The Life and Works of Rizal Chapter 1-2 PDF

GEM THE LIFE AND WORKS OF RIZAL  Chapter 1: Republic Act 1425 Chapter 1: Republic Act 1425 II. REPUBLIC ACT NO. 1425 o Also known as Rizal Law was approved and signed by President Ramon Magsaysay on June 12, 1956. o It is an act of mandating all public and private in...

GEM THE LIFE AND WORKS OF RIZAL  Chapter 1: Republic Act 1425 Chapter 1: Republic Act 1425 II. REPUBLIC ACT NO. 1425 o Also known as Rizal Law was approved and signed by President Ramon Magsaysay on June 12, 1956. o It is an act of mandating all public and private institutions including state colleges and universities to include the Dr. Jose Rizal's life, works, and writings as acourse across programs. 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 Chapter 1: Republic Act 1425 INTENTIONS/REASONS FOR PUSHING THE APPROVAL OF RIZAL BILL 1. There is a need for re-dedication to the ideals of freedom and nationalism for which our heroes lived and died. 2. There is a need to remember with special fondness and devotion the lives and works of our heroes who shaped the national character. 3. The life, works and writings of Dr. Jose Rizal, particularly, his Novels Noli Me Tangere and El Filibusterismo are constant and inspiring source of patriotism with which the minds of the youth, especially during their formative years in school, should be suffused/spread. 4. There is a need to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship. Chapter 1: Republic Act 1425 I. FROM THE RIZAL BILL TO THE RIZAL LAW Senator Claro M. Recto o On April 3,1956, Senator Claro M. Recto submitted a bill to the Senate Committee on Education, which proposed that Jose Rizal's two most famous novels, Noli Me Tangere and El Filibusterismo, be made mandatory reading for all Filipino students in college. o The main proponent of the Rizal Bill (Senate Bill 438) or "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. o He believed that studying the life and works of Jose Rizal would be instrumental in teaching the youth to standup for their country, therefore embodying the values and ideals of Rizal o For easier understanding, we will call it the Noli- Fili Bill. Chapter 1: Republic Act 1425 I. FROM THE RIZAL BILL TO THE RIZAL LAW Senator Jose P. Laurel (April 17,1956) o Head of the Senate Committee on Education. o He helped Sen.Recto defend the viability and practicality of having the bill enacted into law. o He firmly believed that the passing of the bill into law will be integral in achieving the noble intent of bringing to the Filipinos a sense of nationalism that would help them understand the importance of sovereignty. The Catholic Church's Opposition to the Noli-Fili Bill o The Noli-Fili bill, like the Reproductive Health Bill, faced opposition and controversy from the Catholic Church and conservative groups. o They opposed the bill because it required the reading of Jose Rizal's novels, "Noli Me Tangere"and"El Filibusterismo,"which contain criticisms of the actions of the Catholic Church during Rizal's time. Chapter 1: Republic Act 1425 I. FROM THE RIZAL BILL TO THE RIZAL LAW The Catholic Church's Opposition to the Noli-Fili Bill o The Church argued that if the bill were to pass, it would damage the reputation of the religion. o According to Fr. Jesus Cavanna, the novels were written a long time ago and teaching them today could be harmful as it may give students incorrect ideas about the current state of the Philippines Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill: 1. Among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti- Catholic. 2. One hundred seventy (170) lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Catholic doctrine. 3. The bill might divide the nation Chapter 1: Republic Act 1425 I. FROM THE RIZAL BILL TO THE RIZAL LAW Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill: 4. Compulsionto read something against one's faithimpairs freedom of speech and religious freedom. 5. Rizal admitted that he did not only attack the friars whoacted deceptively on the Filipinos but also the Catholic faith itself. Chapter 1: Republic Act 1425 The Enactment of "Rizal Law" So, what happened to the Noli-Fili bill? If the Catholic Church opposed it, why are Rizal's works being taught in schools now? Well, Senator Jose P. Laurel proposed a substitute bill that addressed the concerns of the Church. Here are the few tweaks that were made to appease theopposition: 1. The new substitute bill now included a wider range of works and writings by Jose Rizal, instead of only "Noli Me Tangere" and "El Filibusterismo." 2. Students who did not want to read the novels were given the option to ask for an exemption. 3. The unexpurgated/uncensored version of "Noli Me Tangere" and"El Filibusterismo" could only be studied at the college level on June 12th, 1956, on Flag Day, President Ramon Magsaysay signed the law, which is now known as Republic Act 1425 or the Rizal Law Chapter 1: Republic Act 1425 II. REPUBLIC ACT NO. 1425 Elements of the Rizal Law According to Laurel, the purpose of enacting the Rizal Law is to educate the young generation of the Philippines about the ideals and principles for which Rizal sacrificed his life. By reading and studying Rizal's life, teachings, and writings, the youth will gain confidence, direction, courage, and determination to contribute to the progress of our nation. Here are the different sections of Rizal Law: o The first section of the law concerns mandating the students to read Rizal's novels. o The second section of the law require the schools to have a sufficient number of copies of unexpurgated edition of the novels in their libraries. o The third section of the law aims to make Rizal's writings more readily available to the general public by promoting their printing at an affordable cost, or in some cases, providing them for free. o The fourth section of the law clarifies it will not change a specific section of the Administrative Code that prohibits public school teachers from discussing religious doctrines. o The fifth section of the law authorizes the unallocated funds to be used to implement the act. o The last section of the law states that the act will immediately take effect. Chapter 1: Republic Act 1425 II. REPUBLIC ACT NO. 1425 The goal of Rizal Law can usually be summarized in three points: 1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died. 2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino character. 3. To gain an inspiring source of patriotism through the study of Rizal's life, works, and writings.  Chapter 2: 19th Century Philippines as Rizal’s Context Chapter 2: 19th Century Philippines as Rizal’s Context I. ECONOMIC DEVELOPMENT A. End of Galleon Trade o The Galleon trade (Kalakalang Galyon) is also known in New Spain as “La Nao de la China” (The China Ship) because it carried largely Chinese goods, shipped from Manila. o When the Spaniards came to the Philippines, our ancestor were always trading with China, Japan, Siam, India, Cambodia, Borneo and the Mollucas. The Spanish Government continued trade relations with these countries, and Manila became the center of commerce in the East. The Spaniards closed the ports of manila to all countries except Mexico. Thus, the Manila-Acapulco Trade, better known as the “Galleon Trade” was born. o The Galleon Trade was a government monopoly. Only two galleons were used: Chapter 2: 19th Century Philippines as Rizal’s Context I. ECONOMIC DEVELOPMENT A. End of Galleon Trade The Galleon Trade was a government monopoly. Only two galleons were used: o One sailed from Acapulco to Manila with some 500,000 pesos worth of goods, spending 120 days at sea; o other sailed from Manila to Acapulco with some 250,000 pesos worth of goods spending 90 days at sea. B. Opening of Suez Canal Opening of the Suez Canal in 1869 relatively became an easy passage between Spain and the Philippines for Spanish trading. The Suez Canal connecting the Mediterranean and the Red seas is inaugurated in an elaborate ceremony attended by French Empress Eugenie, wife of Napoleon III. Chapter 2: 19th Century Philippines as Rizal’s Context I. ECONOMIC DEVELOPMENT C. Opening of Ports to World Trade o In 1834 the crown abolished the Royal Company of the Philippines and formally recognized free trade, opening the port of Manila to unrestricted foreign commerce. o By 1856 there were thirteen foreign trading firms in Manila, of which seven were British and two Americans; between 1855 and 1873 the Spanish opened new ports to foreign trade, including Panay, Zamboanga in the western portion of Mindanao, Cebu on Cebu, and Legaspi in the Bicol area of southern Luzon. The growing prominence of steam over sail navigation and the opening of the Suez Canal in 1869 contributed to spectacular increases in the volume of trade. Chapter 2: 19th Century Philippines as Rizal’s Context I. ECONOMIC DEVELOPMENT D. The Rise of the Export Crop Economy o In 1851 exports and imports totaled some US$8.2 million; ten years later, they had risen to US$18.9 million and by 1870 were US$53.3 million. Exports alone grew by US$20 million between 1861 and 1870. British and United States merchants dominated Philippine commerce, the former in an especially favored position because of their bases in Singapore, Hong Kong, and the island Borneo. o By the late nineteenth century, three crops-tobacco, abaca, and sugar-dominated Philippine exports. o Sugarcane had been produced and refined using crude methods at least as early as the beginning of the eighteenth century. Chapter 2: 19th Century Philippines as Rizal’s Context I. ECONOMIC DEVELOPMENT E. The Rise of the Monopolies o On March 1, 1782, Spanish governor general Jose V. Basco established the tobacco monopoly as his economic program. Thus, the tobacco production in the Philippines was under his total control. The provinces of Cagayan Valley, Ilocos Provinces, Nueva Ecija, and Marinduque were ordered to plant tobacco. Only the government was allowed to buy the tobaccos. These tobaccos were then bought to Manila to be made into cigar or cigarettes. Why did Basco created the Tobacco Monopoly? o Expenses incurred in running the colony were usually paid for by a yearly subsidy called real situado sent from the Philippines’ sister colony, Mexico. This was, however, insufficient. The Royal fiscal, Francisco Leandro de Vianna, was prompted to devise a plan to be able to a raise revenue on its own. Chapter 2: 19th Century Philippines as Rizal’s Context II.SOCIAL DEVELOPMENT A. The Education System o A key factor in the emergence of nationalism in the late nineteenth century was the cultural development consequent on the rapid spread of education from about 1861. o Aside from Latin and Spanish, Greek, French, and English were studied. Rizal studied at Ateneo Municipal de Manila (Ateneo de Manila University) when this school was located at Intramuros, Manila o At the same time, such a role was given to the natural sciences that Rizal has the Filosopo Tasio (Rizal's father, Francisco) say, "The Philippines owes (the Jesuits) the beginnings of the Natural Science, soul of the nineteenth century." Under the direction of the Jesuits too was the other new educational institution, the Escuela Normal Superior de Maestros (Superior Normal School) for female teachers. It was opened in 1865 to provide Spanish-speaking teachers for the projected new primary school system. The Escuela- Normal represented a hope of progress in the mind of the many Filipinos that just as it would be opposed by those for whom modern education for Filipinos pose a danger to the continuance of Spanish rule. Chapter 2: 19th Century Philippines as Rizal’s Context II.SOCIAL DEVELOPMENT A. The Education System The Public School System in the 19th Century o Free access to modern public education by all Filipinos was made possible through the enactment of the Education Decree of December 20, 1863 by Queen Isabella II. o The royal decree provided for a complete educational system which would consist of primary, secondary and tertiary levels, finally making officially available to Filipinos valuable training for leadership after three centuries of colonization. o The Education Decree of 1863 provided for the establishment of at least two free primary schools, one for boys and another for girls, in each town under the responsibility of the municipal government. It also commended the creation of a free public normal school to train men as teachers, supervised by the Jesuits. o In 1866, the total population of the Philippines was only 4,411,261. The total public school was 841 for boys and'833 for girls. In 1892, the number of schools increased to 2,137, 1,087 of which was for boys and 1050 for girls. Chapter 2: 19th Century Philippines as Rizal’s Context II.SOCIAL DEVELOPMENT B. The Chinese and Chinese Mestizos in the Philippines o The sectors that greatly benefited from the changing economy were the Chinese and the Chinese mestizos. Since pre-colonial times, the natives of the Philippines had had trade relations with the Chinese. o During the height of the Galleon Trade, it was also Chinese products that comprised most the goods being traded. o The Chinese, however, proved to be "necessary outsiders" in Philippine colonial economy and society. Although the Spaniards were wary of the Chinese, they realized the importance that the latter played in sustaining the economy. From the goods loaded on the galleons to the development of retail trade, the Chinese enlivened the economy o Eventually and gradually, they became integrated into colonial society, giving rise to Intermarriages with indios that gave birth to Chinese mestizos. The Chinese mestizos assumed an important role in the economy all throughout the Spanish colonial period. They influenced the changing economy in the nineteenth century by purchasing land, accumulating wealth and influence. Chapter 2: 19th Century Philippines as Rizal’s Context II.SOCIAL DEVELOPMENT B. The Chinese and Chinese Mestizos in the Philippines Impact on Life in the Colony o The economic developments, as mentioned, precipitated social, political, and cultural developments as well. o As Manila became a trading center, it became a viable destination for people seeking better opportunities or those wanting to escape the worsening conditions in the farmlands. The increased rate of internal migration raised several concerns. o One, people flocked the centers of trade like Manila. Overcrowding implied issues in living quarters, sanitation and public health, and increase in criminality. o Two, the continuous movement of people made tax collection extra difficult Chapter 2: 19th Century Philippines as Rizal’s Context II.SOCIAL DEVELOPMENT B. The Chinese and Chinese Mestizos in the Philippines Renegotiating Social Stratification The Philippine society felt the impact of the developing economy. As a result, social relations underwent redefinitions and the changing dynamics brought about a renegotiation of social stratification. With the growing relevance of the mestizo population, new lines were drawn with the following social strata: o Peninsular- Pure-blooded Spaniard born in the Iberian Peninsula (i.e., Spain) o Insular- Pure-blooded Spaniard born in the Philippines o Mestizo-Born of mixed parentage, a mestizo can be: o Spanish mestizo — one parent is Spanish, the other is a native; or o Chinese mestizo — one parent is Chinese, the other is a native o Principalia- Wealthy pure-blooded native supposedly descended from the kadatoan class o Indio- Pure-blooded native of the Philippines o Chino infiel- Non-Catholic pure-blooded Chinese Chapter 2: 19th Century Philippines as Rizal’s Context II.SOCIAL DEVELOPMENT B. The Chinese and Chinese Mestizos in the Philippines Renegotiating Social Stratification o As the Spaniards lost economic power in the nineteenth century, they asserted dominance by virtue of their race. This issue brought complications with the rising principalia and mestizo populations who realized their indispensable position in society as movers and facilitators of the economy. The renegotiation continued throughout the century as the mestizos and principalia elite eventually demanded social recognition that the pure-blooded Spaniards had consistently denied them. o These wealthy mestizos and members of the principalia continued to amass economic and cultural capital. They also availed themselves of the opportunity to obtain higher degrees of education not only in the Philippines but also in Europe. These activities augmented their relevance in society as it was from these ranks that articulations of nationalism would emerge. Chapter 2: 19th Century Philippines as Rizal’s Context II.SOCIAL DEVELOPMENT C. The Rise of the Inquilinos (Hacienderos) o The rapidly growing population in the nineteenth century needed increased amounts of rice. Thus, those who controlled large rice, sugar, and abaca-growing lands in the Central Luzon, Batangas, parts of Bikol region, Negros, and Panay profited the most. o These included not only the Filipino hacenderos of Pampanga, Batangas, and Western Visayas, and the friar orders owning the large haciendas of Bulacan, Laguna, and Cavite, but also inquilinos of the friar haciendas. o By this time, many of these inquilinos were equivalently hacenderos in their own right, pass on from one generation to the next the lands they rented from the flier hacienda and farming them by means of their share-tenants or kasama. Chapter 2: 19th Century Philippines as Rizal’s Context III.POLITICAL DEVELOPMENT o The Spaniards ruled the Filipinos in the 19th century. The Filipinos became the Spaniard's slave. The Spaniards claimed their taxes and Filipinos worked under the power of the Spaniards.There was an appointment of officials with inferior qualifications, without. dedication of duty and moral strength to resist corruption for material advancement. o Through this power and authority, the Spaniards possessed, they collected and wasted the money of the Filipinos.There were too complicated functions to the unions of the church and the state. o Through the power that the Spaniards possessed, they had the right to appoint the different positions. The appointment of positions is obtained by the highest bidder which is the Governor-general of the country Chapter 2: 19th Century Philippines as Rizal’s Context III.POLITICAL DEVELOPMENT o They were corrupt during the 19th century and the Alcaldias/Alcalde is considered as the most corrupt over the other corrupts. The Alcaldias/Alcalde includes the administrators, judges and military commandants. They usually have P25/mo. Liberal allowances and privileges to take a certain percentage of money from the total amount of taxes. There were also monopoly trades or business practices known as indulto para comerciar. Chapter 2: 19th Century Philippines as Rizal’s Context III.POLITICAL DEVELOPMENT A. Rise and Gradual Spread of Liberalism and Democracy o The principal ideas of liberalism- liberty and equality- were first realized successfully in the American Revolution and then achieved in part in the French Revolution. o This political and social philosophy challenged conservatism in the European continent. -Liberalism demanded representative government as opposed to autocratic monarchy, equality before the law as opposed to legally separate classes. o The idea of liberty also meant to specific individual freedoms: freedom of the press; freedom of speech, freedom of assembly; and freedom from arbitrary arrest. o Democracy became a way of life in many European countries, like Britain, Belgium, and Switzerland. Democracy was gradually established thru the following means: promulgation of laws that advance democracy; undertaking of reforms thru legislation; abolition of slavery; adoption of a liberal constitution; providing the citizens the opportunity to propose laws; adoption of manhood suffrage; and granting of political, economic and social rights to the people. Chapter 2: 19th Century Philippines as Rizal’s Context III.POLITICAL DEVELOPMENT B. Impact of the Bourbon Reforms o The Bourbon Reforms (Castilian: Reformas Borbonicas) were a set of economic and political legislation promulgated by the Spanish Crown under various kings of the House of Bourbon, mainly in the 18th century. o The reforms resulted in significant restructuring of the administrative structure and personnel. The reforms were intended to stimulate manufacturing and technology to modernize Spain. o In Spanish America, the reforms were designed to make the administration more efficient and to promote its economic, commercial and fiscal development. The crown did so, hoping that it would have a positive effect on the economy of Spain o Furthermore, the Bourbon Reforms were intended to limit the power of Creoles and re-establish Spanish supremacy over the colonies such as the Philippines. Chapter 2: 19th Century Philippines as Rizal’s Context III.POLITICAL DEVELOPMENT B. Impact of the Bourbon Reforms o The reforms achieved mixed results administratively but succeeded in alienating the local elites of the Americas (who called themselves Criollos) and eventually led to the demise of all overseas dominions of the Spanish crown. C. Cadiz Constitution of 1812 o A Spanish constitution adopted by the constituent Cortes in Cadiz on Mar. 18, 1812, and made public on Mar. 19, 1812, during the Spanish Revolution of 1808-14. The constitution declared that "sovereignty resides in the nation, which retains the exclusive right to establish its own fundamental laws" (art. 3)