy Revolt (1649-50) of Warays of Northern Samar Maniago Revolt (1660-1661) in Pampanga against friar and government abuses Malong Revolt (1660-1661) in Pangasinan w/ Maniago Chinese Resistance of 1662 against pirate Koxinga Panay Revolt (1663) by Tapar a religious pagan. Zambal(es) Revolt (1681-1683) by Chieftains 8th century Agrarian Revolt of 1745 of Batangas, Laguna and Cavite Dagohoy Rebellion of 88 years (1744-1829) in Bohol. Diego & Gabriela Silang Revolt (1762-1763) in Ilocos Palaris Revolt (1762-1764) during the British invasion 19th century Novales Revolt (1823) in Manila against peninsulares Palmero Conspiracy (1828) a failed plot against Spain. Hermano Pule Religious Revolt (1840-1843) in Tayabas. Causes of the Filipinos’ Defeat Disunity because of lack of national identity. The divide and rule strategy was an obstacle. Loyalty crisis because of ethnic differences Self-interest Lack of preparation and training Absence of sufficient weapons and firepower Geographical isolation and separation Communication gap due to language differences ENLIGHTENMENT IN THE PHILIPPINES The Enlightenment of Europe in the Philippines 16 to 17th Century Exploration. A period of expansion for Western colonizers for Spain and Portugal that produced the likes of Christopher Columbus, Vasco de Gama, Bartholomew Diaz and Ferdinand Magellan in quest of gold, evangelization and power. Reformation of the Protestants and the Counter-Reformation of the Catholics. The Scientific Revolution and the rise of Copernicus, Galileo and Newton. The Renaissance, the revival of the arts and humanities rediscovering the knowledge of the Greeks and the Roman. It was the rise of masters Michelangelo and Leonardo de Vinci. 18 th century Enlightenment - The Rights for Women Growth of Literacy and Reading. The age for the printing press The rise of modern philosophers like John Locke, writers and artists Discussions on life, liberty and equality Promotes progress, secularization and individualism Society became anti divine right, favored the separation of church and state, and the proliferation of social classes The emancipation of black slaves in the United States by President Lincoln. 19th century 1821. Mexican independence from Spain resulted in loss of trade in the Pacific. 1834. Opening of the Philippines to World Trade by Spain. Natives started to engage in trade. More Chinese migration to the country. Influx of European influence. The Enlightenment reached the Indios. Education of the Natives like Burgos, del Pilar, etc. The rise of the educated middle class the ILUSTRADO RIZAL FAMILY Saturnina - eldest child, married manuel timoteo hidalgo Paciano - only bro of rizal, 2nd child, became general of the ph revolution Narcisa - 3rd, married antonio lopez -teacher and musician Olympia - 4th, married silvester ubaldo. Died 1887 from childbirth Lucia - 5th, married matriano herbosa Maria - 6th, married daniel faustino cruz Josefa - 7th, 2nd son Conception - 8th, died at age of 3 Josefa - 9th, epileptic child, died a spinster Trinidad - 10th, died a spinster, last of the family to die Soledad - 11th, youngest, married to pantaleon quintero The Rizal Ancestral House in Calamba, Laguna was a special place for Jose Rizal. It is here where he was born, raised and spent his early childhood. Even when Rizal was already in Europe, he would remember this town as the place where he spent some of the most joyous times of his life. THE RIZAL HOUSE. The Rizal house was large, a two-storey building built of adobe stones, hardwood and tiled roof. It had many rooms: for the girls, the boys, another for the couple, and quarters for servants. The family had a huge dining table and a big ceiling fan. They also had a library of more than a thousand volumes of Latin and Spanish books. In their backyard there is a nipa hut, a native house whose roof was made of thatched cogon grass and bamboo wall, where the children played. Many fruit-bearing trees surrounded the house. Rizal’s family was one of the richest families in Calamba. Indeed, they belonged to the principalia, a town aristocracy in Spanish Philippines. The main source of their livelihood was the sugarcane plantation which was being rented from the Dominicans. The farm also had coconut (copra), rice fields, fruit-bearing trees and a large turkey farm. Moreover, the family milled their sugar and had a ham press. The Rizal family was also the first native family in Calamba to own a horse-drawn carriage, called the carruaje. Doña Lolay, fond name for Doña Teodora, who belonged to an affluent family, was relatively popular in Calamba and in Binan and was well respected by the town folks. At an early age Pepe (nickname of Jose) proved to be a truly gifted boy. His mother was his first teacher. At the age of three he was already taught how to read the Latin and Spanish alphabets. He was trained to work fast and efficiently, to be honest at all times, and to always pray to God. His younger sister Concepcion, fondly called Concha, his playmate and best friend, died of a sickness at the age of three. Jose was four years old at the time. Josefa, the next sister, should have taken the place of Concha, but with her health condition, being an epileptic. Jose was probably more of a caretaker to her rather than a playmate. Trinidad or Trining, the sibling next to Josefa, was even much closer to Jose. She was a girl with a strong character. It is as if Jose had a new younger brother. Jose learned many stories and legends even at a young age. He remembered his “yaya” (Tagalog word: nanny) would always frighten him through her stories of freaky night creatures. However, of all the stories told, he would never forget the story of “The Moth and the Flame” from the book, El Amigo de los Ninos. Some of those who became very influential to Jose when he was young were the three brothers of his mother. They were uncles Gregorio, Manuel and Jose Alberto. Pepe would always come along to his uncles who taught him things that would benefit him in the future. Jose Alberto, an artist, would teach Pepe skills in sketching and drawing through the use of a pencil or charcoal. Manuel, being an athlete, would instruct him the rudiments of fencing and wrestling. Lastly, his uncle Gregorio, who was a lover of books and a writer, would instill in him a passion for writing and an appreciation to poetry and literature. When Doña Teodora gave birth to Soledad, the eleventh child in the family, Don Francisco together with Jose went to Antipolo for a pilgrimage. Jose was then seven years old. Afterwards, they proceeded to Manila where they visited Saturnina who was then a boarding student at La Concordia College in Sta. Ana. Don Francisco, together with Jose, then seven years old, went to Antipolo for a pilgrimage When Jose reached the age of eight, he wrote an untitled poem about his love for the native tongue or language. In the poem, he expressed that Tagalog is of equal importance with Latin, Spanish, or any other language. He lamented the fact that his fellow youth preferred to study and use the foreign languages while they have their own to use and be proud of. As a young critic, he added that a man who does not love his own language was worse than a beast or an evil-smelling fish. Scholars would later title this early masterpiece “Sa Aking Mga Kababata.” However, some writers contended that the title should have been “Sa Aking Katutubong Wika” since the poem is about language, and not about the youth. LESSON 3 BIÑAN STUDIES At the age of nine, Jose would be sent by his parents to Biñan to continue his primary education under the instruction of Maestro Justiniano Aquino Cruz. Maestro Justiniano was a renowned teacher adept in Latin and Spanish grammar. In fact, he was a former teacher of his brother Paciano. In the first weeks of his studies in Biñan, he would receive ruler blows on his palms for his mistakes and misbehavior. The pain of Maestro Justiniano’s punishment helped him to take his studies seriously. Maestro Justiniano was of the old school who believed in the maxim "Spare the rod and spoil the child." Later on, Jose would be able to catch up quickly and win many prizes in competitions held by the maestro. He had practically beaten all his Biñan schoolmates. Maestro Justiniano, though a strict disciplinarian, was also a conscientious instructor. The teacher told Jose, who had been only a few months under his care, that he already knew as much as his master. Thus, he advised his parents that Jose be sent to Manila to pursue higher education. Being physically frail and thin, Jose was initially bullied by his classmates. One of them was a boy named Pedro whom he remembered as the first one he had a brawl with. Another one was Andres Salandanan who almost broke his arm during a “bunong braso” or arm-wrestling match. Biñan had been a valuable experience for young Rizal. There he had met a host of relatives and from them heard much of the past of his father's family. He befriended Leandro, his cousin’s son. His best friend in the class, though, was Jose Guevarra, his painting partner in the class of a painting guru Mang Juancho, the aging father-in-law of Maestro Justiniano. Jose also received instructions from Maestro Lucas Padua and from Leon Monroy, his tutor in Latin.